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