The effects of a social and talent development intervention for high ability youth with social skill difficulties

Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a soci...

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Published inHigh ability studies Vol. 28; no. 1; pp. 73 - 92
Main Authors Foley-Nicpon, Megan, Assouline, Susan G., Kivlighan, D. Martin, Fosenburg, Staci, Cederberg, Charles, Nanji, Michelle
Format Journal Article
LanguageEnglish
Published Routledge 02.01.2017
Subjects
Academically Gifted
Children
Comorbidity
Comparative Analysis
Conflict
Disabilities
Friendship
gifted
Goal Orientation
Grade 4
Grade 5
Grade 6
Helping Relationship
Hierarchical Linear Modeling
Hypothesis Testing
Interpersonal Competence
Intervention
Modeling (Psychology)
Pretests Posttests
Program Effectiveness
Security (Psychology)
Social Development
social skills
Statistical Analysis
Summer Programs
Surveys
Talent Development
twice-exceptional
video modeling
Video Technology
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Summary:Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention over the course of a two-week summer enrichment program. Compared to high ability youth not in the social skills intervention (n = 9), participants reported positive changes in friendship qualities (help), indicating a treatment effect. Among all participants, positive changes were reported in friendship companionship and security, suggesting the talent development program alone had significant impact on psychosocial factors (friendship qualities). For those in the social skills group, higher scores on performance approach goal orientations were related to lower change scores in friendship closeness, suggesting if one is driven academically to outperform peers, this may negatively affect their ability to form close ties with peers.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
content type line 23
ObjectType-Report-2
ISSN:1359-8139
1469-834X
DOI:10.1080/13598139.2017.1298997