1. Anxiety and The Gifted: Definitions and Characteristics What is anxiety? What might it look like/sound like?  Denying that there’s a problem  Becoming or seeming emotionally numb  Playing more aggressively  Frequently re-creating traumatic situations  Avoiding new situations  Developing bodily symptoms such as pains, aches Inner experience or reaction to outside events J. Crist, 2004

2. Additional Issues… Dabrowski’s Emotional Overexcitability: What it means…Intensity of emotion, a very broad range of emotions. How it feels…Body is a mirror of emotions and feelings Strong affective memory Fear and Anxiety Asynchrony: What it means…Uneven development in different domains How it feels…Being out of sync Heightened emotions and awareness, vulnerability Developmental and psychological differences from the norm Perfectionism: What it means…Dissatisfaction with anything that is not perfect or does not meet exceedingly high standards How it feels…Worry, fear, anxiety, anger Focus on perfection, not excellence All or nothing

3. Spotting the Signs of Anxiety… Your child just feels worried and doesn’t know why Difficulty concentrating Difficulty controlling the worry or anxiety Persistent worrying about the same issues and/or new worries with each new day

4. Physical Manifestations of Anxiety Fidgety or restless Tired easily, even when had enough sleep Stomach issues Irritable or cranky Muscles are tense, tight: can’t relax Trouble falling asleep or staying asleep What others have you noticed in your child? J. Crist, 2004

5. Fear Chasers and Worry Erasers “Get Real” about the fears and worries Flip the switch from negative to positive Get mind off of the worries Get active Be aware of what to eat Practice deep breathing and visualization Relax those muscles Write or draw about your feelings Tell others what you learned about yourself Bibliotherapy

6. Longer Term Strategies Coping Strategies: Build Life Skills Evaluate root causes; talk about it Evaluate when anxiety strikes Set a goal; Practice a strategy Reflect on the effectiveness; determine next steps Work on building resiliency (Maureen Neihart) Compassion for others Sense of Humor Persistence/Tenacity Moral Pride Respectful Manner Attention for positive behaviors (praise effort, not outcome) Planning Ahead (anticipating difficulties) Problem Solving (reflecting on process) Independence/Autonomy Positive Outlook Internal Locus of Control Talent/Hobby Development Flexibility about traditional gender specific behaviors/roles

7. STEP 1: CLEARLY DEFINE THE PROBLEM. STEP 2: BRAINSTORM AT LEAST 4 DIFFERENT SOLUTIONS TO THE PROBLEM. STEP 3: EVALUATE THE DIFFERENT SOLUTIONS. STEP 4: PUT THE BEST SOLUTION INTO ACTION. STEP 5: REWARD YOURSELF FOR TRYING A NEW SOLUTION THAT WORKED (IF YOU TRY SOMETHING THAT DOESN’T WORK, GO BACK STEP 2 AND THINK OF ADDITIONAL CHOICES…MOVE AHEAD FROM THERE). Five Steps to Problem Solving: Let’s Practice!

8. Final Thoughts… Give lots of encouragement Set an example for handling situations without anxiety Let your child know it’s okay to express feelings Be a coach Help facilitate discussions and problem solving Role Playing can serve as rehearsal for the real deal Some worries that seem “insurmountable” are common to the human experience…help kids understand they are not alone. J. Crist, 2004