2009 MAGC Convention Joe Ray and Nancy Underwood September 23, 2009

Success Medallions

Example of Medallion

Definitions of “Gifted” Gifted and talented children are those identified by professionally qualified persons who. By virtue of outstanding abilities, are capable of high performance They require differentiated educational programs/services beyond those normally provided by regular school programs in order to realize their contributions to self & society (Marland Report, 1972) General intellectual ability Specific academic aptitude Creative or productive thinking Leadership ability Visual and performing arts Psychomotor ability

Definitions (continued) A gifted person is someone who shows, or has to potential for showing, an exceptional level of performance in one or more areas of expression (NAGC) Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm Asynchrony increases with higher intellectual capacity Uniqueness of gifted renders them vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally (The Columbus Group, 1991)

Definitions (continued) “Intellectually Gifted Children” shall mean those children and youth who are found to have an exceptionally high degree on intelligence as documented through the identification process (Mississippi SDE Regs) A student may be referred by a teacher, administrator, parent, peer, self or other person having reason to believe that the student may be intellectually gifted.

Professional School Counselor’s Role in Gifted and talented programs Assist in identification: multiple criterion Advocate inclusion of and participation in activities addressing academic, career dev., and personal social needs of gifted students Promote understanding/awareness of special concerns UnderachievementPerfectionism DepressionStress Management Dropping outDelinquency Difficult Peer RelationsCareer Development Meeting ExpectationsGoal Setting

Role (continued) Provide individual and group counseling as needed Recommend material and resources for gifted and talented students in meeting personal/social needs Engaging in professional development services through which programming for the needs of gifted and talented students are regularly upgraded Collaborating with other school personnel to maximize opportunities for gifted and talented students

Myths about Social/Emotional Development Gifted Students should be with students their own age Being perfectly well-rounded is the primary goal of gifted student development Being gifted means that things come easily; you never have to study or try hard in school Everybody in the field of gifted education is an expert in the social/emotional development of gifted children Parents, teachers, and administrators know what gifted students experience

Myths (continued) Being too smart in school is a problem, especially for girls All kids are gifted/no kids are gifted Gifted kids are like cream that rises to the top in the classroom Gifted students are so smart that they do fine with or without special programs Gifted and talented mean the same thing Giftedness is something to be jealous about

Characteristics of the Gifted that Tend to Screen Them out of Programs Bored with routine; refuses to do rote homework Difficult to get student to move to another topic Self-critical, impatient with failures Critical about self, of teachers Often disagrees vocally with others and teachers Makes jokes/puns at inappropriate times Emotionally sensitive, over - reacts, gets angry easily, ready to cry when disappointed Not interested in details; hands in messy work Refuses to accept authority, nonconforming, stubborn Tends to dominate others

8 Great Gripes of Gifted Kids (When Gifted Kids Don’t Have all the Answers, by Delisle and Galbraith) No explains what being gifted is all about–it’s kept a big secret School is too easy and too boring Parents, teachers, and friends expect us to be perfect all the time Friends who really understand us are few and far between Kids often tease us about being smart We feel overwhelmed by the number of things we can do in life We feel different and alienated We worry about world problems and feel helpless to do anything about them

Asynchronous Development Differences between gifted students’ intellectual (mental) ages versus their chronological or emotional ages Gifted children develop in an uneven manner They feel out-of-sync with age peers and 'age appropriate curriculum Internal and external discrepancies increase with IQ Gifted/special needs children develop in an even more extremely uneven manner

Potential Problems of Gifted Students Impatient with others Dislike basic routine Embarrassing questions Strong-willed Resistant to direction Protests routine practice Worries about humanitarian concerns (global warming) Class clown Bossy Using words to manipulate Intolerant Perfectionist Depression Hyperactivity Disruptive Disorganized/scattered Frustrated

Counseling Ideals for the Divergent Thinker Be honest about complexity of issues Emphasize desire to understand Help child build stronger sense of self Help child learn to listen in a focused manner Encourage a positive relationship

Strengths of Gifted Students Acquire and retain information quickly Search for significance; inquisitive Enjoy solving problems Organize people Large vocabulary Keen sense of humor High expectations Intense concentration Creative High energy Independent Many interests Emphasize truth, justice, and fair play

Helpful Websites Hoagie’s Gifted Education Page Joy and Loss: The Emotional Lives of Gifted Children Characteristics Checklist for Gifted Children Characteristics and Behaviors of the Gifted Characteristics of Giftedness by Linda Silverman