The Challenge of Parenting and Teaching the Gifted and Talented

1. The Challenge of Parenting and Teaching the Gifted and Talented With Andy Mahoney

2. Identity disturbance is the etiology and/or exacerbation of all pathology Mahoney “The Fit” is the etiology and/or expansion of all potential Mahoney

3. BELL CURVE & ASYNCHRONICITY AVG. RANGE GIFTED & TALENTED HIGHLY GIFTED & TALENTED HIGHER THE ABILITY HIGHER THE ASYNCHRONICITY (OR SCATTER) IN DEVELOPMENT

4. Identity and the Curve Out of the norm Marginal TEXT TEXT TEXT Exceptional Outlier TEXT Your Identity

6. “The Fit” (1 of 2)

7. “The Fit” (2 of 2)

8. Validation The Four Constructs • An acknowledgment that one’s Identity exists as corroborated by others (i.e. systems) or by oneself. • Validation originates from primary (vertical) relationships such as the self, parents, institutions, persons in positions of authority (e.g. supervisors, policy makers). • The relationships are primary in the sense that individuals are depending on these relationships and systems to facilitate their Identity development or growth in some manner.

9. The Four Constructs • Affirmation • The ongoing, interactive process between self and the world. • The process systematically reinforces in the self that “I am “. • A process of enrichment that challenges and develops the Identity. • Continualreinforcement of the identity of an individual through learning, experiences, environment, relationships, mentors, and enrichment.

10. The Four Constructs • Affiliation • Affiliation is an alliance or association with others of similar nature, like mindedness, passions, desires, abilities or identity • Being received in fellowship or integrated into a group or society without loss of identity (or the self). • The process of individuation relies heavily on affiliation to support the self coming into its own. • In affiliation, secondary (horizontal) relationships (i.e., peers, siblings, colleagues, etc.) become highlighted.

11. Entrepreneur Identity Formation Model The Four Constructs • Affinity • It is an attraction towards that which nourishes and resembles, a mating of souls, spirit and philosophy; not a yearning, but a calling. • Affinity has something to do with the soul, a mission, calling, and a sense of purpose in life. • There is a deeper and more esoteric meaning involved. Affinity connects the self to the world destiny and beyond.

12. The Systems • The Model requires you to explore (discern) each system described and how it influences , impacts and/or interfaces with your identity formation • These systems do and will overlap. The intent of the model is to challenge you to explore in depth what occurs within and among each of these systems as they relate to your identity. • The model intentionally uses a multitude of systems as opposed to narrowing down the influences

13. Discernment

14. Entrepreneur Point of Discernment Formation Model

15. “The Fit” The Goodness of Fit

16. The Fit 1. Validation … Goal 2. Affirmation … Process 3. Affiliation … Support 4. Affinity … Purpose

17. Validation Have you validated your identity or the aspect of identity you are focusing on? Self

18. Affiliation Do you affiliate with others of similar identity (i.e. talents, abilities, like mindedness)? Self Social

19. Affirmation Do you challenge yourself to develop your Identity (i.e. talents gifts etc.)? Self

20. Affinity Self Are you meeting your Affinity i.e. purpose, calling, mission?

21. Construct System

23. 12 Systems Impacting Identity Formation • The Model requires the counselor and client to explore each system described and how it influences or impacts identity development • These systems do and will overlap. The intent of the model is to challenge the counselor and the client to explore in depth what occurs within and among each of these systems as they relate to the client’s giftedness.

24. Self • The system of the Self refers to the individual’s values and beliefs, including the internal view of self as a gifted person. • How does the client perceive oneself as gifted ( i.e. “Am I gifted?”) • It also includes the perception one has of how he is viewed by others.

25. Self • For example, Charles comes into counseling with very low self esteem, suffers from depression and is bored with his career. When asked how he perceives his own giftedness, he reports himself to be of average ability, yet holds a Ph.D. with honors in physics from a highly prestigious university. He has virtually no awareness of his intellectual giftedness.

26. Family • The Family system includes the immediate family, spouse, parents, siblings, children and partners, etc. • It is important to keep in mind that the immediate family varies in different cultures. • When working with this system, explore how the immediate family interfaces with the giftedness of it’s members.

27. Family • For example, Sheli’s parents recognized her giftedness early on and went to great lengths to provide enrichment. She participated in dance lessons with a renowned instructor. In addition she spent several summer in the CTY program

28. Family of Origin • The Family of Origin refers to past generations of the extended family. • The values, beliefs, and traditions, held by the family of origin play an extensive role in how people experience and contend with their giftedness. • Role assignments and legacy issue come into play here

29. Family of Origin • For example: A young man wanted to use his gifts for science and the written language as a science fiction writer. He was confused about whether or not this was a respectable choice and had great difficulty finding the freedom to explore this career direction. He realized he would be the first person in his family (to his awareness) to use his talent in a non-traditional way.

30. Culture • The Cultural System includes gender, heritage, race, religion, ethnicity, etc. • Each of these variables holds its own set of beliefs, values, and properties in respect to what it means to be gifted. • Views of giftedness vary from culture to culture and in some may be non-existent.

31. Culture • For Example: A client grew up in the Bronx and had a strong working class background. He was faced with the challenge of leaving the culture known to him to pursue a career as a fine artist. He was reinforced through his culture throughout his formative years that being a fine artist was not an acceptable choice. The Client was left feeling panicked about who he was and where he was headed. He felt alone that he did not have the support of his culture and family.

32. Vocational • The Vocational System refers to career choice, career development, occupation and the type of vocational exposure a child experiences. • Often children growing up establish or participate in a vocational interest • It is important to explore traditional and non–traditional vocational systems

33. Vocational • For Example: Steve was quite passionate about computers yet his training was limited due to financial hardship and lack of parental support. Through his experience in a counseling group of highly gifted young men he was able to find others with similar ability and passion who were willing to set him up with his own computer system aiding Steve in fulfilling his vocational interest in the computer field.

34. Environmental • The Environmental System impacts identity formation by nurturing or not nurturing a person’s gifts, a resource for enrichment. • This system includes a child’s room at home, the cubicle at work, the raw materials available to be creative – one’s surroundings. • Does the individual’s environment foster that person’s ability?

35. Environmental • For example, Andy was a prodigious artist as a child and had the opportunity to frequent the local salvage yard. He was able to find unlimited raw materials for his artistic creations. With a supportive environment at home he could bring his ‘found treasures’ to his family garage (which served as his studio) and create art.

36. Educational • For Example: Sandra, has consciously avoided passing any exam that would identify her to be in a gifted education program. Her parents were not even aware of this choice on her part. Sandra was not interested in being singled out or made fun of, so she made it her choice to limit what the educational system could provide.

37. Educational • The Educational System refers to formal or informal means by which the gifted person is educated • Since learning can be a life long process and challenge, the educational system needs to be considered by the counselor. • The counselor needs to explore both traditional and other related educational environments to assist in this area of development.

38. Social • The Social system involves relationships with peers, family, and others -- connecting to others. • It provides the social affiliations needed to develop a healthy individuated identity. • Being Gifted can bring feelings of alienation and isolation.

39. Social • For Example: David never had the opportunity to talk to a peer about how badly the kids made fun of the things he said. By joining a counseling group of highly gifted eight to ten year old boys, David began to understand how to deal better with the kids at school. He found the group to be a place of safety and support that enabled him to survive in his world.

40. Psychological • The Psychological system is the system of our psyche where dynamics and experiences come into play and build one’s self esteem , self concept and impact how the individual psychologically deals with their life and the world • The psychological system includes the field of psychology in the psychological system. • It reflects the complexity of defenses and the depth of one’s ego and character.

41. Psychological • For example, how does the field of psychology view and contend with the nature of giftedness? Is giftedness pathologized, ignored or understood for it’s difference? All too often a precocious gifted child becomes a marker for unacceptable behavior and yet that behavior may be the raw potential for an exceptional future contribution to the world.

42. Political • The Political system includes and often dictates values regarding giftedness. • Gifted people may fall victim to political agendas. • The key is to help the counselor and the client assess and understand how the political climate is related to that client’s giftedness.

43. Political • For example, the issue of funding for education or the allocation of resources and opportunities in a workplace or are often affected by politics. The most common example would be funding for sports programs verses gifted programming.

44. Organic - Physiological • The Organic-Physiological system explores areas where there is a behavioral or physiological relationship to one’s giftedness. • The brain is primarily an organ with neurological functions • Exceptional ability is not all a function of environment

45. Organic - Physiological • For Example: Michael was misdiagnosed by his family physician as hyperactive at age five. After being thoroughly tested at age ten his diagnosis was changed and it was learned that he was highly gifted. His earlier hyperactivity was reassessed as anxiety related to performance

46. Developmental • The Developmental system encompasses life-cycle changes such as entering adolescence, individuation, the birth of a child, and separation from the family. • The Developmental system can be used in differentiating how a gifted person’s development may be asynchronous with traditional or stage theories of development. • Asynchrony of development intensives with higher levels of giftedness

47. Developmental • For example: Juan’s parents could not comprehend how he could be so mature and adult like and suddenly change to exhibit the behaviors of a five year old (which he was).