The D.R.E.A.M. program: developing resilience through emotions, attitudes, & meaning (gifted edition) – a second wave positive psychology approach

ABSTRACT

Up to 20% of children and youth, in general, experience significant emotional, behavioural, or social challenges, while 30% to 40% of gifted children can be identified with noteworthy difficulties in these areas. Such concerns may hinder their positive development, personal life trajectory, academic success, and inhibit gifted individuals from meeting their potential. Despite this, to date, no evidence-based, educational socio-emotional (SEL) programs exist to meet the unique needs of gifted school children. In collaboration with knowledge-users, namely gifted children, as well as their parents and teachers, we have created the D.R.E.A.M. (Developing Resilience through Emotions, Attitudes, and Meaning) program grounded in a Second Wave Positive Psychology approach called R.E.A.L. (Rational Emotive Attachment Logotherapy). The D.R.E.A.M. program uses original songs, crafts, drama, discussions, stories, and games to teach skills for resilience. The pilot program was evaluated through a Knowledge Translation-Integrated approach and was found to be acceptable to knowledge-users, feasible to implement, and credible (i.e. the program was found to enhance meaning and mental health). Suggestions for long-term sustainability of the program were also provided by the knowledge-users. Ultimately, through building a sustainable, easy to implement program, we aim to build resilience and enhance gifted children’s capacity to reach their potential.

KEYWORDS:

• Gifted
• children
• mental health
• second wave positive psychology
• meaning
• program evaluation

Acknowledgments

The authors would like to thank the Society for Pastoral Care and Counselling Research for the John Wells Spiritual Care Award that funded the development and evaluation of the pilot program. Special thank you to the gifted children, parents, teachers, and mental health practitioners who collaborated in the development of the D.R.E.A.M. program.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Society for Pastoral Care and Counselling Research [John Wells Spiritual Care Award].

Notes on contributors

Laura Lynne Armstrong

Dr. Laura Armstrong, Ph.D., C.Psych. is an Assistant Professor, Clinical Psychologist, and researcher at Saint Paul University. She also holds a Diplomate Clinician certification in Logotherapy from the Viktor Frankl Institute of Logotherapy. In addition to public presentations to enhance community mental health, Dr. Armstrong works clinically with children, youth, and adults.

Stephanie Desson

Stephanie Desson, M.A., completed her Master’s degree in Counselling, Psychotherapy and Spirituality at Saint Paul University. She is currently engaged in some research on intellectually gifted children while on maternity leave. She intends to pursue a doctoral degree.

Elizabeth St. John

Elizabeth St. John, M.A., completed her Master’s degree in Counselling, Psychotherapy and Spirituality at Saint Paul University. She is currently working as a researcher and psychotherapist prior to commencing her doctoral studies.

Emmalyne Watt

Emmalyne Watt, M.A. Educational Psychology, is a Ph.D. candidate at Saint Paul University completing her degree in the school of Counselling, Psychotherapy and Spirituality. Ms. Watt has conducted research in the field of child and youth mental health for the past 6 years and has also been teaching at the undergraduate level.