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Title: The Development of Empathy in Gifted Children, through the Lens of Dabrowski's Theory of Positive Distintegration
Contributor(s): Harper, Amanda Jane (author); Cornish, Linley  (supervisor)orcid ; Merrotsy, Peter (supervisor); Smith, Susen (supervisor)
Conferred Date: 2014
Copyright Date: 2013
Thesis Restriction Date until: Access restricted until 2019-03-28
Open Access: No
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Abstract: This study was conducted to ascertain whether Dabrowski's Theory of Positive Disintegration informs the understanding of the development of empathy in gifted and typical students, and if so, in what ways does this occur (Dabrowski, 1964, 1966, 1996, 2010; Mendaglio, 2002, 2008, 2012; Tillier, 2002, 2009). The study adopted a phenomenological, mixed methods approach (Penn-Edwards, 2010). A purposive sample of grade 5/6 students was recruited from primary schools in southern Tasmania, Australia. The quantitative data were gathered through the Interpersonal Reactivity Index (IRI) (Davis, 1980, 1983) and qualitative data were gathered through individual semi-structured interviews and analysed using Leximancer v2.2 software (Smith & Humphries, 2006). The study found significant differences in the responses of gifted and typical students, on two empathy subscales from within the IRI.
Publication Type: Thesis Masters Research
Fields of Research (FoR) 2008: 130399 Specialist Studies in Education not elsewhere classified
Fields of Research (FoR) 2020: 390499 Specialist studies in education not elsewhere classified
Socio-Economic Objective (SEO) 2008: 939907 Special Needs Education
Socio-Economic Objective (SEO) 2020: 160203 Inclusive education
Rights Statement: Copyright 2013 - Amanda Jane Harper
Open Access Embargo: 2019-03-28
HERDC Category Description: T1 Thesis - Masters Degree by Research
Appears in Collections:School of Education
Thesis Masters Research

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