The Stewardship of Potential Presented by: Mrs. Peg Solitario, Principal, former Supervisor of Gifted Education and former Executive Director, College.

The Stewardship of PotentialThe 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

Definitions of GiftedDefinitions 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

More Definitions of GiftedMore 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

Social and Emotional Issues for Social and Emotional Issues for the Gifted: A Baker’s Dozenthe Gifted: A Baker’s Dozen

Dyssynchronous DevelopmentIntensity/Over-excitabilitySocial IsolationSelf-conceptMultipotentialityPerfectionismUnderachievement/Non-production

The Baker’s Dozen (continued)The Baker’s Dozen (continued)

Imposter Syndrome/ChameleonLack of Study/Organizational SkillsOwnership of the “Gift”Communication/MisunderstandingAccelerationMisdiagnosis

Dyssynchronous DevelopmentDyssynchronous 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.

Dyssynchronous DevelopmentDyssynchronous 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

Intelligence Distribution Across PopulationIntelligence Distribution Across Population

I.Q. Number in Population

Standard Deviation

100 50/100 1.0

115 16/100

130 2/100 2.0

145 1/1000 3.0

160 3/100,000 4.0

175 3/10,000,000 5.0

190 1/1,000,000,000 6.0

Intensity/Over-ExcitabilityIntensity/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.

IntensityIntensity

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.

Social IsolationSocial 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.

PerfectionismPerfectionism

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.

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

Dr. Sylvia Rimm

Underachievement/Non-ProductionUnderachievement/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.

“Gifted students

learn fast

and forever.”

Susan Weinbrenner

Lack of Study/Organizational SkillsLack 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.

What to Do to Help?

Supporting Affective IssuesSupporting Affective Issues Dyssynchronous DevelopmentDyssynchronous Development

Over-ExcitabilityOver-Excitability

Social IsolationSocial Isolation

PerfectionismPerfectionism

UnderachievementUnderachievement

Lack of Study/ Organization SkillsLack of Study/ Organization Skills

***Input adapted from the ***Input adapted from the

Davidson Institute for Talent DevelopmentDavidson Institute for Talent Development

PerfectionismPerfectionism Perfectionism is a combination of:Perfectionism is a combination of: Desire to be perfectDesire to be perfect FearFear of not being perfect of not being perfect Sense that personal acceptance hinges on perfectionSense that personal acceptance hinges on perfection

HealthyHealthy perfectionism is a healthy characteristic that perfectionism is a healthy characteristic that drives hard work and accomplishment. Healthy drives hard work and accomplishment. Healthy perfectionists find pleasure in their effort and perfectionists find pleasure in their effort and achievement.achievement.

UnhealthyUnhealthy perfectionism is a problem. Such self- perfectionism is a problem. Such self-analytic, self-judging and compulsive students cannot analytic, self-judging and compulsive students cannot appreciate their own competency nor the adequacy of appreciate their own competency nor the adequacy of their work. their work.

Behaviors, Thoughts, and Behaviors, Thoughts, and FeelingsFeelings

of Perfectionismof Perfectionism Behaviors:Behaviors: Over-commitmentOver-commitment Super sensitivity to criticismSuper sensitivity to criticism Compulsive attention to detailCompulsive attention to detail Has difficulties making choicesHas difficulties making choices Procrastination Procrastination

Thoughts:Thoughts: ““I’m never good enough”I’m never good enough” ““I’m only acceptable if I’m perfect”I’m only acceptable if I’m perfect” ““If I make a mistake, there’s If I make a mistake, there’s

something wrong with me.”something wrong with me.” ““If I can’t do it perfectly, what’s the If I can’t do it perfectly, what’s the

point?”point?”

Feelings:Feelings: AngerAnger Anxiety Anxiety Shame or embarrassmentShame or embarrassment OverwhelmedOverwhelmed

Signs of Unhealthy PerfectionismSigns of Unhealthy Perfectionism When a student earns an A- and not an A, he/she might feel:When a student earns an A- and not an A, he/she might feel:

inadequate, self-critical, weak, ashamed, and doubtful of own abilityinadequate, self-critical, weak, ashamed, and doubtful of own ability Overly preciseOverly precise Turn in assignments late so that they will be “perfect”Turn in assignments late so that they will be “perfect” Doesn’t turn in assignments at all; would rather fail by not trying rather Doesn’t turn in assignments at all; would rather fail by not trying rather

than fail doing their bestthan fail doing their best Intolerance of mistakesIntolerance of mistakes Argumentative with instructorsArgumentative with instructors Become sick or resort to cheating in order to have perfect scoresBecome sick or resort to cheating in order to have perfect scores Fast heart rate and sweaty palms on test dayFast heart rate and sweaty palms on test day Constantly feel that more can be doneConstantly feel that more can be done High achievement yields self-worth while mistakes yield shameHigh achievement yields self-worth while mistakes yield shame

Costs of PerfectionismCosts of Perfectionism

DepressionDepression Performance anxietyPerformance anxiety Test anxietyTest anxiety Social anxietySocial anxiety Writer’s blockWriter’s block ObssessivenessObssessiveness CompulsivenessCompulsiveness Suicidal thoughtsSuicidal thoughts LonelinessLoneliness ImpatienceImpatience Frustration Frustration AngerAnger

Perfectionist vs. Healthy StriverPerfectionist vs. Healthy Striver PerfectionistPerfectionist

Sets standards beyond Sets standards beyond reach and reasonreach and reason

Is never satisfied by anything Is never satisfied by anything less than perfectionless than perfection

Becomes dysfunctionally Becomes dysfunctionally depressed when depressed when experiences failure and experiences failure and disappointmentdisappointment

Is preoccupied with fear of Is preoccupied with fear of failure and disapproval --- failure and disapproval --- this can deplete energy this can deplete energy levelslevels

Sees mistakes as evidence Sees mistakes as evidence of unworthinessof unworthiness

Becomes overly defensive Becomes overly defensive when criticizedwhen criticized

Healthy StriverHealthy Striver Sets high standards, but just Sets high standards, but just

beyond reachbeyond reach Enjoys process as well as Enjoys process as well as

outcomeoutcome Bounces back from failure Bounces back from failure

and disappointment quickly and disappointment quickly and with energyand with energy

Keeps normal anxiety and Keeps normal anxiety and fear of failure and disapproval fear of failure and disapproval within bounds --- uses them within bounds --- uses them to create energyto create energy

Sees mistakes as Sees mistakes as opportunities for growth and opportunities for growth and learninglearning

Reacts positively to helpful Reacts positively to helpful criticismcriticism

Recommendations for TeachersRecommendations for Teachers Learn to recognize Learn to recognize

perfectionismperfectionism Educate yourself regarding Educate yourself regarding

how perfectionism affects how perfectionism affects gifted students socially and gifted students socially and emotionally emotionally

Discuss with students how Discuss with students how high standards motivate high standards motivate excellent work, but excellent work, but compulsive perfectionism is compulsive perfectionism is unhealthyunhealthy

Use Use humorhumor to lighten the to lighten the classroom atmosphere and classroom atmosphere and reduce any perceived threat reduce any perceived threat to perfectionistic students to perfectionistic students

Help students:Help students: Understand that no one is Understand that no one is

superior at everythingsuperior at everything Accept mistakes and Accept mistakes and

reduce their feelings of reduce their feelings of failurefailure

Develop a good attitude Develop a good attitude toward toward learninglearning and school and school

Learn to help others and Learn to help others and receive help from them receive help from them

Teach students it is about the Teach students it is about the journey, not the destination; journey, not the destination; emphasize the process not the emphasize the process not the outcomeoutcome

Use of “worry” jar. Write down Use of “worry” jar. Write down worries to help “release” the worries to help “release” the concern.concern.

Healthy StriversHealthy Striverslearn to ask themselves the learn to ask themselves the

followingfollowing::

Cognitive-Behavioral Reframing TechniquesCognitive-Behavioral Reframing Techniques1.1. Is it good Is it good enoughenough??2.2. What’s the What’s the worstworst thing that can happen? thing that can happen?3.3. Will it Will it mattermatter in the long run? in the long run?4.4. Teach Relaxation Techniques:Teach Relaxation Techniques:

Muscle RelaxationMuscle Relaxation Visualization/ImageryVisualization/Imagery

Social IsolationSocial IsolationDominating –Peers and SituationsDominating –Peers and Situations Gifted students processes new information far more quickly than most Gifted students processes new information far more quickly than most

children. impatient/bored waiting for his classmates to master children. impatient/bored waiting for his classmates to master information and skills.information and skills.

Can you guess what happens when this student gets impatient/bored? Can you guess what happens when this student gets impatient/bored? What are some likely behaviors?What are some likely behaviors?

Young gifted children have talents beyond their years, but patience and Young gifted children have talents beyond their years, but patience and tact aren’t necessarily among them. Preferring to chat with you about tact aren’t necessarily among them. Preferring to chat with you about new ideas or information with little regard for your other obligations, a new ideas or information with little regard for your other obligations, a gifted child may seem (and become) demanding. gifted child may seem (and become) demanding.

Has this happened to you?Has this happened to you?

Frustrated, some gifted children react by becoming:Frustrated, some gifted children react by becoming:• class clownsclass clowns• challenging authoritychallenging authority• quiet and withdrawnquiet and withdrawn

How Others May See ThemHow Others May See Them BossyBossy - because - because of their of their

advanced language and advanced language and conceptual skills, some gifted conceptual skills, some gifted children are highly directivechildren are highly directive in in their play with others, which is their play with others, which is not always well received by their not always well received by their playmates. playmates.

Rude/DemandingRude/Demanding - their - their frustration can lead to anger and frustration can lead to anger and impatience with others.impatience with others.

ArgumentativeArgumentative – while their – while their intensions are not to pick a fight, intensions are not to pick a fight, gifted children have insatiable gifted children have insatiable need to know the how and the need to know the how and the why.why.

ExhaustingExhausting – their passion for – their passion for learning is never ending and learning is never ending and therefore neither are their therefore neither are their questions.questions.

Social Isolation:Social Isolation:Promote Friendship SkillsPromote Friendship Skills

Join activities-clubs, activities Join activities-clubs, activities within areas of interest.within areas of interest.

Teach Conversational SkillsTeach Conversational SkillsWhat are the rules? How to start; What are the rules? How to start; Turn takingTurn taking

Teach Risk taking-Self Teach Risk taking-Self Disclosure; Share something Disclosure; Share something about selfabout self

Having a friend is being a friendHaving a friend is being a friend: : teach reflective listening and use teach reflective listening and use of “I” statements. What do I bring of “I” statements. What do I bring to this friendship?to this friendship?

Explore importance of Explore importance of differences in thinking. What differences in thinking. What can another perspective bring can another perspective bring to a friendship?to a friendship?

Teach: Social interactions take Teach: Social interactions take practice. What are the basics? practice. What are the basics? Personal space, recognizing Personal space, recognizing and modeling likability. and modeling likability.

School is only one place to School is only one place to make friends.make friends.

Social IsolationSocial IsolationIn the ClassroomIn the Classroom

Try to help others see things from Try to help others see things from the student’s perspectivethe student’s perspective

Give reasons, but don’t debateGive reasons, but don’t debate

Give your student some choices - Give your student some choices - freedom within limits.freedom within limits.

Create an environment that treats Create an environment that treats all students with respectall students with respect

Do not think you have to have all Do not think you have to have all the answersthe answers

DissynchronyDissynchrony

Gifted children experience Gifted children experience discrepancies between their discrepancies between their

cognitive, social, emotional, and cognitive, social, emotional, and physical development. This physical development. This

asynchrony increases with higher asynchrony increases with higher intellectual capacityintellectual capacity..

How Adults See ThemHow Adults See Them

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

Social & Emotional MaturitySocial & Emotional Maturity• Gifted children sometimes talk and have interests Gifted children sometimes talk and have interests

like adults.like adults.

• They also may behave like an adult one moment They also may behave like an adult one moment and be very childlike the next.and be very childlike the next.

Knowledge vs. wisdom or life experience: Knowledge vs. wisdom or life experience: having ability to reason is not the same as having ability to reason is not the same as having ability to make a good decision.having ability to make a good decision.

IntensityIntensity Extremes of emotions both negative and positiveExtremes of emotions both negative and positive

Ways it can be expressed:Ways it can be expressed:

Somatic (bodily) expressionSomatic (bodily) expression: tense stomach, sinking heart, : tense stomach, sinking heart, blushing, flushing blushing, flushing

InhibitionInhibition: timidity, shyness: timidity, shyness Strong affective memoryStrong affective memory Fears and anxieties, guiltFears and anxieties, guilt Concerns with death, depressiveConcerns with death, depressive Strong emotional ties, empathyStrong emotional ties, empathy: attachment to animals, : attachment to animals,

concern for othersconcern for others Feelings toward selfFeelings toward self: self-evaluation and self-judgment: self-evaluation and self-judgment

Intense AwarenessIntense Awareness Gifted children can become aware of heavy concerns Gifted children can become aware of heavy concerns

early on:early on: DeathDeath Freedom/EqualityFreedom/Equality IsolationIsolation Meaning of life/MeaninglessMeaning of life/Meaningless

Existential depressionExistential depression – a depression that arises when – a depression that arises when one confronts certain basic issues of existence one confronts certain basic issues of existence

Isolation from age peersIsolation from age peers - peers do not understand the - peers do not understand the gifted child’s point of view and vice versa; this can lead gifted child’s point of view and vice versa; this can lead to anger, which if not dealt with appropriately can often to anger, which if not dealt with appropriately can often become depression.become depression.

High Levels of Ethical and Moral High Levels of Ethical and Moral ConsciousnessConsciousness

The pursuit of truth, the drive to know what truth is, The pursuit of truth, the drive to know what truth is, and the need to understand justice/fairness can and the need to understand justice/fairness can supersede awareness of others' needssupersede 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 It can be helpful for these children to learn when truth is important and when feelings count moretruth is important and when feelings count more

Gifted children should learn that direct action is not Gifted children should learn that direct action is not always possible – there will be times when one always possible – there will be times when one cannot speak up or prevent an injusticecannot speak up or prevent an injustice

Supporting Emotional IntensitySupporting Emotional Intensity

Do not minimize their emotions Do not minimize their emotions –– stay away from stay away from phrases such as "you're too sensitive" or "snap out of phrases such as "you're too sensitive" or "snap out of it" or "it'll be OK".it" or "it'll be OK".

Reassure and validate their feelings - help them find Reassure and validate their feelings - help them find ways of expressing their intense emotions.ways of expressing their intense emotions.

Help students realize that sensitivity does not mean Help students realize that sensitivity does not mean weakness.weakness.

Give them responsibility that is age appropriate - do Give them responsibility that is age appropriate - do not shield them from the consequence of their actions.not shield them from the consequence of their actions.

Teach students how to give back. Teach students how to give back. Find a causeFind a cause and and use use service learningservice learning in the classroom. in the classroom.

Underachievement

Discovery Mode: Talk to the Student Observe the Student Where is the lack of achievement most

noticeable? Hypothesize: What is driving the

underachievement?

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

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)

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

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

“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.

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.

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 Develop a common vocabulary and set of nonverbal symbols

for describing or signifying self-regulation capacities andand 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

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

What can schools do?What can schools do? UnderstandUnderstand that a child that a child’’s social and emotional development is s social and emotional development is

an integral part of his or her educational experience. Much of an integral part of his or her educational experience. Much of the growth in healthy self-concept is tied to an appropriately the growth in healthy self-concept is tied to an appropriately challenging curriculum: a good fit in pace, depth, concept, and challenging curriculum: a good fit in pace, depth, concept, and with a group of mental peers with whom the child can work.with a group of mental peers with whom the child can work.

Build a Build a positive partnershippositive partnership between parents and educators between parents and educators –– communication is essential for the mutual sharing of communication is essential for the mutual sharing of information.information.

Help parents and teachers Help parents and teachers modelmodel appropriate communication: appropriate communication: Basic social skillsBasic social skills Take perspectiveTake perspective Defuse angerDefuse anger Stress managementStress management Setting priorities and realistic goalsSetting priorities and realistic goals