Massé Social Difficulties of Talented Adolescents
and Peer Envy
us know if you have a current project concerning gifted education in
Canada. We would like to post abstracts here.
faites de la recherche dans le domaine de la douance et vous aimeriez être
inclus dans la liste des chercheurs canadiens, faites nous parvenir un
résumé de vos recherches en cours ainsi qu'une synthèse
de votre curriculum vitae à
Elizabeth Liddle presents a thesis on Temporal
Processing and Written Output Difficulties in Gifted Children
For those of you working with gifted children with written output difficulties
there are lots of ideas to contemplate and research to investigate through
Lannie Kanevsky at SFU has been working on her Tool kit for Curriculm Differentiation
(a work which may always be in progress!) Although this is not an
abstract of her research it gives a description of her current toolkit.
Contact Dr. Kanevsky via email (below) or via snailmail co/ Faculty of
Education, Simon Fraser University, Burnaby, BC V5A 1S6 Canada
for pricing and availability ( the current cost is less than a couple of
summer reading paperbacks)
Tool Kit for Curriculum Differentiation
Kanevsky, Ph.D, Associate Professor
of Education, Simon Fraser University
The Tool Kit for Curriculum Differentiation provides teachers, parents,
bright and gifted students (K-12) with the materials they will need to:
The Tools can be used flexibly to suit the needs and resources in your
school, Use one, some or all of them. The directions are geared to teachers
but some are provided in student and parent-oriented formats too.
Pick, choose and modify them as you wish. If you think there's a
need for more challenge -just do it! Or, let the students!.
They may be gifted, creative, high achievers, highly motivated, learning
in their second language, learning disabled, underachieving, non-producing....
students in need of more challenge in their curriculum in any or all content
the best curriculum differentiation and learning strategies to make the
curriculum more challenging for each student;
each students' learning preferences;
each student choice and control in the development of a challenging curriculum
tailored to her or his strengths, interests and preferences;
students learning contracts to enable them to become increasingly self-directed
an individual educational plan (IEP) for a high ability learner;
printed and on-line teaching resources, professional organizations and
When using these Tools, the starting point is the student. Curriculum-based
observations and the student's preferences guide the selection of curriculum
differentiation strategies and the design of instruction - not test scores.
Often, intelligence and achievement test scores have been used to find
out what the student knows, but they won't tell you how and what they can
learn. The Tools in this Kit will help you collect this information.
Observations and student ratings will determine which aspects of the curriculum
to work on first and in the future. All of this information can be
used in the development of an IEP, if this is your goal.
tools can be used on:
The Tool Kit contains directions and forms for:
for individuals, small groups or entire mixed ability classes,
of study for individuals
group projects and investigations,
Brilliant Behaviours: This list of 13 behaviours focus observations
and curriculum-based assessments on the characteristics of students in
need of a challenging curriculum which are relevant to the differentiation
process. Six versions are included: two individual observation sheets,
self-assessment form, group observation sheet, referral form and a portfolio
for Selecting Differentiation Strategies: Three more versions
of the Brilliant Behaviours which use them to identify the most
recommended types of differentiation strategies to use when planning
for each high ability learner. One is for teachers to use, one for
students and one for parents.
Differentiation Strategies: Descriptions of each of the strategies
for differentiating the content, process and products of learning; lists
of commercially-available instructional materials appear with each strategy.
for Learning: A student survey of learning options to identify
those the student likes and dislikes most. Support materials are
also provided so teachers, parents or students can analyze, summarize and
use the results. These tools enable students to design their own
learning activities and projects.
Contracts: A selection of forms to structure individual and small
group activities and collaborative evaluation which teach self-directed
learning skills while students explore a topic, often without the
expectation of a tangible product.
Educational Plan for High Ability Learners: The form and
support materials you will need to complete it. Included are an activity
sheet on which students generate a vision for the IEP, sample themes, generalizations
and issues, differentiated objectives for core content areas.
List: Print, on-line and professional materials.
Tool Kit can be 3-hole punched and stored in any standard binder.
Development Support The Author can be contacted for additional
information regarding workshops to support and extend the use of the Tool
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Difficulties of Talented Adolescents and Peers' Envy
Massé, Université du Québec à Montréal
Abstract of Ph.D. thesis
Previous studies of personality
traits and emotional adjustment have generally concluded that intellectually
gifted and academically talented individuals may be at greater risk for
social adjustment problems than age-mates because their social abilities
are less well developed. But, no causal relationship has been demonstrated.
We explored here a new hypothesis to explain these difficulties: the peers'
envy toward their talent. The giftedness or the talent may place some individuals
at risk for adjustment problems. Family members, teachers, or peers may
respond to the giftedness or talent with envy and react negatively toward
them. In this perspective, the negative effects on personal adjustment
would not result from a deficit in the youth themselves, but would rather
follow from reactions to their giftedness in some social environments.
Envy can be defined as feelings, thoughts, and behaviours that arise when
our personal qualities, possessions or achievements do not measure up to
those of someone significant to us. In this pilot study, we first assessed
the relative intensity of envy toward talent as compared to other domains
(popularity, wealth, etc.), and the influence of various student characteristics
(age, gender and school achievement) or school settings (regular classroom
vs. special enrichment program). We also examined the incidence of that
problem among talented adolescents as compared to their average ability
peers, as well as their reactions to peers' envy (feelings and coping behaviours).
The sample consisted of 689 French speaking students almost evenly distributed
by gender, grade level (grades 7 to 11) and program (regular, special academic
enrichment, and music talent development). The groups came from six different
high schools in the province of Quebec. Two questionnaires were constructed.
The first one asked the participants to rate 35 different objects in terms
of their potential to generate envy; the second one explored the experience
of being envied (what kind--good or bad--, how often, by whom, how it feels,
what one does to cope). They were group administered in the classrooms.
Results indicate that talents (or
performance) are more envied by students than natural abilities (or
giftedness). Academic and athletic talents are the most envied among talents,
but the most envied of all objects are wealth and social well-being. In
a list of 15 social difficulties experienced by talented individuals, envy
occupies the sixth rank. Significant differences were observed according
to within group achievement level and age: (a) the best achievers within
a group, whatever the setting, are more prone to experience social difficulties
related to envy, and (b) the perceived frequency of envy increases during
the high school years. Results also indicate that the majority of talented
individuals (52%) experience peers’ envy toward their talents, but that
this experience is positive in most cases; only a few individuals feel
rejected by their peers. The feelings expressed by the envied students
are more positive (53,9 %) than negative (22,5). Being envied for athletic
talent seems the most gratifying experience: these students expressed more
positive feelings (82,5 %) and less negative feelings (22,5 %) than students
envied for other talents. Compared to talented students, students in regular
classrooms expressed less negative feelings (19,6 %) about being envied.
The perceived envy is more admiring than malicious. Whatever the domain
of envy or the other variables studied, the manifestations of envy do not
differ. On average, students state that they are more envied by their friends
(61,6 %) than by their school mates (23,0 %), their brothers/sisters (9,6
%) or their parents (5,8 %). But, students who were envied for their talents
mentioned school mates relatively more often (37 %) as the envious persons.
Compared to other students, talented adolescents react more to peers’ envy
by managing information about themselves to minimize visibility, for instance
by downplaying their abilities, being unpretentious or not talking about
their successes. Only a small minority of talented adolescents react by
underachieving or by isolating themselves.
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