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Abstract

This study attempts to identify the manifestations of extreme shyness among students, shed light on the effect of counselling interventions in reducing the level of non-positive shyness, and highlight behavioural indicators that may lead to improved social interaction. The study researchers utilised a systematic approach to study a female gifted student with a high level of shyness that prevents her from engaging in normal social interaction. The study participant is a gifted student designated gifted as indicated by the Mawhiba scale in 2019-2020, and she was deliberately chosen for the purpose of this four-week case study. Multiple resources and a special tool for data collection were used to analyse the output and ultimately suggest a package of consultancy solutions for this study. The study reveals that the thorough and extensive consultancy program makes a remarkable impact on the characteristics of the study participant and to the same degree on the family and school. In addition, a number of specific strategies were identified as successful means in attaining reduced self-consciousness while increasing confidence and social interaction skills. From a quantitative perspective, the study utilises Sternberg’s emotional intelligence index and a shyness scale, which led the researchers to better understand the study participant's emotional intelligence and lower her level of shyness and inhibition.

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