Título:	Desenvolvimento emocional de alunos superdotados : estudo comparativo acerca das sobre-excitabilidades
Autor(es):	Sousa, Rhaissa Andrêssa Ramos de
Orientador(es):	Fleith, Denise de Souza
Assunto:	Superdotados Sobre-excitabilidades Desenvolvimento emocional Superdotação
Data de publicação:	28-Jan-2020
Data de defesa:	19-Jun-2019
Referência:	SOUSA, Rhaissa Andrêssa Ramos de. Desenvolvimento emocional de alunos superdotados: estudo comparativo acerca das sobre-excitabilidades. 2019. xvi, 117 f., il. Dissertação (Mestrado em Processos de Desenvolvimento Humano e Saúde)—Universidade de Brasília, Brasília, 2019.
Abstract:	The emotional development of gifted people comes, every day, arousing the interest of researchers and educators. Overexcitabilities, a construct of the Positive Disintegration Theory, defined as hypersensitivity or intensities in the way of experiencing life, have been used to characterize, from the socio-emotional point of view, individuals with a higher potential. Although the literature ratifies the association between overexcitability and giftedness, as well as its reflection in the school and family context, it is noticed that the evaluation of such intensities is not contemplated in the process of identification and promotion of high abilities, since the relationship between the area of talent domain and the patterns of overexcitability is little known. Thus, the present study aimed to compare students with academic talent, artistic talent, and from regular classrooms (non-gifted students) in relation to overexcitabilities, as well as investigate the perception of teachers of a specialized educational service to students with high abilities/giftedness about the emotional development of their students. The sample consisted of 150 students, 52 with academic talent, 47 with artistic talent and 51 from regular classrooms, as well as six teachers. A socio-demographic questionnaire and the Overexcitabilities Scale were administered to the students. A semi-structured interview was conducted with the teachers. Quantitative data from the scale were analyzed using descriptive and inferential statistics. The reports obtained from the interviews were treated through content analysis from Bardin’s perspective. The results suggested a relationship between the domain of talent and the patterns of overexcitability. Students with academic talent presented higher means in the patterns of intellectual and imaginative overexcitability when compared to students from regular classrooms. The students with artistic talent stood out in the pattern of imaginative overexcitability in comparison to the non-gifted students. Significant differences among the groups of talented students were only identified in the psychomotor overexcitabilities, in which, gifted students presented higher mean. Regarding gender, gifted women scored higher on the pattern of emotional overexcitability compared to gifted men. Regarding the results of the interviews with the teachers, in general, the emotional characteristics of the gifted were associated with disorders and psychological fragilities, reflected in the activities of the classroom. Teachers also reported that these students have a differentiated world view of students coming from regular classrooms, highlighting the importance of the emotional dimension in the development of this audience. However, they pointed to a lack of training in this aspect, while emphasizing the need for the school psychologist to have a more effective role in mediating the emotional development of the gifted student. In this direction, it can be suggested: (a) implementation of professional development programs for school teachers and psychologists regarding overexcitability in gifted students; (b) the use of instruments that examine overexcitability in the identification and promotion of talent; (c) construction of educational strategies that use overexcitabilities as a facilitator of the learning process, as well as of the established social relationships in the school; (d) conducting psychoeducational meetings for family members, with the purpose of disseminating information on the theme.
Unidade Acadêmica:	Instituto de Psicologia (IP) Departamento de Psicologia Escolar e do Desenvolvimento (IP PED)
Informações adicionais:	Dissertação (mestrado)—Universidade de Brasília, Instituto de Psicologia, Programa de Pós-Graduação em Processos de Desenvolvimento Humano e Saúde, 2019.
Programa de pós-graduação:	Programa de Pós-Graduação em Processos de Desenvolvimento Humano e Saúde
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Agência financiadora:	Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq).
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

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