Social and Emotional Needs of the Gifted

1. Social and Emotional Needs of the Gifted Presenters: Marilyn Lane & Nora Ho

2. Section 4:Social and Emotional Development 4:1 Actions to meet the affective needs of gifted students are ongoing.

3. 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 Demands of Giftedness

4. A reluctance to take risks

5. A Discomfort With Competition

6. An Unwillingness To Participate

7. Defensive, Disruptive Behavior

8. 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 Causes of Stress in GATE Students

9. Outside Influences • Conformist School Culture • Home Environment • Expectations of Others • Family Relationships • Peer Relationships

10. Social and Emotional Needs • Security • Identity • Belonging • Purpose • Competence

11. Awareness of feelings Caring Protect/Comfort Trust Personal Responsibility A Safe Environment Anticipation Expectations Choices/ Consequences Security

12. Self-Awareness Strengths Weaknesses Physical Self Listen Managing Emotions Love/Honor New Roles Heroes Celebrate Who I Am Identity

13. 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. Promoting Sense of Identity

14. 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 Males…

15. 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 Gifted Females…

16. 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.

17. 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

18. Belonging • Social Skills • Empathy • Differences/ Commonalities • Opportunities for Service Learning • Traditions • Connectiveness • Responsibilities

19. Purpose • Interests/Passions • Problem Solving • Goal Setting • Relevance • Organization/ Study Skills • Vision/Values

20. Accessing Critical Resources • People Skills • Decision-Making Skills • Problem Solving Skills • Time Management • Technology • Social Activism/Control

21. Building Personal Power The Right Reasons for Learning • Work that is meaningful and challenging • Serves higher human needs and values • Satisfies craving for knowledge

22. 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

23. 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.

24. Competence • Decision making • Choices/options • Mistakes/expectations • Respond to intelligence • Celebrate!

25. Celebrating Success • Attaining Goals • Quality Work • Friendships • Self-Knowledge

26. 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 At-Risk BehaviorsWarning Signs

27. Masked At-Risk Behaviors • Good grades not a good indicator • Underachievement could be straight A’s • Perfectionism = Anxiety • Passive aggression

28. Minimum Standards: 4:1One Year Approval • Teachers, parents, administrators, and counselors are provided with information and training regarding the characteristics of gifted learners and their related social and emotional development. • 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.

29. Commendable Standards: 4:1Two Year Approval • Teachers are trained and knowledgeable regarding social and emotional development of gifted students, and incorporate techniques to support affective learning in their classrooms. • 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.

30. Exemplary Standards: 4:1Three Year Approval • Ongoing counseling services by teachers, principals, and counselors are provided and documented as appropriate. • 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.

31. 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).

32. Minimum Standards: 4:2One Year Approval • Teachers are trained to recognize symptoms of at-risk behavior in gifted and talented students and to refer them to appropriate school personnel. • Counselors and administrators are trained to make appropriate referrals to internal and external agencies when needed. • Gifted students considered at-risk receive counseling and support services and are not dropped from gifted programs because of related problems. • Information and support are made available to parents regarding at-risk students.

33. Commendable Standards: 4:2 Two Year Approval • The district develops a plan for teachers to work in collaboration with guidance personnel regarding at-risk intervention strategies.

34. Exemplary Standards: 4:2Three Year Approval • 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.

35. 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.

36. 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.

37. 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.

38. Make your own decisions and take your own initiative no matter what!

39. 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

40. Emotional Wellbeing • Feel comfortable with oneself • Feel right about other people • Meet the demands of life

41. 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

42. Special Needs Case study: Blaine

43. 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

44. 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

45. 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

46. 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

47. Characteristics of Gifted/ADHD • Inattentiveness • Impulsive/hyperactive conduct • Eagerness • Compassion • Fidgetiness • Minimal need of sleep • Strong-mindedness since early childhood • Difficulty with lengthy assignments

48. 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

49. 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

50. 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