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ACHIEVEMENT vs AFFILIATION

ACHIEVEMENT vs AFFILIATION. Gifted students begin to have difficulty balancing academics and social acceptance by the time they are in middle school. This happens because middle school is they time when students become antiacademic and jealous of gifted students.

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ACHIEVEMENT vs AFFILIATION

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  1. ACHIEVEMENT vs AFFILIATION • Gifted students begin to have difficulty balancing academics and social acceptance by the time they are in middle school. • This happens because middle school is they time when students become antiacademic and jealous of gifted students. • Many students will need special help with their asynchronous development and/or peer pressures of acceptance. • The table of developmental tasks by age follow.

  2. TABLE 11.1 Personal and Social Developmental Tasks for K–12 Gifted Youth Elementary School (Ages 5–10) *Developing self-regulation abilities *Developing a strong work ethic *Building friendships and prosocial skills *Developing self-confidence *Developing resilience when encountering obstacles or failure *Managing long-term projects *Expressing and labeling feelings *Resisting the “just get by” attitude *Coping effectively with teasing and/or bullying

  3. TABLE 11.1 Personal and Social Developmental Tasks for K–12 Gifted Youth Middle School (Ages 11–14) *Negotiating affiliation and achievement conflicts *Building a positive identity around giftedness *Managing more complex and volatile emotions *Increasing time management skills *Building friendships with a wider variety of people *Exploring career fields *Beginning long-term educational and career planning *Resisting anti-achievement and/or anti-social peer pressures *Resisting cultural stereotypes

  4. TABLE 11.1 Personal and Social Developmental Tasks for K–12 Gifted Youth High School (Ages 14–18) *Differentiating from family while remaining close to family members *Making autonomous decisions *Completing college and career planning *Choosing challenging course work *Maintaining motivation in more demanding academic classes *Balancing extracurricular activities with school work *Developing a sexual identity *Making good relationship and sexual choices *Resisting cultural stereotypes

  5. Source: From Moon, S. (2008). Personal and social development. In F. A. Karnes & K. R. Stephens (Eds.) Achieving Excellence: Educating the Gifted and Talented (pp. 82–98). Upper Saddle (Page 277)

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