Date

7-15-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Kristy A. Motte

Keywords

gifted students, traumatic brain injury, Kazimierz Dabrowski, positive disintegration, attention deficit hyperactivity disorder, emotional intelligence, exceptional children, multiple intelligence, Wechsler intelligence scale, Kaufman test of educational achievement, resilience, support systems, counseling, retention, memory loss, reflection, disbelief, anxiety, simplicity, personality, frustrations, learning, embarrassment, invisible injuries, depression, mental challenge, personality challenge, personal strengths, emotional impacts, skills from abilities, triggers, not alone, Stanford-Binet intelligence test, Lewis Terman, perfectionism, National Association of Gifted Children, Individuals with Disabilities and Education Act, self-efficacy, intrinsic motivation, self-determination, giftedness, overachievement, education regulation, intrinsic motivator, extrinsic motivator, personality, triangulation, hermeneutic circle

Disciplines

Counseling | Education

Abstract

The purpose of this phenomenological study was to describe the educational experiences of gifted adult students who have experienced traumatic brain injury (TBI). The theory guiding this phenomenological study was Kazimierz Dabrowski's theory of positive disintegration, with a focus on how the tragedy of various natures impacts the development of an individual's identity. This qualitative phenomenological study sought to understand the shared educational experiences of gifted undergraduate students who have experienced a TBI. 12 participants from Strong Minds, Kind Hearts, a Christian counseling and educational office located in Northwest Florida engaged in the study. Stratified sampling was used within the agency where the research was conducted with participants having varying aspects of TBI. Participants were chosen to participate in interviews observations, and journal prompts, which were conducted and recorded using visual and audio technology. Coding techniques were used to present a composite of my interpretation of the participants' experiences, in addition to the study's findings of life after TBI and not alone, with sub-themes of mental and personality challenges, emotional impacts, personal strengths, and skills from abilities.

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