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[Psychoeducational intervention in high ability: intellectual functioning and extracurricular enrichment].

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Summary

Extracurricular enrichment programs demonstrate stability in intellectual profiles for high-ability students. Participants and families reported high satisfaction with cognitive and personal management improvements, optimizing potential for excellence.

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Neuroscience

Context:

  • The 'new paradigm' views high intellectual ability as a developing potential, influenced by neurobiological and psychosocial factors.
  • Understanding the effectiveness of interventions is crucial for optimizing high-ability students' development towards excellence.
  • Extracurricular enrichment programs offer a structured environment for nurturing high intellectual potential.

Purpose:

  • To evaluate the effectiveness of an extracurricular enrichment program for high-ability students.
  • To assess the stability of intellectual measures post-intervention.
  • To gauge participant and family satisfaction with the program's outcomes.

Summary:

  • An enrichment program was evaluated using intellectual stability measures (T1-T2) and satisfaction questionnaires (CSA, CSA-P) with 58 high-ability students and 25 parents.
  • Results indicated basic stability in intellectual profiles, with only five instances of instability among participants.
  • High satisfaction levels were reported regarding improvements in cognitive and personal management skills.

Impact:

  • Psychoeducational interventions can effectively support the developmental trajectory of high-ability individuals.
  • Enrichment programs contribute to the stable expression of intellectual potential and achievement of excellence.
  • Positive participant and family feedback underscores the value of targeted support for gifted students.