Bullying among the gifted: The subjective experience

Gifted Child Quarterly

Volumn 50, Issue 3, 2006, Pages 252-269

  Peterson, Jean Sunde ^a   Ray, Karen E ^a  

^a PURDUE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33747047544     PISSN: 00169862     EISSN: None     Source Type: Journal    
DOI: 10.1177/001698620605000305     Document Type: Article

References (92)

1. Ambort, A. M. (1994). A qualitative study of peer abuse and its effects: Theoretical and empirical implications. Journal of Marriage and the Family, 56, 119-130.
2. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
4. Bartels, L. & Crowder, C. (1999). Eric Harris and Dylan Klebold. The Rocky Mountain News. Retrieved September, 2001, from http://freepages.misc. rootsweb.com/-edsanville/bios.html.
5. Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23, 165-174.
6. Berthold, K. A., & Hoover, J. H. (2000). Correlates of bullying and victimization among intermediate students in the Midwestern USA. School Psychology International, 21, 65-78.
7. Bland, L. C., Sowa, C. J., & Callahan, C. M. (1994). An overview of resilience in gifted children. Roeper Review, 17, 77-80.
8. Bosworth, K., Espelage, D. L., & Simon, T. R. (1999). Factors associated with bullying behavior in middle school students. Journal of Early Adolescence, 19, 341-362.
9. Boulton, J. J., & Underwood, K. (1992). Bully/victim problems among middle school children. British Joumal of Educational Psychology, 62, 73-87.
10. Brendtro, L. K. (2001). Worse than sticks and stones: Lesson from research on ridicule. Reclaiming Children & Youth, 10(1), 47-49.
11. Bulach, C., Fulbright, J. P., & Williams, R. (2003). Bullying behavior: What is the potential for violence at your school? Journal of Instructional Psychology, 30, 156-164.
12. Clarke, E. A., & Kiselica, M. S. (1997). A systematic counseling approach to the problem of bullying. Elementary School Guidance and Counseling, 31, 310-325.
13. Cooper, D., & Snell, J. L. (2003). Bullying - not just a kid thing. Educational Leadership, 60(6), 22-25.
14. Craig, W. M., & Pepler, D. J. (2003). Identifying and targeting risk for involvement in bullying and victimization. Canadian Journal of Psychiatry, 48, 577-582.
15. Craig, W. M., Pepler, D. J., & Atlas, R. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21, 22-36.
16. Creswell, J. W. (1998) Qualitative inquiry and research design: Choosing among five traditions. London: Sage.
17. Cross, T. L. (2001a). The many faces of bullies. Gifted Child Today, 24, 36-37.
18. Cross, T. L. (2001b). The rage of gifted students. Gifted Child Today, 24, 43.
19. Cross, T. L. (2001c). On the social and emotional lives of gifted children. Waco, TX: Prufrock Press.
20. Cross, T. L., Stewart, R. A., & Coleman, L. J. (2003). Phenomenology and its implications for gifted studies research: Investigating the Lebenswelt of academically gifted students attending an elementary magnet school. Journal for the Education of the Gifted, 26, 201-220.
21. Duncan, N. (1999). Sexual bullying: Gender conflict and pupil culture in secondary schools. London: Routledge.
22. Eisner, E. W., & Peshkin, A. (1990). Qualitative inquiry in education: The continuing debate. New York: Teachers College Press.
23. Erikson, E. (1968). Identity: Youth and crisis. New York: Norton.
24. Farrington, D. P. (1991). Childhood aggression and adult violence: Early precursors and later-life outcomes. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 5-29). Hillsdale, NJ: Erlbaum.
25. Feldhusen, J. L. (1997). Secondary services, opportunities, and activities for talented youth. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 198-197). Boston: Allyn & Bacon.
26. Field, P. A., & Morse, J. M. (1985). Nursing research: The application of qualitative approaches. Rockville, MD: Aspen Systems.
27. Furlong, M. J., Morrison, G. M., & Greif, J. L. (2003). Reaching an American consensus: Reactions to the special issue on school bullying. School Psychology Review, 32, 456-471.
28. Galbraith, J. (1999). The gifted kids survival guide for ages 10 & under. Minneapolis, MN: Free Spirit.
29. Galbraith, J., & Delisle, J. (1996). The gifted kids' survival guide: A teen handbook. Minneapolis, MN: Free Spirit.
30. Garbarino, J., & deLara, E. (2003). Words can hurt forever. Educational Leadership, 60(6), 18-21.
31. Garland, A. F., & Zigler, E. (1999). Emotional and behavioral problems among highly intellectually gifted youth. Roeper Review, 22, 41-44.
32. Gilbert, R., & Gilbert, P. (1998). Masculinity goes to school. Sydney, Australia: Allen and Unwin.
33. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishing.
34. Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observation of peer interventions in bullying. Social Development, 10, 512-527.
35. Hébert, T. P. (2000). Defining belief in self: Intelligent young men in an urban high school. Gifted Child Quarterly, 44, 91-114.
36. Hébert, T. P. (2001). "If I had a notebook, I know things would change": Bright underachieving young men in urban classrooms. Gifted Child Quarterly, 45, 174-194.
37. Hébert, T. P. (2002). Gifted males. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 137-144). Waco, TX: Prufrock Press.
38. Hébert, T. P., & Beardsley, T. M. (2001). Jermaine: A critical case study of a gifted Black child living in rural poverty. Gifted Child Quarterly, 45, 85-103.
39. Higgins, G. O. (1994). Resilient adults: Overcoming a cruel past. San Francisco: Jossey-Bass.
40. Hodges, E. V. E., & Perry, D. G. (1999). Personal and interpersonal consequences of victimization by peers, Journal of Personality and Social Psychology, 76, 677-685.
41. Hoover, J. (2003, February). Angry words, angry minds: Bullying and teasing at school. Paper presented at the Western Canadian Association for Student Teachers (WestCAST) convention, The University of Winnipeg.
42. Hoover, J. H., Oliver, R., & Hazler, R. J. (1992). Bullying: Perceptions of adolescent victims in the Midwestern USA. School Psychology International, 13, 5-16.
43. Hunter, S. C., & Boyle, J. M. E. (2002). Perceptions of control in the victims of bullying: The importance of early intervention. Educational Research, 44, 323-336.
44. Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112, 1231-1237.
45. Keiley, M. K. (2002). Affective regulation and the gifted. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 41-50). Waco, TX: Prufrock Press.
46. Kumpulainen, K., Räsänen, E., & Puura, K. (2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behavior, 27, 102-110.
47. Lincoln, Y. S., & Cuba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
48. Littrell, J. M., & Peterson, J. S. (2002). Establishing a comprehensive group work program in an elementary school: An in-depth case study. The Journal for Specialists in Group Work, 27, 161-172.
49. Lowenstein, L. F. (1978). The bullied and non-bullied child: II. Home & School, 13, 3-4.
50. Merrell, K. W., Gill, S. J., McFarland, J., & McFarland, T. (1996). Internalizing symptoms of gifted and non-gifted elementary-age students: A comparative validity study using the Internalizing Symptoms Scale for Children. Psychology in the Schools, 33, 185-191.
51. Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association, with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100.
52. Naylor, P., & Cowie, H. (1999). The effectiveness of peer support systems in challenging school bullying: The perspectives and experiences of teachers and pupils. Journal of Adolescence, 22, 467-479.
53. O'Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22, 437-452.
54. Olweus, D. (1973). Hackkylingar och Oversittare. [Victims and bullies: Research on school bullying.] Stockholm: Almqvist & Wicksell Forlag AB.
55. Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Oxford, England: Hemisphere.
56. Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school-based intervention program. In D. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-448). Hillsdale, NJ: Erlbaum.
57. Olweus, D. (1993a). Bullying at school: What we know and what we can do. Oxford, England: Blackwell.
58. Olweus, D. (1993b). Victimization by peers: Antecedents and long-term outcomes. In K. H. Rubin &J. B. Asendorpf (Eds.). Social withdrawal, inhibition, and shyness in childhood (pp. 315-341). Hillsdale, NJ: Erlbaum.
59. Olweus, D. (2003). A profile of bullying at school. Educational Leadership, 60(6), 12-17.
60. Pateraki, L. (2001). Bullying among primary school children in Athens, Greece. Educational Psychology, 21, 167-175.
61. Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
62. Pellegrini, A. D. (2002). Bullying, victimization, and sexual harassment during the transition to middle school. Educational Psychologist, 37, 151-163.
63. Pellegrini, A. D., Bartini, M., & Brooks, F. (1999). School bullies, victims, and aggressive victims: Factors relating to group affiliation and victimization in early adolescence. Journal of Educational Psychology, 91, 216-224.
64. Peterson, J. S. (1993). Talk with teens about self and stress: 50 guided discussions for school and counseling groups. Minneapolis, MN: Free Spirit.
65. Peterson, J. S. (2001). Gifted and at risk: Four longitudinal case studies. Roeper Review, 24, 31-39.
66. Peterson, J. S. (2002). A longitudinal study of post-high-school development in gifted individuals at risk for poor educational outcomes. Journal of Secondary Gifted Education, 14, 6-18.
67. Peterson, J. S. (2003). An argument for proactive attention to affective concerns of gifted adolescents. Journal of Secondary Gifted Education, 14, 62-71.
68. Peterson, J. S. (2004). Gifted and traumatized: A study of the adolescent experience. Manuscript in revision.
69. Peterson, J. S., & Ray, K. E. (2006). Bullying and the gifted: Victims, perpetrators, prevalence, and effects. Gifted Child Quarterly 50, 148-168.
70. Phoenix, A., Frosh, S., & Pattman, R. (2003). Producing contradictory masculine subject positions: Narratives of threat, homophobia and bullying in 11-14 year old boys. Journal of Social Issues, 59, 159-195.
71. Piechosvski, M. M., & Cunningham, K. (1985). Patterns of overexcitability in a group of artists. Journal of Creative Behavior, 19, 153-174.
72. Pogrebin, C. L. (1980). Growing up free: Raising your child in the Ms. New York: Bantam Books.
73. Polkinghorne, J. C. (1989). Phenomenological research methods. In R. S. Valle & S. Hailing (Eds.), Existential-phenomenological perspectives in psychology (pp. 41-60). New York: Plenum.
74. Rigby, K. (1997). Attitudes and beliefs about bullying among Australian school children. Irish Journal of Psychology, 18, 202-220.
75. Rigby, K. (2002). New perspectives on bullying. London: Jessica Kitigsley.
76. Rigby, K. (2003). Addressing bullying in schools: Theory and practice. Trends & Issues in Crime and Criminal Justice, No. 259. 1-6.
77. Rimm, S. B., Rimm-Kaufman, S., & Rimm, I. (1999). See Jane win: The Rimm report on haw 1,000 girls became successful women. New York: Crown.
78. Robinson, N. M. (2002). Introduction. In M. Ncihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. xi-xxiv). Waco, TX: Prufrock Press.
79. Robinson, N. M., & Noble, K. D. (1991). Social-emotional development and adjustment of gifted children. In M. C. Wang, M. C. Reynolds, & Y. H. J. Walberg (Eds.), Handbook of special education: Research and practice (Vol. 4, pp. 57-76). Oxford, England: Pergamon Press.
80. Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: Four questions for psychological and school professionals. School Psychology Review, 32, 384-400.
81. Schuler, P. A. (2002). Teasing and gifted children. The SENG Newsletter, 2(1), 3-4.
82. Schultz, R. A. (2002). Illuminating realities: A phenomenological view from two underachieving gifted learners. Roeper Review, 24, 203-212.
83. Skliopideou, E. (2002). Adult recollections of name-calling at school. Educational Psychology, 22, 113-114.
84. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
85. Sumajin, I., Fishbein, H. D., & Ritchey, P. N. (2002, August). The influence of personality on bullying and discriminatory behaviors. Paper presented at the annual conference of the American Psychological Association, Chicago.
86. Tomchin, E. M., Callahan, C. M., Sowa, C. J., & May, K. M. (1996). Coping and self-concept: Adjustment patterns in gifted adolescents. Journal of Secondary Gifted Education, 8, 16-27.
87. Torrance, D. (2000). Qualitative studies into bullying within special schools. British Journal of Special Education, 27, 16-21.
88. van der Wal, M. F., de Wit, C. A. M., & Hirasing, R. A. (2003). Psychosocial health among young victims and offenders of direct and indirect bullying. Pediatrics, 111, 1312-1317.
89. Webb, J. T. (1993). Nurturing social-emotional development of gifted children. In K. A. Heller, F. J. Monks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 525-538). Oxford: Pergamon Press.
90. Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1982). Guiding the gifted child: A practical source for parents and teachers. Columbus. OH: Ohio Psychology.
91. Wolke, D., Woods, S., Stanford, K., & Schulz, H. (2001). Bullying and victimization of primary school children in England and Germany: Prevalence and school factors. British Journal of Psychology, 92, 673-696.
92. Young, R., & Sweeting, H. (2004). Adolescent bullying, relationships, psychological well-being, and gender-atypical behavior: A gender diagnosticity approach. Sex Roles, 50, 525-537.