Abstract:

Studies in the field of giftedness have been based on the search for answers to psychological intervention in educational contexts, in particular with the creation and evaluation of effectiveness of psychoeducational programs of personal development and cognitive stimulation of gifted persons. The plurality of studies published in the last decades in the field of giftedness, in particular with a focus on research and psychological intervention, emphasizes the existence of a difference of understanding regarding the concept of giftedness, the different forms of their identification, and also the respective intervention models. Research in the area of giftedness has revealed, in general terms, a lack of articulation between the definition of the construct and the practices in force in this area.

Guided by the research question "What are the antecedents and what are the practices of psychological intervention in giftedness?", The present study aims to know, interpret, critically appropriate and enumerate the fundamentals and identify the practices of psychological intervention with gifted students and with their families.The empirical part of this study stems from a systematic review of the literature, focused on psychological intervention in the last five years, in order to investigate the contributions of psychology to educational practices with gifted students. The study ensures: descriptive validity, interpretive validity, theoretical validity, and pragmatic validity.

The research was carried out in the different sources of indexing according to the inclusion criteria and subsequently a reading filter was applied, namely a reading of the title, the summary and the keywords for each study. After the studies were submitted to the first previously defined reading filter, 68 studies were excluded from the 160 selected ones, and included 92 studies in the qualitative systematic review of the literature. The exclusion of the 68 studies was due to the existence of 38 duplicate studies and 30 excluded studies after the first reading filter was submitted, namely a reading of the title, summary and keywords in the various pre-defined indexing sources and since they did not meet the previously defined criteria.

An analysis of 92 was performed with the help of two data analysis software. After analyzing the quantitative data, it should be noted that 2014 and 2015 are the years that present a greater number of publications regarding educational practices with gifted, and since 2015 there is a decrease in the number of publications, and 30 studies are indexed by the Web of Science, ten by ELSEVIER Scopus, 35 by Scielo, 14 by Pepsic and three by B-on.

Regarding the analysis of qualitative data, the studies were grouped into three categories: dimensions of giftedness; signaling and intervention; and legislation.

Thus, the results of the three categories indicate that there are more studies in the last five years alluding to the first category, specifically the dimensions of giftedness compared to the categories of signaling and intervention and legislation. The systematization of future implications and suggestions for research and for psychological intervention in educational contexts with gifted students and their families is carried out.

Keywords:

Giftedness, systematic review of the literature, psychological intervention.