• The authors:
    Liubov I. Ryumshina
    Liliya S. Sudarkina
  • Issue: July 24-26th, 2019
  • Pages: 234-240
  • URL:
  • DOI:

Abstract. Gifted individuals always existed in society, yet the scientific
study of giftedness only began in the second half of the 20
thcentury, largescale studies of giftedness have recently been published. Several psychological studies of gifted children have been conducted, albeit, no unifying theoretical and methodological has emerged that enables a full understanding of the complexities of the giftedness phenomena. Social psychological studies show that gifted children study in uniquely individual ways and that there is no consistency in how gifted children approach academics. It is of interest to note, that most research focuses on gifted school age children and only a few deal with gifted preschoolers, but what happens with these children after their school finishing? The literature also lacks studies that follow up on gifted children once they complete secondary school. The few studies that do follow up on post-secondary school aged children show contradictory outcomes. That is why, it is much better to prepare gifted schoolchildren to such conditions in the high school. Educational center “Sirius” – is one of the places for gifted children’s talents mastering that was founded in Sochi in 2014. To figure out how successfully does this center perform their functions and what attitude to this center activities the gifted children have empirical research was conducted. Content-analyses was taken as the main research method. Unit of analyses is statement correlated to one of the categories. Based on current theories and children’s statements, the following categories were developed: 1) “Organization of life-sustaining activities” (statements concerned withnutrition, center location, living conditions, features of educational activity),2) “Sirius characteristics”, 3) “giftedness” (personal and other children), 4)“interpersonal relationships” (with adults and children), 5) “summativeassessment”. Statements that were not related to any of the above categorieswere put into the “Other” category. The statements posted on the officialweb-sites of and since April 2017 to April2019 were analyzed, 100 children “Sirius” students and 4 their parents. Students at “Sirius” enjoyed the sea, food, living in a 4-star hotel, windows but few considered the center as an educational program that furthers their interests
and potential. It is surprising that so few statements were made about
interpersonal relationships since this is a period of development where
relationships are salient in the life of a teenager. In sum, gifted children are not protected from social-emotional problems as their peers, but they are complicated with more specific problems. There are interrelationships
problems with other people (peers and adults). It is proved by our research and by researches of other authors. Undoubtedly, the students who submitted statements are interested in attending Russia’s universities to further their education, talents and potential. To ensure the success of gifted individuals in academics and society we need evidence-based practices for educating and supporting these individuals in various life transitions. Perhaps one of the areas that requires focus is the social psychological welfare of gifted children. Research can focus on problems of socialization so that programs can incorporate elements of good practices resulting in successful socialization with minimum social problems.Keywords: gifted students, interpersonal relationships, socialization, higher

Liubov I. Ryumshina1, Liliya S. Sudarkina2
Southern Federal University, Academy of Psychology and Educational
Science, Rostov-on-Don, Russia, e-mail:
ORCID ID: 0000-0003-2228-8140
Southern Federal University, Academy of Psychology and Educational
Science, Rostov-on-Don, Russia, e-mail:

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