«Προγράμματα πρόληψης και αντιμετώπισης του σχολικού εκφοβισμού για χαρισματικούς μαθητές»

Abstract

Academically gifted students have some specific characteristics such as mentally, academically and leading abilities. Those students are related to special education and need specific educational prosses (Heward, 2011). More specifically, the Intelligence Quality may be higher than 140 IQ (Foley et al., 2009· Benito Mate, 2009). High IQ does not coexist with social skills. Most gifted children experience in a great extent internal tension due to their developed skills, mainly in the cognitive level. This does not mean that there is balance between the other sectors, for example the social sector. (Fornia & Frame, 2001; Mpotsoglou, 2010; Conolly, 2018).

It has been found that the high-intelligence index is a factor of charismatic childrens’ victimization, based on this result that they are targeted, since school-based distinctions are multiple (William & Allen, 2017). Ιn bibliography, this targeting appears on the terms "school bullying". The most important characteristics are mainly verbal, psychological and physical violence (Artinopoulou, 2010).

Τhe aim of this paper is to investigate through bibliography research, the programs applied to academically gifted students who have been directly or indirectly involved in school bullying incidents. How have these programs ultimately helped to tackle this phenomenon? Could any one of them work in Greece?