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Emotion and state of mind during lockdown: Focus on giftedness
Journal Title: MALTRATTAMENTO E ABUSO ALL’INFANZIA 
Author/s: Monica Pelosi, Silvia Montuori, Maria Assunta Zanetti 
Year:  2021 Issue: Language: Italian 
Pages:  13 Pg. 33-45 FullText PDF:  168 KB
DOI:  10.3280/MAL2021-002003
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This research focused on emotional expression in children during lockdown due to the spread of COVID-19. A particular case is represented by gifted people, who often show a higher and more intese emotional arousal and sensitivity. We proposed a questionnaire built ad hoc and filled in by 126 mothers who answered referring to each of their children (N = 225), both gifted and tyical development. First phase of analyses took account of a group of children who belong to family where there is at least one gifted child (N = 162) and a group of children with typical development (N = 63). Analyses did not reveal any significant dif-ferences between these two groups, both in the expression of emotions and states of mind. However, further analyses which compare gifted children (N = 100) to children with typi-cal development (N = 125) without considering the belonging family, showed how gifted children seem to experience higher level of apathy (p < .001) and impatience (p = .016) if compared to normotipic peers.
Keywords: Giftedness, COVID-19, emotion, state of mind, children.

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  27. Chang, Y., & Kuo, C. (2019). The correlations among emotional development, over-excitabilities and personal maladjustment. Archives of Psychology, 3(5).
  28. Carrie, L. B. (2011). An examination of the relationships between ego development, Dabrowski’s theory of positive disintegration, and the behavioral characteristics of gifted adolescents. Gifted Child Quarterly, 55(3), 208-222.
  29. Dalton, L., Rapa, E., & Stein, A. (2020). Protecting the psychological health of children through effective communication about COVID19. The Lancet Child & Adolescent Health, 4(5), 346-347., DOI: 10.1016/S2352-4642(20)30097-3
  30. De França-Freitas, M. L. P., Del Prette, A., & Del Prette, Z. A. P. (2014). Social skills of gifted and talented children. Estudos de Psicologia, 19(4), 288-295.
  31. Eklund, K., Tanner, N., Stoll, K., & Anway, L. (2015). Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach. School Psychology Quarterly, 30(2), 197-211.
  32. Fornia, G. L., & Frame, M. W. (2001). Giftedness in parental counseling: a new perspective. The Family Journal, 9(4), 360-385., DOI: 10.1177/1066480701094005
  33. Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Cohen Silver, R., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., Worthman, C. M., Yardley, L., Cowan, K., Cope, C., Hotopf, M., & Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. The Lancet Psychiatry, 7(6). 547-560., DOI: 10.1016/S2215-0366(20)30168-1
  34. Masten, A. S. (2014). Ordinary magic: Resilience in development. New York: Guilford Publications.
  35. Morrone, C., Pezzuti, L., Lang, M., & Zanetti, M. A. (2019). Analisi del profilo WISC-IV in un campione italiano di bambini e adolescenti intellettualmente gifted. Psicologia clinica dello sviluppo, 23(1), 71-96., DOI: 10.1449/93134
  36. Neihart, M. (1999). The impact of giftedness on psychological well-being: What does the empirical literature say? Roeper Review, 22(1), 10-17., DOI: 10.1080/02783199909553991
  37. Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). The Social and Emotional Development of Gifted Children: What Do We Know? Waco, TX: Prufrock Press.
  38. Pfeiffer, S. I. (2013). Serving the Gifted. New York: Routledge.
  39. Pfeiffer, S. I. (2015). Essentials of gifted assessment. Hoboken, NJ: Wiley.
  40. Plucker, J. A., Levy, J. J. (2001). The downside of being talented. The American Psychologist, 56, 75-76., DOI: 10.1037/0003-066X.56.1.75
  41. Plucker, J. A., & Callahan, C. M. (2014). Research on Giftedness and Gifted Education. Exceptional Children, 80(4), 390-406., DOI: 10.1177/0014402914527244
  42. Pyrit, M. (2008). The Dabrowskian lens: implications for understanding gifted individuals. In: Mendaglio, S. (Ed.), Dabrowski’s theory of positive disintegration (pp. 157-173). Scottsdale, AZ: Great Potential Press.
  43. Rinn, A. N., & Majority, K. L. (2018). The social and emotional world of the gifted. In: Pfeiffer, S. I. (eds), Handbook of Giftedness in Children: Psychoeducational Theory, Research, and Best Practices (pp. 49-63). Tallahassee, FL: Spinger.
  44. Silverman, L. K. (1997). The construct of asynchronous development. Peabody Journal of Education, 72(3), 36-58.
  45. Tamsin, F., Tim, V., Katharine, S., Sally, M. M., Anna, G., Salah, M., et al. (2020). Data resource profile: The mental health of children and young people surveys (mhcyp). International Journal of Epidemiology, 49(2), 363-364.
  46. Ungar, M. (2015). Practitioner review: Diagnosing childhood resilience – a systemic approach to the diagnosis of adaptation in adverse social and physical ecologies. Journal of Child Psychology and Psychiatry, 56(1), 4-17.
  47. Webb, J. T. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar, OCD, Asperger's, depression, and other disorders. Scottsdale, AZ: Great Potential Press, Inc.
  48. Wellisch, M., & Brown, J. (2012). An Integrated Identification and Intervention Model for Intellectually Gifted Children. Journal of Advanced Academics, 23(2), 145-167., DOI: 10.1177/1932202X1243887

Monica Pelosi, Silvia Montuori, Maria Assunta Zanetti, Emotion and state of mind during lockdown: Focus on giftedness in "MALTRATTAMENTO E ABUSO ALL’INFANZIA" 2/2021, pp. 33-45, DOI:10.3280/MAL2021-002003

   

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