Gifted Children and Bullying i                                          ABSTRACT       Research related to giftedness has ...
Gifted Children and Bullying ii                                   ACKNOWLEDGMENTS       Shakespeare was perhaps correct wh...
Gifted Children and Bullying iii       To Mr. Don Lyons, my colleague at Ruffner Middle, for not only listening to me buta...
Gifted Children and Bullying iv                                DEDICATION                              In loving memory of...
Gifted Children and Bullying v                        TABLE OF CONTENTSABSTRACT………………………………………………………………………………...iACKNOWLED...
Gifted Children and Bullying vi    Special Needs of Gifted Children………………………………………………….. 28    Defining Bullying…………………………...
Gifted Children and Bullying vii     Presentation of the Data……………………………………………………………..71     Summary…………………………………………………………...
Gifted Children and Bullying viii                                  LIST OF TABLESTable 1    Multidimensional Screening Pro...
Gifted Children and Bullying ix           Question 4: How safe do you feel in the hallways?Table 14   Results: Bullying Qu...
Gifted Children and Bullying x           Question 1: How often have your seen another student bully others by laying their...
Gifted Children and Bullying xiTable 25   Results: Bullying Questionnaire ……………………………………….……….92           Category Five: ...
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"The Effects of Bullying Among Middle School Gifted and Talented Children"

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ABSTRACT - An Independent Learning Project presented by Helen Tsipliareles-Pryor to
James J. Smith, Ed.D. Faculty Advisor in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration - Cambridge College Cambridge, MA Chesapeake, VA Campus January 2011

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Transcript of ""The Effects of Bullying Among Middle School Gifted and Talented Children""

  1. 1. Gifted Children and Bullying i ABSTRACT Research related to giftedness has not focused on the inner life of gifted children untilrecently; and the inability to respond to negative behaviors from others is related to the“vulnerability to bullying” (Robinson, et al. 2006, p. xi). The issue precipitates itself in thesituation that they are “unable in finding compatible friends, especially when they are young andtheir social sphere is restricted to a particular classroom, school, neighborhood, or small town”(Robinson, et al. 2006, p. xii). Because of this, they are “likely to be less socially adept, moreintroverted, and more inhibited than other children” (Robinson, et al. 2006, p. xxiv). The significance of this study was not to review bullying in gifted children versuscommon classroom children; however, it was to study the prevalence and impact that bullyinghas on gifted children specifically. The data collected indicated how safe and unsafe thesestudents felt within their school culture and how they were treated by other students; also whatthey had seen and heard, and how they reacted to the situations of bullying. Insight pertaining togangs within the school climate, and specific causes and situations of bullying were also gained.Additionally, it provides information intended for positive intervention programs. Bullying creates a sense of fear that disrupts the learning environment, and we need toactively address the impact of bullies on school climate and the social pressures of studentsvictimized by this bullying. Although freedom from the fear and shame of bullying does notnecessarily ensure academic success for all students, “it is indeed a necessary condition topromote effective learning in a positive classroom culture” (Schuler, 2002, p. 4).
  2. 2. Gifted Children and Bullying ii ACKNOWLEDGMENTS Shakespeare was perhaps correct when he wrote “Lord, what fools these mortals be,”especially if he was referring to those of us entering the teaching field closer to our golden yearsrather than our salad days. From the time that Scout sat on Atticus’ knee and learned why it is asin to kill a mockingbird, all the way to Tom’s adventures with Injun Joe and Huck, and yes, Iwill call you Ishmael; I knew there was only one profession suited for me – teaching. I grew upwith an intense love for reading and writing, and all I ever wanted was to share this passion withothers – to educate through the written word, to reflect through the moral conflict, and to inspirethrough the human condition. At Cambridge College, I have had that opportunity to grow into my profession andembrace all the new skills and techniques developed by veterans in the world of education andshared with me through the incredible instructors of this institution. Earning my Masters ofEducation in the field of School Administration is yet another step in my journey through thislife, and it would not have been possible without the support and encouragement of some of themost significant people in my life. My most sincere appreciation is extended: To Dr. James J. Smith, my faculty advisor and instructor, your lessons, extensiveknowledge, and constructive feedback may have been the cake, but your enthusiasm,encouragement, and wonderful sense of humor proved to be the icing. I can never thank youenough for helping me mix the ingredients of my dreams into a sweet reality. To Dr. Ella E. Benson, my program director, who endured my endless questions,compulsive time management skills, persistent anxiety, and dare I say, OCD tendencies, yourpatience and endearing personality definitely made for a smoother journey.
  3. 3. Gifted Children and Bullying iii To Mr. Don Lyons, my colleague at Ruffner Middle, for not only listening to me butactually hearing what I had to say, and understanding who I am. Your daily encouragement andunwavering support kept me on track more than you can ever know. You are appreciated, and Iam so fortunate to have you in my life and call you my friend. To the Ruffner Middle Academy Classes of 2009 and 2010, the most wonderful andamazing children any teacher has been inspired to teach. I am honored to have been your teacher,your mentor, and your friend. You are in my thoughts and in my heart everyday, and never forget- Live Fully! Laugh Often! Love Always! To my husband, Mark and my daughter, Delilah for enduring so many evenings andweekends without a wife and mother, your sacrifices have not gone unnoticed. Thank you forlove, support, respect, and constant late night runs to Starbucks. I love you both!
  4. 4. Gifted Children and Bullying iv DEDICATION In loving memory of George Demetrios Tsipliareles 1909-2000 Thank you for decorating my world with art, music, and literature.Thank you for filling my thoughts with history, mythology, folklore, and poetry. Thank you for reminding me to smile brightly and laugh loudly. Thank you for guiding me through this life with your unconditional love. For when I was in darkness, you had been my guiding light, And when everything went wrong, you had put my world to right. Now you are gone and missing you may make me sad, but I rejoice in the joy that you are forever, my Dad. With all my love and admiration, your honorable youngest, Elenitsa
  5. 5. Gifted Children and Bullying v TABLE OF CONTENTSABSTRACT………………………………………………………………………………...iACKNOWLEDGEMENTS………………………………………………………………...iiDEDICATION…………………………………………………………………………..….ivLIST OF TABLES………………………………………………………………………….viiiCHAPTER 1: INTRODUCTION…………………………………………………………...1 Introduction………………………………………………………………………….2 Statement of the Problem…………………………………………………………....3 Research Methods and Questions………………………………………………….. 4 Rationale for the Study…………………………………………………………….. 6 Anticipated Outcome………………………………………………………………. 8 Definition of Terms………………………………………………………………… 9 Gifted and Talented…………………………………………………………9 Bullying……………………………………………………………….…….9 Organization of the Study……………………………………………………..…....10CHAPTER II: LITERATURE REVIEW……………………………………...…………...11 Introduction………………………………………………………………………....12 Defining Giftedness and Talent………………………………………………….....12 Identification of Gifted and Talented Children……………………………………..13 Mental Self-Management and Multiple Intelligences………………………………19 Differentiating Between Giftedness and Talent…………………………………….21 Defining Intelligence………………………………………………………………..24
  6. 6. Gifted Children and Bullying vi Special Needs of Gifted Children………………………………………………….. 28 Defining Bullying………………………………………………………………….. 29 Bullying and School Climate………………………………………………………. 32 Psychiatric and Psychological Factors……………………………………………...37 Social and Emotional Needs……………………………………………………….. 43 Bullying Intervention………………………………………………………………. 51 Instruments of Measure……………………………………………………………..54 Summary…………………………………………………………………………….57CHAPTER III: METHODOLOGY…………………………………………………………58 Introduction………………………………………………………………………….59 Purpose of the Study………………………………………………………………...60 Research Questions………………………………………………………………….61 Methodology………………………………………………………………………...62 Setting……………………………………………………………………….62 Participants………………………………………………………………….63 Measures…………………………………………………………………….63 Instruments………………………………………………………………….64 Procedure……………………………………………………………………65 Rationale…………………………………………………………………….66 Summary…………………………………………………………………………….66CHAPTER IV: PRESENTATION OF DATA……………………………………………...67 Introduction………………………………………………………………………….68 Purpose of the Study………………………………………………………………...68
  7. 7. Gifted Children and Bullying vii Presentation of the Data……………………………………………………………..71 Summary………………………………………………………………………….….....94CHAPTER V: CONCLUSION………………………………..……..………………………...95 Introduction…………………………………………………..……………………..…..96 Summary of Findings……………………………….………..…………………….…...97 Implications…………………………………………………..………………………..102 Recommendations for Future Studies………………………………………………….103 Reflections…………………………………………………..…………………..……..105REFERENCES…………………………………………………..………………….…..……..106APPENDIX A: Human Participant Approval Generic Consent Form……………….....114APPENDIX B: Bullying Questionnaire…………………………………………….…..117APPENDIX C: Bullying Questionnaire Grade 6 Comprehensive Results………….….123APPENDIX D: Bullying Questionnaire Grade 7 Comprehensive Results……………..136APPENDIX E: Bullying Questionnaire Grade 8 Comprehensive Results……………...149APPENDIX F: Bullying Questionnaire Category 1 Calculated Results………………..162APPENDIX G: Bullying Questionnaire Category 2 Calculated Results………………..165APPENDIX H: Bullying Questionnaire Category 3 Calculated Results………………..168APPENDIX I: Bullying Questionnaire Category 4 Calculated Results………………..171APPENDIX J: Bullying Questionnaire Category 5 Calculated Results………………..173
  8. 8. Gifted Children and Bullying viii LIST OF TABLESTable 1 Multidimensional Screening Process………………….…………….………….18Table 2 The Seven Steps to Optimizing Learning……………………………………....20Table 3 Gagne’s Differentiated Model of Giftedness and Talent…………………….....23Table 4 Characteristics for Helping to Identify Gifted Students………………………...27Table 5 Vulnerable Areas for Gifted Children…………………………………………..39Table 6 Differentiated Instruction for Mixed-Ability Classrooms………………………40Table 7 Perfectionism At-A-Glance……………………………………………………..42Table 8 Gifted Kids on Giftedness………………………………………………………47Table 9 Tips for Teachers and Students in Creating A Positive Classroom Climate……53Table 10 Results: Bullying Questionnaire ……………………………………….……….71 Category One: How Safe Do You Feel? Question 1: How safe do you feel in your general and elective classrooms, as opposed to your Young Scholars classrooms?Table 11 Results: Bullying Questionnaire ……………………………………….……….72 Category One: How Safe Do You Feel? Question 2: How safe do you feel in the gymnasium or on the fields?Table 12 Results: Bullying Questionnaire ……………………………………….……….74 Category One: How Safe Do You Feel? Question 3: How safe do you feel in the cafeteria?Table 13 Results: Bullying Questionnaire ……………………………………….……….75 Category One: How Safe Do You Feel?
  9. 9. Gifted Children and Bullying ix Question 4: How safe do you feel in the hallways?Table 14 Results: Bullying Questionnaire ……………………………………….……….76 Category One: How Safe Do You Feel? Question 5: How safe do you feel going to and from school, walking or taking the bus?Table 15 Results: Bullying Questionnaire ……………………………………….……….78 Category Two: How Others Treat You Question 1: How often do other students bully you by laying their hands on you (hit, kick, or push you or hurt your body otherwise)?Table 16 Results: Bullying Questionnaire ……………………………………….……….79 Category Two: How Others Treat You Question 2: How often do other students bully you by saying mean things to you, things which hurt your feelings?Table 17 Results: Bullying Questionnaire ……………………………………….……….81 Category Two: How Others Treat You Question 3: How often do other students bully you by spreading mean rumors about you?Table 18 Results: Bullying Questionnaire ……………………………………….……….82 Category Two: How Others Treat You Question 4: How often do other students bully you by leaving you out of their activities?Table 19 Results: Bullying Questionnaire ……………………………………….……….84 Category Three: What You Have Seen Or Heard
  10. 10. Gifted Children and Bullying x Question 1: How often have your seen another student bully others by laying their hands on them (hit, kick, or push you or hurt your body otherwise)?Table 20 Results: Bullying Questionnaire ……………………………………….……….85 Category Three: What You Have Seen Or Heard Question 2: How often have your seen another student bully others by saying mean things to them, things which hurt their feelings?Table 21 Results: Bullying Questionnaire ……………………………………….……….86 Category Three: What You Have Seen Or Heard Question 3: How often have your seen another student bully others by spreading mean rumors about them?Table 22 Results: Bullying Questionnaire ……………………………………….……….87 Category Three: What You Have Seen Or Heard Question 4: How often have your seen another student bully others by leaving them out of their activities?Table 23 Results: Bullying Questionnaire ……………………………………….……….89 Category Four: How You Reacted Question 1: What have you done when you have seen a student being hit, kicked, pushed, punched or otherwise physically hurt in school or on the schoolbus?Table 24 Results: Bullying Questionnaire ……………………………………….……….90 Category Four: How You Reacted Question 2: What have you done when you heard a student being teased or called names in school or on the school bus?
  11. 11. Gifted Children and Bullying xiTable 25 Results: Bullying Questionnaire ……………………………………….……….92 Category Five: Gangs Question 1: Do you know of students in your school who are members of a gang, or are wanna-be’s?Table 26 Results: Bullying Questionnaire ……………………………………….……….93 Category Five: Gangs Question 2: How much of a problem do you think gangs are in your school?

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