Ophélie Allyssa Desmet
Biographic Data
| ID | 9935610 |
|---|---|
| NAME | Ophélie Allyssa Desmet |
| GIVEN NAMES | Ophélie Allyssa |
| FAMILY NAME | Desmet |
| SIGNATURE | DESMET O A |
| AFFILIATIONS | Valdosta State University |
| ORCID | 0000-0001-8524-1863 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Intersectionality of Giftedness, Deafness, and Latina Identity
This narrative inquiry explores how intersecting identities of giftedness, being Latina, and deaf/hard of hearing (DHH) shape educational experiences. Using self-narrative methodology with reflective journaling and Clandinin’s three-dimensional framework, we examined a 22-year-old Mexican American graduate student’s educational journey. Four themes emerged: (1) bidirectional masking effects and environmental adaptation, where hearing loss obscure…
Gifted Underachievement Redefined and Reconceptualized
Gifted underachievement indicates a gap between what one is expected to achieve given demonstrated gifted potential and what is actually attained in school. Gifted underachievement has long been defined as an ability-achievement gap calculated by test scores and GPA. With a current understanding of human potential not as a fixed capacity but as growing with experience and learning, this article presents a new conceptualization, situating possible…
Sex Differences in Underachievement and Social-Emotional Functioning of Gifted Students
This study examined sex differences among academically achieving and underachieving gifted students ( N = 280) in the Netherlands attending a pre-university track in secondary school. We focused on three types of underachievement: general, language arts, and STEM. Boys demonstrated higher general intelligence scores than girls, while girls showed higher general academic achievement than boys. No sex differences were found in language arts and STE…
A Phenomenological Exploration of Academically Gifted Individuals Who Are Deaf or Hard of Hearing
Academically gifted individuals who are Deaf or hard of hearing (DHH) represent a unique intersection of identities that can significantly affect various aspects of their lives. This qualitative phenomenological study explored the lived experiences of academically gifted DHH individuals to gain insights into their unique challenges and strengths. Semi-structured interviews were conducted with 10 participants (ages 21–85) who self-identified as bo…
Identifying Gifted Potential Through Positive Psychology Content
Traditional identification approaches have often excluded many students from underrepresented backgrounds from gifted and talented service programs. This study introduces an innovative identification method based on the Bull’s Eye Model for Affective Development—Expansion (BEM-e), which focuses on identifying giftedness and talents through targeted positive psychological traits. This method is integrated within an affective curriculum designed to…
Underrepresented Students in Gifted and Talented Education
The representation gap in gifted and talented education poses a persistent challenge in educational systems worldwide. This theoretical manuscript presents the Bull’s Eye Model for Affective Development—Expansion (BEM-e) an innovative framework designed to address this gap. By incorporating elements from positive psychology, the BEM-e aims to identify and nurture traditionally underrepresented students who possess camouflaged gifted and talented …
Teaching for Positive and Transformational Creativity through Service Learning
Positive creativity involves creative ideas and products that are beneficial to humanity. This paper discusses the importance of fostering positive and transformational creativity in PK-12 and college settings, and concrete classroom strategies for nurturing positive creativity through a service learning pedagogy. A brief history of service learning pedagogy is discussed, along with a practical application of the K-12 Developmental Service Learni…
Beyond Transformational Giftedness
This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds of transformation yields a 2 × 2 grid of four kinds of giftedness: non-transformational giftedness (no transformation), transfo…
No prominent works on this page.
Beyond Transformational Giftedness
This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds of transformation yields a 2 × 2 grid of four kinds of giftedness: non-transformational giftedness (no transformation), transfo…
Teaching for Positive and Transformational Creativity through Service Learning
Positive creativity involves creative ideas and products that are beneficial to humanity. This paper discusses the importance of fostering positive and transformational creativity in PK-12 and college settings, and concrete classroom strategies for nurturing positive creativity through a service learning pedagogy. A brief history of service learning pedagogy is discussed, along with a practical application of the K-12 Developmental Service Learni…
Underrepresented Students in Gifted and Talented Education
The representation gap in gifted and talented education poses a persistent challenge in educational systems worldwide. This theoretical manuscript presents the Bull’s Eye Model for Affective Development—Expansion (BEM-e) an innovative framework designed to address this gap. By incorporating elements from positive psychology, the BEM-e aims to identify and nurture traditionally underrepresented students who possess camouflaged gifted and talented …
Identifying Gifted Potential Through Positive Psychology Content
Traditional identification approaches have often excluded many students from underrepresented backgrounds from gifted and talented service programs. This study introduces an innovative identification method based on the Bull’s Eye Model for Affective Development—Expansion (BEM-e), which focuses on identifying giftedness and talents through targeted positive psychological traits. This method is integrated within an affective curriculum designed to…
A Phenomenological Exploration of Academically Gifted Individuals Who Are Deaf or Hard of Hearing
Academically gifted individuals who are Deaf or hard of hearing (DHH) represent a unique intersection of identities that can significantly affect various aspects of their lives. This qualitative phenomenological study explored the lived experiences of academically gifted DHH individuals to gain insights into their unique challenges and strengths. Semi-structured interviews were conducted with 10 participants (ages 21–85) who self-identified as bo…
Intersectionality of Giftedness, Deafness, and Latina Identity
This narrative inquiry explores how intersecting identities of giftedness, being Latina, and deaf/hard of hearing (DHH) shape educational experiences. Using self-narrative methodology with reflective journaling and Clandinin’s three-dimensional framework, we examined a 22-year-old Mexican American graduate student’s educational journey. Four themes emerged: (1) bidirectional masking effects and environmental adaptation, where hearing loss obscure…
Gifted Underachievement Redefined and Reconceptualized
Gifted underachievement indicates a gap between what one is expected to achieve given demonstrated gifted potential and what is actually attained in school. Gifted underachievement has long been defined as an ability-achievement gap calculated by test scores and GPA. With a current understanding of human potential not as a fixed capacity but as growing with experience and learning, this article presents a new conceptualization, situating possible…
Sex Differences in Underachievement and Social-Emotional Functioning of Gifted Students
This study examined sex differences among academically achieving and underachieving gifted students ( N = 280) in the Netherlands attending a pre-university track in secondary school. We focused on three types of underachievement: general, language arts, and STEM. Boys demonstrated higher general intelligence scores than girls, while girls showed higher general academic achievement than boys. No sex differences were found in language arts and STE…
Education, Achievement, and Giftedness (5 works) · Psychology (5 works) · Mathematics education (4 works) · Social Psychology (4 works) · Cognitive psychology (3 works) · Pedagogy (3 works) · Academic achievement (2 works) · Cognitive Abilities and Testing (2 works) · Gifted education (2 works) · Grit, Self-Efficacy, and Motivation (2 works)