Research Article
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The effectiveness of a group counseling program in enhancing the ability to form friendship among academically talented students

Year 2020, Volume: 8 Issue: 2, 701 - 710, 15.06.2020
https://doi.org/10.17478/jegys.679131

Abstract

Adolescence is a very important stage, especially in the life of the talented students. This research aimed at identifying the effect of a group counseling program in enhancing the ability to form friendship among a sample of academically talented students at Halima Al-Saadia Secondary School in Jordan. The researchers used Semi-experimental approach. The study sample consisted of (29) students from seventh to tenth grades, they were randomly distributed into experimental group (n=16), and control group (n=13). And a group counseling program consisted of 9 sessions has been developed and applied among the experimental group. In addition to that forming friendship scale has been developed and administrated among the participants in the two groups, pre, post applying the program, and a three weeks follow up measurement was conducted to the experimental group. Mann-Whitney test was used to examine the hypotheses validity. The results revealed increasing the level of forming friendship among the participants of the experimental group comparing with the control group, with (39.00) Mann-Whitney value, which shows the effectiveness of the training program. Also there were no statistically differences in the experimental group means due to the birth order in the effectiveness of the program, and a persistent effect of the program after –three weeks follow-up. This research sheds light on the talented adolescents in the government schools not a talented school, add to that the research focuses on the social aspect while the studies addressed the academic aspects of gifted and talented students.

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References

  • Abu Asaad, A. (2011). Guidance for the Gifted and Outstanding. Amman: Dar Al-Masira.
  • Abu Moghli, L. (2005). The development of friendship among Jordanian students in the ages (10-16) years and its relationship to Psychosocial and gender adjustment, Unpublished Master Thesis, Amman Arab University.
  • Al-Dhaen, Y. (2013). Effectiveness of a counseling program in reducing anxiety level among gifted female students in primary school in Bahrain. Unpublished Master Thesis, Arabian Gulf University, Bahrain.
  • Al Soqor, A. (2019). The Effectiveness of a Professional Group Counseling Program in the Light of Super Theory in Developing Self-Concept and Decision-Making Skills among a Gifted Students in Jordan. Ph.D. Dissertation, University of Islamic Sciences.
  • Al Shubaki, N, Al Saaiedeh, N., Badah, A. (2013). The Effect of a Group Counseling Program in Reducing Stress and Improving Self-esteem of Gifted Students. European Journal of Social Sciences, 37 (2), 583-596.
  • Al- Srour, Nadia (2001). Introduction to educating the distinguished and talented. Amman: Dar Al Fikr.
  • Attar, S. (2012). Problems of outstanding students in the school, Algeria. Journal of Humanities and Social Sciences, 8, 169-200.
  • Bagwell, CL, Newcomb, AF, Bukowski, WM. (1998). Preadolescent friendship and peer rejection as predictors of adult adjustment. Child Dev, 69(1), 140-53.
  • Bahram, E., Assarian, F., Atoof, F., Taghadosi, M., Akkasheh, N & Akkasheh, F. (2014). Effect of a 12-week interval running program on female primary school students, Journal of Kashan University of Medical Sciences, 18 (2), 151-158.
  • Banat, S. (2014). Group Counseling. (1st edition). Amman: Amriyah.
  • Barber, C., & Wasson. J. (2015). A Comparison of Adolescents’ Friendship Networks by Advanced Coursework Participation Status, Gifted Child Quarterly, 59(1), 23-37.
  • Berndt, T. (2002). Friendship Quality and Social Development. Current Directions in Psychological Science, 11(1) 133-150.
  • Bongers IL, Koot HM, van der Ende J, Verhulst FC. (2003). The normative development of child and adolescent problem behavior. J Abnorm Psychol, 112(2), 179-92.
  • Bukowski, W., Newcomb, A. F., & Hartup, W. W. (Eds.). (1996). The company they keep: Friendship in childhood and adolescence. Cambridge, UK: Cambridge University Press.
  • Chan, D. (2005). Emotional intelligence, social coping, and psychological distress among Chinese gifted students in Hong Kong. High Ability Studies, 16(2), 163
  • Chan, D. (2009). Perfectionism and goal orientation among Chinases in Hong Kong. High Ability Studies, 16(2), 163
  • Coery, G. (2004). Theory and Practice of Group Counseling, 6th Edition, USA Thomson Brooks/cole
  • Papadopoulos, D. (2020). Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists, 8(1), 305-323.
  • Foley-Nicpon, & Nanji, M. (2017). The effects of a social and talent development intervention for high ability youth with social skill difficulties. High Ability Studies, 28(1), 73-92.
  • Foubister, L. (2017). The Role of Secure Peer Groups in Social and Emotional Outcomes for Adolescents in an Academically Selective High School Setting. Journal of Student Engagement: Education Matters, 7(1), 28-48.
  • Gazda,M. G. (2001). Group Counseling and Group Psychotherapy. Allyn and Bacon
  • Geisthardt, Cheryl L., Brotherson, Mary, J. & Cook, Christine C. (2002). Friendships of children with disabilities in the home environment. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 235-252.
  • Ghaith, S., Banat, S., & Hamad, G. (2014). Lessons in rational education. Edition 2, Amman: Al-Moataz Publishing.
  • Hebert, T.P. (2000). Helping high ability students overcome math anxiety through bibliotherapy. Journal of Secondary Gifted Education, 8, 164-178
  • Hartup WW, Stevens N. (1999). Friendships and adaptation across the life span. Curr Dir Psychol Sci. 8(3), 76–79
  • Kilburn, R. (2015). Gifted mindset: Examining educational professionals, Unpublished Dissertation thesis, Mercer University.
  • Masden,C., Leung, O., Shore, B., Schneider, B., & Udvari S. (2015). Social-perspective coordination and gifted adolescents’ friendship quality. High Ability Studies, 3-38.
  • Mönks, F., & Ferguson, T. (1983). Gifted adolescents: An analysis of their psychosocial development. Journal of Youth and Adolescence, 12(1), 1-18.
  • Lee, S., Olszewski-Kubilius, P. & Thomson, D. (2012). Academically Gifted Students’ Perceived Interpersonal Competence and Peer Relationships. Gifted Child Quarterly, 56(2), 23-37.
  • Overton, Sheri, & Rausch, John L. (2002). Peer relationships as support for children with disabilities: An analysis of mothers’ goals and indicators for friendship. Focus on Autism and Other Developmental Disabilities, 17(1), 11-29.
  • Papadopoulos, D. (2020). Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists, 8(1), 305-323.
  • Pedersen S, Vitaro F, Barker ED, Borge AI. (2007). The timing of middle-childhood peer rejection and friendship: linking early behavior to early-adolescent adjustment. Child Dev. 78(4), 1037-51.
  • Rice, P. (2001). Human Development: A Life-Span Approach. (4th Edition), Prentice Hall.
  • Saber, S, (2011). Emotional Intelligence and its Relationship to Quality of Friendship among a sample of University Students, Journal of Education College, Tanta University, 43, 200-261
  • Sabrina, B. (2014). The relationship between social –emotional difficulties and underachievement of gifted students, Australian Journal of Guidance and Counseling, 24(2), 243-255.
  • Sakyi, K., Surkan, P., Fombonne, E., Chollet, & Melchior, M. (2015). Childhood friendships and psychological difficulties in young adulthood: an 18-year follow-up study, Eur Child Adolesc Psychiatry, 24(7), 815–826.
  • Seki, A., & Tortop, H.S. (2018). Implementation of Time Limited Dynamic Psychotherapy in Gifted and Parents. Journal of Gifted Education and Creativity, 5(1), 45-58. https://dergipark.org.tr/en/pub/jgedc/issue/38678/449478
  • Silverman, L.K. (2005). The Gifted Individual. In L.K. Silverman (Ed). Counseling the gifted and talented. Denver: Love Publishing company.
  • Türkman, B. (2020). The Evolution of The Term of Giftedness & Theories to Explain Gifted Characteristics. Journal of Gifted Education and Creativity, 7(1), 17-24. https://dergipark.org.tr/en/pub/jgedc/issue/52403/645722
  • Vernon, A. (1998). The Passport Program: A Journey through Emotional, Social, Cognitive, and Self Development, Grades 9-12, Research Press, Champaign
  • Wallace, B., Sisk, D., Senior, J. (2018). The SAGE handbook of gifted and talented education, SAGE Publication, London
  • Webb, J.T. (2001). Psychological counseling with the families of gifted children. Paper presented at the annual convention of the American Psychological Association, Toronto, Ontario, Canada, August 24-28
  • White, H. & Sabarwal, S. (2014). Quasi-Experimental Design and Methods: Methodological Briefs - Impact Evaluation No. 8, Papers innpub753, Methodological Briefs.
  • Wilkinson, R. (2008). Development and properties of the adolescent friendship attachment scale. Journal of Youth and Adolescence, 37(10), 1-29
  • Zaidan, S., & Shawagafa, S. (2010). Educational guidance methods, 1st Edition Amman: Juhaynah Publishing.
Year 2020, Volume: 8 Issue: 2, 701 - 710, 15.06.2020
https://doi.org/10.17478/jegys.679131

Abstract

References

  • Abu Asaad, A. (2011). Guidance for the Gifted and Outstanding. Amman: Dar Al-Masira.
  • Abu Moghli, L. (2005). The development of friendship among Jordanian students in the ages (10-16) years and its relationship to Psychosocial and gender adjustment, Unpublished Master Thesis, Amman Arab University.
  • Al-Dhaen, Y. (2013). Effectiveness of a counseling program in reducing anxiety level among gifted female students in primary school in Bahrain. Unpublished Master Thesis, Arabian Gulf University, Bahrain.
  • Al Soqor, A. (2019). The Effectiveness of a Professional Group Counseling Program in the Light of Super Theory in Developing Self-Concept and Decision-Making Skills among a Gifted Students in Jordan. Ph.D. Dissertation, University of Islamic Sciences.
  • Al Shubaki, N, Al Saaiedeh, N., Badah, A. (2013). The Effect of a Group Counseling Program in Reducing Stress and Improving Self-esteem of Gifted Students. European Journal of Social Sciences, 37 (2), 583-596.
  • Al- Srour, Nadia (2001). Introduction to educating the distinguished and talented. Amman: Dar Al Fikr.
  • Attar, S. (2012). Problems of outstanding students in the school, Algeria. Journal of Humanities and Social Sciences, 8, 169-200.
  • Bagwell, CL, Newcomb, AF, Bukowski, WM. (1998). Preadolescent friendship and peer rejection as predictors of adult adjustment. Child Dev, 69(1), 140-53.
  • Bahram, E., Assarian, F., Atoof, F., Taghadosi, M., Akkasheh, N & Akkasheh, F. (2014). Effect of a 12-week interval running program on female primary school students, Journal of Kashan University of Medical Sciences, 18 (2), 151-158.
  • Banat, S. (2014). Group Counseling. (1st edition). Amman: Amriyah.
  • Barber, C., & Wasson. J. (2015). A Comparison of Adolescents’ Friendship Networks by Advanced Coursework Participation Status, Gifted Child Quarterly, 59(1), 23-37.
  • Berndt, T. (2002). Friendship Quality and Social Development. Current Directions in Psychological Science, 11(1) 133-150.
  • Bongers IL, Koot HM, van der Ende J, Verhulst FC. (2003). The normative development of child and adolescent problem behavior. J Abnorm Psychol, 112(2), 179-92.
  • Bukowski, W., Newcomb, A. F., & Hartup, W. W. (Eds.). (1996). The company they keep: Friendship in childhood and adolescence. Cambridge, UK: Cambridge University Press.
  • Chan, D. (2005). Emotional intelligence, social coping, and psychological distress among Chinese gifted students in Hong Kong. High Ability Studies, 16(2), 163
  • Chan, D. (2009). Perfectionism and goal orientation among Chinases in Hong Kong. High Ability Studies, 16(2), 163
  • Coery, G. (2004). Theory and Practice of Group Counseling, 6th Edition, USA Thomson Brooks/cole
  • Papadopoulos, D. (2020). Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists, 8(1), 305-323.
  • Foley-Nicpon, & Nanji, M. (2017). The effects of a social and talent development intervention for high ability youth with social skill difficulties. High Ability Studies, 28(1), 73-92.
  • Foubister, L. (2017). The Role of Secure Peer Groups in Social and Emotional Outcomes for Adolescents in an Academically Selective High School Setting. Journal of Student Engagement: Education Matters, 7(1), 28-48.
  • Gazda,M. G. (2001). Group Counseling and Group Psychotherapy. Allyn and Bacon
  • Geisthardt, Cheryl L., Brotherson, Mary, J. & Cook, Christine C. (2002). Friendships of children with disabilities in the home environment. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 235-252.
  • Ghaith, S., Banat, S., & Hamad, G. (2014). Lessons in rational education. Edition 2, Amman: Al-Moataz Publishing.
  • Hebert, T.P. (2000). Helping high ability students overcome math anxiety through bibliotherapy. Journal of Secondary Gifted Education, 8, 164-178
  • Hartup WW, Stevens N. (1999). Friendships and adaptation across the life span. Curr Dir Psychol Sci. 8(3), 76–79
  • Kilburn, R. (2015). Gifted mindset: Examining educational professionals, Unpublished Dissertation thesis, Mercer University.
  • Masden,C., Leung, O., Shore, B., Schneider, B., & Udvari S. (2015). Social-perspective coordination and gifted adolescents’ friendship quality. High Ability Studies, 3-38.
  • Mönks, F., & Ferguson, T. (1983). Gifted adolescents: An analysis of their psychosocial development. Journal of Youth and Adolescence, 12(1), 1-18.
  • Lee, S., Olszewski-Kubilius, P. & Thomson, D. (2012). Academically Gifted Students’ Perceived Interpersonal Competence and Peer Relationships. Gifted Child Quarterly, 56(2), 23-37.
  • Overton, Sheri, & Rausch, John L. (2002). Peer relationships as support for children with disabilities: An analysis of mothers’ goals and indicators for friendship. Focus on Autism and Other Developmental Disabilities, 17(1), 11-29.
  • Papadopoulos, D. (2020). Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists, 8(1), 305-323.
  • Pedersen S, Vitaro F, Barker ED, Borge AI. (2007). The timing of middle-childhood peer rejection and friendship: linking early behavior to early-adolescent adjustment. Child Dev. 78(4), 1037-51.
  • Rice, P. (2001). Human Development: A Life-Span Approach. (4th Edition), Prentice Hall.
  • Saber, S, (2011). Emotional Intelligence and its Relationship to Quality of Friendship among a sample of University Students, Journal of Education College, Tanta University, 43, 200-261
  • Sabrina, B. (2014). The relationship between social –emotional difficulties and underachievement of gifted students, Australian Journal of Guidance and Counseling, 24(2), 243-255.
  • Sakyi, K., Surkan, P., Fombonne, E., Chollet, & Melchior, M. (2015). Childhood friendships and psychological difficulties in young adulthood: an 18-year follow-up study, Eur Child Adolesc Psychiatry, 24(7), 815–826.
  • Seki, A., & Tortop, H.S. (2018). Implementation of Time Limited Dynamic Psychotherapy in Gifted and Parents. Journal of Gifted Education and Creativity, 5(1), 45-58. https://dergipark.org.tr/en/pub/jgedc/issue/38678/449478
  • Silverman, L.K. (2005). The Gifted Individual. In L.K. Silverman (Ed). Counseling the gifted and talented. Denver: Love Publishing company.
  • Türkman, B. (2020). The Evolution of The Term of Giftedness & Theories to Explain Gifted Characteristics. Journal of Gifted Education and Creativity, 7(1), 17-24. https://dergipark.org.tr/en/pub/jgedc/issue/52403/645722
  • Vernon, A. (1998). The Passport Program: A Journey through Emotional, Social, Cognitive, and Self Development, Grades 9-12, Research Press, Champaign
  • Wallace, B., Sisk, D., Senior, J. (2018). The SAGE handbook of gifted and talented education, SAGE Publication, London
  • Webb, J.T. (2001). Psychological counseling with the families of gifted children. Paper presented at the annual convention of the American Psychological Association, Toronto, Ontario, Canada, August 24-28
  • White, H. & Sabarwal, S. (2014). Quasi-Experimental Design and Methods: Methodological Briefs - Impact Evaluation No. 8, Papers innpub753, Methodological Briefs.
  • Wilkinson, R. (2008). Development and properties of the adolescent friendship attachment scale. Journal of Youth and Adolescence, 37(10), 1-29
  • Zaidan, S., & Shawagafa, S. (2010). Educational guidance methods, 1st Edition Amman: Juhaynah Publishing.
There are 45 citations in total.

Details

Primary Language English
Subjects Psychology
Journal Section Gifted Education
Authors

Suhaila Banat 0000-0001-6146-6654

Heyam Al-taj 0000-0001-6146-6654

Naifa Alshoubaki This is me

Wafa Younes 0000-0001-6146-6654

Publication Date June 15, 2020
Published in Issue Year 2020 Volume: 8 Issue: 2

Cite

APA Banat, S., Al-taj, H., Alshoubaki, N., Younes, W. (2020). The effectiveness of a group counseling program in enhancing the ability to form friendship among academically talented students. Journal for the Education of Gifted Young Scientists, 8(2), 701-710. https://doi.org/10.17478/jegys.679131
AMA Banat S, Al-taj H, Alshoubaki N, Younes W. The effectiveness of a group counseling program in enhancing the ability to form friendship among academically talented students. JEGYS. June 2020;8(2):701-710. doi:10.17478/jegys.679131
Chicago Banat, Suhaila, Heyam Al-taj, Naifa Alshoubaki, and Wafa Younes. “The Effectiveness of a Group Counseling Program in Enhancing the Ability to Form Friendship Among Academically Talented Students”. Journal for the Education of Gifted Young Scientists 8, no. 2 (June 2020): 701-10. https://doi.org/10.17478/jegys.679131.
EndNote Banat S, Al-taj H, Alshoubaki N, Younes W (June 1, 2020) The effectiveness of a group counseling program in enhancing the ability to form friendship among academically talented students. Journal for the Education of Gifted Young Scientists 8 2 701–710.
IEEE S. Banat, H. Al-taj, N. Alshoubaki, and W. Younes, “The effectiveness of a group counseling program in enhancing the ability to form friendship among academically talented students”, JEGYS, vol. 8, no. 2, pp. 701–710, 2020, doi: 10.17478/jegys.679131.
ISNAD Banat, Suhaila et al. “The Effectiveness of a Group Counseling Program in Enhancing the Ability to Form Friendship Among Academically Talented Students”. Journal for the Education of Gifted Young Scientists 8/2 (June 2020), 701-710. https://doi.org/10.17478/jegys.679131.
JAMA Banat S, Al-taj H, Alshoubaki N, Younes W. The effectiveness of a group counseling program in enhancing the ability to form friendship among academically talented students. JEGYS. 2020;8:701–710.
MLA Banat, Suhaila et al. “The Effectiveness of a Group Counseling Program in Enhancing the Ability to Form Friendship Among Academically Talented Students”. Journal for the Education of Gifted Young Scientists, vol. 8, no. 2, 2020, pp. 701-10, doi:10.17478/jegys.679131.
Vancouver Banat S, Al-taj H, Alshoubaki N, Younes W. The effectiveness of a group counseling program in enhancing the ability to form friendship among academically talented students. JEGYS. 2020;8(2):701-10.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.