The “David’s Jump” - On the First Positive Change in the Treatment of Gifted Children

David, Hanna

doi:10.18052/www.scipress.com/ILSHS.47.209

ILSHS > ILSHS Volume 47 > The “David’s Jump” - On the First Positive Change...

< Back to Volume

The “David’s Jump” - On the First Positive Change in the Treatment of Gifted Children

Full Text PDF

Abstract:

In spite of the difficulty in predicting the time any treatment is to take, working with gifted children and their parents includes – in many cases – a substantial improvement in a comparatively short time in at least one aspect of the child’s life. As this phenomenon has not been named in the psychological literature, it will be called: “David’s Jump”. This article presents 5 cases of such “jumps”, all in children 5-8 years old, all happened within 8-10 weeks from the beginning of the treatment as reported by the parents or by the children themselves. The potential causes of the success reached are to be discussed; some of them might also be relevant to non-gifted children.

Info:

Periodical:

International Letters of Social and Humanistic Sciences (Volume 47)

Pages:

209-220

DOI:

https://doi.org/10.18052/www.scipress.com/ILSHS.47.209

Citation:

H. David, "The “David’s Jump” - On the First Positive Change in the Treatment of Gifted Children", International Letters of Social and Humanistic Sciences, Vol. 47, pp. 209-220, 2015

Online since:

February 2015

Authors:

Hanna David

Keywords:

“David’s Jump”, Gifted Children, Treatment of Young Children

Export:

RIS, BibTeX, Text

Distribution:

Open Access

This work is licensed under a
Creative Commons Attribution 4.0 International License

References:

Dour, H.J., Chorpita, B.F., Lee, S., & Weisz, J.R. (2013). Sudden gains as a long-term predictor of treatment improvement among children in community mental health organizations. Behaviour Research and Therapy, 51(9), 564-572.

Aderka, I.M. (2014). Commentary. Evidence Based Mental Health, 17(1). Retrieved on 9 July 2014 from: http: /ebmh. bmj. com/content/17/1/6. full.

Landau, E. (1991). The courage to be gifted. Hawker Brownlow Education, Moorabbin Victoria: Australia.

Grizenko, N., Bhat, M., Schwartz, G., Ter-Stepanian, M., & Joober, R. (2006).

David, H. (2009a). Five Gifted Boys in one Classroom: A Case-Study. In H. David, & E. Wu, Understanding Giftedness: A Chinese-Israeli Casebook (pp.24-36). Hong Kong: Pearson Education South Asia.

David, H. (2009b). Giftedness and immigration: Case study of a gifted family emigrating from Russia to Israel. Australasian Journal of Gifted Education, 18(1), 37-47.

Integration of children with special needs in in elementary school (2002) (Hebrew). Retrieved on 28 July 2014 from: http: /www. kolzchut. org. il.

Dabrowski , K., & Piechowski, M.M. (1977). Theory of levels of emotional development (Vols. 1 & 2). Oceanside, NY: Dabor Science.

Piechowski, M.M. (2014). Mellow out, they say. If you only could. Intensities and sensitivities of young and bright. Unionville, NY: Royal Fireworks Press.

David, H. (2014a). Termination of treatment of gifted disabled students. Gifted Education Press, Fall 2014, 28(4), 11-20.

David, H. (2014b). Suicide threats and suicide attempts among the gifted. Gifted Education Press, Spring 2015, 29(2).

Bar-Sadeh, N. (2004). End of treatment. Issues in the psychotherapy of children. Retrieved on 29 July 2014 from: http: /www. hebpsy. net/articles. asp?id=233.

Lanyado, M. (1999). Holding and Letting Go: Some Thoughts about the Process of Ending Therapy. Journal of Child Psychotherapy, 25(3), 357-378.

Howes, R. (2008).

Penn, L.S. (1990). When the therapist must leave: Forced termination of psychodynamic therapy. Professional Psychology: Research and Practice, 21(5), 379-384.

David, H. (2010). Gifted Case Studies: Keynote. In A. İşsman & Z. Kaya (eds. ), International Conference on New Horizons in Education: Proceedings book (pp.7-23). Famagusta, Cyprus, 23rd-25th June (2010).

Assouline S.G. & Lupkowski-Shoplik, A. (2012). The Talent Search Model of Gifted Identification. Journal of Psychoeducational Assessment, 30(1), 45-59.

Jen,E., Chifen Tseng,C., & Kuo, C. -C. (2014). Performance differences betweenverballytalented preschoolers and their regular counterparts in storytelling. GiftedEducation International.

Sanders, C. E., Lubinski, D., & Benbow, C. P. (1995).

Show More Hide

Cited By:

This article has no citations.