Aljughaiman, A. M., & Ayoub, A. E. (2012). The effect of an enrichment program on developing analytical, creative, and practical abilities of elementary gifted students. Journal for the Education of the Gifted, 35(2), 153–174.
Armento, M. E. A., & Hopko, D.R. (2009). Behavioral activation of a breast cancer patient with co-existent major depression and generalized anxiety disorder. Clinical Case Studies, 8, 25−37.
Bailey, C. L. (2009). An examination of the relationships between ego development, Dabrowski,s theory of positive disintegration and the behavioral characteristics of gifted adolescents. PhD Disser-tation, College of William and Mary in Virginia.
Beck, A. T., Epstein, N., Brown, G., & Steer, R.A. (1988). An inventory for measuring clinical anxiety: psychometric properties. J ConsultClin Psychol, 56, 893-7.
Crosswell, A. D.,
Moreno, P. I.,
Raposa, E. B.,
Motivala, S. J.,
Stanton, A. L.,
Ganz, P. A., &
Bower, J. E. (2017). Effects of mindfulness training on emotional and physiologic recovery from induced negative affect.
Psych neuroendocrinology,
86, 78-86.
Dubon, M. (2014). A comparison between gifted and typical students in their emotion performance. Psychology in the Schools, 32(10), 105-113.
File, S. E., Hyde, J. R. G. (2012). Can social interaction be used to measure anxiety? British Journal of pharmacology, 62(1), 19-24.
Gagné, F. (2005). From gifts to talents: The DMGT as a developmental model. In R. S. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness, 2nd Ed (pp. 98-119). Cambridge: Cambridge University Press.
Ghasemi Bistagani, M., & Musavi Najafi, F. (2017). Effectiveness of Child-Centered mindfulness on social skills and self-efficacy of children with learning disabilities. Social Behavior Research & Health (SBRH), 1(2), 91-99.
Greshmam, D., & Gullone, E. (2012). Emotion regulation strategy use in children and adolescents; the explanatory roles of personality and attachment. Personality and individual differences, 52, 616-621.
Gross, J. J., John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362
Guenole, F.,
Speranza, M.,
Louis, J.,
Fourneret, P.,
Revol, O., &
Baleyte, J.(2015). Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes.
European Journal of Paediatric Neurology,
19(4), 402-410.
Guo, L.,
Tian, L., &
Scott Huebner, E. (2018). Family dysfunction and anxiety in adolescents: A moderated mediation model of self-esteem and perceived school stress.
Journal of School Psychology,
69, 16-27.
Hofmann, S. G.,
Angelina, F., & Gomez, B. A. (2011). Mindfulness-Based interventions for anxiety and depression.
Psychiatric Clinics of North America,
40(4), 739-749.
Hopwood, T. L., &
Schutte, N. S. (2017). A meta-analytic investigation of the impact of mindfulness-based interventions on post-traumatic stress.
Clinical Psychology Review,
57, 12-20.
Machu, E., &
Morysova, D. (2016). Analysis of the Emotion of Fear in Gifted Children and its Use in Teaching Practice
. Procedia - Social and Behavioral Sciences,
217, 222-228.
Olofsdotter, S.,
Furmark, T.,
Aslund, C., &
Nilsson, K.W. (2018). The mediating role of parenting behaviors in the relationship between early and late adolescent levels of anxiety: Specificity and informant effects.
Journal of Adolescence,
69, 118-129.
Ozcan, D., & Kotek, A. (2015). What do the teachers think about gifted students? Procedia - Social and Behavioral Sciences, 190, 569 – 57.
Perry-Parrish, C., Copeland-Linder, N., Webb, L., & Sibinga, E. M. (2016). Mindfulness-Based approaches for cchildren and youth. Curr ProblPediatrAdolescHealthCare, 46, 172-178.
Richardson – Jones, J.W., Craige, C.P., Nguyen, T.H., Kung, H.F., Gardier, A.M., Dranovsky, A., & Leonardo, E.D. (2011). Serotonin – 1A auto receptors are necessary and sufficient for the normal Formation of circuits underlying in Nate anxiety. The Journal of Neuroscience, 31(16), 6008 – 6018.
Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2013). Mindfulness-based cognitive therapy for depression (2nd Ed.). New York: Guilford.
Semple, R. J., & Lee, J. (2014). Mindfulness-Based cognitive therapy for children. Second Edition. New York: Applications across the Lifespan, pp 161-188.
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of clinical psychology, 62(3), 373-386.
Thao, N. Le. (2014). Mindfulness-Based adventure camp for military youth. Journal of Extension, 52, 2-10.
Webb, T. L., Gallo, I., Schweiger, M., Eleanor, G., Peter, M., & Sheeran, P. (2012). Effective regulation of affect: An action control perspective on emotion regulation. European Review of Social Psychology, 23, 143–18.
White, S. L. G.,
Graham, L. J., &
Blaas, S. (2018). Why do we know so little about the factors associated with gifted underachievement? A systematic literature review.
Educational Research Review,
24, 55-66.
