Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17005
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dc.contributor.authorHarper, Amanda Janeen
dc.contributor.authorCornish, Linleyen
dc.contributor.authorMerrotsy, Peteren
dc.contributor.authorSmith, Susenen
dc.date.accessioned2015-04-24T16:56:00Z-
dc.date.created2013en
dc.date.issued2014-
dc.identifier.urihttps://hdl.handle.net/1959.11/17005-
dc.description.abstractThis 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.en
dc.languageenen
dc.titleThe Development of Empathy in Gifted Children, through the Lens of Dabrowski's Theory of Positive Distintegrationen
dc.typeThesis Masters Researchen
dc.subject.keywordsSpecialist Studies in Educationen
local.contributor.firstnameAmanda Janeen
local.contributor.firstnameLinleyen
local.contributor.firstnamePeteren
local.contributor.firstnameSusenen
local.access.embargoedto2019-03-28en
local.subject.for2008130399 Specialist Studies in Education not elsewhere classifieden
local.subject.seo2008939907 Special Needs Educationen
dcterms.RightsStatementCopyright 2013 - Amanda Jane Harperen
dc.date.conferred2014en
local.thesis.degreelevelMasters researchen
local.thesis.degreenameMaster of Education with Honoursen
local.contributor.grantorUniversity of New Englanden
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailaharper6@myune.edu.auen
local.profile.emaillcornis2@une.edu.auen
local.profile.emailpeter.merrotsy@uwa.edu.auen
local.profile.emailsusen.smith@unsw.edu.auen
local.output.categoryT1en
local.access.restrictedtoAccess restricted until 2019-03-28en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune_thesis-20130916-131045en
local.access.fulltextNoen
local.contributor.lastnameHarperen
local.contributor.lastnameCornishen
local.contributor.lastnameMerrotsyen
local.contributor.lastnameSmithen
dc.identifier.staffune-id:aharper6en
dc.identifier.staffune-id:lcornis2en
dc.identifier.staffune-id:pmerrotsen
dc.identifier.staffune-id:ssmith72en
local.profile.orcid0000-0001-7714-1213en
local.profile.roleauthoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.identifier.unepublicationidune:17219en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleThe Development of Empathy in Gifted Children, through the Lens of Dabrowski's Theory of Positive Distintegrationen
local.output.categorydescriptionT1 Thesis - Masters Degree by Researchen
local.access.restrictuntil2019-03-28en
local.thesis.borndigitalyesen
local.search.authorHarper, Amanda Janeen
local.search.supervisorCornish, Linleyen
local.search.supervisorMerrotsy, Peteren
local.search.supervisorSmith, Susenen
local.uneassociationYesen
local.year.conferred2014en
local.subject.for2020390499 Specialist studies in education not elsewhere classifieden
local.subject.seo2020160203 Inclusive educationen
Appears in Collections:School of Education
Thesis Masters Research
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