Parents Make a Difference: Creating a Parental Intervention Program in Brazil

Autor/inn/en	Prado, Renata Muniz; Fleith, Denise de Souza; Vilarinho-Rezende, Daniela
Titel	Parents Make a Difference: Creating a Parental Intervention Program in Brazil
Quelle	In: Parenting for High Potential, 7 (2018) 4, S.8-11 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Parents; Intervention; Foreign Countries; Talent Development; Parent Participation; Parent Counseling; Academically Gifted; Parent Student Relationship; Social Support Groups; Brazil + Suchen Sie Ihr Suchwort? Eltern; Ausland; Begabtenförderung; Talentförderung; Elternmitwirkung; Parent counselling; Elternberatung; Social support; Soziale Unterstützung; Brasilien
Abstract	Brazil faces many challenges in gifted education. Programs for the gifted are offered mainly at the public level. However, the amount of governmental investment has been drastically reduced due to the economic and political crises that the nation currently faces, as well as the belief that the investment in gifted education is a waste compared to investment in other areas of education. Parents of gifted children in Brazil are often left to advocate for their children with little support from the educational system. The University of Brasilia created a parental intervention program to offer parents an opportunity to express the concerns and difficulties they face, obtain information about giftedness, and discuss strategies to enhance and cultivate children's talent development. The program's six sessions focus on: (1) Definitions and Myths of Giftedness; (2) Characteristics of Giftedness; (3 and 4) The Social and Emotional Development of Gifted Children; (5) Partnering with the School; and (6) Putting it All Together. (ERIC).
Anmerkungen	National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01