Interview with Hanna David on being the educator and counselor of a gifted child post-pandemic

Year 2022, Volume: 9 Issue: 4, 433 - 439, 30.12.2022

Hasan Said Tortop

Abstract

Although this interview is a little late, it is important in terms of revealing the useful, practice-based and evidence-based ideas of Hanna David, an expert in guidance and counseling for the gifted, about the ongoing impact of the pandemic phenomenon. I selected the most important questions for the interview. Hanna David shared the answers to these questions with the right information with all her sincerity. The themes that occur when I turn them into themes are as follows; Homeschooling for Gifted, Its Popularity in Future, Pandemic Damage Report on Gifted Children, The Pandemic's Lessons for Gifted Educators and Psychologists, Change in Career Plans of Gifted Children, Recommendations for Families with High Sensitive Gifted Children. With Hanna David's solution-oriented approach, I summarized the suggestions for families, education and psychologists for gifted children after the pandemic in the conclusion section.

Keywords

homeschooling, pandemic, Parent of gifted children, Socio-emotional needs for gifted, Teacher of gifted

References

• Andrew, A., Cattan, S., Costa Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., Angus Phimister, A., & Sevilla, A. (2020). Inequalities in children’s experiences of home learning during the COVID-19 lockdown in England. Fiscal Studies, 41(3), 653-683. https://doi.org/10.1111/1475-5890.12240
• Cattan, S., Farquharson, C., Krutikova, S., Phimister, A., Salisbury, A., & Almudena, S. (2021). Inequalities in responses to school closures over the course of the first COVID-19 lockdown. lnstitute for Fiscal Studies, London. Retrieved from https://ifs.org.uk/sites/default/files/output_url_files/WP202104-Inequalities-in-responses-to-school-closures-over-the-course-of-the-first-COVID-19-lockdown.pdf
• Champeaux, H., Mangiavacchi, L., Marchetta, F. and Piccoli, L. (2020). Learning at home: Distance learning solutions and child development during the COVID-19 lockdown. IZA Discussion Paper 13819. Retrieved from https://covid-19.iza.org/publications/dp13819
• Cohen, S. (2021). Accessibility of online teaching for educational teams teaching disabled children (in Hebrew). The Ministry of Education, Pedagogical administration, Department of special education. Retrieved from https://meyda.education.gov.il/files/Special/pedagogy/courses/accessibility-distance-learning.pdf
• David, H. (2017a). Giftedness – How does it work with Sensitivities, learning disabilities, and disorders. Journal of Interdisciplinary Sciences, 1(1), 61-75.
• David, H. (2017b). A double label: Learning disabilities and emotional problems among gifted children. International Letters of Social and Humanistic Sciences, 75, 22-31.
• David, H. (2019). Emotionally, Socially and Learning Gifted Disabled Children: Theory and Treatment. New York: Nova Science Publishers, Inc.
• Eivers, E., Worth, J. and Ghosh, A. (2020). Home learning during COVID-19: findings from the Understanding Society longitudinal study. National Foundation for Educational Research. Retrieved from https://www.nfer.ac.uk/home-learning-during-covid-19-findings-from-theunderstanding-society-longitudinal-study
• Enrichment centers for gifted and excellent students (2022). Retrieved from https://parents.education.gov.il/prhnet/gifted/gifted-educational-frameworks/gifted-centers
• Feuchter, M. D., & Preckel, F. (2022). Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping. Journal of Educational Psychology, 114(6), 1477-1493. https://doi.org/10.1037/edu0000694
• Gayatri, M., & Irawaty, D. K. (2022). Family resilience during COVID-19 pandemic: A literature review. The Family Journal: Counseling and Therapy for Couples and Families, 30(2), 132-138. doi: 10.1177/10664807211023875.
• Glynn, L., M., Davis, E. P., Luby, J. L., Baram, T. Z., & Sandman, C. A. (2021). A predictable home environment may protect child mental health during the COVID-19 pandemic Neurobiology of Stress, 14. https://doi.org/10.1016/j.ynstr.2020.100291
• Higher Education in High School (2022). Retrieved from https://www.openu.ac.il/en/givetotheoui/pages/HighSchool.aspx
• Idoiaga, N., Berasategi, N., Eiguren, A., & Picaza, M. (2020). Exploring Children’s Social and Emotional Representations of the COVID-19 Pandemic. Frontiers in Psycholpgy, 11: 1952. https://doi.org/10.3389/fpsyg.2020.01952
• Ilan, S. (9/2/21). Emergency situation: The economic damage of a year without face-to-face [regular?] education (in Hebrew). Retrieved from https://www.ynet.co.il/economy/article/B1WTiqJZO
• Jones, K., & Huges, B. (2022). Children's experiences of death anxiety and responses to the covid-19 pandemic. Illness, Crises & Loss. 2022 May 26:10541373221100899. https://doi.org/10.1177/10541373221100899
• Kelloway, K., Inness, M., Barling, Barling, J., Francis, L., & Turner, N. (2010). Loving one's job: Construct development and implications for individual well-being. Research in Occupational Stress and Well Being, 8, 109-136. https://doi.org/10.1108/S1479-3555(2010)0000008006
• Kouroupa, A., Allard, A., Gray, K. M., Hastings, R. P., Heyne, D., Melvin, G. A., Tonge, B. J. & Totsika, V. (2022). Home schooling during the COVID-19 pandemic in the United Kingdom: The experience of families of children with neurodevelopmental conditions. Frontiers in Education, 7:974558. https://doi.org/10.3389/feduc.2022.974558
• López-Núñez, I., Díaz-Morales, J. F., & Aparicio-García, M. E. (2020). Individual differences, personality, social, family and work variables on mental health during COVID-19 outbreak in Spain. Personality and Individual Differences, 172. https://doi.org/10.1016/j.paid.2020.110562
• Martínez-Martí, M. L., Theirs, C. I., Pascual, D., & Corradi, G. (2020). Character Strengths Predict an Increase in Mental Health and Subjective Well-Being Over a One-Month Period During the COVID-19 Pandemic Lockdown. Frontiers in Psychology, 11:584567. https://doi.org/10.3389/fpsyg.2020.584567.
• Mazza C., Ricci, E., Marchetti D., Fontanesi L., Di Giandomenico, S., Verrocchio, M. C., & Roma, P. (2020). How personality relates to distress in parents during the Covid-19 lockdown: The mediating role of child’s emotional and behavioral difficulties and the moderating effect of living with other people. International Journal of Environmental Research and Public Health, 17(17):6236. https://doi.org/10.3390/ijerph17176236.
• Office for National Statistics (2020). Coronavirus and homeschooling in Great Britain: April to June 2020. Statistical Release, 22 July. Retrieved from https://www.ons.gov.uk/peoplepopulationandcommunity/educationandchildcare/articles/c oronavirusandhomeschoolingingreatbritain/apriltojune2020
• Preckel, F., Götz, T., & Frenzel, A. C. (2010). Ability grouping of gifted students: Effects on academic self-concept and boredom. British Journal of Educational Psychology, 80(3), 451-472. https://doi.org/10.1348/000709909X480716
• Remote learning during the covid-19 pandemic (2021). Special report, State Comptroller of Israel: Coping of the state of Israel with the covid-19 crisis (in Hebrew). Retrieved from https://www.mevaker.gov.il
• Shemesh, T. (11/4/21). Homeschooling during corona-time: how does the isolation influence children who learn from home on a regular basis (in Hebrew). Retrieved from https://www.onlife.co.il/news/society/education/366602
• Sowden, R., Selman, L., & Borgstrom, E. (2020). ‘Saying goodbye during COVID-19: UK media representations of relatives’ experiences of end of life, grief and bereavement at the peak of the pandemic. Unpublished. Available at: https://www.ccscheme.org.uk/ultrasite/ why-is-this-important/.
• Tardy, M. (2016). L’ennui des enfants à haut potentiel intellectuel et surdoués [Boredom in High Potential and Gifted Children]. Enfances & Psy, 70, 101-108. https://doi.org/10.3917/ep.070.0101
• Trabelsi-Hadad, T. (24/8/2021). Hundreds of children left school and started homeschooling due to the corona [virus] (in Hebrew). Retrieved from https://www.ynet.co.il/parents/article/skd7jgzzy
• Villadsen, A., Conti, G. and Fitzsimons, E. (2020). Parental involvement in home schooling and developmental play during lockdown. Centre for Longitudinal Studies. Retrieved from: https://cls.ucl.ac.uk/wp-content/uploads/2017/02/Parental-involvement-in-homeschooling-and-developmental-play-during-lockdown-initial-findings-from-COVID-19- survey.pdf