Social Validity of a Creative and Cognitive Enrichment Program for Gifted Children

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DOI: 10.4236/ce.2015.615168    2,407 Downloads   2,945 Views  


Identification of gifted children in Mexico has been limited. This population may be thus considered at educational risk, requiring that programs to enhance the development of their potential be implemented. Social validity will make it possible to learn to which extent procedures, goals and outcomes of implemented interventions are relevant and accepted by participants, in order to promote future interventions that serve as a protective factor for these students. The purpose of this study was to assess the educational significance, the acceptability of procedures, and the social effects of a creative and cognitive enrichment program for gifted children, their parents and teachers, based on the ecological risk/resilience model. In this descriptive non-experimental mixed-method design study, 15 children, 16 parents and 3 teachers participated, responding to different questionnaires. Results were analyzed quantitatively and qualitatively. Quantitatively, no statistically significant differences were found in responses of fathers and mothers regarding educational significance, assessment and intervention procedure acceptability, or social effects. Children, parents, and teachers considered their participation in this program to be useful, since they were provided with comprehensive assistance that not only enhanced the development of the children’s potential, but also promoted interaction between school and family settings. The social validity of the creative and cognitive enrichment program based on the ecological risk/resilience model shows the development of resilient behaviors in children, parents and teachers that encourages the stimulation of these children’s potential.

Cite this paper

Antonio-Cañongo, A. , Acle-Tomasini, G. , Martínez-Basurto, L. and Ordaz-Villegas, G. (2015) Social Validity of a Creative and Cognitive Enrichment Program for Gifted Children. Creative Education, 6, 1667-1679. doi: 10.4236/ce.2015.615168.

Conflicts of Interest

The authors declare no conflicts of interest.


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