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Early Adolescent Students With Gifts and Talents and Bullying in School: Manifestations and Psychological Reactions

Early Adolescent Students With Gifts and Talents and Bullying in School: Manifestations and Psychological Reactions

William T. Allen Jr.
Copyright: © 2023 |Pages: 22
ISBN13: 9781668466773|ISBN10: 1668466775|ISBN13 Softcover: 9781668466810|EISBN13: 9781668466780
DOI: 10.4018/978-1-6684-6677-3.ch012
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MLA

Allen Jr., William T. "Early Adolescent Students With Gifts and Talents and Bullying in School: Manifestations and Psychological Reactions." Strategies and Considerations for Educating the Academically Gifted, edited by Tia Neal, IGI Global, 2023, pp. 211-232. https://doi.org/10.4018/978-1-6684-6677-3.ch012

APA

Allen Jr., W. T. (2023). Early Adolescent Students With Gifts and Talents and Bullying in School: Manifestations and Psychological Reactions. In T. Neal (Ed.), Strategies and Considerations for Educating the Academically Gifted (pp. 211-232). IGI Global. https://doi.org/10.4018/978-1-6684-6677-3.ch012

Chicago

Allen Jr., William T. "Early Adolescent Students With Gifts and Talents and Bullying in School: Manifestations and Psychological Reactions." In Strategies and Considerations for Educating the Academically Gifted, edited by Tia Neal, 211-232. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6677-3.ch012

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Abstract

The goal of this chapter is to give an overview of how early adolescent students with gifts and talents experience bullying in classrooms and schools, and provide strategies that educators can use in support of these students. The chapter endeavors to look at four questions: (a) How is early adolescent bullying characterized in schools and classroom settings? (b) How are early adolescent gifted and talented students psychologically different when faced with bullying? (c) How do the dynamics of anti-intellectual contexts influence stimulation of these psychological distinctions which may manifest in bullying behavior? (d) What can be done to not only keep early adolescent students safe but help them cope? The chapter ends with a discussion of a recommended theoretical framework and suggestions for future research.

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