ABSTRACT - An Independent Learning Project presented by Helen Tsipliareles-Pryor to James J. Smith, Ed.D. Faculty Advisor in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration - Cambridge College Cambridge, MA Chesapeake, VA Campus January 2011

1. Gifted Children and Bullying i
ABSTRACT
Research related to giftedness has not focused on the inner life of gifted children until
recently; and the inability to respond to negative behaviors from others is related to the
“vulnerability to bullying” (Robinson, et al. 2006, p. xi). The issue precipitates itself in the
situation that they are “unable in finding compatible friends, especially when they are young and
their social sphere is restricted to a particular classroom, school, neighborhood, or small town”
(Robinson, et al. 2006, p. xii). Because of this, they are “likely to be less socially adept, more
introverted, and more inhibited than other children” (Robinson, et al. 2006, p. xxiv).
The significance of this study was not to review bullying in gifted children versus
common classroom children; however, it was to study the prevalence and impact that bullying
has on gifted children specifically. The data collected indicated how safe and unsafe these
students felt within their school culture and how they were treated by other students; also what
they had seen and heard, and how they reacted to the situations of bullying. Insight pertaining to
gangs within the school climate, and specific causes and situations of bullying were also gained.
Additionally, it provides information intended for positive intervention programs.
Bullying creates a sense of fear that disrupts the learning environment, and we need to
actively address the impact of bullies on school climate and the social pressures of students
victimized by this bullying. Although freedom from the fear and shame of bullying does not
necessarily ensure academic success for all students, “it is indeed a necessary condition to
promote effective learning in a positive classroom culture” (Schuler, 2002, p. 4).

2. Gifted Children and Bullying ii
ACKNOWLEDGMENTS
Shakespeare was perhaps correct when he wrote “Lord, what fools these mortals be,”
especially if he was referring to those of us entering the teaching field closer to our golden years
rather than our salad days. From the time that Scout sat on Atticus’ knee and learned why it is a
sin to kill a mockingbird, all the way to Tom’s adventures with Injun Joe and Huck, and yes, I
will call you Ishmael; I knew there was only one profession suited for me – teaching. I grew up
with an intense love for reading and writing, and all I ever wanted was to share this passion with
others – to educate through the written word, to reflect through the moral conflict, and to inspire
through the human condition.
At Cambridge College, I have had that opportunity to grow into my profession and
embrace all the new skills and techniques developed by veterans in the world of education and
shared with me through the incredible instructors of this institution. Earning my Masters of
Education in the field of School Administration is yet another step in my journey through this
life, and it would not have been possible without the support and encouragement of some of the
most significant people in my life. My most sincere appreciation is extended:
To Dr. James J. Smith, my faculty advisor and instructor, your lessons, extensive
knowledge, and constructive feedback may have been the cake, but your enthusiasm,
encouragement, and wonderful sense of humor proved to be the icing. I can never thank you
enough for helping me mix the ingredients of my dreams into a sweet reality.
To Dr. Ella E. Benson, my program director, who endured my endless questions,
compulsive time management skills, persistent anxiety, and dare I say, OCD tendencies, your
patience and endearing personality definitely made for a smoother journey.

3. Gifted Children and Bullying iii
To Mr. Don Lyons, my colleague at Ruffner Middle, for not only listening to me but
actually hearing what I had to say, and understanding who I am. Your daily encouragement and
unwavering support kept me on track more than you can ever know. You are appreciated, and I
am so fortunate to have you in my life and call you my friend.
To the Ruffner Middle Academy Classes of 2009 and 2010, the most wonderful and
amazing children any teacher has been inspired to teach. I am honored to have been your teacher,
your mentor, and your friend. You are in my thoughts and in my heart everyday, and never forget
- Live Fully! Laugh Often! Love Always!
To my husband, Mark and my daughter, Delilah for enduring so many evenings and
weekends without a wife and mother, your sacrifices have not gone unnoticed. Thank you for
love, support, respect, and constant late night runs to Starbucks. I love you both!

4. Gifted Children and Bullying iv
DEDICATION
In loving memory of
George Demetrios Tsipliareles
1909-2000
Thank you for decorating my world with art, music, and literature.
Thank you for filling my thoughts with history, mythology, folklore, and poetry.
Thank you for reminding me to smile brightly and laugh loudly.
Thank you for guiding me through this life with your unconditional love.
For when I was in darkness, you had been my guiding light,
And when everything went wrong, you had put my world to right.
Now you are gone and missing you may make me sad,
but I rejoice in the joy that you are forever, my Dad.
With all my love and admiration, your honorable youngest, Elenitsa

5. Gifted Children and Bullying v
TABLE OF CONTENTS
ABSTRACT………………………………………………………………………………...i
ACKNOWLEDGEMENTS………………………………………………………………...ii
DEDICATION…………………………………………………………………………..….iv
LIST OF TABLES………………………………………………………………………….viii
CHAPTER 1: INTRODUCTION…………………………………………………………...1
Introduction………………………………………………………………………….2
Statement of the Problem…………………………………………………………....3
Research Methods and Questions………………………………………………….. 4
Rationale for the Study…………………………………………………………….. 6
Anticipated Outcome………………………………………………………………. 8
Definition of Terms…………………………………………………………………
9
Gifted and Talented…………………………………………………………9
Bullying……………………………………………………………….…….9
Organization of the Study……………………………………………………..…....10
CHAPTER II: LITERATURE REVIEW……………………………………...…………...11
Introduction………………………………………………………………………....12
Defining Giftedness and Talent………………………………………………….....12
Identification of Gifted and Talented Children……………………………………..13
Mental Self-Management and Multiple Intelligences………………………………19
Differentiating Between Giftedness and Talent…………………………………….21
Defining Intelligence………………………………………………………………..24

6. Gifted Children and Bullying vi
Special Needs of Gifted Children………………………………………………….. 28
Defining Bullying………………………………………………………………….. 29
Bullying and School Climate………………………………………………………. 32
Psychiatric and Psychological Factors……………………………………………...37
Social and Emotional Needs……………………………………………………….. 43
Bullying Intervention………………………………………………………………. 51
Instruments of Measure……………………………………………………………..54
Summary…………………………………………………………………………….57
CHAPTER III: METHODOLOGY…………………………………………………………58
Introduction………………………………………………………………………….59
Purpose of the Study………………………………………………………………...60
Research Questions………………………………………………………………….61
Methodology………………………………………………………………………...62
Setting……………………………………………………………………….62
Participants………………………………………………………………….63
Measures…………………………………………………………………….63
Instruments………………………………………………………………….64
Procedure……………………………………………………………………65
Rationale…………………………………………………………………….66
Summary…………………………………………………………………………….66
CHAPTER IV: PRESENTATION OF DATA……………………………………………...67
Introduction………………………………………………………………………….68
Purpose of the Study………………………………………………………………...68

7. Gifted Children and Bullying vii
Presentation of the Data……………………………………………………………..71
Summary………………………………………………………………………….….....94
CHAPTER V: CONCLUSION………………………………..……..………………………...95
Introduction…………………………………………………..……………………..…..96
Summary of Findings……………………………….………..…………………….…...97
Implications…………………………………………………..………………………..102
Recommendations for Future Studies………………………………………………….103
Reflections…………………………………………………..…………………..……..105
REFERENCES…………………………………………………..………………….…..……..106
APPENDIX A: Human Participant Approval Generic Consent Form……………….....114
APPENDIX B: Bullying Questionnaire…………………………………………….…..117
APPENDIX C: Bullying Questionnaire Grade 6 Comprehensive Results………….….123
APPENDIX D: Bullying Questionnaire Grade 7 Comprehensive Results……………..136
APPENDIX E: Bullying Questionnaire Grade 8 Comprehensive Results……………...149
APPENDIX F: Bullying Questionnaire Category 1 Calculated Results………………..162
APPENDIX G: Bullying Questionnaire Category 2 Calculated Results………………..165
APPENDIX H: Bullying Questionnaire Category 3 Calculated Results………………..168
APPENDIX I: Bullying Questionnaire Category 4 Calculated Results………………..171
APPENDIX J: Bullying Questionnaire Category 5 Calculated Results………………..173

8. Gifted Children and Bullying viii
LIST OF TABLES
Table 1 Multidimensional Screening Process………………….…………….………….18
Table 2 The Seven Steps to Optimizing Learning……………………………………....20
Table 3 Gagne’s Differentiated Model of Giftedness and Talent…………………….....23
Table 4 Characteristics for Helping to Identify Gifted Students………………………...27
Table 5 Vulnerable Areas for Gifted Children…………………………………………..39
Table 6 Differentiated Instruction for Mixed-Ability Classrooms………………………40
Table 7 Perfectionism At-A-Glance……………………………………………………..42
Table 8 Gifted Kids on Giftedness………………………………………………………47
Table 9 Tips for Teachers and Students in Creating A Positive Classroom Climate……53
Table 10 Results: Bullying Questionnaire ……………………………………….……….71
Category One: How Safe Do You Feel?
Question 1: How safe do you feel in your general and elective classrooms, as
opposed to your Young Scholars classrooms?
Table 11 Results: Bullying Questionnaire ……………………………………….……….72
Category One: How Safe Do You Feel?
Question 2: How safe do you feel in the gymnasium or on the fields?
Table 12 Results: Bullying Questionnaire ……………………………………….……….74
Category One: How Safe Do You Feel?
Question 3: How safe do you feel in the cafeteria?
Table 13 Results: Bullying Questionnaire ……………………………………….……….75
Category One: How Safe Do You Feel?

9. Gifted Children and Bullying ix
Question 4: How safe do you feel in the hallways?
Table 14 Results: Bullying Questionnaire ……………………………………….……….76
Category One: How Safe Do You Feel?
Question 5: How safe do you feel going to and from school, walking or taking the
bus?
Table 15 Results: Bullying Questionnaire ……………………………………….……….78
Category Two: How Others Treat You
Question 1: How often do other students bully you by laying their hands on you
(hit, kick, or push you or hurt your body otherwise)?
Table 16 Results: Bullying Questionnaire ……………………………………….……….79
Category Two: How Others Treat You
Question 2: How often do other students bully you by saying mean things to you,
things which hurt your feelings?
Table 17 Results: Bullying Questionnaire ……………………………………….……….81
Category Two: How Others Treat You
Question 3: How often do other students bully you by spreading mean rumors
about you?
Table 18 Results: Bullying Questionnaire ……………………………………….……….82
Category Two: How Others Treat You
Question 4: How often do other students bully you by leaving you out of their
activities?
Table 19 Results: Bullying Questionnaire ……………………………………….……….84
Category Three: What You Have Seen Or Heard

10. Gifted Children and Bullying x
Question 1: How often have your seen another student bully others by laying their
hands on them (hit, kick, or push you or hurt your body otherwise)?
Table 20 Results: Bullying Questionnaire ……………………………………….……….85
Category Three: What You Have Seen Or Heard
Question 2: How often have your seen another student bully others by saying
mean things to them, things which hurt their feelings?
Table 21 Results: Bullying Questionnaire ……………………………………….……….86
Category Three: What You Have Seen Or Heard
Question 3: How often have your seen another student bully others by spreading
mean rumors about them?
Table 22 Results: Bullying Questionnaire ……………………………………….……….87
Category Three: What You Have Seen Or Heard
Question 4: How often have your seen another student bully others by leaving
them out of their activities?
Table 23 Results: Bullying Questionnaire ……………………………………….……….89
Category Four: How You Reacted
Question 1: What have you done when you have seen a student being hit, kicked,
pushed, punched or otherwise physically hurt in school or on the school
bus?
Table 24 Results: Bullying Questionnaire ……………………………………….……….90
Category Four: How You Reacted
Question 2: What have you done when you heard a student being teased or called
names in school or on the school bus?

11. Gifted Children and Bullying xi
Table 25 Results: Bullying Questionnaire ……………………………………….……….92
Category Five: Gangs
Question 1: Do you know of students in your school who are members of a gang,
or are wanna-be’s?
Table 26 Results: Bullying Questionnaire ……………………………………….……….93
Category Five: Gangs
Question 2: How much of a problem do you think gangs are in your school?