Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project
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Hôpital Kirchberg, Luxembourg
Submission date: 2019-03-02
Final revision date: 2019-03-25
Acceptance date: 2019-03-31
Online publication date: 2019-06-15
Publication date: 2019-06-15
Corresponding author
Lony Schiltz   

Hôpital Kirchberg, Luxembourg
Arch Psych Psych 2019;21(2):33–40
Aim of the study:
The psychological and neuropsychological characteristics of gifted children and adolescents, and especially their predisposition to creativity, are analysed. A pedagogical project was implemented with N= 108 students belonging to 4 different 10th forms of a classical secondary school. Special educational measures aimed at developing creativity, communication and teamwork of students.

Subject or material and methods:
The results of the project were evaluated with the help of a mixed-methods design, combining cognitive tests, psychometric scales exploring coping strategies with anxiety and aggression, expressive tests and external evaluation criteria. Comparative pretest-posttest, correlational and multidimensional analyses were computed using non-parametric statistical procedures.

Whereas highly gifted normal achievers largely took advantage from the project, there were diverging results with different sub groups of highly gifted students, in relationship with their personality traits and their former school progression.

The concept of mentalization allowed creating meaning and understanding the ambiguities of the results.

Pedagogical and psychotherapeutic measures could be drawn out of the study, as well as open tracks for future research.