Supporting the emotions of gifted children: exploring outcomes and the experience of parents participating in a workshop series

This mixed methods study addressed the needs of parents and families with gifted children by evaluating the effects and effectiveness of a gifted-specific, emotion-focused group parenting intervention. Grounded in Emotion-Focused Family Therapy (EFFT), the Theory of Positive Disintegration (TPD), Social Cognitive Theory (SCT), and Parental Meta-Emotion Philosophy (PMEP), the workshop series aimed to support parents of gifted children (PGC) by developing their knowledge, confidence and emotion-focused skills related to supporting their child's emotions and intensities. Twenty-nine PGC participated in a five-session virtual group workshop series. Quantitative measures included pre- and post-assessments of knowledge, parental meta-emotion philosophy, and weekly and final surveys that measured participants' perceptions of the workshops' helpfulness, their confidence and intent to apply their knowledge and skills. Qualitative data were collected through open-ended survey responses following each session and the final workshop. These data addressed participants' experiences, perceptions of the intervention's helpfulness, their confidence, and how they intended to use the knowledge gained in their parenting. Quantitative findings showed statistically significant increases in the participants' understanding of their gifted child. Helpfulness scores rose throughout the series, peaking in Week 4. Confidence scores increased from Week 2 onward, with 96% of PGC reporting increased confidence by the final session. The majority of participants strongly agreed that they intended to apply the knowledge and skills they gained from the workshop series. Qualitative analysis revealed six key themes: Not Feeling Alone, Increased Understanding of Their Gifted Child, Acquiring New Skills and Knowledge, Increased Awareness of Triggers and Emotions, Building Emotion Coaching Skills, and Gratitude. PGC reported a greater understanding of their gifted child's distinct needs, increased awareness of their emotional responses, and a growing sense of confidence as they progressed through the workshop series. The findings of this study indicate that participation in the five workshop sessions enhanced parents' understanding of their gifted child and emotion-focused skills, while reducing isolation and increasing their capacity to support their gifted children's emotions and intensities.