Recommendations for Translating the DREAM Program: Gifted Edition to an Online-Live Hybrid Model

Abstract

Research suggests that 25% of gifted children experience social-emotional difficulties, putting them at increased risk of developing a diagnosable mental health concern. Nevertheless, existing programs do not meet the specific needs that put gifted children at a 30% higher risk for mental illness than their non-gifted peers. Armstrong et al. (2018) developed a resiliency program (DREAM) for gifted children, and the goal of this study is to translate it into an online-live hybrid through stakeholder collaboration. Armstrong (2009; 2017; Armstrong et al., 2018) developed a methodology to do this called Knowledge Translation-Integration (KTI), which incorporates stakeholder engagement throughout the entire research to action process. KTI aims to ensure that programs are acceptable, sustainable, feasible, and credible. Through collaboration with parents and school board members, qualitative themes of concerns, recommendations and validation are established, aiding in meaningful online-live translation. Broader implications of this study include critical recommendations for the development of both online-live school programs in general, as well as social-emotional literacy programs for gifted children.