Developing a group problem-solving training with art approach and evaluating its effectiveness on social attitude and spiritual happiness of gifted adolescents

Document Type : Original Article

Authors

1 Ph.D. Student in Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Literature, umanities and Social Sciences, Islamic Azad University, Science and Research Branch, Tehran, Iran

2 Assistant Professor, Department of Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran

3 Associate Professor, Department of Educational Psychology and Counselling, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

Abstract

The aim of research was developing a group problem-solving training program with an art approach and evaluating its effectiveness on social attitude and spiritual happiness of gifted adolescents. In this research, the effectiveness of the program was assessed through a quasi-experimental research and its design was, pre-test, post-test, and follow-up stages. The participants of this research were female gifted adolescents aged 15 to 18 years old in Tehran who were studying in the academic year of 96-97. The students were screened by the Tehran Stanford-Binet Test of Intelligence and 30 gifted students were selected based on purposive available sampling method and placed randomly in the two experiment and control groups each consisting of 15 individuals. The experiment group experienced a 14-training session focusing on training program. Each session held lasted 90 minutes. The instruments of this research were Social Attitude Assessment Scale (Jordan & Afrooz, 1976) and Spiritual Happiness Scale (Afrooz, 2016). Then, the data were analyzed via repeated measurement tests and multivariate analysis of variance (MANCOVA). The results illustrated that group problem-solving training program with an art approach can effect on social attitude (p≤0/01 effect size 0/46) and spiritual happiness (p≤0/01 effect size 0/5) of gifted adolescents. Also, it was shown that the effect of this instruction was constant even after 1/5 months. Training group problem-solving with an art approach can enhance social attitude and spiritual happiness of gifted adolescents.

Keywords

References

Altun, F., & Yazici, H. (2010). Learning styles of the gifted students in Turkey. Social and Behavioral Sciences. 9, 198-202.
Antsbal, K. M., Faraone, S. V., Maglione, K., Doyle, A., Fried, R., & Seidman, L. (2008). Temporal stability of ADHD in the high IQ population: results from the MGH Longitudinal family studies of ADHD. Journal of the American Academy of child and Adolescent Psychiatry. 47(7), 817-825.
Armon, G., Melamed, S., & Shirom, A. (2012). The Relationship of the Job Demand-Control- Support Model with Vigor across Time: Testing for Reciprocality. Applied Psychology: Health and Well-Being. 4(3), 276-298.
Bachtair, S. (2018). The spiritual and social attitudes of students towards integrated problem based learning models. University Negeri Malang Indonesia, Issus in Educational Research. 28(2), 254-270.
Barbery, A. K., Colom, R., Paul, E. J., Chau, A., Solomon, J., & Grafma, J. H. (2014). Lesion mapping of social problem solving. Journal of Neurology Brain. 137(10), 2823-33.
Bauer, N, S., & Webster-sratton, C. (2006). Prevention of behavior disorder in primary care. Curr Opin Prdiatrics. 18(6), 654-660.
Becker-Weidman, E. G., Jacobs, R. H., Reinecke, M. A., Silva, S. G., & March, J. S. (2010). Social problem solving among adolescents treated for depression. Behavior Research and Therapy. 48(1), 4-8.
Beinbridg, C. (2018). Understanding the gifted self. From https://giftsforlearning.com/understanding-the-gifted-self-if-only-i-had-known.
Bell, A. C., & D'Zurilla, T. J. (2009). Problem-solving therapy for depression: A meta-analysis. Clinical Psychology Review. 29(4), 348-353.
Bernato, C. (2008). A Historical analysis of the influence of john Dewey s educational philosophy on the barnes for dationts art educational experience. Doctoral Dissertation, unpublished: Saint Joseph S University.
David, H. (2018). To be a gifted adolescent. Journal of Interdisciplinary Sciences. 2(1), 8-23.
Dobbs, S. M. (2004). Discipline-Based Art Education; Edited By Elliot W. Eisner and Michael D. Day; Handbook of Research and Policy in Art Education, National Art Education Association (NAEA) and Lawrence.
Friend, M. (2011). Special education contemporary perspectives for schools professionals (3rded). Upper saddle river, NJ: Pearson Education.
Ishak, N., Abidin, M. H., Bakar, Y. A. (2014). Dimensions of social skills and relationship with empathy among gifted and talented students in Malaysia. Journal of social and Behavioral Sciences. 116, 750-753.
Janis, S. (2010). Secrets of spiritual happiness, U. N. published by night lotus book.
Karademir, E. (2016). Investigation the scientific creativity of gifted students through project-based activities. International Journal of Research in Education and Science. 2(2), 416-427.
Karademir, E. (2016). Investigation the scientific creativity of gifted students through project-based activities. International Journal of Research in Education and Science. 2(2), 416-427.
Kreger Sliverman, L. (2007). Characteristics of giftedness. Coloroda: gifted development center a service of the institute for the study of advanced development.
Lymbomirsky, S., & Sheldon, K. M. (2006). Achieved sustainable gains in happiness: change your Actions, Not your circumstances. Journal of Happiness Studies. 7, 55-86.
Melike, F. U., Murat, B. U., & Merve, C. (2017). Investigation of gifted students: problem solving skills. Journal for the Education of Gifted Young. 5(3), 1-14.
Moon T. R., & Brightoon, C. M. (2008). Primary teacher’s conceptions of giftedness. Journal for the Education of the Gifted. 31(4), 447-480.
Nick, R. (2011). Creativity in treatment: the use of art, play, and imagination, international. Journal of Psychoanalytic self-psychology. 6(1), 127-129.
Nijstad, B. A., De Dreu CKW, Rietzschel, E. R. (2010). The dual pathway to creativity model: creative ideation as a function of flexibility and persistence. European Review of Social Psychology. 2(1), 34-77.
Peppler, K. (2013). New opportunities for interest-driven arts learning in a digital age. Wallace Foundation.
Perla, E., & O Donnel, B. (2004). Encouraging problem solving in orientation and mobility. Journal of Visual Impairment & Blindness. 98(1), 47-52.
Phelan, D., & Phelan, A. (2018). Social and emotional needs of gifted students:Walden University and Doctoral studies Collection. From Scholar Works:https://scholarworks.waldenu.edu/dissertations.
Pomortseva, N. P. (2014). Teaching gifted children in regular classroom in the USA. Social and Behavioral Sciences, 143, 147-151.
Root-Bernstein, R., & Root-Bernstein, M. (2004). Artistic scientists and scientific artists: The link between polymathy and creativity. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 127-151). Washington, DC: American Psychological Association.
Tsaisun, C., Xianchen, L., & Meichu, H. (2018). Associations among scaffold presentation, reward mechanisms and problem solving behaviors in game play. Computers and Education. 119, 95-111.
Wolfolk, A. (2004). What do teachers need to know about self-efficacy? Paper presented at the annual meeting of the American educational research association, Sandiego, CA.
 
 
Empowering Exceptional Children
Volume 10, Issue 4
May 2020
Pages 103-119

Files

History

  • Receive Date: 06 February 2019
  • Revise Date: 30 January 2020
  • Accept Date: 20 April 2020

Share

How to cite

Statistics