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(PDF) Improving Aggression Regulation in Highly Gifted Underachievers: An Evaluation Study Based on a Mixed Methods Design
<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="qv0eJPqG6O2eYnKCkyc1nbR-9ymDq8JhD64qmChr31oGfyrMBba5odujE5UkdWYKA4zr0AMAc1AOcBDODQMI-A" /> <meta name="citation_title" content="Improving Aggression Regulation in Highly Gifted Underachievers: An Evaluation Study Based on a Mixed Methods Design" /> <meta name="citation_publication_date" content="2017" /> <meta name="citation_journal_title" content="Shiraz E-Medical Journal" /> <meta name="citation_author" content="Lony Schiltz" /> <meta name="citation_volume" content="18" /> <meta name="citation_issue" content="1" /> <meta name="citation_issn" content="1735-1391" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/32028648/Improving_Aggression_Regulation_in_Highly_Gifted_Underachievers_An_Evaluation_Study_Based_on_a_Mixed_Methods_Design" /> <meta name="twitter:title" content="Improving Aggression Regulation in Highly Gifted Underachievers: An Evaluation Study Based on a Mixed Methods Design" /> <meta name="twitter:description" content="Background: Gifted adolescents suffering from severe intellectual inhibition may generally not be helped by pedagogical means alone. This special blockade results from a deep disturbance of the affective and pulsional functioning and can be treated" /> <meta name="twitter:image" content="https://0.academia-photos.com/6316521/2582292/2999504/s200_pol.schiltz.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/32028648/Improving_Aggression_Regulation_in_Highly_Gifted_Underachievers_An_Evaluation_Study_Based_on_a_Mixed_Methods_Design" /> <meta property="og:title" content="Improving Aggression Regulation in Highly Gifted Underachievers: An Evaluation Study Based on a Mixed Methods Design" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Background: Gifted adolescents suffering from severe intellectual inhibition may generally not be helped by pedagogical means alone. This special blockade results from a deep disturbance of the affective and pulsional functioning and can be treated" /> <meta property="article:author" content="https://independent.academia.edu/LonySchiltz" /> <meta name="description" content="Background: Gifted adolescents suffering from severe intellectual inhibition may generally not be helped by pedagogical means alone. This special blockade results from a deep disturbance of the affective and pulsional functioning and can be treated" /> <title>(PDF) Improving Aggression Regulation in Highly Gifted Underachievers: An Evaluation Study Based on a Mixed Methods Design</title> <link rel="canonical" href="https://www.academia.edu/32028648/Improving_Aggression_Regulation_in_Highly_Gifted_Underachievers_An_Evaluation_Study_Based_on_a_Mixed_Methods_Design" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = 'b43f0aba9f037340a252c2534aaaefd344df803d'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740599849000); window.Aedu.timeDifference = new Date().getTime() - 1740599849000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Background: Gifted adolescents suffering from severe intellectual inhibition may generally not be helped by pedagogical means alone. This special blockade results from a deep disturbance of the affective and pulsional functioning and can be treated by music psychotherapy in individual sessions, combined with psycho-pedagogical applications of music therapy in group sessions. Methods: The integrated treatment programme was evaluated by means of a prospective longitudinal study, using a mixed research methodology that combined a psychometric scale, a projective test, and an observational frame for the music therapeutic sessions. Two clinical subgroups of students treated by the above described psychotherapeutic approach (N = 20 + 23) were compared with a control group (N = 43) of students who received only traditional pedagogical measures. Results: The changes induced in the two clinical subgroups on emotional and conduct variables point to a better integration and elaboration of aggressive drives leading to an increase in creativity and intrinsic motivation. There were also positive changes in school results. On variables linked to aggressivity, the control group partially evolved in an opposite direction. Discussion: The observed changes are discussed at the light of structural psychopathology. As to the chosen research methodology, a person-centred approach, combined with a quasi-experimental design, is liable to meet Wampold\u0026amp;#39;s conclusions on psychotherapy research. Conclusions: The outcome of the study stresses the opportunity to offer music psychotherapy to highly gifted underachievers as a means of tertiary prevention.","author":[{"@context":"https://schema.org","@type":"Person","name":"Lony Schiltz","url":"https://independent.academia.edu/LonySchiltz"}],"contributor":[],"dateCreated":"2017-03-24","dateModified":"2017-03-24","headline":"Improving Aggression Regulation in Highly Gifted Underachievers: An Evaluation Study Based on a Mixed Methods Design","image":"https://attachments.academia-assets.com/52292432/thumbnails/1.jpg","inLanguage":"en","keywords":["Clinical Psychology"],"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}],"thumbnailUrl":"https://attachments.academia-assets.com/52292432/thumbnails/1.jpg","url":"https://www.academia.edu/32028648/Improving_Aggression_Regulation_in_Highly_Gifted_Underachievers_An_Evaluation_Study_Based_on_a_Mixed_Methods_Design"}</script><style type="text/css">@media(max-width: 567px){:root{--token-mode: Rebrand;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: #0c3b8d;--button-primary-fill-press: #082f75;--button-primary-icon: #ffffff;--button-primary-fill-inverse: #ffffff;--button-primary-text-inverse: 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window.loswp.previewableAttachments = [{"id":52292432,"identifier":"Attachment_52292432","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":32028648,"created_at":"2017-03-24T10:53:47.105-07:00","from_world_paper_id":null,"updated_at":"2021-01-16T04:12:57.349-08:00","_data":{"abstract":"Background: Gifted adolescents suffering from severe intellectual inhibition may generally not be helped by pedagogical means alone. This special blockade results from a deep disturbance of the affective and pulsional functioning and can be treated by music psychotherapy in individual sessions, combined with psycho-pedagogical applications of music therapy in group sessions. Methods: The integrated treatment programme was evaluated by means of a prospective longitudinal study, using a mixed research methodology that combined a psychometric scale, a projective test, and an observational frame for the music therapeutic sessions. Two clinical subgroups of students treated by the above described psychotherapeutic approach (N = 20 + 23) were compared with a control group (N = 43) of students who received only traditional pedagogical measures. Results: The changes induced in the two clinical subgroups on emotional and conduct variables point to a better integration and elaboration of aggressive drives leading to an increase in creativity and intrinsic motivation. There were also positive changes in school results. On variables linked to aggressivity, the control group partially evolved in an opposite direction. Discussion: The observed changes are discussed at the light of structural psychopathology. As to the chosen research methodology, a person-centred approach, combined with a quasi-experimental design, is liable to meet Wampold's conclusions on psychotherapy research. Conclusions: The outcome of the study stresses the opportunity to offer music psychotherapy to highly gifted underachievers as a means of tertiary prevention."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Improving Aggression Regulation in Highly Gifted Underachievers: An Evaluation Study Based on a Mixed Methods Design","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [6316521]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":52292432,"attachmentType":"pdf"}"><img alt="First page of “Improving Aggression Regulation in Highly Gifted Underachievers: An Evaluation Study Based on a Mixed Methods Design”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/52292432/mini_magick20190123-28319-1cibju7.png?1548246230" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Improving Aggression Regulation in Highly Gifted Underachievers: An Evaluation Study Based on a Mixed Methods Design</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="6316521" href="https://independent.academia.edu/LonySchiltz"><img alt="Profile image of Lony Schiltz" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/6316521/2582292/2999504/s65_pol.schiltz.jpg" />Lony Schiltz</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">7 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 32028648; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Background: Gifted adolescents suffering from severe intellectual inhibition may generally not be helped by pedagogical means alone. This special blockade results from a deep disturbance of the affective and pulsional functioning and can be treated by music psychotherapy in individual sessions, combined with psycho-pedagogical applications of music therapy in group sessions. Methods: The integrated treatment programme was evaluated by means of a prospective longitudinal study, using a mixed research methodology that combined a psychometric scale, a projective test, and an observational frame for the music therapeutic sessions. Two clinical subgroups of students treated by the above described psychotherapeutic approach (N = 20 + 23) were compared with a control group (N = 43) of students who received only traditional pedagogical measures. Results: The changes induced in the two clinical subgroups on emotional and conduct variables point to a better integration and elaboration of aggressive drives leading to an increase in creativity and intrinsic motivation. There were also positive changes in school results. On variables linked to aggressivity, the control group partially evolved in an opposite direction. Discussion: The observed changes are discussed at the light of structural psychopathology. As to the chosen research methodology, a person-centred approach, combined with a quasi-experimental design, is liable to meet Wampold's conclusions on psychotherapy research. Conclusions: The outcome of the study stresses the opportunity to offer music psychotherapy to highly gifted underachievers as a means of tertiary prevention.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":52292432,"attachmentType":"pdf","workUrl":"https://www.academia.edu/32028648/Improving_Aggression_Regulation_in_Highly_Gifted_Underachievers_An_Evaluation_Study_Based_on_a_Mixed_Methods_Design"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":52292432,"attachmentType":"pdf","workUrl":"https://www.academia.edu/32028648/Improving_Aggression_Regulation_in_Highly_Gifted_Underachievers_An_Evaluation_Study_Based_on_a_Mixed_Methods_Design"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas" data-impression-entity-id="32028648" data-impression-entity-type="2" data-impression-source="signup-banner"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Aims: 108 students of 4 different 10 th forms of secondary school participated in a pedagogical project including special educational measures aimed at developing creativity, communication and teamwork. Methods: The results were evaluated with the help of a mixed-methods design, combining cognitive tests, psychometric scales exploring coping strategies, anxiety and aggression, expressive tests and external evaluation criteria. Comparative pretest-posttest, correlational and multidimensional analyses were computed using non-parametric statistical procedures. Results: Whereas highly gifted normal achievers largely took advantage of the project, there were diverging results in different subgroups of highly gifted students, depending on their personality traits and their former school performance. Discussion and Conclusion: The concept of mentalization allowed creating meaning and understanding the ambiguities of the results. Pedagogical and psychotherapeutic measures could be drawn out of the study, as well as tracks for future research.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project","attachmentId":60090588,"attachmentType":"pdf","work_url":"https://www.academia.edu/39904274/Lasting_inhibition_of_creativity_in_highly_gifted_underachievers_therapeutic_reflections_based_on_negative_results_of_a_pedagogical_project","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39904274/Lasting_inhibition_of_creativity_in_highly_gifted_underachievers_therapeutic_reflections_based_on_negative_results_of_a_pedagogical_project"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="22502281" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/22502281/Highly_Gifted_Underachievers_Suffering_from_Emotional_or_Conduct_Disorders_A_Synthesis_of_Clinical_and_Experimental_Studies">Highly Gifted Underachievers Suffering from Emotional or Conduct Disorders. A Synthesis of Clinical and Experimental Studies</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6316521" href="https://independent.academia.edu/LonySchiltz">Lony Schiltz</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Highly Gifted Underachievers Suffering from Emotional or Conduct Disorders. A Synthesis of Clinical and Experimental Studies","attachmentId":43122503,"attachmentType":"pdf","work_url":"https://www.academia.edu/22502281/Highly_Gifted_Underachievers_Suffering_from_Emotional_or_Conduct_Disorders_A_Synthesis_of_Clinical_and_Experimental_Studies","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/22502281/Highly_Gifted_Underachievers_Suffering_from_Emotional_or_Conduct_Disorders_A_Synthesis_of_Clinical_and_Experimental_Studies"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="32666681" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/32666681/Relating_Musical_Intelligence_to_Empathy_and_Aggression_in_Adolescence">Relating Musical Intelligence to Empathy and Aggression in Adolescence</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5964230" href="https://independent.academia.edu/PenelopeGiannopoulou">Penelope Giannopoulou</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Human aggression has long been the subject of numerous theoretical and empirical studies and understanding the causes of adolescent aggression has become a research field of increasing interest (Card, Stucky, Sawalani & Little, 2008). Τhe scientific community has explored the issue through different angles in an effort to find ways of ameliorating the social role of education. Vast research has been conducted worldwide, including Greece, focusing on the prevention of aggression, which is the main constituent of bullying. The main purpose of the study is to explore whether a relation can be traced between musical intelligence and empathy as a means of restraining the impetus of aggression within the school context. The study draws theotertically from the theory of multiple intelligences and the theory of emotional intelligence since music has been linked to the capacity to increase emotional sensitivity and the recognition of emotions in music is related to emotional intelligence (Hallam, 2010). Tracing correlations between the notions of 'musical intelligence' and 'empathy' may offer an alternative way towards tackling the issue of aggression. Data were gathered by questionnaires addressed to pupils of junior high school. The results of the study depicted that cultivating musical intelligence can act as an inhibiting factor of aggression within the school environment, that male and female adolescents'have an equal share in what concerns empathy and that the association between empathy and musical intelligence appears to be slightly stronger for female than for male adolescents whose age ranges between 12 to 16 years. In light of recent advances in educational research and theory, a serious reassessment of priorities is required within the schools' curriculum by embracing a style that engages most or all of the intelligences and educators would need to recognize and teach to a broader range of talents and skills.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Relating Musical Intelligence to Empathy and Aggression in Adolescence","attachmentId":52833898,"attachmentType":"pdf","work_url":"https://www.academia.edu/32666681/Relating_Musical_Intelligence_to_Empathy_and_Aggression_in_Adolescence","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/32666681/Relating_Musical_Intelligence_to_Empathy_and_Aggression_in_Adolescence"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="109268112" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/109268112/A_Case_Study_Review_on_Social_Emotional_Problems_Affecting_Gifted_and_Talented_Students">A Case Study Review on Social-Emotional Problems Affecting Gifted and Talented Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="141231441" href="https://independent.academia.edu/NadireG%C3%BCl%C3%A7inYILDIZ">Nadire Gülçin YILDIZ</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Education Quarterly Reviews, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child’...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Case Study Review on Social-Emotional Problems Affecting Gifted and Talented Students","attachmentId":107444750,"attachmentType":"pdf","work_url":"https://www.academia.edu/109268112/A_Case_Study_Review_on_Social_Emotional_Problems_Affecting_Gifted_and_Talented_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/109268112/A_Case_Study_Review_on_Social_Emotional_Problems_Affecting_Gifted_and_Talented_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="99118600" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/99118600/The_Significance_of_Music_to_Gifted_Students">The Significance of Music to Gifted Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="247990295" href="https://independent.academia.edu/JaisIsmail3">Jais Ismail</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Quantum Journal of Social Sciences and Humanities, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Music is believed to heal soul. It has been widely practiced to intervene emotional and psychological issues, and further improve students" achievements. However, music is rarely practiced as intervention for gifted students who suffer from the asynchronous development effects such as burnout, depression and suicide. This study thus aims to explore the prominence of music to gifted students. Data collection were conducted through in-depth interview with 15 gifted students who were studying in GENIUS@Pintar National Gifted Centre, Malaysia. A survey with 64 gifted respondents was administered as a supplementary to support the interview data. Results revealed that music offers assistance to gifted students in four domain areas which are emotion, motivation, self-reflection, and awareness. This study has proven that music has contributed beyond emotional and psychological issues. Music sharpens the traits of giftedness and moulds those gifted students as successors that may contribute to the nation.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Significance of Music to Gifted Students","attachmentId":100289905,"attachmentType":"pdf","work_url":"https://www.academia.edu/99118600/The_Significance_of_Music_to_Gifted_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/99118600/The_Significance_of_Music_to_Gifted_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="83936806" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/83936806/The_Need_of_an_Individualized_Music_Therapy_Assessment_Profile_in_the_Educational_Process_for_a_Pedagogical_and_Psychological_Assessment_of_the_Personality_of_a_Gifted_Child">The Need of an Individualized Music Therapy Assessment Profile in the Educational Process for a Pedagogical and Psychological Assessment of the Personality of a Gifted Child</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40743682" href="https://wwwugd.academia.edu/%D0%A2omislav%D0%A2anevski">Тomislav А Тanevski</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Educational Sciences Theory and Practice, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">were significant prognostic factors for LP, whereas BED 10 ≥ 67.1 Gy (adjusted sHR = 0.297, p = 0.002), CA19-9 reduction rate ≥50% (adjusted sHR = 0.334, p = 0.023), and RT alone (adjusted sHR = 2.633, p = 0.047) were significant prognostic factors for DM. Conclusion: Our results indicate that pre-RT NLR and post-RT monitoring of CA19-9 and tumor size reduction can help identify whether patients belong to the good or poor prognostic group of LAPC. The incorporation of new systemic treatments during and after a higher BED 10 RT dose for LAPC patients is warranted.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Need of an Individualized Music Therapy Assessment Profile in the Educational Process for a Pedagogical and Psychological Assessment of the Personality of a Gifted Child","attachmentId":89124073,"attachmentType":"pdf","work_url":"https://www.academia.edu/83936806/The_Need_of_an_Individualized_Music_Therapy_Assessment_Profile_in_the_Educational_Process_for_a_Pedagogical_and_Psychological_Assessment_of_the_Personality_of_a_Gifted_Child","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/83936806/The_Need_of_an_Individualized_Music_Therapy_Assessment_Profile_in_the_Educational_Process_for_a_Pedagogical_and_Psychological_Assessment_of_the_Personality_of_a_Gifted_Child"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="44244903" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44244903/Emotional_Training_and_Modification_of_Disruptive_Behaviors_through_Computer_Game_Based_Music_Therapy_in_Secondary_Education">Emotional Training and Modification of Disruptive Behaviors through Computer-Game-Based Music Therapy in Secondary Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="80764916" href="https://coruna.academia.edu/Rub%C3%A9nV%C3%A1zquezS%C3%A1nchez">Rubén Vázquez-Sánchez</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Applied Sciences, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Music education research has shown interest in music therapy for integral development of the person, both in their performance and academic knowledge and in their personality. This project aims to analyze the benefits of music therapy in the comprehensive training of students with disruptive behaviors (n = 6). Tests designed by Gallego, Alonso, Cruz, and Lizama (1999) were conducted to assess emotional intelligence, which showed very low results. A series of activities were designed based on the use of the music videogame Musichao, the curricular content of which was adapted for this pilot experience. Subsequently, the emotional intelligence tests were applied again to determine the effectiveness of the teaching experience. The results indicate that, with the use of this videogame, significant improvements were obtained, both in the development of multiple intelligences and in self-motivation, self-awareness, self-control, and more specifically, in social skills, minimizing behaviors that were classified as inappropriate and/or aggressive, and becoming more skilled in their interactions with the surrounding environment.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Emotional Training and Modification of Disruptive Behaviors through Computer-Game-Based Music Therapy in Secondary Education","attachmentId":64616496,"attachmentType":"pdf","work_url":"https://www.academia.edu/44244903/Emotional_Training_and_Modification_of_Disruptive_Behaviors_through_Computer_Game_Based_Music_Therapy_in_Secondary_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44244903/Emotional_Training_and_Modification_of_Disruptive_Behaviors_through_Computer_Game_Based_Music_Therapy_in_Secondary_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="33443893" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33443893/Aggressive_Behaviour_in_Secondary_School_Boys_in_West_Trinidad_can_be_significantly_reduced_through_Music_Therapy_and_education_of_both_parents_and_students">Aggressive Behaviour in Secondary School Boys, in West Trinidad, can be significantly reduced through Music Therapy, and education of both parents and students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9115146" href="https://cncsonisweb.academia.edu/DwightEllie">Dwight Ellie</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The research sought to explore the prevalence of aggressive behaviours among secondary school boys in west Trinidad and whether music therapy could be used to address it. Research was conducted from a psychological and sociological perspective. It attempted to review the causes and effects of aggression in today’s society. Articles were sourced, confirming that aggressive behaviour is an issue among secondary boys in West Trinidad. Studies were also examined that found music therapy to be effective in the treatment of aggression. A primary research conducted in three (3) secondary schools in West Trinidad supported the belief that aggression is a genuine issue in the secondary school system which needs to be addressed. A website was designed to build awareness of music therapy and its associated facts, including creative and interactive activities with the hope of assisting secondary school boys to deal with their issues of aggression. Recommendations to various institutions were also made where music therapy via the use of the website can be utilized in addressing aggression.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Aggressive Behaviour in Secondary School Boys, in West Trinidad, can be significantly reduced through Music Therapy, and education of both parents and students","attachmentId":53493225,"attachmentType":"docx","work_url":"https://www.academia.edu/33443893/Aggressive_Behaviour_in_Secondary_School_Boys_in_West_Trinidad_can_be_significantly_reduced_through_Music_Therapy_and_education_of_both_parents_and_students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33443893/Aggressive_Behaviour_in_Secondary_School_Boys_in_West_Trinidad_can_be_significantly_reduced_through_Music_Therapy_and_education_of_both_parents_and_students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="35265228" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35265228/A_Case_for_a_Differentiated_Interventional_Approach_for_Gifted_Students">A Case for a Differentiated Interventional Approach for Gifted Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9482710" href="https://virginia.academia.edu/DavidKutas">David S Kutas</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Case for a Differentiated Interventional Approach for Gifted Students","attachmentId":55125509,"attachmentType":"pdf","work_url":"https://www.academia.edu/35265228/A_Case_for_a_Differentiated_Interventional_Approach_for_Gifted_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35265228/A_Case_for_a_Differentiated_Interventional_Approach_for_Gifted_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="103274043" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/103274043/The_Aggression_Levels_of_Students_at_Schools_That_Admit_Students_with_the_Special_Talent_Exam">The Aggression Levels of Students at Schools That Admit Students with the Special Talent Exam</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="273508195" href="https://independent.academia.edu/g%C3%B6khanyal%C3%A7%C4%B1n23">gökhan yalçın</a></div><p class="ds-related-work--metadata ds2-5-body-xs">European Journal of Education Studies, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">This study aimed to determine the aggression levels of the students studying at schools who admit the students with the Special Talent Exam and evaluate the changes. The universe of the study consisted of the schools who admit the students with the special talent exam, the sample group also consisted of total 413 students including 226 males, 187 females studying at the Faculty of Sport Sciences (SBF) (n=148), the Dilek Sabanci Conservatory (DSK) (n=112) and the Faculty of Fine Arts (GSF) (n=153). In collection of data, the 7 point Likert Aggression questionnaire by Kiper (1984), for socio-demographical information, personal information forms were used. In our study, the Cronbach alpha value of aggression scale was found to be 0.79. By testing homogeneity and variances of data, the One Way ANOVA for multi comparisons and the Tukey test for the determination of difference resources were utilized while the Independent Sample t test was used for the gender factor in the determination ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Aggression Levels of Students at Schools That Admit Students with the Special Talent Exam","attachmentId":103325187,"attachmentType":"pdf","work_url":"https://www.academia.edu/103274043/The_Aggression_Levels_of_Students_at_Schools_That_Admit_Students_with_the_Special_Talent_Exam","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/103274043/The_Aggression_Levels_of_Students_at_Schools_That_Admit_Students_with_the_Special_Talent_Exam"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":52292432,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":52292432,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_52292432" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="75977916" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/75977916/Holistic_Music_Therapy_as_One_of_Thepreventive_Activities_in_Pupils_with_Problem_Behavior">Holistic Music Therapy as One of Thepreventive Activities in Pupils with Problem Behavior</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="103838301" href="https://independent.academia.edu/IrenaSavkov%C3%A1">Irena Savková</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Social Pathology and Prevention, 2022</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Holistic Music Therapy as One of Thepreventive Activities in Pupils with Problem Behavior","attachmentId":83665572,"attachmentType":"pdf","work_url":"https://www.academia.edu/75977916/Holistic_Music_Therapy_as_One_of_Thepreventive_Activities_in_Pupils_with_Problem_Behavior","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/75977916/Holistic_Music_Therapy_as_One_of_Thepreventive_Activities_in_Pupils_with_Problem_Behavior"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="115819049" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/115819049/Argyriou_M_2022_Signs_of_a_musically_gifted_child_a_literature_research_review_In_Jerneja_Herzog_Ed_Giftness_as_an_Educational_and_Scientific_Challenge_Proceedings_April_2_2022_University_of_Maribor_Faculty_of_Education_Slovenija_p_p_13_24">Argyriou, M. (2022). Signs of a musically gifted child: a literature research review. In Jerneja Herzog (Ed.), Giftness as an Educational and Scientific Challenge, Proceedings, April 2, 2022, University of Maribor. Faculty of Education, Slovenija, p.p. 13-24</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="81270202" href="https://aegean.academia.edu/MARIAARGYRIOU">MARIA ARGYRIOU</a></div><p class="ds-related-work--metadata ds2-5-body-xs">VERLAG DrR. KOVAC GMPH.Hamburg, 2022</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Argyriou, M. (2022). Signs of a musically gifted child: a literature research review. In Jerneja Herzog (Ed.), Giftness as an Educational and Scientific Challenge, Proceedings, April 2, 2022, University of Maribor. Faculty of Education, Slovenija, p.p. 13-24","attachmentId":112120709,"attachmentType":"pdf","work_url":"https://www.academia.edu/115819049/Argyriou_M_2022_Signs_of_a_musically_gifted_child_a_literature_research_review_In_Jerneja_Herzog_Ed_Giftness_as_an_Educational_and_Scientific_Challenge_Proceedings_April_2_2022_University_of_Maribor_Faculty_of_Education_Slovenija_p_p_13_24","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/115819049/Argyriou_M_2022_Signs_of_a_musically_gifted_child_a_literature_research_review_In_Jerneja_Herzog_Ed_Giftness_as_an_Educational_and_Scientific_Challenge_Proceedings_April_2_2022_University_of_Maribor_Faculty_of_Education_Slovenija_p_p_13_24"><span class="ds2-5-text-link__content">View 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