The present paper deals with the subject of giftedness and high cognitive potential with a focus on the social-emotional aspects. The first chapter opens with an accurate presentation of the concept of giftedness, it goes on with an overview of the main theoretical models and it ends with a deepening about the gifted brain. The second chapter shows the current state of the art about the social-emotional world of the gifted children. Finally, the third and last chapter presents the research project. It had two main goals: a) to see what are the typical social-emotional characteristics of high cognitive potential children and b) to investigate the relationship between the observed characteristics and their cognitive profile. Hence, It was examined a sample of 70 subjects aged 6 to 11 years, which was splitted in two groups, the high cognitive potential one (N = 50; QI = 120-129) and the control group (N = 20; QI = 95-117). The social-emotional characteristics were assessed by the Child Behavior Checklist and the Test Report Form (Achenbach & Rescorla, 2001), which were filled out by parents and teachers. The cognitive profile was assessed by the Wechsler Intelligence Scale for Children (Wechsler, 2003). The analysis revealed that the high cognitive potential children are generally described as more likely to show specific behaviors and that some of these behaviors correlate in a statistically significant way with some WISC indexes. These results seem in line with Dabrowski’s (1964) positive desintegration theory.
La presente tesi tratta il tema della plusdotazione e dell’alto potenziale cognitivo con un focus sugli aspetti socio-emotivi. Il primo capitolo si apre con una trattazione puntuale del concetto di plusdotazione, prosegue con una panoramica dei principali modelli teorici, concludendosi con un approfondimento neuroscientifico. Il secondo capitolo offre uno sguardo generale sul corrente stato dell’arte circa il mondo affettivo e relazionale dei bambini plusdotati. Infine, il terzo e ultimo capitolo presenta il progetto di ricerca. Quest’ultimo aveva due principali obiettivi: a) osservare quali sono le caratteristiche di adattamento socio-emotive tipiche dei bambini ad alto potenziale cognitivo e b) indagare la relazione tra le caratteristiche osservate e il loro profilo cognitivo. Pertanto, è sato esaminato un campione di 70 soggetti di età compresa tra i 6 e gli 11 anni suddiviso in due gruppi, il gruppo alto potenziale (N = 50; QI = 120-129) e il gruppo di controllo (N = 20; QI = 95-117). Le caratteristiche emotivo-relazionali sono state valutate tramite le scale Child Behavior Checklist e Test Report Form (Achenbach & Rescorla, 2001) compilate da genitori e insegnanti; mentre il profilo cognitivo è stato valutato tramite la Wechsler Intelligence Scale for Children (Wechsler, 2003). Dalle analisi è emerso che i bambini ad alto potenziale vengono tendenzialmente descritti come più propensi a mostrare comportamenti specifici e che, alcuni di questi comportamenti, correlano in maniera significativa con alcuni indici della WISC. Tali risultati sembrano in linea con la teoria della disintegrazione positiva di Dabrowski (1964).
"Alto potenziale e caratteristiche di adattamento socio-emotivo: analisi degli item delle scale Child Behavior Checklist"
TARAVELLA, ALICE GIOVANNA
2019/2020
Abstract
The present paper deals with the subject of giftedness and high cognitive potential with a focus on the social-emotional aspects. The first chapter opens with an accurate presentation of the concept of giftedness, it goes on with an overview of the main theoretical models and it ends with a deepening about the gifted brain. The second chapter shows the current state of the art about the social-emotional world of the gifted children. Finally, the third and last chapter presents the research project. It had two main goals: a) to see what are the typical social-emotional characteristics of high cognitive potential children and b) to investigate the relationship between the observed characteristics and their cognitive profile. Hence, It was examined a sample of 70 subjects aged 6 to 11 years, which was splitted in two groups, the high cognitive potential one (N = 50; QI = 120-129) and the control group (N = 20; QI = 95-117). The social-emotional characteristics were assessed by the Child Behavior Checklist and the Test Report Form (Achenbach & Rescorla, 2001), which were filled out by parents and teachers. The cognitive profile was assessed by the Wechsler Intelligence Scale for Children (Wechsler, 2003). The analysis revealed that the high cognitive potential children are generally described as more likely to show specific behaviors and that some of these behaviors correlate in a statistically significant way with some WISC indexes. These results seem in line with Dabrowski’s (1964) positive desintegration theory.È consentito all'utente scaricare e condividere i documenti disponibili a testo pieno in UNITESI UNIPV nel rispetto della licenza Creative Commons del tipo CC BY NC ND.
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https://hdl.handle.net/20.500.14239/334