social and emotional needs of gifted children
DESCRIPTION
Overview of gifted education and introduction to the social and emotional needs of some gifted childrenTRANSCRIPT
Social/Emotional Issues of
Gifted Children
OutlineOutline
1.1. Definition of giftednessDefinition of giftedness
2.2. Identification of gifted individualsIdentification of gifted individuals
3.3. Nature of gifted individualsNature of gifted individuals
4.4. Maladjustment (Social/Emotional Issues)Maladjustment (Social/Emotional Issues)
5.5. RecommendationsRecommendations
Definition of Definition of GiftedGifted
GiftedGifted
Being born with a quality or Being born with a quality or trait valued by one’s societytrait valued by one’s society
Musical AbilityMusical Ability
AthleticismAthleticism
Physical BeautyPhysical Beauty
IntelligenceIntelligence
……Valued By One’s SocietyValued By One’s Society
AthleticismAthleticism
Physical BeautyPhysical Beauty
Gifted vs. Gifted vs. Gifted and TalentedGifted and Talented
Francoys GagneFrancoys Gagne
Gifts Gifts TalentsTalents
10,000 hour rule10,000 hour ruleDaniel Levitin, Michael Howe, Daniel Levitin, Michael Howe, Malcolm Gladwell, and Many, Malcolm Gladwell, and Many,
many othersmany others
NYS Reflects NYS Reflects Gifts Gifts TalentsTalents
Those pupils who show evidence of high performance capability and exceptional potential… [including] those pupils who require educational programs or services beyond those normally provided by the regular school program in order to realize their full potential.” (New York Education Law § 4452)
Note on New York State’s Note on New York State’s RequirementsRequirements
1.1. Define Giftedness as requiring different Define Giftedness as requiring different servicesservices
2.2. Mandate that all students be assessed Mandate that all students be assessed and parents of gifted children be notifiedand parents of gifted children be notified
3.3. Don’t mandate that anything be done for Don’t mandate that anything be done for the gifted childrenthe gifted children
4.4. Don’t set aside any money to provide Don’t set aside any money to provide gifted education for those defined as gifted education for those defined as requiring itrequiring it
NY One of 7 StatesNY One of 7 States LeastLeast
Supportive of Gifted ChildrenSupportive of Gifted Children
For Our Purposes Today, For Our Purposes Today, Gifted:Gifted:
Having an inborn cognitive ability Having an inborn cognitive ability more than two standard deviations more than two standard deviations
above the mean (IQ of 130 or above the mean (IQ of 130 or greater)greater)
Giftedness is AbnormalGiftedness is Abnormal
Top 3% of population in any given area of ability
Identifying Gifted IndividualsIdentifying Gifted Individuals
Theory and Assessment Theory and Assessment
of Cognitionof Cognition
Cattel, Horn CarrolCattel, Horn Carrol
WoodcockWoodcock
Screening Screening → → AssessmentAssessment
Screening (large, inclusive filter)Screening (large, inclusive filter)
Assessment (more accurate, finer filter)Assessment (more accurate, finer filter)
ScreeningScreening
Group test of cognitive abilitiesGroup test of cognitive abilities
State Achievement Tests*State Achievement Tests*
Parent referralParent referral
Teacher referralTeacher referral
Administrative referralAdministrative referral
Self referralSelf referral
AssessmentAssessment
WJTCA-NUWJTCA-NU
WISC-IVWISC-IV
Serving Gifted Children WellServing Gifted Children Well
DefineDefine
IdentifyIdentify
DifferentiateDifferentiate– AcademicAcademic– Social/EmotionalSocial/Emotional
Nature of Gifted IndividualsNature of Gifted Individuals
Gifted People Are DifferentGifted People Are Different
NeorosystemNeorosystem
PerceptionPerception
BehaviorBehavior
EnvironmentEnvironment
NeurologyNeurology
Larger Frontal LobesLarger Frontal Lobes
Faster synapsesFaster synapses
More efficient processes (Sanjay Gupta)More efficient processes (Sanjay Gupta)
Men and Women (Dr. Richard Haier)Men and Women (Dr. Richard Haier)– Gray Gray – WhiteWhite
Neurology Neurology Perception Perception
Perception Perception Behavior Behavior
OverexcitabilitiesOverexcitabilities
(Kazimierz Dabrowski,1902-(Kazimierz Dabrowski,1902-1980)1980)
Overexcitability Means Overexcitability Means Increased…Increased…
SensitivitySensitivity
AwarenessAwareness
IntensityIntensity
Areas of IntensityAreas of Intensity
PsychomotorPsychomotor
SensualSensual
IntellectualIntellectual
ImaginationalImaginational
Emotional Emotional
Psychomotor OEPsychomotor OE
““Capacity for being active and Capacity for being active and energetic" energetic"
(Piechowski, 1991, p. 287)(Piechowski, 1991, p. 287)
Psychomotor OE Psychomotor OE
talk compulsivelytalk compulsively
act impulsively, act impulsively,
display nervous habitsdisplay nervous habits
compulsively organizecompulsively organize
others may find them overwhelming. others may find them overwhelming.
seem never to be still seem never to be still
Common MisdiagnosisCommon Misdiagnosis
ADHDADHD
Sensual OESensual OE
Heightened experience of Heightened experience of
sensual pleasuresensual pleasure
Sensual OESensual OE
Heightened experience of sensual Heightened experience of sensual pleasure pleasure or displeasureor displeasure
emanating from sight, smell, emanating from sight, smell, touch, taste, and hearingtouch, taste, and hearing
(Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991)(Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991)
Sensual OE +Sensual OE +
Increased and early appreciation of Increased and early appreciation of – MusicMusic– LanguageLanguage– ArtArt
Endless delight from Endless delight from – TastesTastes– SmellsSmells– TexturesTextures– SoundsSounds– sights. sights. – These children may also become so absorbed in their love of a These children may also become so absorbed in their love of a
particular piece of art or music that the outside world ceases to particular piece of art or music that the outside world ceases to existexist
Sensual OE + Sensual OE +
Over stimulated or uncomfortable Over stimulated or uncomfortable May withdraw from stimulation. May withdraw from stimulation. Distractions from schoolwork (ADD)Distractions from schoolwork (ADD)– Rough clothingRough clothing– Cafeteria SmellsCafeteria Smells– SoundsSounds– Pencil pressurePencil pressure
Pleasure and Pain Are Pleasure and Pain Are More IntenseMore Intense
ExamplesExamples
Intellectual OEIntellectual OE
Marked need to seek understanding and truth, Marked need to seek understanding and truth, to gain knowledge, and to analyze andto gain knowledge, and to analyze and
synthesize synthesize (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991)(Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991)
Intellectual OEIntellectual OE
Intensely curiousIntensely curious
Often avid readersOften avid readers
Keen observersKeen observers
Able to engage in prolonged intellectual effortAble to engage in prolonged intellectual effort
Tenacious in problem solving Tenacious in problem solving when they choosewhen they choose..
Elaborate planning Elaborate planning
Detailed visual recallDetailed visual recall
Love theory, thinking about thinking, and moral thinkingLove theory, thinking about thinking, and moral thinking
Strong concerns about moral and ethical issuesStrong concerns about moral and ethical issues
Sometimes impatient with others who cannot sustain their Sometimes impatient with others who cannot sustain their intellectual paceintellectual pace
So excited about an idea that they interrupt at inappropriate timesSo excited about an idea that they interrupt at inappropriate times
ExamplesExamples
Imaginational OEImaginational OE
Rich association of images and impressions, Rich association of images and impressions, frequent use of image and metaphor, facility frequent use of image and metaphor, facility
for invention and fantasy, detailed for invention and fantasy, detailed visualization, and elaborate dreams visualization, and elaborate dreams
(Dabrowski & Piechowski,1977; Piechowski, 1979, 1991)(Dabrowski & Piechowski,1977; Piechowski, 1979, 1991)
Imaginational OEImaginational OE
Mix truth with fictionMix truth with fictionCreate [internal] private worldsCreate [internal] private worldsImaginary companions and dramatizations Imaginary companions and dramatizations to escape boredomto escape boredomDifficulty staying tuned to rigid academic Difficulty staying tuned to rigid academic curriculum. (They may write stories or curriculum. (They may write stories or draw instead)draw instead)Difficulty completing tasks when some Difficulty completing tasks when some incredible idea captures their thoughtsincredible idea captures their thoughts
ExamplesExamples
Personal ExperiencePersonal Experience
Emotional OEEmotional OE
Intense emotions, intense empathy, Intense emotions, intense empathy, and magnified affective expression and magnified affective expression
(Piechowski, 1991).(Piechowski, 1991).
Emotional OEEmotional OE
Stomachaches Stomachaches Blushing Blushing Concern with death and depression Concern with death and depression Capacity for deep relationshipsCapacity for deep relationshipsStrong emotional attachments to people, places, Strong emotional attachments to people, places, and thingsand thingsAcutely aware of their own feelingsAcutely aware of their own feelingsOften carry on inner dialogs and practice self-Often carry on inner dialogs and practice self-judgment judgment Often accused of “overreacting”Often accused of “overreacting”
Overexcitability represents a Overexcitability represents a realreal difference in the fabric of difference in the fabric of life and quality of experiencelife and quality of experience
(Lind, 2001)(Lind, 2001)
ExamplesExamples
"One who manifests several "One who manifests several forms of overexcitability, sees forms of overexcitability, sees reality in a different, stronger reality in a different, stronger and more multisided manner" and more multisided manner"
(Dabrowski, 1972, p. 7) (Dabrowski, 1972, p. 7)
Gifted People Are DifferentGifted People Are Different
NeorosystemNeorosystem
PerceptionPerception
BehaviorBehavior
EnvironmentEnvironment
Gifted Behavior is AbnormalGifted Behavior is Abnormal
Experience of Gifted People is Experience of Gifted People is Not NormalNot Normal
Being Gifted Being Gifted Doesn’t Feel Like a GiftDoesn’t Feel Like a Gift
Gifted People Are DifferentGifted People Are Different
NeorosystemNeorosystem
PerceptionPerception
BehaviorBehavior
EnvironmentEnvironment
EnvironmentEnvironment
Are you gifted?Are you gifted?
Beauty BacklashBeauty BacklashDon’t hate meBecause I’m
beautiful.
BoredomBoredom
How Much Time is Wasted?How Much Time is Wasted?
140 IQ = 50% of their time140 IQ = 50% of their time
170 IQ = 99% of their time
Hollingworth (1942), Renzulli, Silverman (1991)
Example from WeeklyExample from Weekly25-Word Spelling Unit25-Word Spelling Unit
Pretest = 96%Pretest = 96% Post test = 100%Post test = 100%
Time: 45 minutes of drill time per week:
Learned: 1 spelling word
Homework for SpellingHomework for Spelling
Make a Word Search Puzzle Make a Word Search Puzzle Using All 25 Spelling wordsUsing All 25 Spelling words
Child’s SolutionChild’s Solution
Personality TypePersonality Type
Myers BriggsMyers Briggs
Percent IntroversionPercent Introversion
0
5
10
15
20
25
30
35
40
45
50
Normal Gifted
Percent IntuitionPercent Intuition
0
10
20
30
40
50
60
70
80
Normal Gifted
Percent ThinkingPercent Thinking
42
44
46
48
50
52
54
Normal Gifted
Percent PerceivingPercent Perceiving
0
10
20
30
40
50
60
Normal Gifted
Percent INTPPercent INTP
0
2
4
6
8
10
12
14
Normal Gifted
What Are the Implications?What Are the Implications?
DifferencesDifferences
NeurologicalNeurological
PerceptualPerceptual
BehavioralBehavioral
EnvironmentalEnvironmental
MaladjustmentMaladjustment(Social/Emotional Issues)(Social/Emotional Issues)
Leta HollingworthLeta Hollingworth
Ideal IQIdeal IQ125-145125-145
160160
Spike in normal curveSpike in normal curve
InteractionInteraction
Nature of EnvironmentNature of Gifted People
InteractionInteractionEnriching HomeFlexible SchoolCognitive Peers
Absent ParentsLimited Resources
Rigid SchoolSmall Population
1st Grader with 148 IQEmotional OE
OutliersOutliers
AbilityAbility
Birth yearBirth year
Birth monthBirth month
ChanceChance
CultureCulture
Family BackgroundFamily Background
Time (10,000 hours)Time (10,000 hours)
Race and perceptionRace and perception
InliersInliers
Gifted children who suffer socially Gifted children who suffer socially and emotionally and don’t enjoy and emotionally and don’t enjoy
developing to their potentialdeveloping to their potential
MythMyth
Gifted Kids Are Lucky and Will Gifted Kids Are Lucky and Will Succeed Without Anything Succeed Without Anything
Extra From UsExtra From Us
Success of U.S. Advanced Success of U.S. Advanced Placement Students Placement Students
(National Excellence: A case for developing America’s Talent)
Compared with the top students
of 13 other nations
BiologyBiology1
2
3
4
5
6
7
8
9
10
11
12
13
14
ChemistryChemistry1
2
3
4
5
6
7
8
9
10
11
12
13
14
PhysicsPhysics1
2
3
4
5
6
7
8
9
10
11
12
13
14
AlgebraAlgebra1
2
3
4
5
6
7
8
9
10
11
12
13
CalculusCalculus1
2
3
4
5
6
7
8
9
10
11
12
13
(National Excellence: A case for developing America’s Talent)
ExcuseExcuse
““We are egalitarian and we We are egalitarian and we educate a higher percentage educate a higher percentage
of our youth than other of our youth than other nations.”nations.”
CorrectionCorrection
United States Advanced Placement Students
International Competitor’s Top Students
(Ross, 1993)(Ross, 1993)
““American students are at or American students are at or near the back of the pack in near the back of the pack in international comparisons. If international comparisons. If
we don’t make radical we don’t make radical changes, that is where we are changes, that is where we are
going to stay” going to stay”
(America 2000,1991).(America 2000,1991).
Negative Characteristics of Negative Characteristics of Cognitively GiftedCognitively Gifted People People
Uneven Mental DevelopmentUneven Mental DevelopmentSocial DifficultiesSocial DifficultiesUnderachievement—especially in uninteresting Underachievement—especially in uninteresting areasareasNonconformity—sometimes in disturbing Nonconformity—sometimes in disturbing directionsdirectionsPerfectionism, sometimes extreme to the point Perfectionism, sometimes extreme to the point of cripplingof cripplingSelf-doubt, poor self-imageSelf-doubt, poor self-imageDepressionDepression
Common Negative Characteristics Common Negative Characteristics of of CreativeCreative Persons Persons
OveractiveOveractive
Excessively EmotionalExcessively Emotional
Indifferent to conventions Indifferent to conventions and courtesiesand courtesies
Questions rules, laws, Questions rules, laws, and authorityand authority
StubbornStubborn
Egocentric, intolerant, Egocentric, intolerant, tactlesstactless
Careless, disorderlyCareless, disorderly
Arrogant, cynical, Arrogant, cynical, sarcasticsarcastic
Impatient, demandingImpatient, demanding
Absentminded, forgetfulAbsentminded, forgetful
ArgumentativeArgumentative
Sloppy and disorganizedSloppy and disorganized
Rebellious, uncooperativeRebellious, uncooperative
Gifted Children Don’t Just…Gifted Children Don’t Just…
““make it on their own”make it on their own”
Indications of GiftednessIndications of Giftedness18 months: Started 18 months: Started reading The New York reading The New York TimesTimes4 Years: Taught himself 4 Years: Taught himself Latin, and read Latin, and read Caesar's Caesar's Gallic WarsGallic Wars (in Latin) (in Latin) 4 years: learned Greek 4 years: learned Greek alphabet and read alphabet and read HomerHomer in Greekin Greek6 years: learned Russian, 6 years: learned Russian, French, German, and French, German, and Hebrew, and soon after, Hebrew, and soon after, Turkish and Armenian. Turkish and Armenian. 6 years: started grammar 6 years: started grammar schoolschool4-8 years: Wrote four 4-8 years: Wrote four books, two on anatomy books, two on anatomy and astronomy and astronomy
7 years: Passed Harvard 7 years: Passed Harvard Medical School anatomy Medical School anatomy exam exam 8 years: Passed MIT 8 years: Passed MIT entrance exam entrance exam 11 years: became 11 years: became youngest student to ever youngest student to ever enroll at Harvardenroll at Harvard11 years: lectured 11 years: lectured Harvard Mathematical Harvard Mathematical Club on 'Four-Club on 'Four-Dimensional Bodies.' Dimensional Bodies.' As an adult: knew As an adult: knew approximately 200 approximately 200 languages of the world, languages of the world, and could translate and could translate among them instantlyamong them instantly
Dropout RatesDropout Rates
(Michael, 2005)
11%
25%
General Population
GiftedPopulation
Depending on one’s definition of Depending on one’s definition of gifted, the New York State dropout rate gifted, the New York State dropout rate
among gifted children in who do not among gifted children in who do not receive intervention services is as high receive intervention services is as high
as 25%as 25%(Michael, 2005)(Michael, 2005)
RecommendationsRecommendations
School SocialWorkers and School Psychologists School SocialWorkers and School Psychologists Learn and Stay Current Issues Related to Learn and Stay Current Issues Related to Identifying and helping Gifted ChildrenIdentifying and helping Gifted Children
Active Screening for Social/Emotional needs, not Active Screening for Social/Emotional needs, not just cognitive needsjust cognitive needs
Provide increased opportunity for gifted support Provide increased opportunity for gifted support groups guided by appropriate professionalsgroups guided by appropriate professionals
Provide Individual counseling as neededProvide Individual counseling as needed
Advocate and EducateAdvocate and Educate
Good NewsGood News
We can usually make things We can usually make things better for gifted individuals by better for gifted individuals by improving their environmentimproving their environment