(235) IMPACT OF A PSYCHOLOGICAL INTERVENTION WITH PARENTS OF GIFTED STUDENTS

摘要

The literature has consistently assumed that in the process of learning and academic and social progress of gifted students it is useful to determine the unique particularities of each child and to determine the psychological interventions adjusted to assist in the construction of an impartial education, helps, integrates and enables parents to adequately deal with the tasks of identification and education of the gifted child without fear or prejudice. In this sense, family orientation is crucial to understanding about their educational needs. Several studies have reported the existence of scarce psychological intervention with parents of gifted students, pointing to the utility of normalizing the implementation of parental training programs for parents of gifted children. Given the need to implement and evaluate the efficacy of psychological interventions to enhance education and support positive parenting, this study evaluates the impact of a psychological intervention program for parents of gifted students. Thirty parents participated, which were divided into two groups (intervention and comparison). Demographic information and three instruments assessed for the Portuguese population were used. This study contributes to signalizing parental training strategies in parents of gifted students, in order to understand if parental training contributes to the improvement of well-being, quality of life and satisfaction with life experienced by the family. In summary, it is noted that there has been a change in the general quality of life of the parents of the intervention group and that this change is due to the intervention performed. The results show the importance and necessity of the realization and expansion of offers of psychological intervention among the gifted parents. Are discussed the results, highlighting their contribution to the development of research in the field of psychological intervention with parents of gifted students. Future efforts to integrate psychological intervention and gifted education literature and research might be fruitful to advance this research domain.