The vulnerabilities and resilience strategies of gifted students in the face of bullying

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2023-3

Author

Aslan, Halil

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The purpose of this study was to explore resilience and vulnerabilities of gifted students in the face of bullying. For this purpose, qualitative methodology was preferred. The data of the study were gathered via semi-structured interviews with 13 gifted students (10 females and 3 males). The gifted students were interviewed separately, and the transcribed data were analyzed by using thematic analysis method. The codes and themes that emerged from the data were shaped regarding the research questions and related literature. The results discovered from the data explained four main themes: bullying experience, support system, gifted identity, and coping strategies. The findings of the study revealed that gifted students were mainly victimized in the form of verbal bullying and exclusion. Bullying victimization has serious behavioral, emotional, and psychological consequences for gifted students. Moreover, jealousy, academic achievement, teachers’ attitudes, and competitive environments are the main reasons gifted students were victimized. Victimization that gifted students experienced generally took place in heterogeneous classroom environments. Results indicated that peers, parents, and teachers of gifted students were also important sources of resilience. The study underlined that there is limited knowledge and awareness regarding the problem of bullying among gifted students. The findings were discussed and interpreted in light of the data gathered and the related literature. Implications for further research and psychological counseling practices were discussed.

Subject Keywords

Gifted Students, Resilience, Vulnerabilities, Bullying

URI

https://hdl.handle.net/11511/102578

Collections

Graduate School of Social Sciences, Thesis

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Citation Formats

H. Aslan, “The vulnerabilities and resilience strategies of gifted students in the face of bullying,” Ph.D. - Doctoral Program, Middle East Technical University, 2023.