1. Social and Emotional Realities of the Gifted Learner
Presentation by:
Renee Paxton & Emily Britt
Adapted for:
Brian Weaver, DPS HSGT Central Leadership and on-site Specialist to East High School

2. Goals for Presentation
Identify characteristics in gifted students that contribute to social and emotional development:
Asynchronous development
Perfectionism
Introversion/inhibition
Overexcitabilities/Intensities
2. Learn strategies to support gifted students understand and optimize these characteristics.
While each child is unique - there are certain trends in emotional expression that appear in this population
All of these characteristic overlap and impact each other

3. “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. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally”
-Columbus Group, 1991
There is no one single accepted definition of giftedness, and this definition does not necessarily describe how DPS or schools in general define or identify giftedness.
This one includes the emotional/affective component which also exists in gifted individuals.
It is a focus on the vulnerability and the need for specialized environments and instruction.

4. Cognitive
Behavioral
Physiological
Concentration problems
Motor restlessness
Tics
Memory problems
Fidgets
Recurrent pain
Attention problems
Task avoidance
Rapid heart rate
Oversensitivity
Rapid speech
Flushing of the skin
Difficulty solving problems
Erratic behavior
Perspiration
Worry
Withdrawal
Muscle tension
Cognitive distortions and deficiencies
Perfectionism
Sleeping problems
Attributional style problems
Lack of participation
Nausea/Vomiting
What is Anxiety?
A normal reaction to stress that can be helpful. However, when anxiety becomes excessive, a person may have controlling it and it can impair social, personal and academic functioning.
(National Institute of Mental Health)
Anxiety is basically an irrational fear
We make think the fear is rational because it is based on a rational premise (“The plane could crash and I will die”).
Manifests itself in 3 areas: cognitively, behaviorally & physiologically
“Although everyone worries occasionally, excessive and frequent worry can impair social, personal, and academic functioning. It can contribute to loss of control and depression, especially in girls” (Huberty, 2009)

5. Why are Gifted Kids More Anxious?
ACTIVITY/DISCUSSION HERE?
It’s easy to assume that the intellectual advantages of gifted students give them an easier life, but it seems that each advantage also has an unexpected dark side. One of those side-effects is increased anxiety.
GT kids have a combination of social/emotional characteristics that add up to the “Perfect Storm” for Anxiety:
Perfectionism can create an irrational fear of failure when causes anxiety
Intensity of thought and emotion can also manifest in the form of anxiety.
There are also characteristics such as asynchronous development and introversion which are not always considered.

6. Asynchronous Development
Understands abstract concepts (e.g., death and war) but are still emotionally immature
Can envision how he /she wants goals to turn out but still has executive functioning developing.
(From: development/)
Asynchronous Development means that gifted children grow physically, emotionally, and intellectually at varying rates. (click)
1) A gifted child can have the intelligence of an adult with the social- emotional development of a child
may be able to reason at an exceptionally high level about moral issues may be no more able than peers to problem solve playground conflicts
“The same 10-year-old who can set up the school’s computer system with the proficiency of a college-educated tech might also throw a tantrum like a toddler if she’s not invited to a birthday party.”
2) A gifted child may not be ready to deal emotionally with the ideas they generate.
Some try to assume adult responsibilities without the emotional maturity necessary yet to abide human fallibility, or to deal with the fact a problem may have no good solution.
risk being overwhelmed by the pain they feel - have not yet developed effective ways to deal with strong emotions
from an early age have a tendency to question rules they feel are unfair or unjust with both peers and adults
causes stress because child is likely to question and even challenge traditions and practices peers follow without question.
may also be unable or unwilling to conform to the school’s expectations.
3) A gifted child may not being physically capable of producing the work product she envisions - leads to frustration, stress, anxiety

7. Perfectionism Healthy: Drive to achieve Enjoy/motivated by challenge
Strong sense/Vision of the “right way” to do things
Perfectionism
Unhealthy:
Difficulties with cooperation and competition
Need to be right/argumentative
Feelings of inadequacy, guilt, shame
Procrastination, avoidance
Underachievement
According to Linda Silverman in ”Living with Intensity”, Perfectionism is a potent force that can immobilize or energize, depending on where we focus our attention”
Although there is disagreement on this, some researchers believe that there are two types of perfectionism: healthy or normal perfectionism, and unhealthy or neurotic perfectionism.
Healthy want to do their best, enjoy challenges, and welcome opportunities to stretch thinking and learning as far and wide as possible.
Unhealthy perfectionists set unrealistic goals. They work hard, not to please or to challenge themselves but to avoid failure. Instead of delighting in challenges, they feel drained or depressed when they attempt new ones. They often have low self-esteem and are sensitive to criticism from parents and teachers.
In many ways school tends to exacerbates perfectionistic tendencies in the gifted.
Students develop an "all or nothing" approach where they feel they are either perfect or worthless,
This impacts their self-esteem and interactions with others.
Also impacts willingness to take risks and challenge themselves because they are afraid of failing.

8. Introversion Unhealthy Healthy (Typical)
When the individual has no friends and spends all their time alone… but not by choice.
When the individual is depressed about having no friends.
When the individual refuses to work with others for any reason.
When the individual demonstrates marked behavior changes (marked weight loss or gain, sleeps much more or less, physical distress, withdrawal, etc.)
Become drained around large groups of people; dislike attending parties
Need time alone to recharge/happy to be alone
Prefer to work on own over group work
Act cautiously in meeting people
Are reserved, quiet and deliberate
Do not enjoy being the center of attention
Form a few deep attachments
Both introversion and extroversion are normal, and common, human variations.
Extroversion is much more common in the general population then introversion
Although a minority in the regular population, Introverts are a majority in the gifted population
Additionally some researchers have found number of introverts increases as the level of giftedness increases — in other words, more highly gifted people are introverts
Given the above characteristics it is not surprising that school is not a positive experience for many gifted introverts.
It can be loud, crowded, boring and at the same time overstimulating (large classrooms, lunchroom, PE, assemblies, bus rides)- with no time or place for the introvert to re-charge
Modern schools seem to be designed for extroverts - ideal for the student who likes to be with others, who talks easily and loudly to anyone who will listen, who tolerates crowds and noise,
Many teachers report being extroverts. It is very difficult for an extrovert to understand an introvert and may see the introverted student as someone with a problem, not as simply someone with a different personality type
Most introverts need wait time, warning about what they are expected to do, activities with minimal noise and stimulation, down time built into the schedule, and moderate amounts of small group work.
Adding the intensity and sensitivity, the gifted introververt may have significant struggles in the school setting.

9. “The intensity….It is not a matter of degree, but a different quality of experiencing the world: vivid, absorbing, penetrating, encompassing, complex, commanding - a way of being quiveringly alive”
Piechowski, Michael M. "Giftedness for all seasons: Inner peace in time of war." Talent development: Proceedings of the Henry B. and Jocelyn Wallace National Research Symposium on Talent Development 1992:
This quote focuses on the positive aspects and joys of intensities - which is a key to helping GT students
Just from experience we know that gifted kids’ brains pick up on details that others miss
But there is a lot of research that indicates gifted children show enhanced sensory activation and awareness.
Gifted kids tend to be extremely sensitive (often referred to as “overexcitable”). This sensitivity involves feeling deeply to both their internal world or feelings, and their external world or the feelings of others. They feel deeply and often don’t know how to manage those feelings...Dr. Dan Peters: Managing Anxiety in Gifted Children

10. Dabrowski’s Concepts of Overexcitabilities (OE)
Intellectual
2. Psychomotor
3. Sensual
4. Imaginational
5. Emotional
Overexcitabilties are one aspect of Dabrowski’s famous Theory of Positive Disintegration, a complex theory of personality development.
Kazimierz Dąbrowski (1902–1980) a Polish psychiatrist and psychologist developed this theory over his lifetime of clinical and academic work
Research by Dabrowski showing how the gifted were extremely sensitive in five areas and that a gifted person reacts more strongly than normal, for a longer period than normal, to a stimulus that may be very small.
It involves not just psychological factors but central nervous system sensitivity.
The five areas are: Intellectual, Psychomotor, Sensual, Imaginational, Emotional
Identification of the specific overexcitability at the root of a child’s behavior and educating the child about it can be a productive first step.

11. Intellectual OE Independent thinkers Intense curiosity
Tenacity in problem solving
Sustained focus/concentration
Argumentative/question authority
Love of factual knowledge/truth
Perfectionism (critical of self & others)
Strong concern with ethical & moral issues
Intellectual OE is demonstrated by the need to seek understanding and truth
Gifted kids tend to have active minds that think about A LOT of things.
While their minds come up with elaborate and creative ideas, their minds also come up with creative ways things can go wrong at home, school, socially, and in the world.
They often think about advanced things that their young minds don’t have the social maturity or life experience help them cope with such as death, homelessness, and cruelty to people and animals….(Dr. Dan Peters: Managing Anxiety in Gifted Children)
Also tend to be argumentative - with can lead to social problems with peers and can be seen as oppositional by teachers
These are the kids who are constantly challenging and questioning your facts

12. Psychomotor OE Intense drive and energy Marked competitiveness
High activity level
Compulsive talking and chattering
Impulsive actions
Physical expression of emotions
Nervous habits (nail biting, tics)
Behavior can be overwhelming to peers
Can be misdiagnosed as ADHD
The psychomotor overexcitability is common in gifted children.
It is characterized primarily by high levels of energy.
Children with this OE (overexcitability) seem to constantly be on the move. Even as infants, they need less sleep than other children.
Can be misdiagnosed as ADHD

13. Sensual OE
Increased & early appreciation for aesthetic pleasures (music, art, language)
Heightened sensitivity to environmental stimuli (sound, lighting, smells)
Sensitive to smells, tastes, or textures of foods
Tactile sensitivity (bothered by feel of some materials on the skin, clothing tags)
Despite the provocative name, Sensual OE is literally referring to the five senses
Students with sensual overexcitability receive more input from their senses than expected.
This could show up as a strong reaction to sounds, light, and textures, or tastes
Kids who get sick from the smell of certain foods or, as toddlers, will hate to walk on grass in their bare feet.
This reaction could be positive, with a desire to continue experiencing a sensation, or negative, driving the student away from the stimulus.
Another important aspect of this is aesthetic awareness -- the child who is awed to breathlessness at the sight of a beautiful sunset or cries hearing Mozart, etc
In a supportive context, a child with sensual overexcitability may find a life of passion and artistic engagement.
In an environment lacking sufficient stimulation or, conversely, with too much competing stimulation, the same child may become anxious, irritable, withdrawn, or even explosive
Schools are often full of offensive sensory experiences - Florescent lights, cafeteria smell, crowded, noisy spaces,
these kids often have Intense reactions to loud noises like fire alarms. (need prior warning, noise canceling headphones)
Sensory sensitivity, sensory processing and stress and anxiety problems are closely linked (according to recently completed qualitative research through Manchester Metropolitan University UK)

14. Imaginational OE Heightened “flow”
Tendency to mix truth with fiction/confuse fantasy with reality
Elaborate dreams
Tendency to use images or metaphors to explain thinking
Talent for invention and fantasy
May write stories or draw in class
Difficulties focusing in class (“daydreaming”)
Children with an imaginational OE have a rich imaginative life which they often prefer to reality.
These are the dreamers, poets, "space cadets" who are strong visual thinkers, use lots of metaphorical speech.
They day dream, remember their dreams at night and often react strongly to them, believe in magic (take a long time to "grow out of" Santa, the tooth fairy, elves and fairies, etc.).
The gifted child’s powerful imaginations and their ability to connect the seemingly unconnected, and you have some insight into how gifted students become intense worriers. Their own brains can transform a bad experience into something far worse, and then connect it to other situations.
Amber Alert story

15. Emotional OE Among the five emotional intensity is the most apparent
Intensity of feelings
Fear/anxiety
Strong affective memory
Intense emotional attachments/empathy
Existential crisis/depression
Accepting real/perceived “unfairness”
Difficulty managing strong emotions
Perceived as “overly dramatic”
Emotional extremes
Somatic expressions of feeling
Among the five emotional intensity is the most apparent
Children high in Emotional OE‚ are often accused of “overreacting.”
Their compassion and concern for others, their focus on relationships, and the intensity of their feelings may interfere with everyday tasks like homework or doing the dishes.
Often see difficulties with sleep and somatic expressions of anxiety - Example; Box for concerns: “I have a headache all the time” & “I have had a headache for two months”
Not only are the initial impressions especially strong, but also the later recollections are often unusually intense… Eide & Eide, Brains on Fire
Deeply feels/experiences past emotional events just as intensely as if happening now (i.e. - Red Fern Grows - triggers deep distress in a child whose dog died two years before)
World events can trigger deep depression. Struggle with thoughts of death

16. What can we do to support our children?
-you will have examples of all of these resources online

17. Acknowledge and Normalize
Teach our teens that that their emotions are things that everyone experiences and “gifted is its own normal.”
(Derhally, 2011)
Don’t minimize their emotions - Respond and affirm their feelings (rather than “just get over it”);
Listen attentively; respond honestly
Invalidation is emotionally upsetting for anyone, but particularly hurtful for someone who is emotionally sensitive.
Teach children that their emotions are things that everyone experiences and there is no shame in having them. (About 1 in 8 kids have struggled with anxiety- so let them know that in their class, there’s a good chance that 3 or 4 kids know exactly what they are going through.)
Statements that normalize: “I felt that way too.” “That’s a pretty common reaction” -Builds trust, openness and self-respect
Teach kids what means to be gifted including asynchronous development, overexcitabilities, introversion, perfectionism
Curriculum that the district owns that have lessons: MindUp!, Brainwise, Zones of Regulation, Social Thinking

18. 2. Explain Executive Functions (and why to play chess).
We must use our thinking brain (frontal cortex) to over-ride our primitive brain (amygdala)
(Peters, 2013)
Teaching students to understand their body’s reaction to stress won’t eliminate the reaction, but it can help them to embrace it and move on Rather than reassuring, if we teach children how worry works, they can challenge and outsmart the worry themselves Teaching the Neuroscience behind anxiety and strong emotions also appeals to their intelligence.
Example: We all have a “fight or flight” survival response that is designed to keep us alive. We have a tiny ball of neurons called the amygdala (ah-mig-da-la), known as our fear center, that runs our in-body security system. When it senses danger, it sends adrenaline through our bodies to make us run fast and fight with one goal, survival!
I feel nervous, but it’s really just my heart beating faster, pushing adrenaline into my system, because there’s a risk coming. I can take advantage of that adrenaline or maybe I should run around to use it up.
DPS Curriculum: Brainwise, MindUp!,

19. 3. Teach Relaxation Exercises
Abdominal breathing, mindfulness, yoga and muscle relaxation techniques can reduce stress and anxiety.
(American Academy of Child & Adolescent Psychiatry)
Anxiety usually involves racing thoughts, recurrent worries and a revved-up body . Yoga can help manage all these symptoms by calming both your mind and body. Just the acts of focusing on your breath, mediating and saying a mantra have a soothing effect Mindfulness Based Strategies: Notice anxious thoughts, but do not believe them - let them pass; Stay present - living in the future (the unknown) produces anxiety; Breathe. Deep Breathing - describe physiological impact helps to relax a major nerve (Vegas nerve) that runs from the diaphragm to the brain, sending a message to the entire body to Use their intelligence. - use the facts: It is physiologically impossible to be anxious and relaxed at the same time. I use this with bright kids to help them understand the value in learning relaxation and breathing techniques. let go and loosen up.

20. 4. Develop a “Coping Toolbox” and vision symbols, routines
Visual aids help kids remember what coping skills help with they are stressed, angry or anxious.
It can be very difficult for children and teens to remember to use coping tools when they are anxious. A coping skills toolbox is an actual physical container that houses items kids can use to help calm down and express their emotions in healthy ways. There are a ton of strategies your child can use to calm down, and having a toolbox is one way to keep several of these tools readily available to use.
Coping Kit- Tangible objects
Coping corner in classrooms
DPS curriculum: Zones of Regulation, Brainwise

21. RESOURCES/EXAMPLES
You can use your five senses (part of Dialectical Behavioral Therapy) to decide what to soothing and comforting things to place in your kit:
Smell- Candles, lotions, a small vial of fragrances or essential oils Taste- Pieces of your favorite candy, gum, or mint Touch- Charm, stress ball, prayer beads, Playdoh, stones or a favorite rock, a piece of jewelry, playing cards Sight- Small journal, pictures of supportive people in your life, words of inspiration in your hand writing, images of calming scenery, bubbles Hear- Baoding chime balls, uplifting songs that you can listen to, sounds in nature (running water, leaves blowing in the wind)

22. 5. Challenge Negative Self-Talk
Replace negative thoughts with “cheerleader” or neutral thoughts.
(Messenbaugh, 2016)
Use Cognitive strategies
Identify the thought - “What am I thinking about?” Challenge the thought - “Is it true that I always fail?” Modify the thought - “The test is going to be hard, but I am prepared.” Replace the thought - “I am going to do fine”
Black-and-white, all-or-nothing thinking is one example: You see yourself as being successful at 100 percent – and a total failure at 98.

23. Teach kids about cognitive distortions or “Thinking traps”
Make two pairs of glasses, the worry glasses snd the smart glasses and have child describe story or situation through “different glasses” and highlight the differences
Make a list of worries and then make a list of new thoughts that are healthier and more realistic. Ask yourself, “What am I thinking? How can I think about this differently?” For example, “I might get left at school,” gets changed to, “I have never been left before” and “Something bad might happen to my mom,” gets changed to, “My mom is strong and can take care of herself.”
Schedule “worry time” to put boundaries on the worry and help them feel more in control of the anxiety
Develop a “worry box” Child can create their own. This gives the child actual physical space between their worries and themselves
Can also be used as a classroom -wide strategy.

24. 6. Relinquish control; Revise your reaction
While we can’t control the world,
we can learn to control our reaction to it
Control vs. lack of control. Sometimes gifted children worry about things that are outside their control, such as dying or the meaning of life Kids with perfectionistic tendencies often try to control life in an attempt to feel less vulnerable and insecure
“It’s empowering to realize that you don’t have to be a victim of life, the world .” Realize that you’re responsible for your happiness and your life. You can change yourself. Teach kids that trying to control life isn’t possible - So the key is to realize and accept that you can’t control life”. - Margarita Tartakovsky,

25. Your reaction should match the size of the problem
Size of the Problem Activity available on Teachers Pay Teachers: One of the included worksheets provides a mathematical way to calculate the size of a problem which is helpful for your "concrete" students or students who want evidence! It also helps with disagreements between students or you and your students.
DPS Curriculum: Zones of Regulation, Social Thinking, Brainwise

26. 7. Model Metacognition, Non-Anxious Behavior, and proper “adulting”
Talk about how you manage your own worries and share how you cope with stress.
(Messenbaugh, 2016)
Consulting with parents about how to help their kids
Children benefit from parents sharing their own personal experiences with feeling socially challenged, anxious, or sensitive.
Purposefully Create a Model for Positive Coping: Identify a trigger Talk it through Model your internal dialogue by saying it out loud. Use a feeling word Be realistic and authentic Model a coping skill
Resist giving excessive reassurance, or letting your child avoid challenges or escape scary situations. While it’s hard to see your child feeling anxious, learning to cope with anxiety is a critical life skill.

27. 8. Cultivate an Attitude of Gratitude
A great way to keep our minds off the worry track is to focus our thoughts on things that are good, beautiful, and positive.
Help gifted kids pay attention to the good things. A great way to keep our minds off the worry track is to focus our thoughts on things that are good, beautiful, and positive. Appreciate the small, everyday blessings. (Gratitude diary. Writing thank you notes to people who have helped you, etc) Create a list of great things in your life. Then ask yourself, “Do I take these for granted?” Look at this list daily as a reminder of all you have to be thankful for Promote optimism and kindness - Provide them with real ways to help with climate change, poverty, animal abuse, water safety…...whatever the worry is

28. Resources and References

29. Free Resources
- Jill Kuzma’s Social and Emotional Skill Sharing Site. Social/emotional teaching tools to download and use and other useful links and resources.
- Autism Teaching Strategies offers social skills activities, social skills games, speech and language activities, and social skills worksheets for teaching children with autism (Free downloads related to CBT)
- Free mindful awareness exercises help children develop concentration and self-awareness. All of the exercises available are from Harris’ InnerKids classes and are designed for children ages 6-10.
randomactsofkindness.org/for-educators - Random Acts of Kindness Foundation - Free K-12 lesson plans. Curriculum features developmentally appropriate, standards-aligned lessons that teach kids important Social Emotional (SEL) skills.
- Smiling Mind is modern meditation for young people. It's a simple tool that gives a sense of calm, clarity and contentment. Website includes free downloadable meditations and lesson plans.
- Anxiety Disorders Association of British Columbia (AnxietyBC™) - resources, tools, online self-help, free MindShift app which helps youth and young adults manage anxiety, using step-by-step strategies based on psychological treatment.
- Kids Help Phone - Canada-based, Free, confidential, 24-hour phone line staffed by professional counselors. Website also includes a variety of social emotional tools, tips, posters, games, worksheets and aps.

30. Free Resources, continued
Therapist Aid - worksheets, videos, guides, and other tools for mental health professionals Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention Anxiety Workbook for Teens - activities to help you deal with anxiety & worry Psychology Tools- free worksheets and therapy tools
12. – Incredible 5 Point Scale - website developed to share information about the use of the 5-point scale and other systems to teach social and emotional concepts - downloadable worksheets, visuals, scales, examples www. astraldrivejunior.ednet.ns.ca/worksheets.pdf - Materials and worksheets, from Anxiety by Paul Stallard
school counseling ideas, resources, lesson plans, activities
Curriculum available through DPS/IRC:
Kuypers, L. (2011). The Zones of Regulation: A curriculum designed to foster self-regulation and emotional control. San Jose, CA: Think Social Publishing, Inc.
Barry, P. G. (2008). BrainWise® for Grades K-5: a guide to building thinking skills in children. Denver, CO: Innisfree Press.
The MindUp curriculum: brain-focused strategies for learning-and living. (2011). New York, NY: Scholastic.
Broderick, P. C. (2013). "Learning to breathe: a mindfulness curriculum for adolescents to cultivate emotion regulation, attention, and performance". Oakland, CA: New Harbinger Publications.

31. References
American Academy of Child & Adolescent Psychiatry. (2013, February). Stress Management and Teens. Retrieved from
American Psychological Association. (2014, Feburary 11). American psychological association survey shows teen stress rivals that of adults. Retrieved from
Dabrowski's Over-excitabilities: A Layman's Explanation. 5 Mar. 2007,
Daniels, S., & Piechowski, M. M. (2009). Living with intensity: understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults. Scottsdale, AZ: Great Potential Press.
Derhally, L. A. (2015, October 1). Here’s How (and why) to help boys feel all the feels. Retrieved from feel-all-the-feels/?utm_term=.e881b6d267c9
Henjum, A. (1982). Introversion: A misunderstood 'individual difference' among students. Education, 103,
Huberty, T. J. (2013). Best Practices in School-Based Interventions for Anxiety and Depression.
Huberty, T.J. (2009). Test and Performance Anxiety. National Association of Secondary School Principals.
Identity Development in Gifted Children: Moral Sensitivity - SENG 14 Sep. 2011, development-in-gifted-children-moral-sensitivity/
Introversion: The Often Forgotten Factor Impacting the Gifted - SENG. 14 Sep. 2011,
Mendaglio, S., & Tillier, W. (2006). Dabrowski's Theory of Positive Disintegration and Giftedness: Overexcitability Research Findings. Journal for the Education of the Gifted, 30(1), doi: /

32. References, Continued
Messenbaugh, C. (2016, September 26). Worried about worry. Equip anxious children for success. Retrieved from
National Institute of Mental Health.(n.d.) Anxiety Disorders Among Children. Retrieved from
Peters, D. B. (2013). Make your worrier a warrior: a guide to conquering your child's fears. Tucson, AZ: Great Potential Press.
Pincus, D. B. (2012). Growing up brave: Expert strategies for helping your child overcome fear, stress, and anxiety. Little, Brown.
Przeworski, A. (2013, February 9). 12 Tips to Reduce Your Child’s Stress and Anxiety. Retrieved from:
Tips for Parents: Anxiety, Sensitivities and Social Struggles among Profoundly Gifted Kids. (n.d.). Retrieved March 26, 2017, from
Walker, S. Y., & Pernu, C. (2002). The survival guide for parents of gifted kids: how to understand, live with, and stick up for your gifted child. Minneapolis, MN: Free Spirit.
When Your Child's Exceptionality is Emotional: Looking Beyond Psychiatric Diagnosis. (2016, October 12). Retrieved March 26, 2017, from diagnosis/
WorryWiseKids.org | Sample Accommodations for Anxious Kids. Retrieved March 24, 2017, from
Henjum, A. (1982). Introversion: A misunderstood 'individual difference' among students. Education, 103,