Manuscript submitted April, 2001.
Revision accepted September, 2001.
Abstract
Teachers of gifted elementary school students seek strategies appropriate for fostering healthy social and emotional development in children. The authors propose guided viewing of film as a strategy through which teachers and counselors may assist young gifted students in gaining helpful insights to deal with problems they face. This article presents a theoretical foundation for this approach, a variety of strategies for implementation, and a collection of films appropriate for use with gifted students.
Ryan McCarthy, the gifted education resource teacher, observed a second grader, Caitlin, sitting alone at recess and recognized similar social difficulties among other gifted students. He considered using the film Matilda with his students to help them gain self-understanding and consider ways of developing relationships with others.
Social and Emotional Issues Facing Gifted Children
The scenario painted above illustrates several social and emotional issues many gifted children face. Gifted children may feel different, alienated, and isolated from peers and sometimes misunderstood by adults. They can experience sadness, anger, anxiety, boredom due to precocity, and perfectionistic tendencies that discourage risk-taking. Heightened sensitivity and concerns about ethical and moral issues may overwhelm them unless appropriate outlets are found.
Preserving creativity is also challenging; many gifted children abandon imaginative play to conform and be accepted by peers and teachers.
Addressing the Issues through Guided Viewing of Film
The focus of this article is to offer a strategy to help gifted children understand social and emotional issues: guided viewing of film. This approach parallels bibliotherapy: readers (or viewers) identify with characters, experience catharsis, gain insight through reflection and discussion, and apply those insights to their own lives. Films provide storylines and characters that serve as therapeutic metaphors, helping students view issues more positively and consider alternative solutions.
The bibliotherapeutic process includes stages of identification, catharsis, insight, and application. Films can appeal to visual learners and contemporary culture, making sensitive topics more accessible for discussion with gifted children.
Facilitators should preview films, relate them to students’ experiences, and guide empathic discussions. Discussion menus should begin with nonthreatening questions and progress to more sensitive topics. Follow-up activities—artistic expression, writing, role play, or creative problem solving—help children process emotions and continue discussions productively.
Sample Discussion Questions for a Guided Viewing Session of Wide Awake
Why do you think people perceived Joshua as asking too many questions? Why might he change his view of a bully? Have you wanted to do something because a family member did? How do you cope with intensity or loss? Who helped you through sad times? How can you help others? What have you learned about yourself?
Implementation of Guided Viewing With Gifted Students
Teachers and counselors should be aware of copyright considerations; using films for educational purposes typically falls within fair use. Guided viewing can be used in regular classrooms, resource rooms, homogeneous groups, with parents, or during indoor recess. Films can be shown in short segments followed by discussion and activities to reinforce curricular objectives and address salient issues.
For targeted concerns, teachers may show vignettes from several films to reinforce a message across contexts. Sensitive issues may be best addressed in select or homogeneous groups where children feel comfortable sharing similar experiences.
Suggested Films for Guided Viewing
The authors suggest age-appropriate G or PG films that present prosocial messages and address issues such as friendships, gender expectations, parental expectations, grief, and talent development. Examples include Matilda, The Sand Lot, My Girl, Wide Awake, Annie O., Searching for Bobby Fischer, Selma, Lord Selma, Frankie and Hazel, among others. Each film can provide rich material for guided discussions with elementary students.
Summary
Guided viewing of film extends bibliotherapy and can foster social and emotional development in gifted elementary students. When carefully selected and sensitively facilitated, films combined with thoughtful discussion and follow-up activities can promote self-understanding, empathy, and healthy coping strategies for gifted children.
