2. The Stewardship of Potential Presented by: Mrs. Peg Solitario, Principal, former Supervisor of Gifted Education and former Executive Director, College Gifted Programs Dr. Lori Lennon, School Psychologist

3. Definitions of Gifted General Intellectual Ability Specific Academic Aptitude Creative or Productive Thinking Leadership Ability Ability in Visual or Performing Arts Psychomotor Ability Gifted and talented children are those identified by professionally qualified persons– who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by regular school programs in order to realize their contributions to self and society. -- U.S.O.E Definition

4. More Definitions of Gifted Renzulli– the convergence of above-average ability, creativity, and task-commitment Gardener – Multiple Intelligences: linguistic, musical, logical-mathematical, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic Sternberg – triarchic theory of intelligence: “school smarts,” “street smarts,” synthetic intelligence Goleman – emotional intelligence leads to highest performance And others

5. Social and Emotional Issues for the Gifted: A Baker’s Dozen Dyssynchronous Development Intensity/Over-excitability Social Isolation Self-concept Multipotentiality Perfectionism Underachievement/Non-production

6. The Baker’s Dozen (continued) Imposter Syndrome/Chameleon Lack of Study/Organizational Skills Ownership of the “Gift” Communication/Misunderstanding Acceleration Misdiagnosis

7. Dyssynchronous Development Priscilla Vail says that gifted children are like mobiles set askew by one heavy weight (gift) that throws the entire mobile out of balance. Gifted children may function at one level intellectually, another level socially, and yet another emotionally.

8. Dyssynchronous Development “Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different than 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.” Linda Kreger Silverman. “The Gifted Individual” in Counseling the Gifted and Talented, Linda Kreger Silverman, ed. Denver: Love Publishing Co., 1993, p. 3

9. Intelligence Distribution Across Population I.Q.Number in Population Standard Deviation 10050/1001.0 11516/100 1302/1002.0 1451/10003.0 1603/100,0004.0 1753/10,000,0005.0 1901/1,000,000,0006.0

10. Intensity/Over-Excitability According to Piechowski, gifted children experience life with greater intensity. They may be more vulnerable, more absorbed, more sensitive than their peers. They possess in abundance the same traits their peers possess, but to a greater degree.

11. Intensity Intensity of Thought – “His mind is always whirring.” Intensity of Purpose – “Once he makes up his mind to do something, he’s not satisfied until it’s accomplished.” Intensity of Emotion – “She internalizes everything anyone says about her.” Intensity of Spirit – “He’s always looking out for someone less fortunate who needs help.” Intensity of Soul – “She asks questions that philosophers have asked for centuries and gets upset when we can’t give her definitive answers to them.” From J.R. Delisle, Once upon a Mind: The Stories and Scholars of Gifted Child Education. Harcourt Brace, 1999.

12. Social Isolation While social maladjustment may be over-reported in the literature, many gifted children experience degrees of isolation. It may be as simple as not sharing similar interests-- or having interests beyond those expected for their chronological age. Gifted children who are highly gifted or creative have greater difficulty finding a true peer. Similarly, underachievers may not have stable social relationships. In addition, isolation can occur when societal attention is focused on the gift, not the child.

13. Perfectionism Many gifted children strive for excellence. However, when the desire to do well becomes an obsession with attaining the perfect product, the results can be extreme. Gifted children may develop avoidance, projection, or somatic symptoms. Social relationships and creativity may be impaired in their search for perfection.

14. “ The surest path to high self-esteem is to be successful at something one perceived to be difficult.” Dr. Sylvia Rimm

15. Underachievement/Non-Production Delisle makes an important distinction between children who choose not to perform and students who are prevented by serious psychological reasons from performing. Proper diagnosis of the type and cause of non-performance should influence the treatment. Changes may need to be made at school or home or both for the gifted child is actively engaged.

16. “Gifted students learn fast and forever.” Susan Weinbrenner

17. Lack of Study/Organizational Skills When a child has an excellent verbal and/or visual memory, it may not be necessary to prioritize, organize, or study. At some point, when the work suddenly presents a challenge, the gifted child may not have developed the requisite skills to learn effectively. And if a gifted student consistently works below his/her ability, there is little need to develop those skills. In addition, gifted students often have little patience with details (neatness, for example) but want to be “concept people” instead.

18. What to Do to Help?

19. Supporting Affective Issues  Dyssynchronous Development  Over-Excitability  Social Isolation  Perfectionism  Underachievement  Lack of Study/ Organization Skills ***Input adapted from the Davidson Institute for Talent Development

20. Perfectionism Perfectionism is a combination of:  Desire to be perfect  Fear of not being perfect  Sense that personal acceptance hinges on perfection  Healthy perfectionism is a healthy characteristic that drives hard work and accomplishment. Healthy perfectionists find pleasure in their effort and achievement.  Unhealthy perfectionism is a problem. Such self- analytic, self-judging and compulsive students cannot appreciate their own competency nor the adequacy of their work.

21. Behaviors, Thoughts, and Feelings of Perfectionism  Behaviors:  Over-commitment  Super sensitivity to criticism  Compulsive attention to detail  Has difficulties making choices  Procrastination  Thoughts:  “I’m never good enough”  “I’m only acceptable if I’m perfect”  “If I make a mistake, there’s something wrong with me.”  “If I can’t do it perfectly, what’s the point?”  Feelings:  Anger  Anxiety  Shame or embarrassment  Overwhelmed

22. Signs of Unhealthy Perfectionism  When a student earns an A- and not an A, he/she might feel:  inadequate, self-critical, weak, ashamed, and doubtful of own ability  Overly precise  Turn in assignments late so that they will be “perfect”  Doesn’t turn in assignments at all; would rather fail by not trying rather than fail doing their best  Intolerance of mistakes  Argumentative with instructors  Become sick or resort to cheating in order to have perfect scores  Fast heart rate and sweaty palms on test day  Constantly feel that more can be done  High achievement yields self-worth while mistakes yield shame

23. Costs of Perfectionism  Depression  Performance anxiety  Test anxiety  Social anxiety  Writer’s block  Obssessiveness  Compulsiveness  Suicidal thoughts  Loneliness  Impatience  Frustration  Anger

24. Perfectionist vs. Healthy Striver Perfectionist Perfectionist  Sets standards beyond reach and reason  Is never satisfied by anything less than perfection  Becomes dysfunctionally depressed when experiences failure and disappointment  Is preoccupied with fear of failure and disapproval --- this can deplete energy levels  Sees mistakes as evidence of unworthiness  Becomes overly defensive when criticized Healthy Striver Healthy Striver  Sets high standards, but just beyond reach  Enjoys process as well as outcome  Bounces back from failure and disappointment quickly and with energy  Keeps normal anxiety and fear of failure and disapproval within bounds --- uses them to create energy  Sees mistakes as opportunities for growth and learning  Reacts positively to helpful criticism

25. Recommendations for Teachers  Learn to recognize perfectionism  Educate yourself regarding how perfectionism affects gifted students socially and emotionally  Discuss with students how high standards motivate excellent work, but compulsive perfectionism is unhealthy  Use humor to lighten the classroom atmosphere and reduce any perceived threat to perfectionistic students  Help students:  Understand that no one is superior at everything  Accept mistakes and reduce their feelings of failure  Develop a good attitude toward learning and school  Learn to help others and receive help from them  Teach students it is about the journey, not the destination; emphasize the process not the outcome  Use of “worry” jar. Write down worries to help “release” the concern.

26. Healthy Strivers learn to ask themselves the following : Cognitive-Behavioral Reframing Techniques 1. Is it good enough? 2. What’s the worst thing that can happen? 3. Will it matter in the long run? 4. Teach Relaxation Techniques: Muscle Relaxation Muscle Relaxation Visualization/Imagery Visualization/Imagery

27. Social Isolation Dominating –Peers and Situations  Gifted students processes new information far more quickly than most children. impatient/bored waiting for his classmates to master information and skills.  Can you guess what happens when this student gets impatient/bored? What are some likely behaviors?  Young gifted children have talents beyond their years, but patience and tact aren’t necessarily among them. Preferring to chat with you about new ideas or information with little regard for your other obligations, a gifted child may seem (and become) demanding.  Has this happened to you?  Frustrated, some gifted children react by becoming: class clowns class clowns challenging authority challenging authority quiet and withdrawn quiet and withdrawn

28. How Others May See Them Bossy - because of their advanced language and conceptual skills, some gifted children are highly directive in their play with others, which is not always well received by their playmates. Bossy - because of their advanced language and conceptual skills, some gifted children are highly directive in their play with others, which is not always well received by their playmates. Rude/Demanding - their frustration can lead to anger and impatience with others. Rude/Demanding - their frustration can lead to anger and impatience with others. Argumentative – while their intensions are not to pick a fight, gifted children have insatiable need to know the how and the why. Argumentative – while their intensions are not to pick a fight, gifted children have insatiable need to know the how and the why. Exhausting – their passion for learning is never ending and therefore neither are their questions. Exhausting – their passion for learning is never ending and therefore neither are their questions.

29. Social Isolation: Promote Friendship Skills  Join activities-clubs, activities within areas of interest.  Teach Conversational Skills What are the rules? How to start; Turn taking  Teach Risk taking-Self Disclosure; Share something about self  Having a friend is being a friend: teach reflective listening and use of “I” statements. What do I bring to this friendship? Explore importance of differences in thinking. What can another perspective bring to a friendship? Explore importance of differences in thinking. What can another perspective bring to a friendship? Teach: Social interactions take practice. What are the basics? Personal space, recognizing and modeling likability. Teach: Social interactions take practice. What are the basics? Personal space, recognizing and modeling likability. School is only one place to make friends. School is only one place to make friends.

30. Social Isolation In the Classroom  Try to help others see things from the student’s perspective  Give reasons, but don’t debate  Give your student some choices - freedom within limits.  Create an environment that treats all students with respect  Do not think you have to have all the answers

31. Dissynchrony Gifted children experience discrepancies between their cognitive, social, emotional, and physical development. This asynchrony increases with higher intellectual capacity.

32. How Adults See Them Adults, expecting social maturity to match high level intellectual development, may label a highly articulate, logical child as a behavior problem when he or she exhibits an age- appropriate tantrum.

33. Social & Emotional Maturity Gifted children sometimes talk and have interests like adults. Gifted children sometimes talk and have interests like adults. They also may behave like an adult one moment and be very childlike the next. They also may behave like an adult one moment and be very childlike the next. Knowledge vs. wisdom or life experience: having ability to reason is not the same as having ability to make a good decision.

34. Intensity Extremes of emotions both negative and positive Extremes of emotions both negative and positive Ways it can be expressed:  Somatic (bodily) expression: tense stomach, sinking heart, blushing, flushing  Inhibition: timidity, shyness  Strong affective memory  Fears and anxieties, guilt  Concerns with death, depressive  Strong emotional ties, empathy: attachment to animals, concern for others  Feelings toward self: self-evaluation and self-judgment

35. Intense Awareness  Gifted children can become aware of heavy concerns early on:  Death  Freedom/Equality  Isolation  Meaning of life/Meaningless  Existential depression – a depression that arises when one confronts certain basic issues of existence  Isolation from age peers - peers do not understand the gifted child’s point of view and vice versa; this can lead to anger, which if not dealt with appropriately can often become depression.

36. High Levels of Ethical and Moral Consciousness The pursuit of truth, the drive to know what truth is, and the need to understand justice/fairness can supersede awareness of others' needs The pursuit of truth, the drive to know what truth is, and the need to understand justice/fairness can supersede awareness of others' needs The main goal: to do what is “right” The main goal: to do what is “right” It can be helpful for these children to learn when truth is important and when feelings count more It can be helpful for these children to learn when truth is important and when feelings count more Gifted children should learn that direct action is not always possible – there will be times when one cannot speak up or prevent an injustice Gifted children should learn that direct action is not always possible – there will be times when one cannot speak up or prevent an injustice

37. Supporting Emotional Intensity  Do not minimize their emotions – stay away from phrases such as "you're too sensitive" or "snap out of it" or "it'll be OK".  Reassure and validate their feelings - help them find ways of expressing their intense emotions.  Help students realize that sensitivity does not mean weakness.  Give them responsibility that is age appropriate - do not shield them from the consequence of their actions.  Teach students how to give back. Find a cause and use service learning in the classroom.

38. Underachievement Discovery Mode:  Talk to the Student  Observe the Student  Where is the lack of achievement most noticeable?  Hypothesize: What is driving the underachievement?

39. Underachievement  Motivational Interviewing-Goal Setting  Discuss Interests outside of school.  Start with extrinsic factors to move toward intrinsic.  Work Contracts-Allow for choice.  Provide Student with Ownership over a project.  Cluster Grouping /Pair with like interests.  Refer for assessment of health, deficits in Executive Function or Related Skills

40. Lack of Study/Organizational Skills Many Gifted Students demonstrate Executive Function deficits: Teach and Model desired skills:  Teach awareness of areas of difficulty  How to study  How to plan for larger projects and activities  Teach sense of time  Model Organization (how to set up folders, desk, assignment books, work space)

41. To assure that executive function capacities are used to their fullest potential, it is important to state the goals of the learning process. Stating goals enables executive capacities, either consciously or nonconsciously, to engage the perceptions, emotions, thoughts, and actions, needed to achieve the goals. EF Implications for Classroom Instruction

42.  In preschool, kindergarten and early elementary years, in many ways, teachers ARE their student‘s frontal lobes.  Providing executive prompts and cues are important to assure that children are engaged appropriately in the instructional process.  Modeling good executive functions helps children see how they can self-regulate their own perceptions, emotions, thoughts and actions. EF Implications for Classroom Instruction

43. “Providing students with feedback about their performance enables them to engage executive capacities more effectively to learn from their mistakes and improve future performance” - Dr. George McCloskey EF Implications for Classroom Instruction In late elementary, junior-senior high school, college, and even graduate school, effective teachers provide executive function prompts and model good executive function use.

44. Using Rewards to Increase Production  Rewards do not teach the child how to reflect on and alter the behavior; they simply reward the presence of the desired behavior.  Reward programs imply that a child can do it if he/she wants to or is motivated enough to. This often leads away from the realization that many children who do want to change their behavior don’t know what to do to change it.

45. Strategies for Helping Students Develop Internal Control  Increase student awareness of self-regulation expectations and goals for development  Model appropriate use of self-regulation executive function capacities  Teach self-regulation capacities as specific skill routines and  Develop a common vocabulary and set of nonverbal symbols for describing or signifying self-regulation capacities and signaling their use  Model and encourage the use of internalized “self-talk” as a means of increasing awareness of executive functions and when and how to use them  Model and teach the use of self-administered reward routines to increase the use of self-regulation EF

46.  Align external demands with internal desires to maximize motivation  Provide predictable, consistent structure to the classroom environment and classroom routines  Provide time management aids, such as calendars, clocks, timers, schedules, etc.  Provide external prompts and cues as a substitute for self-regulation Strategies for Promoting External Guidance

47. What can schools do?  Understand that a child ’ s social and emotional development is an integral part of his or her educational experience. Much of the growth in healthy self-concept is tied to an appropriately challenging curriculum: a good fit in pace, depth, concept, and with a group of mental peers with whom the child can work.  Build a positive partnership between parents and educators – communication is essential for the mutual sharing of information.  Help parents and teachers model appropriate communication:  Basic social skills  Take perspective  Defuse anger  Stress management  Setting priorities and realistic goals