Danuta Chessor

The Effects of Gifted and Talented Programs on Academic Self-Concept: The Big Fish Strikes Again

Participation in gifted and talented (G&T) programs is predicted to have negative effects on academic—but not nonacademic—self-concept on the basis of social comparison theory and Marsh’s big-fish-little-pond effect (BFLPE). In two studies, students in G&T programs experienced systematic declines in three components of academic self-concept (Reading, Math, School) over time and in relation to matched comparison students in regular mixed ability classrooms, but not in four components of nonacademic self-concept (Physical, Appearance, Peer Relations, Parent Relations). In both studies, these results were consistent over gender, age, and initial ability level. Selection criteria, program strategies, and advice to parents are proposed to counteract this BFLPE and to maximize the benefits associated with G&T programs.

An effectivenes of a group residential intervention program for young men with drug and alcohol addiction

Recovery from addiction is a complex process and requires a nexus between effective programs, the right support, individual motivation and suitable placement. For young men, continued use of drugs and alcohol can lead to ongoing abuse into adulthood, poorer health outcomes, as well as mental health difficulties and fewer career prospects. The complexity of rehabilitation means that researching what programs are effective and which settings provide a supportive framework for recovery is vital. Data collected over a six month period in two waves from an initial group of 43 men, was analysed using paired t-tests. Data included depression, anxiety and stress information (DASS-42), general health (SF-36) and psychological distress levels (Kessler-10). In addition to the two wave quantitative data collection, qualitative data by way of a focus group was also collected to examine participant’s perceptions of the intervention. Results indicated that the treatment reduced distress levels and that participants reported a sense of belonging and hope for a better future. Levels of depression decreased significantly over time. The implications are that services provided for young men need to include life skill education, a supportive framework as well as a therapeutic community. Research on the optimum mix of each element of the intervention is ongoing.

Treatment of Pathological Worry in Children With Acceptance‐Based Behavioural Therapy and a Multisensory Learning Aide: A Pilot Study

Objective The primary objective of this study was to provide an initial test of the efficacy of acceptance‐based behavioural therapy in reducing pathological worry and anxious symptomology in children. A secondary objective was to examine the benefit of supplementing standard acceptance‐based behavioural therapy with a multisensory learning aide (MSA). The MSA provides kinaesthetic, tactile, and visual stimuli to facilitate childrens understanding of acceptance‐based behavioural therapy principles and the development of acceptance‐ and mindfulness‐based skills. Method Two variations of an acceptance‐based behavioural therapy treatment were administered over 8 weeks to children aged 7–11 years: a standard acceptance‐based behavioural therapy treatment condition, and a condition that supplemented acceptance‐based behavioural therapy with a novel MSA. Anxious symptomology and pathological worry were measured at pre‐treatment and post‐treatment. A program evaluation questionnaire was also administered to parents at post‐treatment. Results Results demonstrated that children in the acceptance‐based behavioural therapy with a novel MSA condition reported significant reductions in worry and anxious symptomology at post‐treatment. Furthermore, parents in this condition reported the model to be effective in helping their children understand concepts of acceptance, defusion, and meta‐cognition. Conclusions The present study found that acceptance‐based behavioural therapy, adapted for children and supplemented with a novel multisensory aide designed specifically to enhance treatment, led to reductions in child‐reported worry and parent‐reported anxiety. Parental feedback suggested that the multisensory aide was highly acceptable, and that it may have facilitated childrens understanding of abstract therapeutic principles.

Welcome change of focus from individual identification to systemic process in gifted education

Developing talent in young people and nurturing gifts is always in the interests of any nation. How best to do this is the vexing question. One of the difficulties is the existence of controversy around who are the gifted and talented. Many decades have been spent focusing on identifying these people and there is to date no consensus on this issue. The identification of gifted people is contentious, so too is the best way of developing their talents. Ziegler and Phillipson offer an alternate way of viewing gifted education by proposing an alternate systemic theory of gifted education. What they offer is pedagogically sound. They suggest that if an appropriate system is in place for developing talents, then the issue of identification becomes a minor aspect of the entire system. Their systemic approach focuses on the development of “highly individualized opportunities” for individuals to develop their “action repertoire” by interacting with a planned individual learning environment (Ziegler & Phillipson, p. 24). Historically there is evidence to show that differentiating a curriculum for learners, results in a much better fit of realization of goals and individual achievement (Bloom, 1956). Dweck (1986) believed motivation to achieve involves competence in relation to set goals. Goal setting and attainment happens within an environment and it is the essence of the environment and the interaction of the individual within that environment which has also been recognized as crucial for achievement. Gagné (2000) proposed that environmental catalysts such as family, school and teachers are important factors in developing giftedness into talent. He also refers to an element of chance of all these catalysts coming together to foster the development of gifts. What Ziegler and Phillipson propose is creating the system where the interaction between action repertoires and the environment are systematically developed and individually determined so that the best possible fit can result for any individual. This systemic approach as outlined in the actiotope theory is that an actiotope includes an individual’s actions and the environment with which the individual interacts. This system has the potential to bring together all the elements of the individual and her developmental goals, within her environment to a “subjective action space” (p. 19). The exciting part of this model is that the system is fluid and that