Post on 24-Dec-2015
Social and Emotional Needs of the Gifted
Presenters:Marilyn Lane & Nora Ho
Section 4: Social and Emotional Development
4:1
Actions to meet the affective needs of gifted students are
ongoing.
Demands of Giftedness To focus on or devour
a subject To be creative or
inventive To question
generalizations and “authority”
To concentrate, to be totally absorbed
To resist routine drill To work alone
To seek order, structure and consistency
To have one’s intelligence responded to
To seek out mental peers
To have thinking time To be outstanding in
some areas but average in others
A reluctance to take risks
A Discomfort With Competition
An Unwillingness To Participate
Defensive, Disruptive Behavior
Causes of Stress in GATE Students
Intrapersonal – self imposed
Setting impossibly high standards
Irrational beliefs
Fear of failure Fear of success Multipotentiality… too much to do; too little time!
Interpersonal- interactions with others
Lack of intellectual challenge
Lack of common interests
Rejection by peers and adults
Heightened sensitivity to problems
Conflicting or excessive expectations from others
Outside Influences
Conformist School Culture Home Environment Expectations of Others Family Relationships Peer Relationships
Social and Emotional Needs
Security Identity Belonging Purpose Competence
Security
Awareness of feelings
Caring Protect/Comfort Trust Personal
Responsibility
A Safe Environment
Anticipation Expectations Choices/ Consequences
Identity
Self-Awareness Strengths Weaknesses Physical Self Listen
Managing Emotions
Love/Honor New Roles Heroes Celebrate Who I
Am
Promoting Sense of Identity Build positive self-
images by talking about the positive qualities you see in them.
Focus on the discrepancy between beautiful person inside and their behavior or the person they present to others.
Discuss with them the characteristics they most admire in adults.
Have them discuss their values and those characteristics they value in themselves.
Help them make realistic assessments about themselves
Point out their dependable strengths or hidden talents.
Have them talk about the myths others might believe about them.
Teach them ways of handling put-downs.
Help them see that they have choices in how they want to deal with their feelings. Help them express feelings in acceptable ways.
Find ways to convey a sense of caring.
Gifted Males…
FEEL… Need to suppress
emotions Peer pressure to
conform and fit in Bullied because
considered “too feminine” or “nerds”
Must try to meet expectations of others
NEED… Encouragement to feel
and express emotions Someone to listen and
to empathize Explanation about
gender stereotyping and expectations
Encouragement to follow own interests
Help to find interest-based groups
To be careful of stress and overload
Gifted Females…
FEEL… Choose between
being smart and being popular
Identity is body image
Voiceless
NEED… Interaction w/positive
female role model Affirmation of
assertive behavior Validation that women
can have career/life choices and enjoy them (balance of roles)
Identity is who we are & what we do
Accept that intelligence is valued and intelligence is power
Path to Excellence
We must start our children down the path to excellence very young. Learning is cumulative; all children, including the gifted, develop to their full potential only when their special strengths are identified and supported throughout their lives.
Building the Bridge Critical Social Skills for the Gifted
Classroom survival skills Friendship-making Skills Skills for Dealing with Feelings
Skills for Dealing with Stress
Skill Alternatives to Aggression
Planning Skills
Belonging Social Skills Empathy Differences/ Commonalities Opportunities for Service Learning Traditions Connectiveness Responsibilities
Purpose
Interests/Passions Problem Solving Goal Setting Relevance Organization/ Study Skills Vision/Values
Accessing Critical Resources
People Skills Decision-Making Skills Problem Solving Skills Time Management Technology Social Activism/Control
Building Personal Power
The Right Reasons for Learning Work that is meaningful and
challenging Serves higher human needs and
values Satisfies craving for knowledge
Lighting the Personal Fire
Share your passion Help set personal goals and ways to achieve them
Determine needs and interests Support self-initiated activities Speak the language of encouragement Facilitate work in area of interest Provide opportunities for challenge
Making Being Gifted O.K. Understanding my giftedness
Validation from people who matter
Support and enthusiasm Gender issues Knowing my place in the world
It’s okay to make mistakes and ask for help.
Competence
Decision making
Choices/options
Mistakes/expectations
Respond to intelligence
Celebrate!
Celebrating Success
Attaining Goals
Quality Work
Friendships
Self-Knowledge
At-Risk BehaviorsWarning Signs
Self-imposed isolation
Shifts in school performance
Rigid compulsive behavior
Extreme perfectionism
Eating disorders Self-depreciation
Substance abuse Depression or continual boredom
Frequent mood shifts Inability to control or express anger
Withdrawal into a fantasy world
Unusual fascination with violence
Preoccupation with death
Masked At-Risk Behaviors
Good grades not a good indicator
Underachievement could be straight A’s
Perfectionism = Anxiety Passive aggression
Minimum Standards: 4:1One Year Approval
a. Teachers, parents, administrators, and counselors are provided with information and training regarding the characteristics of gifted learners and their related social and emotional development.
b. Gifted students are provided awareness opportunities of career and college options and guidance consistent with their unique strengths. At the secondary level this includes mentoring and pre-college opportunities.
Commendable Standards: 4:1Two Year Approval
a. Teachers are trained and knowledgeable regarding social and emotional development of gifted students, and incorporate techniques to support affective learning in their classrooms.
b. Guidance and counseling services appropriate to the social and emotional needs of gifted students are provided by trained personnel. Referral services to community resources are made when appropriate.
Exemplary Standards: 4:1Three Year Approval
a. Ongoing counseling services by teachers, principals, and counselors are provided and documented as appropriate.
b. Teachers and guidance personnel are trained to collaborate in implementing intervention strategies for at-risk gifted students. Intervention options can take place in school, at home, or in the community.
Section 4: Social & Emotional Development
4:2
At risk gifted students are monitored and provided
support (e.g., underachievement, symptoms of
depression, suicide, substance abuse).
Minimum Standards: 4:2One Year Approval
a. Teachers are trained to recognize symptoms of at-risk behavior in gifted and talented students and to refer them to appropriate school personnel.
b. Counselors and administrators are trained to make appropriate referrals to internal and external agencies when needed.
c. Gifted students considered at-risk receive counseling and support services and are not dropped from gifted programs because of related problems.
d. Information and support are made available to parents regarding at-risk students.
Commendable Standards: 4:2 Two Year Approval
a. The district develops a plan
for teachers to work in
collaboration with guidance
personnel regarding at-risk
intervention strategies.
Exemplary Standards: 4:2Three Year Approval
a. At-risk gifted students are
provided with specific
guidance and counseling
services that address the
related issues and problems,
and include development of
an intervention plan.
Advice for Being Gifted from Gifted Children
On dealing with being gifted…Be quiet and read!
If you are depressed:Work on or develop a hobby.
When you feel life is futile:Go to sleep.
When you switch from feeling talented to feeling like a failure…
Try to do your best.
Don’t be serious about yourself.
We all have limits.
The basis for all successful learning is self-discipline.
Most defeats in learning something or changing something
are temporary.
When you want to get along…
By understanding yourself, you can relate to others.
Learn to listen to others.Relax!
Find a person who takes an interest in you, who wants to
help.Learn to do things peers value BUT don’t give up on yourself.
Make your own decisions and take your own initiative no matter what!
Critical Attitudes
It’s OKAY to be Gifted.
It’s OKAY to Make Mistakes.
Expectations for Success
Excellence, not Perfection
Self-Responsibility
Effort means Progress
Emotional Wellbeing
Feel comfortable with oneself
Feel right about other people
Meet the demands of life
Fostering Emotional Wellbeing in the Classroom
“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material but warmth is the vital element for the growing plant and for the soul of the child..”
Carl Jung
Special Needs
Case study: Blaine
Characteristics of Gifted/Autistic Youth
Poor social skills and understanding of social cues
Savant abilities Autistic individual who shows signs of giftedness (approximately 10% of autistic population)
Preference for routine Low IQ Generally their giftedness will occur in areas other than intellectual
Creative abilities Artistic and musical
Extreme possessiveness of unusual objects Hypersensitivity to sensory stimuli
Instructional Strategies for Autistic/Gifted Youth
Use hands-on kinesthetic activities Teach to their strengths Use physical, verbal, and visual aids to signify transition
Infuse social and communication skills into the academic programming
Provide structure and routine Include parent(s), clinical professional(s), and student when determining educational programming
Characteristics for Gifted/ Emotional-Behavioral Disabled Youth
Defiance Aggression, violence, peer and adult conflict
Loneliness Withdrawal, depression, isolation, low self-esteem, self-rejection
Stress Hyperactivity, impulsivity, distractibility, and anxiety
Socialization problems Immaturity, criticism, humiliation
Underachievement
Instructional Strategies for Gifted/ Emotional-Behavioral Disabled Youth
Incorporate multidisciplinary activities
Provide supportive, sensitive and positive home/school environments
Alleviate conflict and shape a positive self-concept
Create intellectually challenging activities
Make modifications to enhance learning atmosphere Match methods to gifts/talents and disabilities
Utilize inclusion, modeling, cooperative learning, and authentic learning
Characteristics of Gifted/ADHD
Inattentiveness Impulsive/hyperactive conduct Eagerness Compassion Fidgetiness Minimal need of sleep Strong-mindedness since early childhood
Difficulty with lengthy assignments
Instructional Strategies for Gifted/ADHD
Incorporate cooperative learning activities that allow the student to take a leadership role
Teach organizational skills Stress appropriate social skills Utilize communication sheets with parents Create short, intellectually challenging activities
Provide hands-on kinesthetic activities Differentiate the curriculum
Characteristics of Gifted/ Asperger’s Syndrome Youth
Poor nonverbal communication skills Lack of coordination Exceptional memory Normal to high IQ Poor sense of time Inflexibility Difficulty transitioning between tasks Inability to explain their feelings and those of others
Poor social skills
Instructional Strategies for Gifted/ Asperger’s Syndrome Youth
Establish a daily routine Avoid sarcasm Teach students to deal with sudden change Develop social skills Provide a rubric when asking essay questions Develop an IEP that addresses student’s strengths and weaknesses
Include parents, clinical professionals, and student when making decisions about educational programming
Provide hands-on activities Arrange the room so that the gifted/AS child is near few distractions
General Characteristics of Gifted/Learning Disabled
Intelligence Ingenious problem-solving skills Poor social skills Exceptional memory Frustration Quick conceptualization of ideas Advanced abstract reasoning skills Academic achievement below academic potential
General Instructional Strategies for Gifted/Learning
Disabled Youth
Develop social skills Establish a daily routine Differentiate the curriculum Encourage cooperation among teachers, parents, administrators, and student
Allow for multiple program options Develop strengths so that student can compensate for disabilities
Design activities to engage the learner in real-world learning
Build self-esteem
Special Needs
Revisit Case Study: Blaine See: Guidelines for Appropriate Diagnosis
Kids Who Are Different