Araştırma Makalesi
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Bullying Experiences of Gifted Youngsters

Yıl 2024, Cilt: 13 Sayı: 1, 148 - 159, 27.03.2024

Saadet Bayar , Uğur Sak , Ercan Öpengin

https://doi.org/10.30703/cije.1301935

Öz

Individuals may become targets of bullying due to their distinctive characteristics. In certain instances, exceptional talent alone can render them vulnerable to bullying. Research on gifted populations has indicated a higher prevalence of bullying, encompassing roles as both victims and perpetrators. This study aims to ascertain the perceptions of bullying among gifted students who have encountered such adverse experiences. To achieve this objective, a study was conducted with 6th, 7th, and 8th-grade students attending the Center for Gifted Education and Research (EPTS) and the Emine Emir Şahbaz Science and Art Center in Eskişehir. Initially, 142 gifted students from these institutions participated in the administration of the "Peer Bullying Scale-Adolescent Form." Subsequently, 11 students were identified as participants who reported instances of bullying at their respective schools. Semi-structured interviews were conducted with these students, yielding five findings. The investigation revealed that the participants frequently encountered bullying in their school environments, attributing jealousy as a predominant cause, and expressing a perceived lack of efficacy in coping with such incidents. Interestingly, the participants indicated that they did not experience bullying within educational contexts specifically tailored to cater to gifted individuals.

Anahtar Kelimeler

Gifted gifted youngsters bullying perception of bullying victim of bullying

Kaynakça

  • Ayas, T. (2017). Okullarda yaygın sorun olan zorbalığı önlemek (2. baskı). Vize Yayıncılık.
  • Ayas, T., ve Pişkin, M. (2015). Akran zorbalığı belirleme ölçeği ergen formu. Akademik Bakış Dergisi, 50, 316-324.
  • Bal, H. (2016). Nitel araştırma yöntem ve teknikleri uygulamalı- örnekli. Sentez Yayıncılık.
  • Bogdan, R.C., and Biklen, S. (2007). Qualitative research for education an introduction to theory and methods (7th ed.). Pearson Education, Inc.
  • Byers, R., McLauglin C., and Peppin-Vaughan, R. (2012). The research perspective: vulnerability and prevalence. In C. McLauglin, R, Byers and C. Oliver (Eds.), Perspectives on bullying and difference supporting young people with special educational needs and/or disabilities in schools (pp.4-20). National Children’s Bureau.
  • Creswell, J. (2012). Educational research planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
  • Estell, D.B., Farmer, T.W., Irvin, M.J., Crowther, A., Akos, P., and Boudah, D.J. (2009). Students with exceptionalities and peer group context of bullying and victimization in late elementary school. Journal of Child and Family Studies, 18(2), 136-150. https://doi.org/10.1007/s10826-008-9214-1
  • Fonseca, C. (2015). Emotional intensity in gifted students helping kids cope with explosive feelings. Prufrock Press, Inc.
  • Fried, S., and Sosland, B. (2009). Banishing bullying behaviour transformin the culture of pain, rage, and revenge. Rowman and Littlefield Publishers.
  • Goldstein, S. and Brooks, R.B. (2005). Why study resilience. In S. Goldstein and R.B. Brooks (Eds.), Handbook of resilience in children (pp. 3-14). Springer.
  • Guilbault, J.P. (2008). Bullying and gifted learners. Gifted Education Communicator, 39(2), 12-15.
  • Guttman, M. (2009). Violence Prevention. In B.A. Mowder, F. Rubinsom and A.E. Yasik (Ed.), Evidence-based practice in ınfant and early childhood psychology (pp. 617-640). John Wiley and Sons, Inc.
  • Hanewinkel, R. (2004). Prevention of bullying in german schools: an evaluation of an anti-bullying aproach. In P.K. Smith, D. Pepler and K. Rigby (Eds.), Bullying in schools how successful can interventions be (pp. 81-97). University Press.
  • Jumper, R. L. (2009). Gifted children's communication about bullying: Understanding the experience (Publication No. 3400752) [Doctoral dissertation, Texas AandM University]. ProQuest Dissertations and Theses Global.
  • Jumper, R. L. (2019). Communicating about bullying: Examining disclosure among gifted students, Gifted Education International,35(2),110-120. https://doi.org/10.1177/0261429418824113
  • Kaufman- Goodstein, P. (2013). How to stop bullying in classrooms and schools: Using social architecture to prevent, lessen and bullying. Routledge.
  • Klein, B. (2007). Raising gifted kids everything you need to know to help your exceptional child thrive. Amacom.
  • Leana-Taşçılar, M.Z. (2017). Özel yetenekli öğrencilerin psikolojisine genel bakış. In M.Z. Leana-Taşçılar (Ed.), Özel yetenekli çocukların psikolojisi teoriden uygulamaya (pp.1-34). Nobel Akademik Yayıncılık.
  • Lim, K.K., and Low, A.(2009). Supporting emotional needs of gifted. In B. Kerr (Ed.). Encyclopedia of giftedness creativity and talent (pp. 857-859). SAGE Publications.
  • Martínez-Monteagudo, Á., Martínez-Monteagudo, M. C., and Delgado, B. (2023). School bullying and cyberbullying in academically gifted students: A systematic review. Aggression and Violent, Behavior, 71, 1-12. https://doi.org/10.1016/j.avb.2023.101842
  • Matthews, D.J., and Foster, J. F.(2005). Being smart about gifted children a guidebook for parents and educators. Great Potential Press.
  • McGrath, M.J. (2007). School bullying tools for avoiding harm and liability. Corwin Press.
  • Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.
  • Oğurlu, U., and Sarıçam, H. (2018). Bullying, forgiveness and submissive behaviors in gifted students. Journal of Child and Family Studies, 27, 2833-2843. https://doi.org/10.1007/s10826-018-1138-9
  • Olweus, D. (2004). Bullying at school: What we know and what we can do. Blackwell Publishing.
  • Patton, M.Q. (2002). Qualitative resarch and evaluation methods (3rd ed.). Sage Publications.
  • Peters, M.P., and Bain, S. K. (2011). Bullying and victimization rates among gifted and high-achieving students. Journal for the Education of the Gifted, 34(4), 624-643. https://doi.org/10.1177/016235321103400405
  • Peterson, J.S., and Ray, K.E. (2006a). Bullying among the gifted: the subjective experience. Gifted Child Quartely, 50(3), 252-269. https://doi.org/10.1177/001698620605000305
  • Peterson, J. S., and Ray, K. E. (2006b). Bullying and the gifted: Victims, perpetrators, prevalence, and effects. Gifted Child Quarterly, 50(2), 148-168. https://doi.org/10.1177/001698620605000206
  • Phillips, N., and Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17(1), 57-73. https://doi.org/10.1080/13598130600947119
  • Rigby, K. (2007). Bullying in schools and what to do about it. Australia.
  • Rigby, K. (2011). The method of shared concern a positive approach to bullying in schools. Australia.
  • Robbins, S.H. (2012). The everything parents guide to raising a gifted child all you need to know to meet your child’s emotional, social, and academic needs. Adams Media.
  • Ryoo, H.J., Wang, C., Swearer, S.M., and Park, S. (2017). Investigation of transition in bullying/victimization statuses of gifted and general education students. Exceptional Children, 83(4), 396-411. https://doi.org/10.1177/0014402917698500
  • Schuler, P.A. (2012). Teasing and gifted children. In SENG (Ed.), Supporting emotional needs of the gifted 30 essay on giftedness 30 years of SENG (pp. 53-58). SENG.
  • Silverman, L.K. (1998). Personality and learning styles of gifted children. J. Vantassel-Baska (Ed.). In Excellence in educating gifted and talented learners (3th Ed., pp. 29-65). Love Publishing Company.
  • Van der Wal, M.F., de Wit, C.A., and Hirasing, R.A. (2003). Psychosocial health among young victims and offenders of direct and indirect bullying. Pediatrics, 111(6), 1312–1317. https://doi.org/10.1542/peds.111.6.1312
  • Volk, A.A., Dane, A.V., and Marini, Z.A. (2014). What is bullying a theoritical redifination. Developmental Review, 34(4). 327-343. https://doi.org/10.1016/j.dr.2014.09.001
  • Webb, J.T., Gore, J.L., and Amend, E.R. (2007). A parent's guide to gifted children. Great Potential Press.
  • Yılmaz, D. (2015). Üstün yetenekliler için psikolojik danışma ve rehberlik uygulamaları gereksinimler, sorunlar ve müdahaleler. Nobel Akademik Yayıncılık.

Özel Yetenekli Öğrencilerin Zorbalık Deneyimleri

Yıl 2024, Cilt: 13 Sayı: 1, 148 - 159, 27.03.2024

Saadet Bayar , Uğur Sak , Ercan Öpengin

https://doi.org/10.30703/cije.1301935

Öz

Bireyler sahip oldukları özellikler nedeni ile zorbalığa maruz kalabilirler. Bazı durumlarda bireyin yalnızca özel yetenekli olması da zorbalığa maruz kalmasında etkili olabilir. Özel yetenekli bireylerle yapılan çalışmalarda daha çok zorbalığa maruz kalma, zorba veya izleyici olma durumlarına yönelik çalışmaların ele alındığı görülmektedir. Bu çalışmada ise zorbalığa maruz kalan özel yetenekli öğrencilerin zorbalık algılarını belirlemek amaçlanmıştır. Bu doğrultuda özel yetenekli bireylere yönelik eğitim veren Üstün Yetenekliler Eğitimi Uygulama ve Araştırma Merkezi (ÜYEP) ve Eskişehir Emine Emir Şahbaz Bilim ve Sanat Merkezi’nde eğitim alan 6., 7. ve 8. sınıf öğrencileri ile çalışma gerçekleştirilmiştir. İlk olarak bu kurumlara devam eden 142 özel yetenekli öğrenciye "Akran Zorbalığı Belirleme Ölçeği- Ergen Formu" uygulanmıştır. Ölçek sonuçlarına göre okullarında zorbalığa maruz kaldığını belirten 11 öğrenci katılımcı olarak belirlenmiştir. Bu öğrenciler ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşmeler sonucunda beş bulguya ulaşılmıştır. Çalışmada katılımcıların okullarında sık sık zorbalığa maruz kaldıkları, zorbalığın temel nedeni olarak kıskançlığı gösterdikleri ve zorbalıkla baş etmede yetersiz kaldıkları belirlenmiştir. Ayrıca katılımcılar özel yeteneklilere yönelik eğitim ortamlarında zorbalığa maruz kalmadıklarını ifade etmişlerdir.

Anahtar Kelimeler

Özel yetenek Özel yetenekli bireyler zorbalık zorbalık algısı zorbalığa maruz kalma

Kaynakça

  • Ayas, T. (2017). Okullarda yaygın sorun olan zorbalığı önlemek (2. baskı). Vize Yayıncılık.
  • Ayas, T., ve Pişkin, M. (2015). Akran zorbalığı belirleme ölçeği ergen formu. Akademik Bakış Dergisi, 50, 316-324.
  • Bal, H. (2016). Nitel araştırma yöntem ve teknikleri uygulamalı- örnekli. Sentez Yayıncılık.
  • Bogdan, R.C., and Biklen, S. (2007). Qualitative research for education an introduction to theory and methods (7th ed.). Pearson Education, Inc.
  • Byers, R., McLauglin C., and Peppin-Vaughan, R. (2012). The research perspective: vulnerability and prevalence. In C. McLauglin, R, Byers and C. Oliver (Eds.), Perspectives on bullying and difference supporting young people with special educational needs and/or disabilities in schools (pp.4-20). National Children’s Bureau.
  • Creswell, J. (2012). Educational research planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
  • Estell, D.B., Farmer, T.W., Irvin, M.J., Crowther, A., Akos, P., and Boudah, D.J. (2009). Students with exceptionalities and peer group context of bullying and victimization in late elementary school. Journal of Child and Family Studies, 18(2), 136-150. https://doi.org/10.1007/s10826-008-9214-1
  • Fonseca, C. (2015). Emotional intensity in gifted students helping kids cope with explosive feelings. Prufrock Press, Inc.
  • Fried, S., and Sosland, B. (2009). Banishing bullying behaviour transformin the culture of pain, rage, and revenge. Rowman and Littlefield Publishers.
  • Goldstein, S. and Brooks, R.B. (2005). Why study resilience. In S. Goldstein and R.B. Brooks (Eds.), Handbook of resilience in children (pp. 3-14). Springer.
  • Guilbault, J.P. (2008). Bullying and gifted learners. Gifted Education Communicator, 39(2), 12-15.
  • Guttman, M. (2009). Violence Prevention. In B.A. Mowder, F. Rubinsom and A.E. Yasik (Ed.), Evidence-based practice in ınfant and early childhood psychology (pp. 617-640). John Wiley and Sons, Inc.
  • Hanewinkel, R. (2004). Prevention of bullying in german schools: an evaluation of an anti-bullying aproach. In P.K. Smith, D. Pepler and K. Rigby (Eds.), Bullying in schools how successful can interventions be (pp. 81-97). University Press.
  • Jumper, R. L. (2009). Gifted children's communication about bullying: Understanding the experience (Publication No. 3400752) [Doctoral dissertation, Texas AandM University]. ProQuest Dissertations and Theses Global.
  • Jumper, R. L. (2019). Communicating about bullying: Examining disclosure among gifted students, Gifted Education International,35(2),110-120. https://doi.org/10.1177/0261429418824113
  • Kaufman- Goodstein, P. (2013). How to stop bullying in classrooms and schools: Using social architecture to prevent, lessen and bullying. Routledge.
  • Klein, B. (2007). Raising gifted kids everything you need to know to help your exceptional child thrive. Amacom.
  • Leana-Taşçılar, M.Z. (2017). Özel yetenekli öğrencilerin psikolojisine genel bakış. In M.Z. Leana-Taşçılar (Ed.), Özel yetenekli çocukların psikolojisi teoriden uygulamaya (pp.1-34). Nobel Akademik Yayıncılık.
  • Lim, K.K., and Low, A.(2009). Supporting emotional needs of gifted. In B. Kerr (Ed.). Encyclopedia of giftedness creativity and talent (pp. 857-859). SAGE Publications.
  • Martínez-Monteagudo, Á., Martínez-Monteagudo, M. C., and Delgado, B. (2023). School bullying and cyberbullying in academically gifted students: A systematic review. Aggression and Violent, Behavior, 71, 1-12. https://doi.org/10.1016/j.avb.2023.101842
  • Matthews, D.J., and Foster, J. F.(2005). Being smart about gifted children a guidebook for parents and educators. Great Potential Press.
  • McGrath, M.J. (2007). School bullying tools for avoiding harm and liability. Corwin Press.
  • Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.
  • Oğurlu, U., and Sarıçam, H. (2018). Bullying, forgiveness and submissive behaviors in gifted students. Journal of Child and Family Studies, 27, 2833-2843. https://doi.org/10.1007/s10826-018-1138-9
  • Olweus, D. (2004). Bullying at school: What we know and what we can do. Blackwell Publishing.
  • Patton, M.Q. (2002). Qualitative resarch and evaluation methods (3rd ed.). Sage Publications.
  • Peters, M.P., and Bain, S. K. (2011). Bullying and victimization rates among gifted and high-achieving students. Journal for the Education of the Gifted, 34(4), 624-643. https://doi.org/10.1177/016235321103400405
  • Peterson, J.S., and Ray, K.E. (2006a). Bullying among the gifted: the subjective experience. Gifted Child Quartely, 50(3), 252-269. https://doi.org/10.1177/001698620605000305
  • Peterson, J. S., and Ray, K. E. (2006b). Bullying and the gifted: Victims, perpetrators, prevalence, and effects. Gifted Child Quarterly, 50(2), 148-168. https://doi.org/10.1177/001698620605000206
  • Phillips, N., and Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17(1), 57-73. https://doi.org/10.1080/13598130600947119
  • Rigby, K. (2007). Bullying in schools and what to do about it. Australia.
  • Rigby, K. (2011). The method of shared concern a positive approach to bullying in schools. Australia.
  • Robbins, S.H. (2012). The everything parents guide to raising a gifted child all you need to know to meet your child’s emotional, social, and academic needs. Adams Media.
  • Ryoo, H.J., Wang, C., Swearer, S.M., and Park, S. (2017). Investigation of transition in bullying/victimization statuses of gifted and general education students. Exceptional Children, 83(4), 396-411. https://doi.org/10.1177/0014402917698500
  • Schuler, P.A. (2012). Teasing and gifted children. In SENG (Ed.), Supporting emotional needs of the gifted 30 essay on giftedness 30 years of SENG (pp. 53-58). SENG.
  • Silverman, L.K. (1998). Personality and learning styles of gifted children. J. Vantassel-Baska (Ed.). In Excellence in educating gifted and talented learners (3th Ed., pp. 29-65). Love Publishing Company.
  • Van der Wal, M.F., de Wit, C.A., and Hirasing, R.A. (2003). Psychosocial health among young victims and offenders of direct and indirect bullying. Pediatrics, 111(6), 1312–1317. https://doi.org/10.1542/peds.111.6.1312
  • Volk, A.A., Dane, A.V., and Marini, Z.A. (2014). What is bullying a theoritical redifination. Developmental Review, 34(4). 327-343. https://doi.org/10.1016/j.dr.2014.09.001
  • Webb, J.T., Gore, J.L., and Amend, E.R. (2007). A parent's guide to gifted children. Great Potential Press.
  • Yılmaz, D. (2015). Üstün yetenekliler için psikolojik danışma ve rehberlik uygulamaları gereksinimler, sorunlar ve müdahaleler. Nobel Akademik Yayıncılık.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Özel Yetenekli Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Saadet Bayar 0000-0002-5634-9151

Uğur Sak 0000-0001-6312-5239

Ercan Öpengin 0000-0001-9526-4313

Yayımlanma Tarihi 27 Mart 2024
Yayımlandığı Sayı Yıl 2024Cilt: 13 Sayı: 1

Kaynak Göster

APA Bayar, S., Sak, U., & Öpengin, E. (2024). Özel Yetenekli Öğrencilerin Zorbalık Deneyimleri. Cumhuriyet Uluslararası Eğitim Dergisi, 13(1), 148-159. https://doi.org/10.30703/cije.1301935
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e-ISSN: 2147-1606

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