La douance à l’âge adulte : perspectives issues de la psychologie positive

par Catherine Cimon-Paquet

Si vous êtes intéressé.e par la douance durant l’enfance: vous pouvez télécharger une liste de ressources pertinentes en cliquant ICI.

Le 15 avril 2021, j’ai fait un webinaire nommé « La douance à l’âge adulte : perspectives issues de la psychologie positive » avec la psychologue Marine Miglianico (Clinique de Psychologie Positive de Montréal). L’enregistrement est disponible pour les membres de l’Association canadienne de psychologie positive.

Si vous avez des questions ou des commentaires, vous pouvez m’écrire au catherinecpaquet@gmail.com.

Voici les références de la présentation organisée par les ambassadeurs étudiants de l’Association canadienne de psychologie positive :

Bost, C. (2016). Surdoués: s’ intégrer et s’ épanouir dans le monde du travail.Vuibert.

Csikszentmihalyi, M., Montijo, M. N., & Mouton, A. R. (2018). Flow theory: Optimizing elite performance in the creative realm. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 215–229). American Psychological Association.

Dabrowski, K. (1964). Positive disintegration. Little, Brown.

Gable, S. L., & Haidt, J. (2005).What (and why) is positive psychology?. Review of general psychology, 9(2), 103-110.

Gagné, F. (2020). Differentiating giftedness from talent. Routledge.

Iasiello, M., van Agteren, J., Keyes, C. L. M., & Cochrane, E. M. (2019). Positive mental health as a predictor of recovery from mental illness. Journal of Affective Disorders, 251, 227–230.

Keyes, C. L. M., Dhingra, S. S., & Simoes, E. J. (2010). Change in Level of Positive Mental Health as a Predictor of Future Risk of Mental Illness. American Journal of Public Health, 100(12), 2366–2371.

McBee, M.T., & Makel, M. C. (2019).The Quantitative Implications of Definitions of Giftedness. AERA Open, 5(1).

Miglianico, M., Dubreuil, P., Miquelon, P., Bakker, A. B., & Martin-Krumm, C. (2020). Strength use in the workplace:A literature review.Journal of Happiness Studies,21(2), 737-764.

Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and identity, 2(2), 85-101.

Neff, K. (2011). Self compassion. Hachette UK.

Neff, K. D.,Tóth-Király, I., Knox, M. C., Kuchar,A., & Davidson, O. (2021).The development and validation of the state self-compassion scale (Long-and Short Form). Mindfulness, 12(1), 121–140.

Nusbaum, F., Revol, O., & Sappey-Marinier, D. (2019). Les Philo-cognitifs: Ils n’aiment que penser et penser autrement… Odile Jacob.

Ogurlu, U. (2021). A meta-analytic review of emotional intelligence in gifted individuals: A multilevel analysis. Personality and Individual Differences, 171, 110503.

Parker, J. D., Saklofske, D. H., & Keefer, K.V. (2017). Giftedness and academic success in college and university:Why emotional intelligence matters. Gifted Education International, 33(2), 183–194.

Pollet, E., & Schnell,T. (2017). Brilliant: But what for? Meaning and subjective well-being in the lives of intellectually gifted and academically high-achieving adults. Journal of Happiness Studies, 18(5), 1459–1484.

Renzulli, J. S., & Reis, S. M. (2018). The three-ring conception of giftedness: A developmental approach for promoting creative productivity in young people. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 185–199). American Psychological Association.

Rinn, A. N., & Bishop, J. (2015). Gifted Adults: A Systematic Review and Analysis of the Literature. Gifted Child Quarterly, 59(4), 213–235.

Sękowski, A., & Siekańska, M. (2008). National academic award winners over time: Their family situation, education and interpersonal relations. High Ability Studies, 19(2), 155-171.

Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction. In Flow and the foundations of positive psychology (pp. 279-298). Springer, Dordrecht.

Shaw, P., Greenstein, D., Lerch, J., Clasen, L., Lenroot, R., Gogtay, N., Evans, A., Rapoport, J., & Giedd, J. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440(7084), 676–679.

Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2020). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 32(2), 391-414.

Suldo, S. M., Hearon, B.V., & Shaunessy-Dedrick, E. (2018). Examining gifted students’ mental health through the lens of positive psychology. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (p. 433–449). American Psychological Association.

Tóth-Király, I., & Neff, K. D. (2020). Is self-compassion universal? Support for the measurement invariance of the Self-Compassion Scale across populations.Assessment, 28(1), 169-185.

Tugade, M. M., Shiota, M. N., & Kirby, L. D. (Eds.). (2014). Handbook of positive emotions. Guilford Publications.

Tze,V. M., Klassen, R. M., & Daniels, L. M. (2014). Patterns of boredom and its relationship with perceived autonomy support and engagement. Contemporary Educational Psychology, 39(3), 175-187.

van Casteren, P. A., Meerman, J., Brouwers, E. P., van Dam, A., & van der Klink, J. J. (2021). How can wellbeing at work and sustainable employability of gifted workers be enhanced? A qualitative study from a capability approach perspective. BMC Public Health, 21(1), 1-10.

Vötter, B., & Schnell,T. (2019a). Cross-lagged analyses between life meaning, self-compassion, and subjective well-being among gifted adults. Mindfulness, 10(7), 1294-1303.

Vötter, B., & Schnell,T. (2019b). Bringing Giftedness to Bear: Generativity, Meaningfulness, and Self-Control as Resources for a Happy Life Among Gifted Adults. Frontiers in Psychology, 10, 1972.

Wirthwein, L., & Rost, D. H. (2011). Giftedness and subjective well-being: A study with adults. Learning and Individual Differences, 21(2), 182–186.

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