Gifted Adolescents

Purpose: The aim of this study was to compare the effectiveness of family therapy program based on attachment and emotion on anxiety disorder and behavior of gifted adolescents. Methodology: The research method was quasi-experimental with pretest-posttest design with two experimental groups. From the statistical population of students studying in gifted schools in Tehran, 40 people were randomly selected and randomly assigned to two groups. The research questionnaire included Achenbach (1994) internalization problems. Family therapies based on attachment and emotion was applied for ten sessions of the research groups. Research data were analyzed using repeated measures analysis of variance and SPSS software. Findings: The results of repeated measures analysis of variance showed that the post-test scores of anxiety disorder and behavior in the attachment-based family therapy group were significantly lower than the emotion-based family therapy group (P10.001). Couple comparison also showed that the effect of attachment-based family therapy program on anxiety disorder and behavior is stable (p <0.01). Conclusion: The results showed that the effect of attachment-based family therapy was significantly greater than emotion-based family therapy. In addition, attachment-based family therapy has a significant and lasting effect on reducing the behavioral disorders of gifted adolescents. Therefore, in order to improve the mental state and especially the anxiety disorder and behavior of gifted adolescents, an attachment-based family therapy program can be used

This study aims to explore the strategies employed by counselors to support the emotional well-being of gifted adolescents. Recognizing the unique emotional and social challenges faced by this population, the research seeks to identify effective counseling practices that can be implemented to foster a supportive environment and address their specific needs. A qualitative research design was employed, utilizing semi-structured interviews with 21 counselors who have extensive experience working with gifted adolescents. The participants were purposefully selected to ensure diverse perspectives. Data collection continued until theoretical saturation was achieved. Thematic analysis was used to analyze the transcribed interview data, with NVivo software assisting in the organization and coding of themes and subthemes. The analysis revealed three primary themes in the counseling strategies for supporting the emotional well-being of gifted adolescents: Building Trusting Relationships, Developing Emotional Regulation Skills, and Promoting Social Connections. Key strategies within these themes included establishing rapport, maintaining confidentiality, personalizing approaches, teaching coping strategies, stress management techniques, encouraging self-expression, facilitating peer interaction, and involving families. These strategies align with existing literature, highlighting the importance of empathetic, individualized, and holistic approaches in counseling gifted adolescents. The study underscores the critical role of counselors in addressing the emotional and social challenges faced by gifted adolescents. Effective strategies involve building strong, trusting relationships, developing emotional regulation skills, and promoting social connections. These findings suggest that a comprehensive approach, which includes personalized support and proactive engagement, is essential for fostering the emotional well-being of gifted adolescents. Future research should further explore the perspectives of gifted adolescents and the long-term impacts of these counseling strategies.