This article explores how resilience draws upon positive individual, social, contextual, and cultural variables and buffers gifted children from the harmful impact of their psychosocial and emotional needs. Its purpose is to consider building resilience in gifted children and advocating the resilience curriculum requirement for their unique social and emotional development. Based on resilience theory, recommended policies and practices are categorized as program design, curriculum planning, educators’ capacity and continuum of gifted supports, programs, and services. This resilience framework for meeting their best interests is rethought to allow a greater opportunity for growth of innovation and change of curriculum to reflect recent trends in the field. If gifted children are to achieve their academic potential, social and emotional aspects of giftedness must be recognized and developed, because excelling in one academic area requires thriving in others.

中文翻译：

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在资优课程的政策和实践中实施弹性建议

本文探讨了韧性如何利用积极的个人、社会、环境和文化变量，并缓冲天才儿童免受其心理社会和情感需求的有害影响。其目的是考虑培养天才儿童的适应能力，并倡导适应能力课程要求，以促进他们独特的社交和情感发展。根据复原力理论，推荐的政策和实践被归类为项目设计、课程规划、教育者的能力以及有天赋的支持、项目和服务的连续性。这种满足他们最大利益的弹性框架被重新考虑，以便为创新和课程变化的发展提供更大的机会，以反映该领域的最新趋势。如果天才儿童要发挥他们的学术潜力，