Operation Houndstooth Intervention Theory: Social Capital in Today's Schools

Autor/inn/en	Renzulli, Joseph S.; Koehler, Jennifer L.; Fogarty, Elizabeth A.
Titel	Operation Houndstooth Intervention Theory: Social Capital in Today's Schools
Quelle	In: Gifted Child Today, 29 (2006) 1, S.14-24 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
Schlagwörter	Intervention; Social Capital; Academically Gifted; Helping Relationship; Cognitive Development; Moral Development; Theories; Affective Behavior + Suchen Sie Ihr Suchwort? Sozialkapital; Helfende Beziehung; Kognitive Entwicklung; Moralische Entwicklung; Theory; Theorie; Affective disturbance; Active behaviour; Affektive Störung
Abstract	In this article, the authors report on the Operation Houndstooth Intervention Theory (OHIT), which fosters social awareness and utilizes the talents of the gifted to build social capital, that is, a program in which gifted students with high potential use their ability to help others. The six approaches of OHIT are described: (1) The Rally-Round-the-Flag Approach; (2) The Gold Star Approach; (3) The Teaching-and-Preaching Approach; (4) The Vicarious Experience Approach; (5) Direct Involvement I; and (6) Direct Involvement II. Drawn from the positive psychology movement, the goal of Operation Houndstooth is to develop in gifted students six co-cognitive factors: optimism, courage, romance with a topic/discipline, sensitivity to human concerns, physical/mental energy, and vision/sense of destiny. It is suggested that schools should adopt several approaches. Each level of the OHIT leads students closer to the constructive development of gifted behaviors and the internalization of the co-cognitive factors. (Contains 3 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10