Definition of Bullying, Manifestations, and Early Adolescent Gifted and Talented Students
Craig and Pepler (2003) characterize bullying as “negative physical or verbal actions that have hostile intent, cause distress to victims, are repeated over time, and involve a power differential between bullies and their victims” (p. 577). Kohut (2007) also asserts, “Bullying behavior is intentionally harmful—the bully enjoys inflicting harm” (p. 20).
Bullying is expressed as name-calling, teasing, hitting, shoving, ostracism, emotional abuse, intimidation, and so on. These behaviors are prevalent with the early adolescent age group (i.e., ages 12-to-14 years) (Kohut, 2007). Human differences such as racism, genderism, and ableism may incite the ill-treatment as perpetrators bully other students who are different (Kohut, 2007; Olweus, 1995). Bullying can be either overt or covert, including, physical, verbal, social ostracism, cyber, and gossip. In any form, bullying can impose harm on both the victim’s well-being and academic achievement (Kohut, 2007; Peterson & Colangelo, 1996; Peterson & Ray, 2006).
In an early study, Bosworth, Espelage, and Simon (1999) indicate bullying perpetration happens more with the early adolescent age group. In a study of 558 early adolescents, they found in a 30-day time span “81% of the students reported at least one act of bullying behavior” as perpetrators (p. 353). They also revealed that, when compared with girls, boys bully more often, also indicating the psychological origin as “high levels of anger, impulsivity, and feelings of depression; [students] who felt like they did not belong at school” (p. 354).
In reference to early adolescent students with gifts and talents (GTs), students who, in general, score in the upper 10th percentile on standardized tests; Peterson and Ray (2006), in a retrospective study indicated these students reported teasing about intelligence/grades, name-calling, and teasing about appearance as the most common forms. Peterson and Ray (2006) also revealed GTs experiencing “pushing/shoving and beating up” (p. 155). These researchers furthermore established an association “between emotional distress and being teased about intelligence in grade seven” (p. 161). Moreover, although some caution is necessary when relying on student memories of past experiences, Peterson and Ray (2006) nevertheless found “41 percent of the gifted eighth graders in this study worried about violence in school daily” (p. 164).
Research indicates early adolescent GTs may experience bullying in unique ways having emotional vulnerabilities in classroom and school contexts. Notwithstanding exhibiting the obvious and distinctive characteristics of possessing gifts and talents, these students have shown evidence of psychological conditions including asynchronous development, overexcitabilities (OEs), and neurotic perfectionism. These conditions may be stimulated, manipulated, and exploited in anti-intellectual school environments. Educational settings which may also perpetuate disrespect and discrimination based on other human differences (e.g., racism, genderism, and ableism). These conditions, and the possibility of other diversities, in any combination, in such environs, may result in distinctive bullying experiences for these students. Involvements that could have emotional implications not only in present circumstances but also in their future. School systems and educators need to understand and respond to the needs of these students with appropriate adjustments to school programs, classroom organization, and traditional curriculum pedagogies.