Date of Award


Document Type

Dissertation in Practice

Degree Name


Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Norma L. Hafenstein

Second Advisor

Paul Michalec

Third Advisor

Lindsey Reinert


Gifted adolescents, Parent's perception, Personality development, Well-being development


The purpose of this study was to examine parents’ perceptions of well-being development in their gifted adolescents. This was a qualitative study that used Narrative Inquiry as a research approach. Cloninger’s (1993) Psychobiological Model of Temperament and Character the (TCI) and Clandinin and Connelley’s (2000) Three-Dimensional Narrative Inquiry Space were utilized to address the research questions: What are parents’ perceptions of temperament in their gifted adolescent? What are parents’ perceptions of character in their gifted adolescent? What are the parents’ perceptions of well-being development? Dabrowski’s Theory of Positive Disintegration (TPD) provided an analysis lens for the study.

The framework for gathering data in reference to well-being development included eight parents who were requested to complete the Temperament and Character Inventory (TCI) (Cloninger et al.,1993) a personality assessment, participate in two semi-structured interview sessions, and share artifacts in regard to their adolescents’ well-being in school and outside of school. This study provides a look through the lens of the physical, emotional, social, and universal components of well-being.

A focus of the research was the parent participants’ ability to respond to the (TCI) as their gifted adolescent would have responded. Attride-Stirling (2001) Thematic Networks (webs) were used in the analysis of the TCI combined with data from the interviews demonstrated in narrative form throughout this study.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Barbara Moncure Washington


Received from ProQuest

File Format




File Size

324 pgs


Education, Educational psychology, Mental health