Interdisciplinary Perspective on Emotional Regulation in Gifted Individuals
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https://doi.org/10.5281/zenodo.18002561Keywords:
Gifted Individual, Emotional Regulation, Challenges Experienced, Interdisciplinary ApproachesAbstract
Gifted individuals often exhibit cognitive development that surpasses their emotional development, which may lead to a range of challenges. Recognizing the emotional needs of gifted individuals and understanding the potential consequences when these needs are unmet is crucial for developing effective support strategies. This study aims to explore the difficulties gifted individuals face in their emotional regulation processes and to highlight the necessity of interdisciplinary approaches in addressing these challenges. Utilizing a qualitative research design, the study sample consisted of 25 gifted students (13 female, 12 male) residing in Mersin, selected through criterion sampling. Data were collected using a semi-structured interview form, which included questions related to the definition of being gifted, the difficulties experienced in school and home environments, social interactions, and expectations from society. Findings revealed that gifted individuals face significant challenges in emotional regulation. These results emphasize the importance of supporting gifted individuals not only in cognitive domains but also in their emotional development. Consequently, supporting emotional development through holistic and interdisciplinary approaches may serve as a protective factor in helping gifted individuals cope with lifelong stressors. Ultimately, when the benefits of education provided by different disciplines are considered, investing in the emotional development of gifted individuals represents a valuable contribution to the future of society. By enhancing their emotional regulation skills, gifted individuals are more likely to make substantial contributions to the communities in which they live.
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