روان‌شناسی مثبتِ تیزهوشی: چهارچوبی برای معرفی مدل خودمراقبت‌گری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی. تهران، ایران.

2 استادیار گروه روان‌شناسی کاربردی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی. تهران، ایران.

3 دانشیار گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.

چکیده

هدف: در خلال سال‌های اخیر، مرور مبانی نظری و تجربی در قلمرو مطالعاتی روان‌شناسی تیزهوشی نشان می‌دهد که محققان علاقه‌مند به این قلمرو مطالعاتی ضمن تأکید بر نابسندگی پهنای مفهومی سازة تیزهوشی با تأکید صرف بر توانش‌های شناختی تیزهوشان کوشیده‌اند با گسترندان مرزهای فکری این سازه، فرصت بهینه‌ای را برای چاره‌جویی در رویارویی با پدیدة تیزهوشان غیرموفق، فراهم آورند. روش: در این بین، مطالعه مروری مجموعه تحرکات نشان‌دهنده آن است که تعدادی از محققان با تأکید بر ترکیب‌هایی مفهومی مانند تیزهوشی هیجانی ـ اجتماعی، تیزهوشی معنوی، انگیزش هوشمندانه و حتی با تلاش برای توسعة برخی صورتنبدی‌های مفهومی مانند نظریة تعادلی خرد، فرصت مناسبی را برای گذار از بحران توقفِ ناظر بر پدیدة تیزهوشان غیرموفق یا خاموش، فراهم کرده‌اند. یافته‌ها: اگر چه وقوع چنین تحرکاتی به سبب تأکیدی واقع‌گرا بر شمول مؤلفه‌های چندگانه غیرشناختی به بدنة معنایی تیزهوشی، ضمن پروراندن مرزهای مفهومی تیزهوشی در مسیر راه‌حل‌یابی برای پدیدة سرآمدان خاموش و همچنین تدارک بسترهای اطلاعاتی زمینه‌ساز برای تسهیل تبدیل ظرفیت‌های بالقوه به تجارب پیشرفت شگرف در این افراد، منشأ اثر واقع شده‌اند اما در غیاب یک مدلی یکپارچه مانند مدل خودمراقبت‌گری، این مجموعه تحرکات به صورت جزایر فکری/محتوایی دور افتاده از یکدیگر، در تلخیص و تجمیع روی‌آوردهای مختلف، ناتوان ظاهر شده‌اند. نتیجه‌گیری: از این رو تلاش در جهت ایجاد پیوندی مفهومی میان مجموعه تلاش‌های موجود از طریق مدل خودمراقبت‌گری در جهت توسعه دانشی یکپارچه و ناظر بر یک افق معنایی خاص، امری ضروری و توجیه‌پذیر است.

کلیدواژه‌ها

عنوان مقاله [English]

The Positive Psychology of Giftedness: Introducing a Framework for Self-Care Model

نویسندگان [English]

  • Arghavan Kiakazemi 1
  • Omid Shokri 2
  • Jalil Fathabadi 3
1 M.A. in Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran.
2 Assistant Professor, Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran.
3 Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Science, University of Shahid Beheshti, Tehran, Iran.
چکیده [English]

Aim: In the last few years, a review of recent theoretical and empirical studies in the field of gifted psychology has shown that scholars interested in this field of study emphasize the inability of the conceptual breadth of the gifted construct by merely emphasizing the gifted cognitive abilities. Therefore, emphasizing extending the intellectual boundaries of this structure provides an opportunity to deal with the different types of gifted students, specially underachievement gifted, which is one of the biggest concerns in this field of study.
 
Method: Meanwhile, many scholars have introduced conceptual frameworks such as social-emotional giftedness, spiritual giftedness, gifted motivation, and theoretical frameworks such as the balance theory of wisdom, which could help a transition from underachieving to flourishing and progressive situations.
 
Results: These movements are due to a real emphasis on including multiple non-cognitive components into the gifted semantic by extending this concept's intellectual boundaries. However, in the absence of an integrated model such as self-care, these various movements seem like diverse islands that have become incapable of assembling these different approaches.
 
Conclusion: Therefore, trying to create a conceptual link between the existing efforts through the model of self-care in order to develop an integrated knowledge that oversees a specific semantic horizon is necessary and justifiable.

کلیدواژه‌ها [English]

  • Positive Psychology
  • Gifted Psychology
  • Self- Care
  • Underachievement Gifted

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