The Gifted/Talented The Gifted/Talented Student and Social Student and Social

BehaviorBehavior

Emily Cayson

Ice Breaker Activity Ice Breaker Activity Red: Colors you likeYellow: Animals you likeBlue: Things you like to do at

schoolGreen: Things you like to do for

funBrown: Words that describe youOrange: Foods you like

Myths of Gifted StudentsMyths of Gifted Students

Myth◦ Gifted students

are white, middle/upper class students.

◦ Gifted students do not know they are “different.”

◦ All gifted students are successful in school.

Fact◦ Gifted students are

found in all ethnic, cultural, religious, and SES groups.

◦ Most gifted kids do not need to be labeled to know they are not quite like their age peers.

◦ Many gifted students may not perform well due to peer pressure.

BullyingBullyingGifted students are targets for

bullying because they are seen as “different” by their peers.

Bullying is worse for gifted males in grade 6.

Bullying peaks for gifted females in grades 5 – 8.

BullyingBullyingWhy gifted students?

◦Other students are jealous◦Social vulnerability makes them an

easy target◦Not being known by other students◦Overexcitabilities◦Sensitivity

BullyingBullyingWhat type of bullying is most

prevalent? VERBAL ◦Name Calling◦Teasing about Appearance◦Teasing about Intelligence and

Grades Dork Geek Nerd Retard

Effects of BullyingEffects of Bullying

Peer RelationshipsPeer RelationshipsTalented/Gifted students are most

vulnerable to poor peer relationships due to not “fitting in” at school.

Peer problems for gifted students may begin as early as kindergarten, because they feel they do not share the same interests or behaviors as other students.

Peer RelationshipsPeer RelationshipsStudents with an IQ score of over

150 are likely to feel differently than students with an IQ score of 130.◦Reason: The top 1 to 2 percent of

students with extremely high IQ’s is so small, and they are that much more different from the norm.

Social ProblemsSocial ProblemsGifted females face their own

challenges◦Social taboos

Not being able to pursue excellence like boys

Women are expected to be selfless, nurturing, and supportive of others

Career planning and child care Sex-stereotype fields

Social ProblemsSocial ProblemsWhen gifted students try to act

“normal” they are denying their unique potential.

Social isolation in school may lead to later problems such as depression, anxiety, or suicide.

Social ProblemsSocial Problems

Signs for potential suicide:◦Sudden change in personality◦Talking about suicide (joking or serious)◦Avoiding social occasions and invitations◦Selling prize possessions◦Severe depression lasting at least a week

*Never assume a gifted student is “too smart” to consider, or go through with, suicide.*

QuoteQuote“I have no idea what happens when

the students leave school. Some ride on the bus and get ridiculed; others go home to an empty house; still more rush around from ballet to soccer to who-knows-what. I have no idea, and I have very little control. But I do have control over how each student will remember his or her last moment of the day with me, and that memory will be a fond one.”

Mrs. Sanders (Delisle & Galbraith, 2002, p. 222)

How Can We Help?How Can We Help?Incorporate proactive, reactive,

and integrative ways to address social concerns.◦This can be done by teachers and

school counselors. Especially with gifted students,

help them with self-esteem.

How Can We Help?How Can We Help?Pay attention to those students

who may not have friends at school.

Understanding the needs of gifted students can differ depending on their talent and intelligence level.

How Can We Help?How Can We Help?Bullying:

◦Do not tolerate any bullying at school in order to help create a safer school environment.

◦Encourage respect for students of all intelligence levels.

◦Help students embrace differences and commonalities.

◦Have small group sessions with bullies.◦Have small group sessions with victims.◦Classroom guidance lessons on tolerance

My Rainbow ActivityMy Rainbow Activity

ReferencesReferences Cross, T. L. (2001). The rage of gifted students. Gifted Child Today,

24(2), 43-45.

Daniels, S., & Piechowski, M. M. (2009). Living with insanity: Understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults. Scottsdale, AZ: Great Potential Press.

Delisle, J., & Galbraith, J. (2002). When gifted kids don’t have all the answers: How to meet their social and emotional needs. Minneapolis, MN: Free Spirit Publishing Incorporated.

Peterson, J. S., & Ray, K. E. (2006). Bullying among the gifted: The subjective experience. Gifted Child Quarterly, 50(252),

252-269.

Peterson, J. S., & Ray, K. E. (2006). Bullying and the gifted: Victims, perpetrators, prevalence, and effects. Gifted Child

Quarterly, 50(2), 148-168.

VanTassel-Baska, J. L., Cross, T. L., & Olenchak, F. R. (2009). Social-emotional curriculum with gifted and talented students.

Waco, TX: Prufrock Press Incorporated.