Social Emotional Learning and Gifted/Special Needs Students

Introduction

The issue of social and emotional learning in relation to the development of talent in gifted and special needs students is one that has received considerable attention in scholarly journals and research reports. One of the aspects explored in the literature is whether intelligence alone is enough to fully activate the potential and abilities of a gifted or special needs individual. This question is examined in an article by David W. Chan entitled "Leadership Competencies among Chinese Gifted Students in Hong Kong: The Connection with Emotional Intelligence and Successful Intelligence."

A somewhat unique perspective on the relationship between social and emotional learning and the gifted student is explored in "Nurturing Social and Emotional Development in Gifted Teenagers Through Young Adult Literature" by Thomas P. Hebert and Richard Kent. This study examines the role that carefully selected literature can play in enhancing the social and emotional skills of gifted students, which in turn implies a greater development of their talents.

The term special needs does not refer exclusively to students who are considered exceptionally gifted or intelligent. Students who face particular challenges can also benefit from emotional and social learning, which allows them to explore new avenues and develop latent talents they may possess.

These three articles are analyzed and critiqued in depth in the discussion that follows. The central point of reference throughout is the role of social and emotional learning in the development of talents in gifted as well as special needs students.

Article One: Emotional Intelligence and Leadership in Gifted Students

In this article, Chan (2007) argues that intelligence and analytical skills alone are not sufficient to ensure that an individual achieves his or her full potential. Although a student may be gifted, without social and emotional skills, innate talents may never be fully actualized. The author uses leadership as a measure of talent and ability, framing the central question as follows:

"While it is generally believed that intelligence plays an important role in leadership, questions remain as to whether smart individuals are more likely to get to positions of leadership and whether bright individuals make more effective leaders…." (Chan, 2007)

Chan goes on to make the important point that intelligence and the activation of potential depend on a number of external as well as internal variables, such as context and situational factors. This necessitates a "broader conceptualization of intelligence in constructs that were believed to be associated with effective leadership" (Chan, 2007). These constructs include social aspects such as social skills and social competence, as well as emotional factors like emotional maturity that can influence the development of the gifted child.

A positive aspect of this article is that the author provides an overview of the past and present status of social and emotional factors in the development of gifted children and adolescents. As Chan notes, "Over the years, while intelligence researchers have recognized that there is more to intelligence than the mental abilities represented in traditional intelligence tests, and have advocated broader conceptualizations and multiple facets or domains of intelligence" (Chan, 2007). The paper also offers a fairly comprehensive overview of the concept and history of emotional intelligence, noting that it encompasses "perceiving emotions, using emotions, understanding emotions, and managing emotions" (Chan, 2007).

In the actual study, intelligence was assessed using the 15-item Chinese RRSL (RRSL-15), which yielded scores on three components of leadership: self-efficacy, leadership flexibility, and goal orientation (Chan, 2007). Perceived emotional intelligence was assessed using the 12-item Chinese Emotional Intelligence Scale. The sample was fairly large, including 498 primary and secondary students, and was evenly distributed by gender, which added to the interpretive value of the findings. Sound measurement methodologies such as the Roets Rating Scale for Leadership were also employed.

In general, the study found that "students who reported having high abilities in emotional management and regulation could be more effective leaders" (Chan, 2007). In other words, emotional creativity and management may be more important than analytical intelligence in many contexts. This finding also highlights the correlation between strong social and interpersonal skills and successful leadership. The author summarizes the implications as follows:

"…these findings served to emphasize the important contributions of both emotional intelligence and successful intelligence to leadership competencies, and highlighted the importance of considering and assessing more comprehensively the wider spectrum of abilities of students in terms of emotional intelligence and successful intelligence, and strengthening practical skills and tacit knowledge as well as emotional management in the training and development of effective leaders." (Chan, 2007)

One critique of the paper is that the sample was limited to a specific cultural milieu and was not large enough to support broad generalizations. These two factors constrain the wider applicability of the study. Additionally, the study relied on self-reporting techniques for assessing leadership competencies and emotional intelligence. As the author himself acknowledges, "this might result in a slightly inflated correlation between leadership and intelligence due to a common method variance" (Chan, 2007). Despite these limitations, the study offers valuable insights, particularly regarding the role of emotional intelligence in talent development.

This extensive article by Hebert and Kent (2000) presents an interesting study of the way literature can be used to support the development of gifted students. The authors point out that many gifted students are also highly sensitive and often experience emotional and social difficulties as they come to terms with the world around them. "Gifted teenagers are often troubled by personal issues and often overwhelmed by the daily pressures facing young adults" (Hebert & Kent, 2000). Prior research cited in the article also suggests that "gifted teenagers exhibit a heightened level of sensitivity, an intensity, or emotional overexcitability" (Hebert & Kent, 2000).

Article Two: Bibliotherapy and Social-Emotional Growth in Gifted Teenagers

The authors propose a method of addressing these pressures while simultaneously providing social and emotional learning. This involves engaging with carefully chosen literature through which the young adult can identify with characters and come to terms with various developmental issues and challenges. This process is termed bibliotherapy. In essence, the authors suggest using young adult literature as a therapeutic tool to address the emotional needs of the gifted teenager.

The article is organized into sections, each addressing a different aspect of this form of learning therapy. Among the main points is that young adult literature reflects the life-world of the adolescent and provides scenarios the student can readily identify with. The central idea is that the student reads in order to "identify with a character from the story, reflect on that identification, and undergo some emotional growth as a result of that reading experience" (Hebert & Kent, 2000). Bibliotherapy is defined as "the use of reading to produce affective change and promote personality growth and development" (Hebert & Kent, 2000).

One key advantage of developmental bibliotherapy is that the instructor "can identify the concerns of their students and address the issues before they become problems" (Hebert & Kent, 2000). Through this technique, the authors argue, the social and emotional needs of the gifted student can be substantially met.

The article goes on to describe how various works of literature function to enhance social and emotional learning and development, including a case study illustrating the way one individual was affected by the reading experience. The authors explain through specific examples "how the use of developmental bibliotherapy in a classroom has the power to enrich gifted students' understanding of themselves and of their adolescent experiences" (Hebert & Kent, 2000). An extensive annotated list of recommended books is also included.

This is essentially a discursive and qualitative study that is useful in presenting the advantages of bibliotherapy for gifted students. However, it can be critiqued on several grounds. Most notably, the article does not discuss any potential disadvantages or negative aspects of bibliotherapy. More significantly, the study does not provide any quantitative or rigorous qualitative methodology to measure the effects of the reading on students, making it vulnerable to criticism for being too discursive and lacking comparative analysis.

That said, one could argue that methodologically the research fits within the category of case study — a legitimate form of intensive qualitative inquiry. On balance, the article provides illuminating insights into the possibilities of bibliotherapy for promoting social and emotional development in gifted students.

The author of this article, Maurice J. Elias (2004), identifies a number of problematic social and emotional areas for students with learning disabilities or special needs. These include the recognition of emotions in self and others, the regulation and management of strong emotions, and the recognition of personal strengths and areas of need. The article reviews the relevant literature and theoretical positions on these topics and proposes a number of interventions and therapeutic measures aimed at addressing these difficulties — and, by implication, helping special needs students to express their talents more effectively.

From the outset, Elias addresses a central issue: "there is consensus that a common feature of most students with learning disabilities (LD) is that they have difficulties with social relationships" (Elias, 2004). This includes the critical dimension of peer relationships, which is an essential component of cognitive and intellectual development and is closely tied to the expression of individual talents. The author also stresses that "the term 'social-emotional learning' (SEL) was developed for use in research and practice in emotional intelligence as applied to the schools because it reflected a strong recognition of the role of both social and emotional factors in successful academic learning" (Elias, 2004).

Conclusion

What becomes clear from the analysis of these three articles is that social and emotional learning and intelligence are vital factors in the development of gifted and special needs students. All three studies reviewed demonstrate that a deficit in social and emotional skills and abilities can impede these students' development. The discussion also reveals a strong emphasis across all three studies on strategies and techniques that teachers and educators can employ to strengthen these abilities in their students. There is likewise no doubt that improvements in social and emotional learning lead to an increased capacity for gifted and special needs students to express and develop their latent talents more fully.