Morgan Appel, DirectorEducation Department

This presentation and a host of related materials and resources may be accessed directly using Slide Share (https://www.slideshare.net/). Just search my name and GATE and you will be there in a flash!

Being gifted is a gift—unless you are the one experiencing it first hand (both blessing and burden)

Gifted have a tendency to look outwardly for approval and inwardly for blame May experience unique pressures to ‘perform’ as if the spotlight is always on—

even when alone The gifted individual employs a somewhat bifurcated approach to life (rational

and emotional) Solutions must be epiphany based to mitigate perceived threat against the

social personality and related pushback The greatest risk is the social risk, and the greatest challenges for educators

and parents alike are socioemotional Gifted tend to be great starters, but at times lack discipline for follow through

(beginnings are always fun!) It becomes magnified through the lifespan and pronounced during adolescence

Things come naturally—without having to work hard.

Executive Functions and the Gifted Individual

Executive functions are ‘those cognitive processes that allow people to plan, organize, make decisions, pay attention and regulate behavior (Fielder, 2017).

Recalling the manifold impacts that gifted neurochemistry has on the socioemotional/ affective domain, it is no wonder that problems in this area can lead to negative self concept and exacerbating perfectionist tendencies.

These impacts are by no means linear. If left unattended, they will magnify logarithmically throughout the lifespan, making giftedness more struggle than gift.

Not the same as intelligence—not what one knows, but how to use it

Executive function challenges frequently associated with ADD and ADHD, but need not be disorders—we all face these issues

EF comprises those foundational skills essential for school readiness and persistence, not to mention survival in the greater world

The frontal lobe’s ‘CEO’ – metacognitive/process-related skills

Dependent upon three types of brain function: (1) working memory; (2) mental flexibility; and (3) self control

Executive function must be cultivated (skills not innate) and are hindered by toxic stress that disrupts brain architecture and development of EF.

Skills must be developed in diverse environments, including home and school.

Source: Harvard University, 2017

Inhibition of impulse (lengthen the fuse)

Previewing consequences Holding and manipulating

information in working memory

Sustaining attention Planning in the short and

longer term Saliency determination Task initiation Depth of processing

Tempo control (speed of work)

Automaticity (skills that do not require conscious effort)

Satisfaction (real, not temporary)

Organization and time management

Flexibility Self monitoring Metacognition Emotional self regulation

Appropriate Cortex or Lobe for Processing Initial Stimuli

Sensory Stimuli

‘Primitive Brain’

recognizes the problem/

challenge

Prefrontal for Analysis; exploring possible scenarios and solutions

(little voice in one’s head)Working Memory reviews options

verbally and visually—based on experience and knowledge

Referred to Motor

Cortex for Action

Appropriate Cortex or Lobe for Processing Initial Stimuli

Sensory Stimuli

‘Primitive Brain’

recognizes the problem/

challenge

Referred to Motor

Cortex for Action

STRESS

Executive Function Explained

“But I am just going to run in for a second!”

(1) Immediately, we see ‘No Parking’ and are tempted to park. We need to run in for a prescription, and are thus confronted with a challenge (Primitive)

(2) Sent to Working Memory to review possible scenarios from the most optimistic to the most ridiculous. Self talk and visualization

(3) Start to become infuriated (no parking anywhere in this town!) More self talk

(4) Action—and possibly a ticket

Problems with executive functions typically lead to difficulties with self-concept,

both personal and academic. No matter how high their abilities, some gifted kids

simply don’t feel good about themselves. And parents, teachers and counselors

who misguidedly try to reassure or praise them find their efforts to be in vain.

These kids are frequently frustrated and have very little tolerance for their own

errors. They have trouble dealing with their expectations of themselves and their

expectations of others.

Additionally, other people in their lives have trouble understanding the inability of

these bright kids to get things done or to be able to express their thoughts and

feelings accurately. They frequently make impulsive decisions and decisions that

lack depth. Long-term goals elude them. In fact, they often simply don’t know

how to establish goals.

-- Fiedler, 2017.

Note the way in

which age and

experience

play important part

in responding to

change.

Characteristics: Reduced agency

Disorganization

Poor impulse and emotional control

Poor planning and goal setting

Reduced use of metacognitive skills

Distractibility

Poor task persistence

Time and task management deficiencies

Solutions: Remember: fun now, pay later

Distraction-inhibiting implementation intentions and negative emotions associated with an averse task

Source: Psychology Today, 2017

Stifle immediate impulses through routine

Establish new habits (hard work, but rewarding later)

Avoid short-term temptations, remove distractions

Peer monitoring for accountability

Enjoy performance for its own sake

Careful in that the ups and downs of procrastination may lead to toxic stress (short-term highs, long-term lows)

Interplay between genetics and experience to create a foundation for future learning. Negative experiences can impact architecture well into adulthood.

Emotional well-being and social competencepave the way for emerging cognitive abilities

Consider what we know about the neuroscience of giftedness and its socioemotional characteristics

Source: Center on the Developing Child, Harvard University, 2017

Routine, Ambiguity and Anxiety

Neurochemically speaking, departure from routine is difficult for the gifted individual, especially if the pathway is ambiguous or where the chance of success is undetermined.

Ambiguity tends to activate the survival mechanism (fight, flight or freeze) and the associated adrenaline and cortisol that signals the brain to focus can produce an unpleasant experience we are trained to avoid.

Thus, the trick is to remove the danger from the unknown and to provide a sense of stability and predictability moving forward.

Avoid Toxic Stress Experiences

As we are well aware, a little bit of stress can be a good thing as it pushes us forward to achieve. Neuroscience offers that the stress response is associated with the survival mechanism and the neurochemistry of focus.

Beyond impacts to the problem at hand, long-term experience with Toxic Stress can have lasting physiological effects and serve as catalysts for underachievement and avoidance behaviors.

Be vigilant, as the gifted suit of armor may mask symptoms of this condition.

EF Challenge #2: Poor Impulse Control

Based on our understanding of the gifted brain and asynchronous socio-emotional development among gifted and talented, it is reasonable to assume that poor impulse control may emerge from the excitement of novelty as well as a consequence of boredom.

It may also inhibit the establishment and pursuit of long-term objectives, and frustrate attempts at getting organized. The longer-term consequences may involve toxic stress and avoidance behavior as related to future commitments.

Distinguish between feelings and behavior (and the interplay between the two)

Cultivate active listening skills

Encourage creative problem solving incorporating metacognitive strategies

Anger management skills (lengthen the fuse)

Avoid chaos by providing clear structure that will lead eventually to automaticity

Practice delayed gratification strategies, amplified using a ‘token economy’ system

Encourage physical activity (managing impulses is easier when engaged in moderate activity)

Model impulse control Play impulse control games

(memory games particularly useful)

Source: Verywell.org, 2017

EF Challenge #3: Setting Realistic Goals and Prioritizing

As we know, the gifted brain is always processing information in a lightning fast manner. The result is that it becomes difficult not to become overwhelmed with possibilities and prospects and to get on with the work of planning and prioritizing.

Much of mastering EF is to slow down somewhat and determine those things that stand as priorities and to forge a pathway forward to a clear destination. To take action based on information without revisiting countless times. Confidence and competence going hand in hand.

Avoid being overwhelmed(as we know gifted tend to be distracted easily): focus on a keystone change and move forward from there

Be careful with direct praiseand use vocal tone to communicate approval (versus statements all the time)

Avoid behavior modification(rewards system can become incredibly complex and is easily manipulated)

Discover role models who have benefited from mastering EF

Gamify organization using technologies, and provide opportunities for success in the short term that activate related neurochemistry

Always remember to stem the flow of cognitive lava and to help find balance, voice and empowerment

In twos or in a small group, identify 1-3 specific EF-related issues you would like to address with your child. How do these issues impact your child, his/her and you as parents? Discuss with your peers

Choose one thing that you might do differently (one change you could make) that can help to start the process. Share with your group (and perhaps the larger group). Why do you think that making this change is particularly effective? How can it inspire changes in other areas?

Contact Information

Morgan Appel, Director

Education Department

UC San Diego Extension

9500 Gilman Drive #0170-N

La Jolla, California 92093-0170

858-534-9273/ mappel@ucsd.edu