This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

这项研究探索了五年级有才华的学生在阅读《重新开始》一书时分享的理解，探讨欺凌行为。学生阅读，创建表示形式并讨论课文。该描述性案例研究以朗格（Langer）的设想立场为基础，对学生的陈述和对话进行了分析。每种姿态均以姿态1（了解文本），2（解释文本）和4（分析文本）中的大多数响应表示。此外，大多数学生认为欺凌者及其行为处于固定状态，这与欺凌者拥有的感知能力有关。这项研究的结果对与才华横溢和才华横溢的学生一起工作的老师，与心理健康和适应力计划的学生一起工作的辅导员以及这些学校人员的协作具有重要意义。