intensity and sensitivity of the gifted child

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Intensity and Sensitivity of the Gifted Child Teresa Argo Boatman For GRASP – Oct 21, 2013

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Intensity and Sensitivity of the Gifted Child. Teresa Argo Boatman For GRASP – Oct 21, 2013. Living with Intensity, Daniels and Piechowski. Intensity/Overexcitabilities. Overexcitabilities - PowerPoint PPT Presentation

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Page 1: Intensity and Sensitivity of the Gifted Child

Intensity and Sensitivity of the

Gifted ChildTeresa Argo Boatman

For GRASP – Oct 21, 2013

Page 2: Intensity and Sensitivity of the Gifted Child

Living with Intensity, Daniels and Piechowski

Page 3: Intensity and Sensitivity of the Gifted Child

Overexcitabilities◦ An intense interaction with the world in five

different areas – Psychomotor, Intellectual, Sensual, Imaginational, Emotional

◦ Impact intake of information from the world and what is given back to differing situations

Intensity/Overexcitabilities

Page 4: Intensity and Sensitivity of the Gifted Child

◦ Organic surplus of energy◦ Augmented capacity for being active and

energetic, love of movement◦ Heightened excitability of the neuromuscular

system, expressed as movement◦ Restlessness and nervous habits (tics, nail

biting)◦ Compulsive talking and chattering◦ Pressure for action◦ Rapid speech

Psychomotor Intensity

Page 5: Intensity and Sensitivity of the Gifted Child

◦ Allow for movement during activities, dinner, family time

◦ Movement can be really important for many kids during homework time – exercise balls, pacing

◦ Development of space in house that works to ‘stretch out the kinks’

◦ Do not remove recess for any reason – work with teacher

◦ Encourage exercise at home before coming to school for the day

◦ Fidgets and chewing allowed◦ What is your tolerance for movement in your house?

Psychomotor OE Responses

Page 6: Intensity and Sensitivity of the Gifted Child

◦ Avid search for truth and knowledge◦ Discovery, questioning, and always asking

probing questions◦ Love of ideas and theoretical analysis, moral

thinking, intuitive integration of ideas◦ Capacity for sustained intellectual effort◦ Intense concentration and curiosity◦ Highly introspective

Intellectual Intensity

Page 7: Intensity and Sensitivity of the Gifted Child

◦ Some opportunity for extended work time on independent projects each week – allow for diving deep

◦ Warning system of transitions from activity to activity – touch may need to be part of it

◦ Understanding of absentminded professor syndrome

◦ System for communicating “deep questions” that can be used so does not disrupt your needs for sleep, new activity, etc.

Intellectual OE Responses

Page 8: Intensity and Sensitivity of the Gifted Child

◦ Heightened sensory pleasure and over responsiveness: Seeing, Smelling, Tasting, Touching, Hearing

◦ Enhanced aliveness of sensual experiences◦ Expression of emotional tension through:

overeating, sensory seeking, wanting to be in limelight

◦ Aesthetic pleasures

Sensual Intensity

Page 9: Intensity and Sensitivity of the Gifted Child

◦ Lighting addressed in room and spaces◦ Sound issues identified and addressed as

necessary – allow child to use earplugs during work time or dampen sounds for maximum work efficiency

◦ Provide teachers information about OE so they can understand food and clothing issues, heightened responsiveness

◦ Work on personal space and boundary issues as necessary

◦ Look at reactivity to situations for the possible sensory stimulus

◦ Find activities that can “be on stage”

Sensual OE Responses

Page 10: Intensity and Sensitivity of the Gifted Child

◦ Frequent use of image and metaphor◦ Vividness of imagery and richness of association◦ Liking for the unusual◦ Facility for dreams, fantasies, and inventions◦ Mixing truth and fiction due to fantasy life◦ Spontaneous imagery and expression◦ Detailed visual recall

Imaginational Intensity

Page 11: Intensity and Sensitivity of the Gifted Child

◦ Be prepared for anxiety response to those situations which can be imagined to be scary

◦ Be sensitive to movies which depict evil◦ Alternate indoor recess option if a movie is shown

in your school◦ Feed Imagination through art, poetry, and

opportunity for fictional work through assignments

◦ Defining difference between real and imaginary world

◦ Help them see the worst, best and most likely in those imaginary/scary situations

Imaginational OE Responses

Page 12: Intensity and Sensitivity of the Gifted Child

◦ Intensity of emotional life, intense positive and negative feelings

◦ Somatic expression of emotions (tense stomach, blushing, pounding heart)

◦ Strong emotional ties and attachments◦ Compassion and empathy for others feelings◦ Heightened sense of responsibility◦ Scrupulous self-examination and self-judgment◦ Fears and anxieties / Feelings of guilt

Emotional Intensity

Page 13: Intensity and Sensitivity of the Gifted Child

◦ Prepare teacher for emotional responsiveness of your child

◦ Environment which supports sensitivity rather than makes it a negative (especially highly sensitive boys)

◦ Opportunity for children to communicate emotional intensity without your need to solve the problem

◦ Teach and use stress management techniques◦ Teach ways to step out of emotionally charged

situations◦ Allow for relaxation time during the day

Emotional OE Responses

Page 14: Intensity and Sensitivity of the Gifted Child

◦ Distinguish between excellence and perfection within your child’s work

◦ Reward work effort rather than outcome as much as possible

◦ Teach choices of 100% and 90% goals and what leads to 50% outcomes

◦ Help child understand the difference between what they see in their head as a possible outcome and what their body and time can actually do

◦ Teach them to be comfortable with starting (writing, new projects, new sports) without a clear path to follow

Perfectionism

Page 15: Intensity and Sensitivity of the Gifted Child
Page 16: Intensity and Sensitivity of the Gifted Child

What to do when Good Enough isn’t Good Enough

Moving Past Perfect

Page 17: Intensity and Sensitivity of the Gifted Child

◦ Work toward the gray in ideas, concepts, and rules

◦ Distinguish tattling from telling◦ Discussion on absolute truth – where do we find

something that is absolutely true◦ Identify needs of others – Do people need to know

when they have made a mistake and are wrong?◦ How do we correct others gently and with respect ◦ Smartyrdom – The ability to let someone else win

an argument even when you know you're correct

Idealism/Fairness

Page 18: Intensity and Sensitivity of the Gifted Child
Page 19: Intensity and Sensitivity of the Gifted Child

◦ Acceptance of intensity of others within the their friendship sphere

◦ Acceptance of one or two friends as adequate and reasonable

◦ Identification of different friends for different reasons

◦ Find at least one other kid who thinks your kid is awesome

◦ Look toward interests and maybe classes in strength area

Friendship Development

Page 20: Intensity and Sensitivity of the Gifted Child

◦ Gifted students may define fun in a wide variety of ways – political debates not uncommon, competitiveness can be difficult to control, idea development is particularly fun

◦ Encourage students to take risks in areas of fun – sometimes anxiety gets in the way of trying new things

◦ Encourage trying other areas even if not highly skilled

◦ Introverted perfectionists probably gravitate toward individual sports

Definition of Fun

Page 21: Intensity and Sensitivity of the Gifted Child

◦ Gifted children have not always been in situation where their perception is that they are accepted or connected or their particular skills are valued

◦ May feel the need to “sell” others on their skill sets and what they know because they feel like an imposter in the group

◦ Reassure acceptance of strengths and weaknesses and that different types of skills and strengths are the norm

Changing expectations

Page 22: Intensity and Sensitivity of the Gifted Child

Parenting is not for wimps Look at this whole process as a marathon, not a

sprint Control your own intensity and anxiety as much

as possible Allow for failure and sometimes set your child

up for those frustration experiences Don’t let the “gifted” get in the way of the

“child” Remember, there are many do overs in

parenting and life

Parenting Plan