Project realized by: Andreia Patricia Sousa Freitas University of Oradea Faculty of Geography, Tourism and Sport Academic year: 2015/2016 Discipline:… [602303]

GIFTED CHILDREN
AND AFFECTIVE RELATIONSH IPS

Project realized by: Andreia Patricia Sousa Freitas

University of Oradea
Faculty of Geography, Tourism and Sport
Academic year: 2015/2016
Discipline: Metodologie cencentra -specifice

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ÍNDEX
Chapter I – Contextualization of the Study ………………………….. …………………….. 3
Abstract ………………………….. ………………………….. ………………………….. … 3
Introduction ………………………….. ………………………….. ………………………… 4
Chapter II – Theoretical foundation ………………………….. ………………………….. ….. 5
2.1. Definition of intellectual giftedness ………………………….. ……………….. 5
2.2. Who are the Highly Gifted? ………………………….. ……………………… 5
2.3. Characteristics of a children Highly Gifted ………………………….. …. 5
2.4. Types of giftedness ………………………….. ………………………….. ……. 8
2.5. Identification Methods ………………………….. ………………………….. … 9
2.6. Social development of gifted child ………………………….. …………… 10
2.7. Emotional aspects ………………………….. ………………………….. ……. 10
Chapter III – Methodolog y ………………………….. ………………………….. ……………. 11
3.1. Description of Study ………………………….. ………………………….. …….. 11
3.2. Description of the Sample ………………………….. …………………………. 11
3.3. Description of the instrument ………………………….. …………………….. 12
Chapter IV – Presentation of results ………………………….. ………………………….. . 12
Chapter V – Discussion of results ………………………….. ………………………….. …. 14
Conclusion ………………………….. ………………………….. ………………………….. …….. 15
BIBLIOGRAPHIC REFERE NCES ………………………….. ………………………….. …………… 17
ANEX ………………………….. ………………………….. ………………………….. …………… 18

Index of table :
Table 1:Synthesis Strengths and problems of gifted children ……………………….. 8

Index of Graphics:
Graphic 1: Loneliness and social dissatisfaction questionnaire ………………….. 12
Graphic 2: With who do you play more in school? ………………………….. ……….. 13

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Chapter I – Contextualization of the Study

ABSTRACT
Giftedness has been a topic increasingly considered by the scientific
community. Although initially it proved a somewhat precise and consensual
concept, is now considered quite complex. Some views tells us that the child that
contains emotions in his own body of a child and an adult intelligence accuses
necessarily serious difficulties, which should be valued, analysed and target for
reflection both by parents, teachers and professionals.
This work aimed to know and try to understand Children Intel lectual Gifted
and their affective relationships with another people around .
In this paper is considered important to explore how are established the
relations of gifted children with their families, friends, colleagues, as well as with
teachers at school and with the environment in general.
The goal of this study is to identify and understand how gifted children interact
with persons around them, if they feel lonely and how they live their social life
considering the positive and negative characteristics of gifted children and the
implications these characteristics have on social dynamics.

Keywords: Giftedness, Emotional , Development, Social relations.

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INTRODUCTION

This work aims to talk about the social relations of gifted children more
specific ally children’s in the first year of primary school , revealing some particular
and unique characteristics of gifted child’s.
This theme was select because is very interesting and not widely spoken .
It’s fascinating how some children reveal hetero geneous l evels of development
since t heir cognitive, verbal , social and logical evolution proceeds differently, for
example, psychomotor development. Sometimes unexpected gather knowledge
for their age in areas such as mathematics, astronomy, physics, history, or o ther,
but show ing other difficulties on orientation in space and time or control and fine
motor dexterity. After all, b eing gifted doesn’t mean necessarily be more
successful, happy, healt hy, socially adjusted or safer.
In this project, f irstly, it will be start to make a theoretical foundation and
specifying the most important data related to this study.
After reporting the concept of giftedness and relating the principal’s
characteristics and challenges of this type of individuals . I will talk about the study
mentioning a quantitative description that involves the application of a
questionnaire and a qualitative description about a case of gifted boy in the first
year of primary school. Finally, will be show a discuss and mention the
conclusions to relati on the principal facts about it.
The purpose of this investigation is to know what is taken as normal about
gifted children social relations in society , and how children react to these foreign
relations.

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Chapter II – Theoretical foundation
.
2.1. DEFINITION OF INTELLE CTUAL GIFTEDNESS
The term gifted ness / gifted or high-skilled refers to a person who has mental
capac ity significantly above average being that giftedness is a trait that starts at
birth and continues throughout all life . Is not a mark er of success, but rather of
aptitude or the inherent ability to learn.
Gifted children may develop asynchronously: their minds are often ahead of
their physical growth, and specific cognitive and social -emotional functions can
develop unevenly. Due to the ir high cognitive abilities and high intensities they
experience and rela te to the world in unique ways. This individual also experience
the world differently, resulting in unique social and emotional issues.
Some research suggests that gifted children hav e greater psychomotor, sensual,
imaginative, intellectual, and emotional " over excitabilities ".
Most educational professionals accept that no single measure can be used
in isolation to accurately identify a gifted child.
These children are often found as a result of extremely high scores on an
individually scored IQ tests, generally above the 140 IQ range. Others may be
prodigies in areas such as math, science, language and/or the arts. Profoundly
gifted children can score in excess of 170 IQ. But m ost IQ tests do not have the
capacity to discriminate accurately at higher IQ levels, and are perhaps only
effective at determining whether a student is gifted rather than distinguishing
among levels of giftedness.
Some gifted children with exceptional aptitude may not demonstrate
outstanding levels of achievement due to environmental circumstances such as
limited opportunities to learn as a result of poverty, discrimination, or cultural
barriers; due to physical or learning disabilities; or due to motivational or
emotional problems. This dichotomy between potential for and demonstrated
achievement has implications for schools as they design programs and services
for gifted students.

2.1. WHO ARE THE HIGHLY GIFTED ?
"Gifted child is one who has a human potential fo r higher level and constant
frequency in any one or more of the operational areas of the IM (Multiple
Intelligences), allowing predict if provided appropriate opportunities for
development, a high level of specific expertise, want to solve problems or to
create products. " (Falcão, 1992)
Basically, a gifted child is considered to have a higher intelligence, great
creativity and imagination, and an insatiable curiosity that leads to develop an
autonomous learning. They are speci al children in need and the different
requirements of other children their same age.

2.2. CHARACTERISTICS OF A CHILDREN HIGHLY GIFTED

Profile of a gifted child
Because gifted children are so diverse, not all exhibit all characteristics all of
the time. Howeve r, there are common characteristics tha t many gifted individuals
share, that are creativity, curiosity, good memory, obstinacy, easy learning,

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impatience, nonconformity, vocation for leadership, sense of humour,
egocentrism, high critical sense, independen ce and autonomy, high performance
in certain areas, broad general knowledge, socialization difficult by lack of
common, empathy, high competitive sense and self -taught.
The child of IQ more than 1 60 is as different from the child of 130 IQ as that
child is different from the child of average ability. Current research suggests that
there may be higher incidence of children in this high range than previously
thought. Due to their unique characteristics, these children are particularly
vulnerable. This type o f children need a specialized support.
The reasons for these common traits may have a lot to do with the physical
characteristics of the brain. Giftedness is the result of both environmental and
genetic factors, and both of these influences can lead to dif ferences in the way
the brain works and develops. Gifted children's advanced cognitive skills result
from the ability of their brains to process infor mation faster and more effectively
than others of their age.
The brain is made up of billions of nerve cells called neurons, which
communicate with each other by releasing and receiving chemicals the
neurotransmitters. These chemicals travel through dendri tes, root -like structures
which branch out and seek connections with nearby neurons at junctures called
synapses. The more of these dendrites and synapses we have, the greater our
ability to process information, to perceive, interpret, problem -solve, remem ber
and do all kinds of tasks associated with learning. It appears that every time we
do or experience something a specific group of neurons associated with that
activity "lights up," stimulating the growth of more dendrites and "exercising"
those already in place, making them better processors of information. All else
being equal, the denser and more efficient these neural connections , the easier
is to association with that area of the brain. Gifted children's abilities may be
related in part to these enhanced neu ral connections, either because t hey were
born with a denser than normal thicket of neural connections associated with the
traits in which th ey are gifted, and had the right kind of experiences to allow them
to use and retain, or fur ther develop, these connections or they were born with a
sufficient amount of neural connections and had ample opportunity to form more
and more efficient connectio ns through an enriched environment .
The denser, more efficient neural connections shared by gifted children could
help explain the common characteristics many of these children share. But keep
in mind that not every gifted child will show all, or even most , of these
characteristics, and some will show traits that are quite contrary to what you might
expect in a gifted child. It's commonly known that Albert Einstein learned to speak
at a late age and didn't read until he was seven. Gifted children can be as different
from one another as they are from the rest of society.

Potential difficulties of a gifted child
A gifted child is often viewed as a threat by colleagues because she can make
the class work patterns start to be more rigorous and the teacher pass to expect
more of their students. Moreover, the average IQ of children do not feel
comfortable when near a child very "smart" because they appear "stupid" when
compared to the latter. Another problem is the fact that this face the
consequences of his diss ent to the majority, trace this that leads to several

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difficulties related to how to deal with social pressures to be different, even if the
difference be given in the context of greater skill.
The fundamental problem of the gifted individuals is to learn to confront
inconsistency that results from its divergence. This leads to various problems
related to how to deal with social pressures.
Other issues can arise, such as intense Sensitivity, an uneven development,
the possibility of group rejection, opposit ion to the environment, defence of own
value system, intolerance, o ccasional resista nce to the imposition of duties,
details of omission, n on-acceptance of routine activities , difficulty to accept the
illogical, the superficial and poorly structured and po orly defined knowledge.
Gifted children and adolescents have specific needs to be met so that you can
maximize your chances of a healthy and happy development.
Gifted need stimulus and extra attention, but they should not be segregated
in special schools. Thus, when talking about the education of the gifted, it is
essential to observe how they behave in school, also considering the attitude of
the parents and the school before the students of high ability.
The lack of harmony between the gifted characterist ics, their emotional,
social, cognitive and educational conditions offered by the company can trigger,
the gifted, intra – and interpersonal conflicts. The following table presents some
characteristics and possible problems of this children:

Strengths Possible Problems
Acquires/retains information quickly Impatient with others;
Inquisitive; searches for significance. Asks embarrassing questions; excessive in
interests.
Intrinsic motivation Strong -willed; resists direction
Enjoys problem -solving; able to
conceptualize, abstract, synthesize. Resists routine practice; questions teaching
procedures.
Seeks cause -effect relations Dislikes unclear/illogical areas (e.g., traditions or
feelings)
Emphasizes truth, equity, and fair play. Worries about humanitar ian concerns
Seeks to organize things and people Constructs complicated rules; often seen as
bossy
Large facile vocabulary; advanced,
broad information May use words to manipulate; bored with school
and age -peers
High expectations of self and others Intolerant, perfectionistic; may become
depressed.
Creative/inventive; likes new ways of
doing things May be seen as disruptive and out of step
Intense concentration; long attention
span and persistence in areas of
interest. Neglects duties or people during periods of focus;
resists interruption; stubbornness
Sensitivity, empathy; desire to be
accepted by others Sensitivity to criticism or peer rejection

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High energy, alertness, eagerness. Frustration with inactivity; may be seen as
hyperactive.
Independen t; prefers individualized work;
reliant on self. May reject parent or peer input; nonconformity
Diverse interests and abilities; versatility May appear disorganized or scattered; frustrated
over lack of time
Strong sense of humour Peers may misunderstand humor; may become
"class clown" for attention
Table 1:Synthesis Strengths and problems of gifted children

Gifted child as a student in basic education :
The gifted students are considered possessing a set of characteristics of
which the following stand out: "perception and high memory quick thinking, ability
to conceptualize and abstract, fluency of ideas, flexibility of thought, originality
and speed in solving problems, higher productivity and inventiveness, high
involvement in task persistence, enthusiasm, great concentration, verbal fluency,
curiosity, independence, speed learning, capacity observation, sensitivity and
energy, self -direction, vulnerability and intrinsic motivation. " (Serra, Mamede, &
Sousa, 2004)
The gifted child starts reading the acquisition before 6 years and shows
interest in abstract subjects such as literature, debates, ancient history. However,
it has less interest to level matters "practical" as manual dexterity and writing,
although enjoy the sport. They are usually taller children and stronger than
standard and with a higher emotional adjustment, perpetuated throughout his life.
The gifted child's characteristics, give a different "be on task" and "being in
relation" to can do trigger different reactions in various contexts of their everyday.
It is therefore, the importance of the educational context in the life of gifted child.
The differences between pre -school and school context are varied, then, is
important to understand how these factors affect the gifted child, because many
students in certain environments reveal features of giftedness, can manifest
difficulties in their academic performance, as a result of lack of motivation and
disenchantment towards the tasks that school offers them. These students come
to school eager for new experiences, knowledge and challenges, ready to
progress and to quickly develop major acquisitions if they adjusted performance
opportunities are provided. When this happens, they feel frustrate d, bored and
disinterested in school activities.
One of the difficulties of these students during the life are the way how they
live among the others colleagues, how they interact with them and how to accept
or not their opinions. Usually they don’t have many friends who they trust that’s
why they choose to be with a few friends.

2.3. TYPES OF GIFTEDNESS
Is considered six types of giftedness:
1. The successful : They are the students who have learnt the system and are
well adjusted to society with a generally hi gh self -concept. They are
obedient, have appropriate behaviour , and are high achievers, therefore,
loved by parents and teachers. However, they can also get bored at school

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and learn the system fast enough so as to use the minimum effort to get
by. They ar e also dependent on the system, thus less creative and
imaginative, and lack autonomy.

2. The challenging: This is the type divergently gifted, who possess high
levels of creativity. They do not conform to the system and often have
conflicts with teachers a nd parents . They may be seen as disruptive in the
classroom and often possess negative self -concepts, even though they
are quite creative. This is the group of gifted students who are at risk of
dropping out of schools for unhealthy and dangerous activitie s.

3. The underground: Gifted students who deny their talents or hide their
giftedness in order to feel more included with a non -gifted peer group.
They are generally females, who are frequently insecure and anxious as
their belonging needs rise dramatically at that stage.

4. The dropouts: Angry and frustrated students whose needs have not been
recognized for years and they feel rejected in the system. They express
themselves by being depressed or withdrawn and responding defensively.
They are identified very late therefore, they are bitter and resentful due to
feelings of neglect and have very low self -esteem.

5. The double labelled: They are physically or emotionally handicapped in
some way, or have a learning disability. This group doesn’t show
behaviours of giftedness that can identify them in schools. They show
signs of stress, frustration, reject ion, helplessness, isolation, t hey are
impatient and critical with a low self -esteem. These students are easily
ignored as they are seen as average.

6. The autonomou s learner: The autonomous learners who have learnt to
work effectively in the school system. Unlike Type 1, they do not work for
the system, but rather make the system work for them. They are very
successful, liked by parents, teachers and peers, and have a high self –
concept with some leadership capacity within their surroundings. They
accept themselves and are risk takers, which goes well with their
independent and self -directed nature. They are also able to express their
feelings, goals, and needs freely and appropriately.

The type 1 and 6 generally is identifiable but the others can have the risk of
not being identified.

2.4. IDENTIFICATION METHODS
While some commonalities exist across giftedness, one size does not fit
all. Gifted learners exhibit different characteristics, traits, and ways to express
their giftedness. Various issues must be considered for identification:
 Giftedness is dynamic, not static ;
 Giftedness is represented through all racial, ethnic, income levels, and
exceptionality groups;

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 Gifted ness may be exhibited within a specific interest or category —and
even a specific interest within that category;
 Early identification in school improves the likelihood that gifts will be
developed into talents.

Identification Process
Typically, identifica tion strategies and procedures are determined at the
district level. Because no two gifted children alike is important to collect
information on both the child's performance and potential through a combination
of objective (quantifiably measured) and subje ctive (personally observed)
identification instruments in order to identify gifted and talented students.
Districts typically follow a systematic, multi -phased process for identifying
gifted students to find students who need services beyond the general ed ucation
program: 1) Nomination or identification phase; 2) Screening or selection phase;
3) Placement phase. In the nomination and screening phase, various
identification tools should be used to eliminate bias.

2.5. SOCIAL DEVELOPMENT OF GIFTE D CHILD
Normall y the social life of a gifted child is characterized by the interrogation
behaviour before rules or authority , asking embarrassing questions and non –
conforming on information received about a particular subject . Normally they feel
different, out of step wi th others and have a sense of alienation and loneliness
but nonetheless they are very compassionate and show empathy along with
others, helping them understand themselves.

Individual gifted child characteristics in social environments:
Independent, indiv idualist, self -sufficient, stubborn. Bored by routine.
Good sense of humour. Easily occupies own time without stimulation from others.
Likes to be with and converse with adults and older children. Impatient with no
challenge. Considered different by other children. Generally thoughtful, assuming
leadership easily. Good sense of justice, dependable and responsible.
Developing thinking.

2.6. EMOTIONAL ASPECTS
Emotional differences between gifted children and others are small and
focused in greater vulnerability associated with its exceptionality, giving greater
protective emotional by the adult. For an emotional balance, gifted requires
honest communication, the opportunity to pursue their interests as far as they
themselves want and are accepted like everyone el se and not just as a learning
machine. However, gifted are particularly vulnerable in their exceptionality and
sensitivity.
According to several studies, the gifted can be considered as balanced as
the others, but have special emotional problems resulting from the reaction of the
people to their exceptionality and an inappropriate education.
Self-esteem exercises great influence emotional development and high
potential demonstration, although there is a danger that some bright, insecure

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children, can incre ase self -esteem in relation to success and not for themselves
as individuals.

Chapter III – Methodology

3.1. DESCRIPTION OF STUDY
This project is intended to study the integration and socialization process
of gifted child in school class in which it is i nserted. For this was made a
quantitative description that involves the application of a questionnaire . A
qualitative description will also be carried out , that involves a case . The purpose
is not to generalize but to find relevant ways to better understan d this topic.
It was realized a questionnaire compost by 24 items, all of chose, with the
objective to get answers to the key question of this study “Does a child diagnosed
with giftedness, interact socially in the same way that a child from his age with a
normal IQ ?”.
The study period was during the last month of school of the first year of
primary school in 2016. The children were interviewed individually outside the
activity room.

3.2. DESCRIPTION OF THE SAMPLE
The sample is made up of children of the first year of primary school "St.
Pierre". The total is 18 students, 10 males and 8 female s aged between 6 and 7
years. Among them was a child diagnosed as gifted child.

Identification of the gifted child:
André Duarte (fiction name), from male sex, born in 22 /24/2010 . Has a
brother with 3 years old and a sister with 12 years old, the mother as 35 years
and is a lawyer and the father have 37 and is fireman.
This child joined the kindergarten with 3 years old and entered this year
for the first scholar year . He is cha racterized by being very nervous, fidgeting
when upset. Challenges and it is always very challenging parents and siblings,
being difficult to deal with the behaviour . His interests were considered not
appropriate for their age because focused on world prob lems.
Parents said to the teacher that the child started talking at 12 months and
at 18 months already knew brands of cars, emphasizing optimal memory.
The indications that led the teacher to diagnose this student as gifted in
the classroom were that the s tudent showed impatience when he was not
attended, retention capacity and reorganization of acquired knowledge, inquiry
attitude and intellectual curiosity, persistent behaviour and resistant to the
imposition of adult, recognition of letters and spent a m onth, word recognition
demonstra ting high capacity of words association in reading , in relation to
colleagues there was a marked "group rejection" he shows not be interested in
staying with them, not looking for any partner to play though it seemed accept the
presence of all, and in relation to the ad ults strongly needed their presence al most
an attempt at manipulation.

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The teacher used a signalling tool for identifying students as gifted, this
used the identification range of gifted children of Dorothy Sis k (1987) which is
attached.
3.3. DESCRIPTION OF THE IN STRUMENT
The utilized instrument was the questionnaire of Loneliness and Social
Dissatisfaction (Asher et al, 1984) . The instrument aims to determine if children
rejected sociometrically were able to gi ve a more consistent information about
the loneliness in school than children with other status, measuring the loneliness
of a child in the first year of basic education, giving emphasis to a child diagnosed
as gifted.
The questionnaire is composed by 24 items where the children can only
have answered yes, no or maybe. Having a duration of about 15 minutes in each
child. The questions, were focused on the feeling s of the child about loneliness
(e.g. do you feel alone in school?) and social adequacy versus m aladjustment
(e.g. are good working with the other boys in school?) and subjective estimates
of status among colleagues (e.g. do you have many friends in school?) and
knowledge of the importance of relationships (e.g. There are children who can go
there an d ask them for help when you need it?). Along with these items, there
were seven items focused on the hobbies of children, these items were included
to help children feel more open, comfortable and relaxed to indicate their attitudes
regarding various topi cs.
Before the questionnaire was administered, the children were trained to
answer this questionnaire format with practical questions (e.g. do you brush your
teeth?). Only when the experimenter was sure he had noticed , he starts reading
aloud each question and record the answers.
After the application of the questionnaire it was asked to the children the
names of colleagues with who they play more in school , being this the final
question.

Chapter IV – Presentation of results
The results obtained in the questionnaire are the followin g:

Graphic 1: Loneliness and social dissatisfaction questionnaire 27,92
26,44
0246810121416182022242628
Classroom student's Gifted studentAvarage of the answers
Participants LONELINESS ANDSOCIAL DISSATISFACTION
QUESTIONNAIRE (ASHER ETAL, 1984)

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The average of the group is 27, 92 and the average student is 26, 44. The
distance between the media is not very distant from the a verage, which means
that at this stage the gifted student demonstrates no greater feelings of isolation
or social dissatisfaction in relation to other students.
According to the responses of the gifted student he recognizes that it is
not easy to make new friends and that only considers some colleagues as friends.
Demonstrates that feels not alone and find assistance in friends when need. This
student responded positively to issues related to school activities and hobbies
and show that the student like to do different activities in school and in home, but
he doesn’t like gymnastics preferring activities less practical. Al ong the
questionnaire administration the gifted child asked several questions about the
significance of this and what it was for, interrupt ing several times the instructor.
It’s seen that some students in the class (14) said it was difficult to make
several friends at school and play with them, but almost all said they had at least
one friend selected for the games and almost all responded th at all colleagues
liked them, unlike the case under study. This can demonstrate some insecurity
about the feelings of the other people with him.
In general, t his result demonstrates that this gifted student is well framed
in the surrounding environment, it is not excluded towards the surrounding
environment by their colleagues this may could mean that the student is inserted
in the type 6 of giftedness , but can only be stated with certainty throughout the
child's development.

The results obtain to the last question “Say the names of colleagues with
who do you play more in school?” are:

Graphic 2: With who do you play more in school?

According to the responses of all children’s we can analyse that the
majority of the children have two friends selected for play, as well the gifted
student is again in the average of the class. All students said at least one name 0123456789
3 or more Friends 2 Friends 1 Friends NoneNumber of students
Number of friends to playWITHWHO DOYOU PLAY MORE INSCHOOL ?
Classroom student's Gifted student

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of a colleague, meaning that all have friends being this important so they couldn’t
fell exclude or have feelings of l oneliness.
Once again show that the gifted children is well framed in the class, and
doesn’t have feelings of loneliness or rejection.
It is important the child have some friends because at this age the child
should realize that she is not alone in the world. Realizing that rely on the other
can be comforting and liberating .

Chapter V – Discussion of results

The analysis of this study showed that in level of the questionnaire applied
"Loneliness Questionnaire and social dissatisfaction (Asher et al, 1984)" that the
average student in the study did not I distance average in general.
The absence of a superior to the group average regard ing to the feelings
of loneliness and social dissatisfaction can translate an acceptance in relation to
the educationa l environment that surrounds it. Comparing this result with the
general and specific objectives of this research, we can determine that the
student in case didn’t have fear, an anti -social behaviour or a tendency to solitude
or loneliness that was expected that this student would show, which exceeded
our expectations . I hope this social behaviour is maintained throughout the child's
growth and don’t get worse .
It’s possible to the determine with the final question that children’s have
some selected friends to play, being this important because f riends serve to show
children that there are other forms of affection beyond the family and t his brings
independence and helps in the development .
The key que stion of this study “Does a child diagnosed with giftness,
interact socially in the same way that a child from is age with a normal IQ? ” is
positively answered . In contraire the expected the child shows a good interaction
with the others not showing signs of exclusion and having a good interaction with
the others around him especially the classmates .
Use of this chosen sociometric instrument in understanding social
beha viour and the study of the relationship between gifted children and his
colleagues, it seemed viable . Through sociometry it becomes possible to
measure the child’s relations, gather information on interpersonal choices,
especially the choice s of friendship s between the different members of group s.

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Conclusion

Highly gifted people have a number of personality traits that set them
apart, and that are not obviously connected to the traits of intelligence, IQ, or
creativity that are most often used to defin e the category. Many of these traits
have to do with their particularly intense feelings and emotions, others with their,
sometimes , awkward social inter actions. These traits make that, these people are
typically misunderstood and underestimated by peers, society , and usually even
by themselves. As such, most of their gifts are actually underutilized, and they
rarely fulfil their full creative potential.
Is seen that , a lack of harmony between the gifted characteristics, their
emotional, social, cognitive and educational conditions offered by the company
can trigger, the gifted, intra – and interpersonal conflicts.
The theoretical research in this study made on the social characteristics of
gifted children has shown that the existence of socio -emotional prob lems is not a
characteristic itself of giftedness, and frequent reflection of conditions that
involve, or there is a large number of prices inevitably it difficult for them to adjust
it, the constant impositions that hinders their access to their status, t he child, the
imposition of behavioural characteristics similar to the degree of development of
their relevant capacity, the labelling that sometimes falls on them, similar
development the degree of development of their relevant capacity, the labelling
that sometimes falls on them, the development of unrealistic expectations the
absence of stimulating programs and misunderstanding about their
characteristics (highlighted along the theoretical basis). These characteristics
and among others that increase the risk of developing feelings of loneliness at
school present difficulties in the relationship with peers and consider themselves
socially incompetent is important to the development of effective responses by
the educator.
Regarding to the study of this res earch has qualitative characters since
was made a questionnaire “Loneliness and social dissati sfaction (Asher et
al,1984)”, an d a quantitative case about a young boy André Duarte and with he’s
classmates of the first year of primary school. This study aime d to do a
sociometrically research about the students in question and determine the
different standards of the average IQ students, and the students with high IQ
(+160) at the age of six to seven in the first primary year school and principally
determine t he degree of integration into the society .
In relation to the investigation and the results it’s noted that the gifted child
is well inserted in the society and don’t have big problems to relate to the others,
in contrary that what was expected. The gifted student demonstrates no greater
feelings of isolation or social dissatisfaction in relation to other students being
framed in the media of all the students (not showing a higher media). T his gifted
boy probably is inserted in the type 6 of giftedness because they are
characterized by liking the system work, they are successful, liked by parents,
teachers and classmates, they are independent and self -directed and are able to
express feelings, goals and needs freely and appropriately, things that this
student show ed to have.
The problems of gifted ness are not a utopia. To gifted with all the
capabilities above average and developed smoothly the main problem may
possibly be just to get a good and balanced stimulation of its potential, which

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makes it not alw ays as easy as it might at first glance, since desire and demand
more and more the structures are not able to meet this need. G ifted with
developmental imbalance in their abilities may face situations of non -acceptance
that too often degenerate into frustr ation, lack of motivation and, often, problems
of physiological disorders.
Keeping in account all that has been analysed in this project. I t is noted
that is necessary to change the attitudes towards giftedness. The gifted are a
very valuable and unique r esource. Is necessary to consider the gifted as a
natural resource that needs to be maintained, developed and used for the good
of all, so we have to take into account their needs not looking at them as different
or even disabled because are no more than c alled normal people but with
different needs and problems.

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BIBLIOGRAPHIC REFERE NCES

Betts, G., & Neihart, M. (1988). Profiles of the gifted and talented. Obtido de
Davidson Institute for talent development:
http://www.davidsongifted.org /db/Articles_id_10114.aspx
Downer, E. (December de 2014). 9 challenges Facing gifted children (and how
you can help!) . Obtido de Family education:
http://school.familyeducation.com/coping -with-giftedness/building -self-
esteem/74694.html?page=9
Falcão, I. (1 992). Crianças sobredotadas – Que sucesso escolar? . Rio Tinto:
Edições Asa.
Hébert, T. P., & Speirs, K. L. (25 de janeiro de 2002). Fostering the Social and
Emotional Development of gifted children through guided viewing of film.
Obtido de Supporting Emoti onal needs of the gifted:
http://sengifted.org/archives/articles/fostering -the-social -and-emotional –
development -of-gifted -children -through -guided -viewing -of-film
Papalia, D. E., Olds, S. W., & Feldman, R. D. (2006). Desenvolvimento Humano.
Artmed.
Santos, P. (03 de Maio de 2006). Crianças/Jovens Sobredotados . Obtido de
Educação Diferente: http://edif.blogs.sapo.pt/11207.html
Serra, H., Mamede, M., & Sousa, T. (Março de 2004). "Sobredotação: Uma
realidade/um desafio". Cadernos de estudo, nș1 , pp. 51 -56.
Souz a, F. (s.d.). Crianças superdotadas – Características e dificuldades. Obtido
de Psicologia MSN.com:
http://www.psicologiamsn.com/2012/06/criancas -superdotadas –
caracteristicas -e-dificuldade.html
VR, E. (2015). Gifted 101: The 6 Gifted Profiles . Obtido de The fissure:
https://thefissureblog.com/2015/08/01/gifted -101-the-6-gifted -profiles/

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ANEX
Dorothy Sisk (1987) identification Scale :
ITEMS GRADUATE
1. Concentration
(It is persistent at it and enjoy)
1 2 3 4 5

2. Creativity
(it’s able to do new and original things with the school
material)
1 2 3 4 5

3. Thought Independence
(It has own ideas that maintains and defends)
1 2 3 4 5

4. Calling attention to yourself
(Speaks a lot)
1 2 3 4 5

5. High level of intelligence
(It has analysis and syn thesis capacity)
1 2 3 4 5

6. Lot of information
(This always complete knowledge of the group)
1 2 3 4 5

7. Critical power
(Judges and have judgment)
1 2 3 4 5

8. Responsibility
(Assume tasks and functions easily)
1 2 3 4 5

9. Curiosity
(Questions a nd is always asking)
1 2 3 4 5

10. Likes to accept challenges
(Struggling can be easy)
1 2 3 4 5

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Yes
No
Maybe
– It’s easy for you to make new friends at school?
– Do you like to read books?
– Do you have other boys to talk in sch ool?
– Are you a good worker with the other boys in
school?
– Do you see lots of tv?
– It’s hard to you to do friends in school?
– Do you like school?
– Do you have many friends in school?
– Do you feel alone in school?
0- Can you find a fr iend when you need one?
1- Do you do a lot of gymnastics?
2- It’s difficult to you to do the boys in school like
you?
3- Do you like chips?
4- You have boys who fool around in school?
5- Do you like music?
6- Do you do well with the other kids at s chool?
7- Do you feel that sometimes the other boys at
school do not play with you?
8- There are children who can go there and ask them
for help when you need it?
9- Do you like to paint and draw?
0- it's hard to you to give well with the other kids at
school?
1- Are you alone in school?
2- Your colleagues like you?
3- Do you like play lego?
4- Do you have friends in school?

Say the names of colleagues with who do you play more in school ?
______________________________________________________ __________________ Name: _________________________________________ _______________________
Date of birth: ___________________________________________________________
School: _______________________________________________________________
Application date: ________________________________________________________
Loneliness and Social Dissatisfaction Questionnaire (Asher et al, 1984)