Psychopedagogical intervention in Brazilian undergraduate students identified with giftedness

Abstract

Despite the importance of attend the specific needs of students with High Abilities/Giftedness (HA/G), especially to ensure their full development and to promote the productivity of a country's human potential, actions aimed at identifying and monitoring in gifted Brazilian undergraduate students are still incipient. Therefore, this article describes a set of psychopedagogical procedures developed by the Programa de Evidenciamento Global de Altas Habilidades/Superdotação nas Universidades (PEGAHSUS) to promote the socio-emotional inclusion of these students. The actions go through the process of identification of giftedness, psychoeducational monitoring and psychopedagogical intervention. 1169 university students participated, between 2017-2019, in the identification process, 165 completed the psychological assessment and 105 were identified giftedness. With psychoeducational monitoring, the needs these students were verified. Three categories of psychopedagogical intervention were proposed, which served 56 university students from different courses: GATHERING for curriculum enrichment; GO-PEGAHSUS operating group with themes of self-perception, assertiveness, public speaking, frustration tolerance, resilience, anxiety, perfectionism and giftedness socio-emotional characteristics; Rodas de Conversa sobre Altas Habilidades/Superdotação. This study demonstrates the efficiency of a program in giftedness identifying and intervening, is supported in the need for formation and dissemination of inclusive practices in higher education that promote human and institutional development.