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Up to 20% of children and youth, in general, experience significant emotional, behavioural, or social challenges, while 30% to 40% of gifted children can be identified with noteworthy difficulties in these areas. Such concerns may hinder their positive development, personal life trajectory, academic success, and inhibit gifted individuals from meeting their potential. Despite this, to date, no evidence-based, educational socio-emotional (SEL) programs exist to meet the unique needs of gifted school children. In collaboration with knowledge-users, namely gifted children, as well as their parents and teachers, we have created the D.R.E.A.M. (Developing Resilience through Emotions, Attitudes, and Meaning) program grounded in a Second Wave Positive Psychology approach called R.E.A.L. (Rational Emotive Attachment Logotherapy). The D.R.E.A.M. program uses original songs, crafts, drama, discussions, stories, and games to teach skills for resilience. The pilot program was evaluated through a Knowledge Translation-Integrated approach and was found to be acceptable to knowledge-users, feasible to implement, and credible (i.e. the program was found to enhance meaning and mental health). Suggestions for long-term sustainability of the program were also provided by the knowledge-users. Ultimately, through building a sustainable, easy to implement program, we aim to build resilience and enhance gifted children’s capacity to reach their potential.
Armstrong et al. (Sun,) studied this question.