Relevant bibliographies by topics / Gifted girls – Mental health

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Gifted girls – Mental health'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Gifted girls – Mental health"

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Gomez, Rapson, Vasileios Stavropoulos, Alasdair Vance, and Mark D. Griffiths. "Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?" International Journal of Mental Health and Addiction 18, no. 6 (August 26, 2019): 1467–81. http://dx.doi.org/10.1007/s11469-019-00125-x.

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AbstractThe present study focused on inattention and hyperactivity/impulsivity differences of gifted children with and without attention deficit-hyperactivity disorder (ADHD). Based on clinical assessment utilizing the Anxiety Disorders Interview Schedule for Children (ADISC-IV) and the Wechsler Intelligence Scale for Children—Fourth Edition, attendees of a public outpatient child service (boys = 359, girls = 148), with mean age 10.60 years (SD = 3.08 years), were allocated into four groups: ADHD (N = 350), gifted (N = 15), gifted/ADHD (N = 18), and clinical controls (N = 124). The Strengths and Weaknesses of ADHD-Symptoms and Normal Behavior Scale dimensionally assessed inattention and hyperactivity/impulsivity variations. Compared to the gifted/ADHD group, the ADHD group had higher scores for inattention and comparable scores for hyperactivity/impulsivity. For most symptoms, the ADHD groups (gifted or not) rated higher than the non-ADHD groups (control and gifted without ADHD). Findings appeared to indicate that (i) ADHD is a valid diagnosis among children who are gifted, (ii) gifted children might tend to be less inattentive than non-gifted ADHD children, and (iii) ADHD-gifted children appear to differ from the non-ADHD-gifted children with regard to specific hyperactive and impulsive behaviors. The practical implication of these findings is that clinicians may wish to focus on these symptoms when diagnosing ADHD among children with high intelligence.
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David, Hanna. "Faye: A 14-Year Old Gifted Disabled Girl and how she Overcame her Learning Disabilities - Prologue: Characteristics of Gifted Families Seeking Counseling." International Letters of Social and Humanistic Sciences 48 (February 2015): 148–59. http://dx.doi.org/10.18052/www.scipress.com/ilshs.48.148.

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Most parents meeting me for counseling regarding their gifted children share some common characteristics. 1. They are usually of middle- and upper middle-class socio-economic status, but by no means rich. Both parents are salaried employees, and those who are not, have their own private lawyers', accountants', doctors', physical- or mental health professionals companies or businesses; 2. A very high percentage of the parents are professionals in education, counseling, or psychology. When not, they are well-read in child development, educational psychology, sociology, education in general and education of the gifted in particular; 3. Almost all families have at least 2 children; the majority are 3-child families and the minority – 4-child families. A high rate of the fathers are married for the second time; in most of these cases the father has children from his former marriage as well; 4. I am almost never the first priority as a counselor of the parents. Quite often I am perceived by them as the last resort, after at least one other intervention – in some cases after three or even four other trials. In some of these cases, especially after long, unsuccessful interventions, it is not easy to convince the child to meet me after such disappointments. 5. In spite of the fact that many parents of gifted girls and adolescent females approach me either by telephone or by mail, for example: 36 in the year 2014 (see David, in press), they almost never make an appointment for a counseling session, and when they do – they cancel it quite frequently. Even when a family with a gifted family makes it for the counseling session, it rarely wishes to start treatment. This is quite puzzling, taking into account the fact that the problems of many of these girls are severe; for example: in 2014 all children and adolescents threatening to commit suicide were made by girls, while only one girl started treatment with me – a 6-year old adorable girl who was not in any danger whatsoever. As for boys – because of time limitation I can have less than one third of the candidates for intervention.
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Chen, Xinjie, Xitao Fan, Hoi Yan Cheung, and Joseph Wu. "The subjective well-being of academically gifted students in the Chinese cultural context." School Psychology International 39, no. 3 (May 3, 2018): 291–311. http://dx.doi.org/10.1177/0143034318773788.

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This study examined the subjective well-being, as reflected as their satisfaction with life, of academically gifted secondary school students in China, under the framework of the broaden-and-build theory. A total number of 351 academically gifted secondary students participated in the study. Multiple scales were used to measure these academically gifted students’ satisfaction with life and other relevant constructs. The results indicated that girls had significantly higher satisfaction with life than boys. Consistent with the broaden-and-build theory, the study showed that positive emotions and some variables from the broadened mindset and four building resources aspects of the theory were significantly interrelated for these academically gifted students. Based on the hierarchical regression results, positive affect, agency hope, parents’ trust, general health, and social functioning were found to be contributing factors to the subjective well-being, while negative affect, peers alienation, depression, anxiety, were found to be negatively related to their life satisfaction.
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Rockloff, Matthew, Alex M. T. Russell, Nancy Greer, Lisa Lole, Nerilee Hing, and Matthew Browne. "Young people who purchase loot boxes are more likely to have gambling problems: An online survey of adolescents and young adults living in NSW Australia." Journal of Behavioral Addictions 10, no. 1 (April 16, 2021): 35–41. http://dx.doi.org/10.1556/2006.2021.00007.

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AbstractBackground and aimsLoot boxes are a common feature in video games where players win, buy or are gifted a virtual box or other container that is unwrapped to reveal virtual items of value, such as skins, weapons, in-game currency or special abilities. The current study aimed to relate the use of loot boxes to gambling problems and harm.MethodsAn online survey was conducted with 1,954 adolescents and young adults from NSW Australia, 59.9% female (aged 12–24), recruited by online panel aggregator, Qualtrics.ResultsBuying and selling loot boxes was associated with higher 12-month gambling frequency and gambling problems in young adults, aged 18–24 (Problem Gambling Severity Index). Young adults who bought loot boxes additionally had more gambling-related harms (Short Gambling Harms Screen). Young women, aged 18–24, who opened, bought and/or sold loot boxes spent more money in the last 12 months on gambling. In adolescents, aged 12–17, buying loot boxes was similarly associated with gambling problems (DSM-IV-MR-J). Furthermore, adolescent girls who bought and/or sold loot boxes viewed gambling more positively than other girls (Attitudes Towards Gambling Scale). There was no evidence, however, that longer-term experience in opening or purchasing loot boxes, a differentiating feature of the survey, is associated with current gambling problems.Discussion and conclusionsThis study suggests that loot boxes may be attractive to people who are already predisposed to engage in other gambling, and females who use loot boxes may have unique vulnerabilities to gambling problems that could be explored in future research.
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Lutzer, Victoria De Filippo. "Perceptual Learning by Educable Mentally Retarded, Average, and Gifted Children of Primary School Age." Perceptual and Motor Skills 62, no. 3 (June 1986): 959–66. http://dx.doi.org/10.2466/pms.1986.62.3.959.

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A match-to-sample task and a preference-ranking procedure were used to provide predifferentiation experiences on a color discrimination for 6- and 8-yr.-old children. The subjects included an educable mentally retarded 8-yr.-old group, an average 8-yr.-old group, a gifted 6-yr.-old group, and an average 6-yr.-old group. Mental age was the best predictor of success on task. A significant interaction of sex and teaching method suggests an advantage of girls in this age group in instructional situations in which the perceptual learning task and testing tasks are not exactly the same. Girls did better than boys when a different response for task content was required in testing from that in teaching. Boys and girls performed similarly when the training task was the same as the testing task.
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Dwairy, Marwan. "Parenting Styles and Mental Health of Arab Gifted Adolescents." Gifted Child Quarterly 48, no. 4 (October 2004): 275–86. http://dx.doi.org/10.1177/001698620404800403.

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Johansson, Agneta, Elinor Brunnberg, and Charli Eriksson. "Adolescent Girls’ and Boys’ Perceptions of Mental Health." Journal of Youth Studies 10, no. 2 (May 2007): 183–202. http://dx.doi.org/10.1080/13676260601055409.

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Cross, Jennifer Riedl, and Tracy L. Cross. "Clinical and Mental Health Issues in Counseling the Gifted Individual." Journal of Counseling & Development 93, no. 2 (March 10, 2015): 163–72. http://dx.doi.org/10.1002/j.1556-6676.2015.00192.x.

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Rajab, Ahmad Mamoun, Tawfik Mamoun Rajab, Amjad Chamsi Basha, Abdullah Murhaf Al-Khani, Mohamed Abdelghafour Ali, Saed Enabi, Mohamed Saddik Zaghloul, Abdulrahman Almazrou, Juliann Saquib, and Nazmus Saquib. "Gender Differences in Sleep and Mental Health among Saudi Adolescents." Sleep Disorders 2021 (September 10, 2021): 1–8. http://dx.doi.org/10.1155/2021/5513817.

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Among adolescents, mental health issues (i.e., stress and depressive symptoms) negatively affect sleep. We assessed whether the association between mental health and sleep varied between genders among Saudi adolescents. A total of 2206 school students (grades 7-12) from 40 randomly selected schools in four cities of Al-Qassim province in Saudi Arabia participated in this cross-sectional study. The survey assessed demography, lifestyle, sleep (12-item Medical Outcomes Study Sleep Scale), depression (Depression, Anxiety, Stress Scale (DASS-21)) and stress (10-item Perceived Stress Scale). Adjusted associations with sleep were tested with linear and logistic regressions. Of the sample, 55% were girls, and their average sleep score was lower than that of the boys (58.7 vs. 63.4, p < 0.001 ). Girls had worse mental health than boys; the proportion of girls with both severe stress and severe depressive symptoms was three times higher than that of the boys (12% vs. 4%, p < 0.001 ). For both boys and girls, those with severe depressive symptoms only or both severe depressive symptoms and severe stress had significantly lower sleep scores than those who had neither of the two conditions (reference group). On the other hand, among those who had severe stress only, the sleep score was significantly lower for the girls ( p = 0.002 ) than for the boys ( p = 0.19 ). Overall, girls had a significantly lower sleep score and worse mental health than boys. The association between mental health and sleep significantly differed between the sexes. Severe stress was negatively associated with sleep in girls but not in boys.
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LODHI, PRAGYA SINGH, DEEPAK SINGH, and GUNJAN SHARMA. "Impact of Diary Writing Practice on Mental Health of Adolescent Girls." Dev Sanskriti Interdisciplinary International Journal 12 (July 31, 2018): 56–62. http://dx.doi.org/10.36018/dsiij.v12i0.106.

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This study has been conducted to study the impact of diary writing on mental health of adolescent girls. A sample of 100 girlsfrom Shri Ram Collage Muzaffernagar (U.P.), who are studying in first year of graduation, was selected from accidental sampling method.Sample was divided into two groups, 50 in experimental group and 50 in control group. Diary writing was selected as the independent variable, which was appliedfor 3 months where girls used to write down their thoughts and feelings; independently 30 minutes each for 5 days a week. Mental health of girls was assessed using the ‘Mental Health Inventory’. Statistical analysis of the data was performed using the SPSS software (version 18) the result indicated that there was a significant difference between experimental and control group on the level of mental health of adolescent girls. The findings of this study indicate that the practice of diary writing significantly improved the level of mental health of adolescent girls.
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Dissertations / Theses on the topic "Gifted girls – Mental health"

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Aqaian, Linda. "Positive mental health from the adolescent girls’ perspective : A qualitative study." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-371491.

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Background: Psychosomatic problems are increasing among adolescent girls and levels of life satisfaction, well-being and self-esteem are lower among adolescent girls compared to boys at the same age. Aim: The aim of this thesis was to explore adolescent girls’ perceptions of the concept of PMH and to identify influential factors for PMH from their own perspectives. Methods: A qualitative explorative study was designed. The data collection was through four semi-structured focus group interviews. Participation in the study was completely voluntary and 14 high school girls aged 16-17 participated in the study. An inductive content analysis was conducted to analyze the collected data. Results: Six categories and sixteen subcategories emerged from the data analysis, answered the two objectives of the study and met the purpose of this thesis. The six categories were: 1) when you feel well and things go well; 2) school-related factors, 3) factors at home and at leisure time, 4) key personal characteristics, 5) coping skills and balanced healthy lifestyle, 6) more attention to PMH. The findings showed that PMH was perceived as a two-dimension concept of feeling well and functioning well in life. The main influential factors for PMH was healthy social relations within and outside the family, key characteristics such as optimism, high self-esteem, sense of control, purpose and progress as well as coping skills and paying more attention to PMH.     Conclusion: A combination of positive factors promoting feeling well and functioning well in life should be taken into account in the development of mental health promotion approaches and programs to improve PMH among adolescent girls.
Bakgrund: Psykosomatiska besvär ökar bland flickor och livstillfredsställelse, välbefinnande och självkänsla bland flickor är lägre än pojkar.    Syfte: Syftet med studien var att studera uppfattningar av flickor på gymnasiet om begreppet positiv psykisk hälsa (PMH) och identifiera faktorer som påverkar PMH utifrån målgruppens egna perspektiv. Metod: En kvalitativ explorativ studie utformades. Datainsamlingen skedde genom fyra fokusgruppsintervjuer och 14 gymnasieflickor i åldern 16-17 deltog i studien. Deltagande i studien var helt frivilligt. En kvalitativ induktiv innehållsanalys utfördes för att analysera insamlade data. Resultat: Sex huvudkategorier och sexton subkategorier återfanns i dataanalysen som svarade på syftet och två frågeställningarna i studien. De sex huvudkategorierna var: 1) när man mår bra och allt går bra 2) skolrelaterade faktorer 3) faktorer hemma och på fritiden, 4) viktiga personliga egenskaper, 5) coping färdigheter och balanserad hälsosam livsstil, 6) mer uppmärksamhet till PMH. Resultatet visade att PMH uppfattades som ett tvådimensionskoncept, att må bra och att fungera bra i livet. De centrala faktorerna för PMH identifierades som hälsosamma relationer inom och utanför familjen, viktiga egenskaper som optimism och bra självkänsla, känsla av utveckling, kontroll och meningsfullhet, stresshanteringsförmåga, samt att uppmärksamma PMH. Slutsats: En kombination av positiva faktorer för att må bra och fungera bra i livet, bör beaktas inom utveckling av strategier för att förbättra PMH bland flickor på gymnasiet. Nyckelord: Positiv Psykisk Hälsa, Flickor På Gymnasiet, Kvalitativ Explorativ Studie, Fokusgrupp Intervjuer.
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Candler, Margaret Mary. "The influence of perfectionism on mental health in gifted and twice-exceptional students." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5916.

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Although a long-standing interest in the abilities of gifted students exists, researchers and clinicians have only recently focused on specific factors that may impact the likelihood of mental health diagnoses, such as anxiety and depression, within this population. This is especially true for gifted students with co-existing disabilities, or twice-exceptional students, who may have unique experiences that differ from those of gifted students without disabilities. Perfectionism is one factor that may be important to consider when examining factors that impact the development of anxiety and depression within these populations. The current study examined how perfectionism differs within gifted and twice-exceptional students within the context of self-reported anxiety and depression. Scores were reported for both gifted (N = 39) and twice-exceptional (N = 28) participants ages 8-14 on the Almost Perfect Scale-Revised (APS-R), Revised Children’s Manifest Anxiety Scale (RCMAS), and Children’s Depression Inventory-2 (CDI-2). Pearson chi-square results suggested that gifted students reported higher rates of maladaptive perfectionism on the APS-R compared to twice-exceptional students. Although gifted and twice-exceptional students in this sample reported style of perfectionism differently, group differences disappeared when also considering self-reported symptoms of anxiety and depression via 2x3 analyses of variance. Tukey post-hoc tests indicated that self-reported maladaptive style of perfectionism was related to higher scores on measures of anxiety and depression. Clinical and research implications of these findings were also explored.
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Kahumoku, Emily Pearl Vazsonyi Alexander T. "Objectification culture a study of the relationships between objectified body consciousness, mental health, body image and risky sexual behavior in adolescent females /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Human_Development_and_Family_Studies/Thesis/Fessler_Emily_35.pdf.

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Bishop, James. "The Potential of Misdiagnosis of High IQ Youth by Practicing Mental Health Professionals: A Mixed Methods Study." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062851/.

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The difficulty of distinguishing between genuine disorder and characteristics that can be attributed to high IQ increases the likelihood of diagnostic error by mental health practitioners. This mixed methods study explores the possibility of misdiagnosis of high IQ youth by mental health professionals. Participants were private practice mental health professionals who read case study vignettes illustrating high IQ youth exhibiting characteristics associated with their population. Participants then completed a survey and provided an assessment of the hypothetical client. In the study, 59% of participants were unable to recognize behavioral characteristics associated with high IQ youth unless suggested to them, and 95% of participants were unable to recognize emotional characteristics associated with high IQ youth unless suggested. The results of this study provide much-needed empirical exploration of the concern for misdiagnosis of high IQ youth and inform clinical practice and education.
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Steiger, Isadora. "Skinny Girls Bleed Flowers, and Other Sick Lies." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1133.

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This short film visualizes the experiences of seven Scripps students who have or have had eating disorders, using interview audio and projected imagery to critique existing media portrayals of eating disorders, as well as humanizing those who actually suffer from them.
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Henry, Leanna. "The Brief Coping Cat for Students who are Gifted and Experience Anxiety." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1622714249973668.

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McGill, Keisha KaVon. "Experiences of African American Mothers Raising Gifted Children." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6923.

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Equality in educational access has long been an area of concern for U.S. educators, policy makers, and advocates. Congress issued a mandate in 1969 to identify the needs of gifted students and to ensure that those needs were being met. However, the needs of gifted minority students were not specifically addressed. Little is known about how African American mothers are affected by the demands of raising and advocating for their gifted child. The purpose of this hermeneutic phenomenological qualitative inquiry was to explore the lived experiences of African American mothers raising gifted children. The theory of womanism was used to explore the experiential anecdotes offered by the participants and to guide in analysis of developing themes. In addition, critical race theory was used to further examine the narratives offered by the participant mothers. Nine African American mothers whose children were identified as academically and intellectually gifted participated in interviews; analysis of data included use of the hermeneutic circle and resulted in the identification of 4 essential themes and 8 subthemes. Subthemes, that seemed particularly meaningful to participants, included othermothering, exasperation, resilience, and the Black male experience. Findings highlight the mothers'€™ resilience when dealing with instances of microaggressions and microinsults. Additionally, findings elucidated their desire to see every child succeed through othermothering behaviors. Implications for positive social change include contributing to the body of knowledge regarding the needs and challenges affecting African American mothers raising gifted children.
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Austin, Sarah Joyce. "A mixed methods exploration of the role of friends and identity in multiracial adolescent girls' mental health." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055768/.

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This thesis used mixed methods to explore how peers and friends influence the ethnic identity and mental health of multiracial adolescent girls. This drew upon social identity theory and ecological theory to understand why multiracial girls may have different outcomes to their monoracial peers, and which factors in their environment can promote their identity and wellbeing. Educational Psychologists (EPs) have a key role in supporting positive mental health for all children and young people. The multiracial population in the UK is growing. Historically multiracial groups have been overlooked in UK research, although some national studies show multiracial adolescents may be at greater risk of poor mental health. Little research has explored the role of friends and peers in multiracial adolescent mental health, despite the robust findings that peers become more important during adolescence. In an ethnically diverse Local Authority in London, 109 mid-adolescent girls (mean age 13.9) from diverse ethnic groups took part in a questionnaire measuring ethnic identity, self-esteem, socio-emotional functioning, peer discrimination, friendship support and interethnic friendships. 12 multiracial girls with one black/multiracial and one white parent took part in semi-structured interviews. The multiracial girls in this sample reported lower self-esteem and lower perceived friendship support than their monoracial peers. Multiracial girls held less positive feelings about their ethnic group (affirmation) than their BAME (black, Asian, minority ethnic) monoracial peers. Affirmation only predicted self-esteem when friendship support was included in the model. Many multiracial girls felt positively about their ethnic group, but this was not always accepted by their peers and some experienced identity invalidation and exclusion. Friends were important for validating identity and emotional support. The family emerged as important for providing cultural knowledge and identity validation. This thesis highlights the importance of friendships and the peer context in multiracial adolescent mental health and informs EP practice.
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Sangar, Maninder Kaur. "Mental health and Shame : a Foucauldian analysis of the discourses of South Asian girls and their teachers." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8634/.

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Dominant discourses construct South Asian girls and women as having a high risk of internalised problems such as depression and anxiety. Existing literature suggests that services for mental distress are under-utilised by South Asian women with the construct ‘Shame’ cited as a potential barrier to help-seeking. Little research has examined how South Asian girls construct ‘Shame’ and ‘Mental Health’ and how these constructions relate to help-seeking. This study explores discourses of ‘Mental Health’ and ‘Shame’ through the talk of South Asian girls and their teachers. Foucauldian Discourse Analysis (Willig, 2008) is employed to analyse semi-structured interview data from seven girls and five teachers. This research specifically explores how South Asian girls are positioned within the discourses of ‘Shame’ and ‘Mental Health’ and how they “open up” or “close down” opportunities for help-seeking. The analysis highlights that discourses of Mental Health are complex, contradictory and tied to prevailing discourses of abnormality and the medicalisation of mental distress. Pupil and teacher discourses surfaced contemporary understandings of Mental Health as a universal and dynamic state, demonstrating a shift in discourse. Similarly, ‘Shame’ was constructed as oppressive, sexist and regulatory as well as helpful and protective. These constructions have implications for educational psychology practice.
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Jacobs, Ruwayda. "A psycho-educational programme to facilitate the mental health of adolescent girls who are victims of verbal bullying." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1014579.

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Bullying appears to be a worldwide phenomenon. It occurs within schools, homes, and in the community too. Bullying is a form of aggressive behaviour. Female bullying is not so easily noticed, as girls hardly ever use physical forms of aggression. Bullying can have a detrimental effect on the mental health of the victim. The victims of bullying experience symptoms of mental discomfort, which include low self esteem, feelings of helplessness, feelings of worthlessness and inferiority, lack of confidence, isolation, self-conscientiousness; and lastly, this can lead to suicide. Some form of intervention is necessary to provide adolescents with skills to combat bullying and help them to become mentally healthy again. The overall goal of the study was to develop, implement and evaluate a psycho-educational programme for female adolescents in a secondary school setting, in order to assist them in coping with bullying. The objectives of the research study were to: Conduct asituational analysis to identify the mental health needs of adolescent girls, as victimsof bullying. Develop a psycho-educational programme to facilitate the promotion of mental health of those adolescent girls who are victims of bullying. Implement the psycho-educational programme to facilitate coping by adolescent girls who are victims of bullying.  Assess whether the adolescent girls have benefitted from attending the psycho-educational programme. The researcher used a qualitative, explorative, descriptive and contextual design. The research methodology consisted of four phases. In phase one of the research, a situational analysis was done; and the characteristics of mental discomfort exhibited by the victim were identified. The needs of the adolescent girl who has been bullied have already been described. Phase two involved the development of a psycho-educational programme. The information from the situational analysis was used to develop the conceptual framework. The six concepts in the survey list of Dickoff et al. (1968:422) were described as follows: the recipient is the adolescent girl who has been bullied, the agent is an advanced psychiatric nurse, the context is the community and the secondary school where bullying takes place, the dynamics of the intervention constitute the mental discomfort experienced by the adolescent girl. This is what motivates her to participate in the programme. The procedure was identified as the psycho-educational programme, while the terminus or outcome of the intervention for the adolescent girl would be for her to experience mental health after being exposed to the psycho-educational programme. The relationship between the concepts was used to form the mind map of the conceptual framework. This guided the development of the psycho-educational programme. The content of the programme has already been described. In phase three the psycho-educational programme is implemented and in phase four the programme is evaluated. The psycho-educational programme taught the teenage girls skills and it provided them with knowledge to cope better with the bullying. Attending the programme made the teenagers aware that they needed to change to experience mental health and happiness. The empirical study took place in phase four. The data-gathering method in phase four included the conducting of semi-structured interviews with the adolescent girls who participated in the programme, as well as the teachers of these adolescent girls and their parents. Naïve sketches, reflective journals, observations made and field notes formed part of this database. The data was analyzed by means of Tesch‟s descriptive analysis (in Creswell, 2003:192). The participants had to comment on how they were coping after the implementation of the psycho-educational programme. In conclusion, an intervention in the form of the psycho-educational programme was shown to be beneficial to adolescent girls who were victims of bullying, to assist them in coping with the aftermath of being bullied. Recommendations were made to enhance nursing practice, as well as nursing education and nursing research. Keywords: Adolescent girls, bullying, secondary schools, advanced psychiatric nurse, psycho-educational programme, mental health.
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Books on the topic "Gifted girls – Mental health"

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Kerekovski, Ivan. Det͡s︡ata s visoki sposobnosti: Radost i grizhi. St. Zagora: DF "Litera-Print", 1992.

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author, Mukherjee Aparna joint, ed. Impact of sexual abuse on mental health of children. New Delhi: Concept Pub. Co., 2009.

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Deb, Sibnath. Impact of sexual abuse on mental health of children. New Delhi: Concept Pub. Co., 2009.

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Deb, Sibnath. Impact of sexual abuse on mental health of children. New Delhi: Concept Pub. Co., 2009.

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Kabir, Rachel. Adolescent girls in Bangladesh. Dhaka: UNICEF Bangladesh Country Office, 1999.

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Research on giftedness: The challenge. Washington, D.C. (1200 17th St., N.W., Washington 20036): Federation of Behavioral, Psychological, and Cognitive Sciences, 1985.

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Deb, Sibnath. Impact of sexual abuse on mental health of children. New Delhi: Concept Pub. Co., 2009.

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Genius and heroin: The illustrated catalogue of creativity, obsession, and reckless abandon through the ages. New York: Harper, 2008.

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Nadeau, Kathleen G. Understanding girls with attention deficit hyperactivity disorder. Silver Spring, MD: Advantage Books, 1999.

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Nadeau, Kathleen G. Understanding girls with attention deficit hyperactivity disorder. Silver Spring, MD: Advantage Books, 1999.

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Book chapters on the topic "Gifted girls – Mental health"

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Barker, Gary, Felicia Knaul, Neide Cassaniga, and Anita Schrader. "5. Health and Mental Wellbeing." In Urban Girls, 57–66. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2000. http://dx.doi.org/10.3362/9781780440491.005.

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MacMillan, Harriet L., and C. Nadine Wathen. "Child Sexual Abuse of Girls." In Key Issues in Mental Health, 96–106. Basel: S. KARGER AG, 2013. http://dx.doi.org/10.1159/000342775.

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Rae, Tina, and Grace Hershey. "Mental health and girls on the autism spectrum." In Girls and Autism, 113–25. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351234429-15.

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Rinn, Anne N. "Counseling and Mental Health." In Social, Emotional, and Psychosocial Development of Gifted and Talented Individuals, 211–30. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238058-16.

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Marston, Emily G., Mike A. Russell, Ingrid Obsuth, and Gillian K. Watson. "Dealing with Double Jeopardy: Mental Health Disorders Among Girls in the Juvenile Justice System." In Delinquent Girls, 105–18. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0415-6_7.

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Warner, Lynn A., and Cynthia Bott. "Epidemiology of Mental Disorders in Girls and Female Adolescents." In A Public Health Perspective of Women’s Mental Health, 11–35. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1526-9_2.

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Dole, Tia R. "Mental Health of Women: A Focus on Adolescent Girls." In Women’s Mental Health Across the Lifespan, 3–16. First edition. | New York, NY : Routledge, 2017. | Series: Clinical topics in psychology and psychiatry: Routledge, 2017. http://dx.doi.org/10.4324/9781315641928-1.

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Cross, Tracy L., and Jennifer Riedl Cross. "Mental Health Support for Distressed Students with Gifts and Talents." In Suicide among Gifted Children and Adolescents, 95–99. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238348-10.

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Johnson, Melissa J. "Girls In-Between: Social, Emotional, Physical, and Sexual Development in Context." In Women's Reproductive Mental Health Across the Lifespan, 27–48. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05116-1_2.

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Suldo, Shannon M., Brittany V. Hearon, and Elizabeth Shaunessy-Dedrick. "Examining gifted students’ mental health through the lens of positive psychology." In APA handbook of giftedness and talent., 433–49. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000038-028.

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Conference papers on the topic "Gifted girls – Mental health"

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"What Girls Know about Future Maternity: Results of the Research." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium23-25.

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Reports on the topic "Gifted girls – Mental health"

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Persistent peer victimization is associated with differential effects on cortisol production between boys and girls. ACAMH, June 2020. http://dx.doi.org/10.13056/acamh.12315.

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You might also be interested in the extended bibliographies on the topic 'Gifted girls – Mental health' for particular source types:
Journal articles Dissertations / Theses Books
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