Bullying by Exclusion: Gifted Students and "Maslow's Paradox"

Autor/in	Schroeder-Davis, Stephen
Titel	Bullying by Exclusion: Gifted Students and "Maslow's Paradox"
Quelle	In: Understanding Our Gifted, 24 (2012) 3, S.21-28 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-1350
Schlagwörter	Academically Gifted; Bullying; Middle School Students; Academic Achievement; Role; Conflict; Social Status; Adolescent Development; Self Concept; Social Isolation + Suchen Sie Ihr Suchwort? Mobbing; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Rollen; Konflikt; Sozialer Status; Selbstkonzept; Soziale Isolation
Abstract	In this column the author explores the middle school nexus of asynchronicity, Maslow's hierarchy of needs and bullying as they apply to gifted students in secondary schools, with an emphasis on the middle school student. The premise is typically referred to as "achievement vs. affiliation," (Ford, 2004; Neihart, 2006, 2008) and concerns the conflict that arises when gifted students' intellectual orientation and achievement threaten their social standing. The developmental milestones that typically occur during the middle school years, such as developing self and social identity and the (sometimes competing) motivations to belong and achieve, coupled with gifted students' asynchronous development makes them vulnerable to exclusion, a form of bullying which is the focus of this article. (ERIC).
Anmerkungen	AppleCore Communications. P.O. Box 40, Tamworth, NH 03886. Tel: 603-662-8252; Web site: http://www.ourgifted.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10