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2019 WCGTC World Conference

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2.4.3 Social-Emotional Issues of Gifted Students and Bullying Prevention

When bullying directly affects gifted children and adolescents because they have tastes and abilities (VIRGOLIM, 2007) that differ from their peers’ and from a school culture that accepts failure and functional illiteracy, how can we ensure that they grow up motivated and committed (RENZULLI, 1994) to their scientific interests? This research aimed to listen to students with AH/SD as they shared how they experience bullying, to identify interpersonal relationships among them, to work on social-emotional issues, and to create a tool for scientific dissemination on the social-emotional characteristics of the gifted as well as bullying prevention.

Author(s):

Raquel Lutterbach Giannini
raquellgiannini@gmail.com
Federal Fluminense University
Brazil

   

Psychologist, Specialist in Mental Health and Psychosocial Attention by the Fiocruz National School of Public Health, Master in Diversity and Inclusion by the Institute of Biology of the UFF, Psychologist of the Rogerio Steinberg Institute, volunteer in the Program of Attention to Students with High Abilities / / SD) of the School of Inclusion of UFF, Coordinator of the Operative Group for Students with OES (Overexcitability = Superexcitability) and Superdestination (GOESD). Researcher in the areas of: Education, Mental Health, Children, Inclusion, High skills, Giftedness, and Psychoanalysis.

Cristina Maria Delou*
cristinadelou@id.uff.br
Federal Fluminense University
Brazil

   

Psychologist, Graduate in Psychology from the Pontifical Catholic University of Rio de Janeiro (1981), Specialist and Master in Education in the area of ​​concentration of Gifted Education by the State University of Rio de Janeiro (1987), and PhD in Education, Program of Studies Post-Graduate Studies in Education: History, Politics, Society, Pontifical Catholic University of São Paulo (2001). Associate Professor IV, retired, of the Faculty of Education, Federal Fluminense University (UFF). He taught in different degree courses, full undergraduate courses, and postgraduate courses lato and stricto-sensu. He developed the project and coordinated the Postgraduate Program in Diversity and Inclusion - (CMPDI)

 


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