The Role of a Social–Emotional Enrichment Program in Enhancing Psychological Resilience Indicators among Gifted Students: An Interpretive Qualitative Study

Q: What does this research mean for the field?

A social-emotional enrichment program enhances psychological resilience in gifted students through a developmental process involving self-awareness, emotion regulation, and supportive relationships, which is heavily dependent on psychological safety and the quality of the social environment. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

Nariman Saeed Barhoum Al-Taji¹

doi:10.53796/hnsj79/23

September 1, 2026Humanitarian and Natural Sciences JournalOpen Access

The Role of a Social–Emotional Enrichment Program in Enhancing Psychological Resilience Indicators among Gifted Students: An Interpretive Qualitative Study

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Key Points

To examine how a 16-week social-emotional enrichment program fosters psychological resilience indicators among gifted students through their personal experiences with self-understanding, emotional regulation, stress, and supportive relationships.
Interpretive qualitative design using semi-structured interviews embedded within a broader mixed-methods study.
Sample included 22 gifted male and female students (N=22) who completed a 16-week enrichment intervention spanning 24 targeted sessions.
Sessions targeted self-awareness, emotion regulation, achievement stress, time management, growth mindset, failure coping, empathy, and collaborative conflict resolution, analyzed using thematic analysis.
Thematic analysis identified five primary developmental pathways of resilience: enhanced self- and emotional awareness, cognitive reframing of pressure and failure, emergence of emotional regulation strategies, utilization of secure social support, and increased willingness to embrace challenges.
Psychological safety emerged as a decisive condition for positive shifts, whereas heavy peer surveillance, conversational disorder, and overly theoretical delivery diminished program gains for certain students.
Resilience developed dynamically through reciprocal interactions between a student's internal psychological resources and supportive social environments.

Implication

Interpretive qualitative study reveals enhanced resilience pathways in gifted students following social-emotional enrichment, highlighting psychological safety as a critical developmental...

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Cite This Study

Nariman Saeed Barhoum Al-Taji¹ (2026) studied this question.

synapsesocial.com/papers/6a9934ea636c6408cfa7cab2 https://doi.org/10.53796/hnsj79/23

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The Role of a Social–Emotional Enrichment Program in Enhancing Psychological Resilience Indicators among Gifted Students: An Interpretive Qualitative Study

Key Points

Implication

Abstract

Discussion

Cite This Study

The Role of a Social–Emotional Enrichment Program in Enhancing Psychological Resilience Indicators among Gifted Students: An Interpretive Qualitative Study

Key Points

Implication

Abstract

Discussion

Cite This Study

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