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Üstün Yetenekli Çocuk ve Ergenlerde Mükemmelliyetçilik, Ruminasyon ve Depresyon İlişkisi: Derleme Çalışması

Year 2019, Volume: 6 Issue: 1, 1 - 13, 15.04.2019

Abstract

Bu çalışmanın
amacı, üstün yetenekli çocuk ve ergenlerde görülen mükemmeliyetçilik ve
depresyon değişkenleri ile ruminasyon eğilimleri arasındaki ilişkiyi açıklamaya
yönelik yapılan araştırmaları incelemektir. Üstün yetenekli bireylerin bir veya
birden fazla alanda sahip olduğu yüksek potansiyel, kendilerinden her zaman en
iyi sonucu istemelerine ve gerçekçi olmayan beklentilere sahip olmalarına neden
olabilmektedir. Bu durum mükemmeliyetçilik olarak tanımlanmaktadır.
Beklentilerini gerçekleştiremediklerinde yaşadıkları başarısızlık düşüncesi ile
başetmekte zorlanan üstün yetenekli çocuk ve ergenler, içsel motivasyonlarını
kaybetmekte ve depresif belirtiler gösterme eğilimleri artmaktadır. Yapılan
araştırmalar, yüksek mükemmeliyetçiliğe sahip üstün yetenekli bireylerin
ruminasyon eğiliminin de yüksek olduğunu göstermektedir. Ruminasyon, olumsuz
durumlara yönelik tekrarlayıcı ve adaptif olmayan düşünce olarak
tanımlanmaktadır. Ruminatif 
düşünme
biçimine sahip bireyler yaşadıkları olumsuz yaşam olaylarına yönelik
tekrarlayıcı olarak düşünmekte ancak harekete geçmekte zorlanmaktadır.
Mükemmelliyetçi üstün yetenekli bireyler beklentilerini
gerçekleştiremediklerinde, olumsuz duruma yönelik tekrarlayıcı düşünceye sahip
olmakta ve bu durumla başa çıkamadıklarında depresif belirtiler
gösterebilmektedirler. Üstün yetenekli çocuk ve ergenlerin var olan yüksek
potansiyellerini ortaya çıkarmaları ve kullanabilmeleri hem kendileri hem de
toplum için önemlidir Bu sebeple bu potansiyellerinin önünde engel
oluşturabilecek faktörlerin belirlenmesi önemlidir. Psikolojik sağlıklarının
korunması ve iyileştirilmesi için bu konuda yapılan araştrmalar incelenmiş ve
bu çalışmada bir araya getirilmiştir.

References

  • KAYNAKÇA
  • Abela, J.R.Z., Brozina, K. ve Haigh, E.P. (2002). An examination of the response styles theory of depression in third- and seventhgrade children: A short-term longitudinal study. Journal of Abnormal Child Psychology, 30, 515–527.
  • Ablard, K.E. ve Parker, W.D. (1997). Parents’ achievement goals and perfectionism in their academically talented children. Journal of Youth and Adolescence, 26, 651-666.
  • Adelson, J. L. (2007). A “perfect” case study: Perfectionism in academically talented fourth graders. Gifted Child Today, 30(4), 14-20.
  • Adler, A. (1956). Striving for superiority. In H. L. Ansbacher ve R. Ansbacher (Eds.), The individual psychology of Alfred Adler: A systematic presentation in selections from his writings (pp. 101–125). New York: Harper ve Row.
  • Adler, A. (2000). Yaşamın anlam ve amacı (K. Şipal, Çev). İstanbul: Say Yayınları. (Orijinal çalışma basım tarihi 1931).
  • Alsop, G. (2003). Asynchrony: Intuitively valid and theoretically reliable. Roeper Review, 25(3), 118-127.
  • Anastasi, A. (1972). Psychological Testing (6. Baskı). The Macmillan Company: USA.
  • Baker, J. A. (1996). Everyday stressors of academically gifted adolescents. Prufrock Journal, 7(2), 356-368.
  • Bencik, S. (2006). Üstün yetenekli çocuklarda mükemmeliyetçilik ve benlik algısı arasındaki ilişkinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
  • Buescher, T. M. ve Higham, S. (1990). Helping Adolescents Adjust to Giftedness. ERIC Clearinghouse.
  • Bransky, P. S. (1989). Academic perfectionism in intellectually gifted adolescents: The roles of attribution, response to failure, and irrational beliefs (Unpublished dissertation). University of Kansas, Kansas.
  • Ciesla, J.A., ve Roberts, J.E. (2002). Self-directed thought and response to treatment for depression: A preliminary investigation. Journal of Cognitive Psychotherapy, 16, 435–453.
  • Dolu, G. ve Ürek, H. (2017). Üstün/Özel Yetenekli Öğrencilerin Çoklu Zekâ Alanlarını Farklılaştıran Değişkenler ve Bir Model Önerisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 32-71.
  • Freeman, J. (1985). The psychology of gifted children: Perspectives on development and education. Great Britain: John Wiley and Sons.
  • Frost, R. O., Marten, P., Lahart, C. ve Rosenblate, R. (1990). The dimensionsof perfectionism. Cognitive Therapy and Research, 14, 449–468.
  • Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
  • Greenspoon, P. J., ve Saklofske, D. H. (2001). Toward an integration of subjective well-being and psychopathology. Social Indicators Research, 54, 81–108.
  • Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology,15, 27-33.
  • Hankin, B. (2008). Rumination and Depression in Adolescence: Investigating Symptom Specificity in a Multiwave Prospective Study, Journal of Clinical Child & Adolescent Psychology, 37(4), 701-713. DOI:10.1080/15374410802359627
  • Hollingworth, L.S. (1926). Gifted children: their nature and nurture. New York: Macmillan.
  • Ingram, R.E., Cruet, D., Johnson, B.R. ve Wisnicki, K.S. (1988). Self- focused attention, gender, gender role, and vulnerability to negative affect. Journal of Personality and Social Psychology, 55(6), 967- 978.
  • Koshy, V. (2002). Teaching gifted children: A guide for teachers. London: David Fulton Publishers.
  • Kramer, H. J. (1988). Anxiety, perfectionism and attributions for failure in gifted and non-gifted junior high school students (Unpublished dissertation). Catholic University of America, Washington
  • Marland, S. P. (1972). Education of the Gifted and Talented: Report to the Congress of the United States by the U.S. Commissioner of Education. Washington: U.S. Government Printing Office
  • Mısırlı-Taşdemir, Ö. (2003). Üstün yetenekli çocuklarda mükemmelliyetçilik, sınav kaygısı, benlik saygısı, kontrol odağı, öz yeterlilik ve problem çözme becerileri arasındaki ilişkinin incelenmesi (Yayınlanmamış yüksek lisans tezi). Karadeniz Teknik Üniversitesi, Trabzon
  • Milli Eğitim Bakanlığı Özel Eğitim Hizmetleri Yönetmeliği. (31 Mayıs 2006). Resmi Gazete
  • Muris, P., Fokke, M. ve Kwik, D. (2007). The ruminative response style in adolescents: An examination of its specific link to symptoms of depression. Cognitive Therapy and Research, Elde edilme tarihi: 17 Aralık 2007. http://www.springerlink.com/content/51jm825w4670 6112/
  • Nolen- Hoeksema, S. (1987). Sex differences in unipolar depression: Evidence and theory. Psychological Bulletin, 101(2), 259- 282.
  • Nolen- Hoeksema, S. ve Morrow, J. (1991). A prospective study of depression and posttraumatic stress symptoms after a natural disaster: The 1989 Loma Prieta earthquake. Journal of Personality and Social Psychology, 61(1), 115- 121.
  • Nolen-Hoeksema, S. (2000). The role of rumination in depressive disorders and mixed anxiety/depressive symptoms. Journal of Abnormal Psychology, 109, 504- 511.
  • Nolen-Hoeksema, S., Stice, E., Wade, E., ve Bohon, C. (2007). Reciprocal relations between rumination and bulimic, substance abuse and depressive symptoms in female adolescents. Journal of Abnormal Psychology, 116, 198–207.
  • Orange, C. (1997). Gifted students and perfectionism. Roeper Review, 20(1), 39-42.
  • Parker, W. D. (2000). Healthy perfectionism in the gifted. Journal of Secondary Gifted Education, 11,173–183.
  • Reis, S. M., ve Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130.
  • Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60, 180-184, 261.
  • Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg ve J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53-92). New York: Cambridge University Press.
  • Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twentyfive year perspective. Journal for the education of the gifted, 23, 3-54.
  • Roberts, S. M., ve Lovett, S. B. (1994). Examining the “F” in gifted: Academically gifted adolescents’ physiological and affective responses to scholastic failure. Journal for the Education of the Gifted, 17, 241-259
  • Roedell, W. (1984). Vulnerabilities of highly gifted children. Roeper Review, 6(3), 127-130.
  • Rood, L., Roelofs, J., Bogels, S. M., Nolen-Hoeksema, S. ve Schouten, E. (2009). The influence of emotion-focused rumination and distraction on depressive symptoms in non-clinical youth: A meta-analytic review. Clinical Psychology Review, 29, 607–616.
  • Rimm, S.B. (1994). Keys to parenting gifted child. Hauppauge, NY: Barron’s Educational Series, Inc.
  • Sak, U. (2014). Üstün zekâlılar özellikleri tanılanmaları eğitimleri (4. Baskı). Ankara: VizeYayıncılık.
  • Saranlı, A.G. ve Metin, N. (2012). Social-emotional problems observed in gifted children. Ankara University, Journal of Faculty of Educational Sciences, year, 45(1), 139-163.
  • Schwartz, J.A.J., ve Koenig, L.J. (1996). Response styles and negative affect among adolescents. Cognitive Therapy and Research, 20, 13–36.
  • Schuler, P. A. (2000). Perfectionism and gifted adolescents. Journal of Secondary Gifted Education, 11, 183–197 Siegle, D., ve Schuler, P.A. (2000). Perfectionism differences in gifted middle school students. Roeper Review, 23(1), 39-44.
  • Silverman, L. K. (1993). Social development, leadership, and gender issues. In L. K.
  • Silverman (Ed.), Counselling the gifted and talented, (pp. 291 – 327). Denver, CO: Love Publishing.
  • Smith, S. D., Stephens, H. F., Repper, K. ve Kistner, J. A. (2016). The Relationship between Anger Rumination and Aggression in Typically Developing Children and High-Risk Adolescents. Journal of Psychopathology and Behavioral Assessment, 38(4), 515–527.doi:10.1007/s10862-016-9542-1
  • Terman, L.M. (1925). Genetic studies of genius, Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
  • Webb, J. T., Meckstroth, E. A. ve Tolan, S. S. (1994). Guiding the Gifted Child. Arizona: Gifted Psychology Press.
  • Wechsler, D. (1939). Wechsler-Bellevue Intelligence Scale. New York: Psychological Corporation.
  • Weisse, D. E. (1990). Gifted adolescents and suicide. School Counselor, 37(5), 351-359.

The Relationship of Perfectionism, Rumination and Depression in Gifted Children and Adolescents: A Literature Review

Year 2019, Volume: 6 Issue: 1, 1 - 13, 15.04.2019

Abstract

The aim
of this study is to investigate the relationship between rumination tendencies,
perfectionism and depression variables in gifted children and adolescents. The
high potential of gifted children in one or more areas can cause them to always
want the best results and have unrealistic expectations (from themselves). This
situation is defined as perfectionism. When perfectionist gifted children and
adolescents, who have difficulty in coping with the idea of failure, cannot
fulfill their expectations, they lose their intrinsic motivations and show
increasing tendencies to demonstrate depressive symptoms. Researches show that
gifted individuals with high perfectionism have high rumination tendencies.
Rumination is defined as repetitive and non-adaptive thinking for negative
situations. Individuals with ruminative thinking style repetitively think about
negative life events however they have difficulty in taking action. When the
perfectionist gifted children cannot fullfill their expectations, they develop
ruminative thoughts for the negative situation and show depressive symptoms if
they cannot cope with this situation. Discovery and usage of gifted children’s
and adolescents’ ability is important both for themselves and the society. For
this reason, it is important to determine the factors that may be an obstacle
to these potentials. In order to protect and improve psychological health of
these children, researches (literature) on this subject have been examined and
brought together in this study.

References

  • KAYNAKÇA
  • Abela, J.R.Z., Brozina, K. ve Haigh, E.P. (2002). An examination of the response styles theory of depression in third- and seventhgrade children: A short-term longitudinal study. Journal of Abnormal Child Psychology, 30, 515–527.
  • Ablard, K.E. ve Parker, W.D. (1997). Parents’ achievement goals and perfectionism in their academically talented children. Journal of Youth and Adolescence, 26, 651-666.
  • Adelson, J. L. (2007). A “perfect” case study: Perfectionism in academically talented fourth graders. Gifted Child Today, 30(4), 14-20.
  • Adler, A. (1956). Striving for superiority. In H. L. Ansbacher ve R. Ansbacher (Eds.), The individual psychology of Alfred Adler: A systematic presentation in selections from his writings (pp. 101–125). New York: Harper ve Row.
  • Adler, A. (2000). Yaşamın anlam ve amacı (K. Şipal, Çev). İstanbul: Say Yayınları. (Orijinal çalışma basım tarihi 1931).
  • Alsop, G. (2003). Asynchrony: Intuitively valid and theoretically reliable. Roeper Review, 25(3), 118-127.
  • Anastasi, A. (1972). Psychological Testing (6. Baskı). The Macmillan Company: USA.
  • Baker, J. A. (1996). Everyday stressors of academically gifted adolescents. Prufrock Journal, 7(2), 356-368.
  • Bencik, S. (2006). Üstün yetenekli çocuklarda mükemmeliyetçilik ve benlik algısı arasındaki ilişkinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
  • Buescher, T. M. ve Higham, S. (1990). Helping Adolescents Adjust to Giftedness. ERIC Clearinghouse.
  • Bransky, P. S. (1989). Academic perfectionism in intellectually gifted adolescents: The roles of attribution, response to failure, and irrational beliefs (Unpublished dissertation). University of Kansas, Kansas.
  • Ciesla, J.A., ve Roberts, J.E. (2002). Self-directed thought and response to treatment for depression: A preliminary investigation. Journal of Cognitive Psychotherapy, 16, 435–453.
  • Dolu, G. ve Ürek, H. (2017). Üstün/Özel Yetenekli Öğrencilerin Çoklu Zekâ Alanlarını Farklılaştıran Değişkenler ve Bir Model Önerisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 32-71.
  • Freeman, J. (1985). The psychology of gifted children: Perspectives on development and education. Great Britain: John Wiley and Sons.
  • Frost, R. O., Marten, P., Lahart, C. ve Rosenblate, R. (1990). The dimensionsof perfectionism. Cognitive Therapy and Research, 14, 449–468.
  • Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
  • Greenspoon, P. J., ve Saklofske, D. H. (2001). Toward an integration of subjective well-being and psychopathology. Social Indicators Research, 54, 81–108.
  • Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology,15, 27-33.
  • Hankin, B. (2008). Rumination and Depression in Adolescence: Investigating Symptom Specificity in a Multiwave Prospective Study, Journal of Clinical Child & Adolescent Psychology, 37(4), 701-713. DOI:10.1080/15374410802359627
  • Hollingworth, L.S. (1926). Gifted children: their nature and nurture. New York: Macmillan.
  • Ingram, R.E., Cruet, D., Johnson, B.R. ve Wisnicki, K.S. (1988). Self- focused attention, gender, gender role, and vulnerability to negative affect. Journal of Personality and Social Psychology, 55(6), 967- 978.
  • Koshy, V. (2002). Teaching gifted children: A guide for teachers. London: David Fulton Publishers.
  • Kramer, H. J. (1988). Anxiety, perfectionism and attributions for failure in gifted and non-gifted junior high school students (Unpublished dissertation). Catholic University of America, Washington
  • Marland, S. P. (1972). Education of the Gifted and Talented: Report to the Congress of the United States by the U.S. Commissioner of Education. Washington: U.S. Government Printing Office
  • Mısırlı-Taşdemir, Ö. (2003). Üstün yetenekli çocuklarda mükemmelliyetçilik, sınav kaygısı, benlik saygısı, kontrol odağı, öz yeterlilik ve problem çözme becerileri arasındaki ilişkinin incelenmesi (Yayınlanmamış yüksek lisans tezi). Karadeniz Teknik Üniversitesi, Trabzon
  • Milli Eğitim Bakanlığı Özel Eğitim Hizmetleri Yönetmeliği. (31 Mayıs 2006). Resmi Gazete
  • Muris, P., Fokke, M. ve Kwik, D. (2007). The ruminative response style in adolescents: An examination of its specific link to symptoms of depression. Cognitive Therapy and Research, Elde edilme tarihi: 17 Aralık 2007. http://www.springerlink.com/content/51jm825w4670 6112/
  • Nolen- Hoeksema, S. (1987). Sex differences in unipolar depression: Evidence and theory. Psychological Bulletin, 101(2), 259- 282.
  • Nolen- Hoeksema, S. ve Morrow, J. (1991). A prospective study of depression and posttraumatic stress symptoms after a natural disaster: The 1989 Loma Prieta earthquake. Journal of Personality and Social Psychology, 61(1), 115- 121.
  • Nolen-Hoeksema, S. (2000). The role of rumination in depressive disorders and mixed anxiety/depressive symptoms. Journal of Abnormal Psychology, 109, 504- 511.
  • Nolen-Hoeksema, S., Stice, E., Wade, E., ve Bohon, C. (2007). Reciprocal relations between rumination and bulimic, substance abuse and depressive symptoms in female adolescents. Journal of Abnormal Psychology, 116, 198–207.
  • Orange, C. (1997). Gifted students and perfectionism. Roeper Review, 20(1), 39-42.
  • Parker, W. D. (2000). Healthy perfectionism in the gifted. Journal of Secondary Gifted Education, 11,173–183.
  • Reis, S. M., ve Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130.
  • Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60, 180-184, 261.
  • Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg ve J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53-92). New York: Cambridge University Press.
  • Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twentyfive year perspective. Journal for the education of the gifted, 23, 3-54.
  • Roberts, S. M., ve Lovett, S. B. (1994). Examining the “F” in gifted: Academically gifted adolescents’ physiological and affective responses to scholastic failure. Journal for the Education of the Gifted, 17, 241-259
  • Roedell, W. (1984). Vulnerabilities of highly gifted children. Roeper Review, 6(3), 127-130.
  • Rood, L., Roelofs, J., Bogels, S. M., Nolen-Hoeksema, S. ve Schouten, E. (2009). The influence of emotion-focused rumination and distraction on depressive symptoms in non-clinical youth: A meta-analytic review. Clinical Psychology Review, 29, 607–616.
  • Rimm, S.B. (1994). Keys to parenting gifted child. Hauppauge, NY: Barron’s Educational Series, Inc.
  • Sak, U. (2014). Üstün zekâlılar özellikleri tanılanmaları eğitimleri (4. Baskı). Ankara: VizeYayıncılık.
  • Saranlı, A.G. ve Metin, N. (2012). Social-emotional problems observed in gifted children. Ankara University, Journal of Faculty of Educational Sciences, year, 45(1), 139-163.
  • Schwartz, J.A.J., ve Koenig, L.J. (1996). Response styles and negative affect among adolescents. Cognitive Therapy and Research, 20, 13–36.
  • Schuler, P. A. (2000). Perfectionism and gifted adolescents. Journal of Secondary Gifted Education, 11, 183–197 Siegle, D., ve Schuler, P.A. (2000). Perfectionism differences in gifted middle school students. Roeper Review, 23(1), 39-44.
  • Silverman, L. K. (1993). Social development, leadership, and gender issues. In L. K.
  • Silverman (Ed.), Counselling the gifted and talented, (pp. 291 – 327). Denver, CO: Love Publishing.
  • Smith, S. D., Stephens, H. F., Repper, K. ve Kistner, J. A. (2016). The Relationship between Anger Rumination and Aggression in Typically Developing Children and High-Risk Adolescents. Journal of Psychopathology and Behavioral Assessment, 38(4), 515–527.doi:10.1007/s10862-016-9542-1
  • Terman, L.M. (1925). Genetic studies of genius, Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
  • Webb, J. T., Meckstroth, E. A. ve Tolan, S. S. (1994). Guiding the Gifted Child. Arizona: Gifted Psychology Press.
  • Wechsler, D. (1939). Wechsler-Bellevue Intelligence Scale. New York: Psychological Corporation.
  • Weisse, D. E. (1990). Gifted adolescents and suicide. School Counselor, 37(5), 351-359.
There are 53 citations in total.

Details

Primary Language Turkish
Journal Section Gifted education policy
Authors

Ebru Kalfa 0000-0002-9699-9183

Özden Yalçınkaya Alkar 0000-0001-8484-9199

Publication Date April 15, 2019
Published in Issue Year 2019 Volume: 6 Issue: 1

Cite

APA Kalfa, E., & Yalçınkaya Alkar, Ö. (2019). Üstün Yetenekli Çocuk ve Ergenlerde Mükemmelliyetçilik, Ruminasyon ve Depresyon İlişkisi: Derleme Çalışması. Journal of Gifted Education and Creativity, 6(1), 1-13.

Türkiye'den makaleleri gönderen akademisyenlerin Türkçe olarak makalelerini yüklemeleri, tüm hakemlik süreçlerinden sonra kabul edilirse ingilizce çevirisinin yapılması önemle duyurulur.