ERIC Number: EJ919393
Record Type: Journal
Publication Date: 2011
Reference Count: 6
Walking the Straight and Narrow: The Role of School Punishment in the Emotional Decline of the Gifted Student
Cross, Tracy L.
Gifted Child Today, v34 n2 p43-44 Spr 2011
Parents often adjust and monitor the effects of their efforts at punishing their children. Their approaches are wide-ranging and often idiosyncratic to the family's mores and values. Schools, on the other hand, tend to rely on policies to discipline students, often erring on the side of consistency rather than tailoring the actual punishment to best meet the needs of the individual student. This allegiance to uniformity of punishment for the sake of consistency and administrative ease actually can exacerbate the behavioral problem to be remedied. This article explores the outcome of school disciplinary practices and their effects on the emotional health of gifted students. The author will focus on the lives of secondary gifted students and will illustrate observations he has made over his 25 years in higher education, including the 9 years that he served as executive director of a public residential high school for intellectually gifted students.
Descriptors: Discipline, Academically Gifted, Mental Health, Punishment, Discipline Policy, Secondary School Students, Observation, Role, Residential Schools, Administrator Attitudes, Behavior Problems
Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: firstname.lastname@example.org; Web site: http://www.prufrock.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A