Gifted Kids – Out of Sync?Gifted Kids – Out of Sync?

Social and Emotional Needs of Social and Emotional Needs of the Giftedthe Gifted

Ginny Bateman

Lead Teacher FCUSD

Do gifted students have social and Do gifted students have social and emotional needs that are different from emotional needs that are different from

those of more typical students?those of more typical students?

• Qualitatively Qualitatively different?different?

• Exclusive?Exclusive?• Seen across gifted Seen across gifted

populations?populations?

No clear answer, unless…No clear answer, unless…

• You redefine the question as suggested You redefine the question as suggested by Thomas Buescher by Thomas Buescher ( A Framework for ( A Framework for understanding the social and emotional development of gifted and understanding the social and emotional development of gifted and talented students. Roper review. 1985)talented students. Roper review. 1985)

AndAnd• Tracy CrossTracy Cross ( (On the Social and Emotional Lives of Gifted On the Social and Emotional Lives of Gifted

ChildrenChildren. Prufrock Press. 2001). Prufrock Press. 2001)

What are the social and emotional What are the social and emotional issues of gifted children?issues of gifted children?

Cross says…Cross says…

……the culture in which the child is immersed has the culture in which the child is immersed has an important influence on the experience of an important influence on the experience of being gifted. The cultural values interact with being gifted. The cultural values interact with the social goals of the student and the issues the social goals of the student and the issues associated with growing up in America. associated with growing up in America. Therefore, the social and emotional needs of Therefore, the social and emotional needs of any particular gifted child may be any particular gifted child may be predictablepredictable, , but cannot be decided a priori.but cannot be decided a priori.

Can we agree…Can we agree…1.1. Gifted students share many developmental characteristics and Gifted students share many developmental characteristics and

problems with all people.problems with all people.

1.1. They are children first and have much in common with They are children first and have much in common with typical children.typical children.

2.2. People develop over time – gifted and non-gifted.People develop over time – gifted and non-gifted.

3.3. Giftedness manifests in many domains, so as a group Giftedness manifests in many domains, so as a group gifted children are heterogeneous. Few statements are gifted children are heterogeneous. Few statements are true for all gifted children.true for all gifted children.

4.4. Gifted children have similar psychological needs as typical Gifted children have similar psychological needs as typical children – need for acceptance, competence, and control children – need for acceptance, competence, and control over environmentover environment

5.5. Much of a gifted childMuch of a gifted child’’s view of the world and his place in it s view of the world and his place in it is derived from early life experiences with family and family is derived from early life experiences with family and family members but are influenced by peers as he grows older.members but are influenced by peers as he grows older.

2. Life experiences of the gifted are different 2. Life experiences of the gifted are different just because they are gifted.just because they are gifted.

• Extraordinary capabilities may result in them Extraordinary capabilities may result in them ““seeingseeing”” the world differently. the world differently.

• They are different but unlike other They are different but unlike other exceptionalities, this differentness can be exceptionalities, this differentness can be hiddenhidden..

3. Influences outside the individual have an 3. Influences outside the individual have an impact on gifted children.impact on gifted children.

1.1. Value of their giftedness varies with cultures and Value of their giftedness varies with cultures and circumstances.circumstances.

2.2. Americans have mixed view.Americans have mixed view.

Continuum of coping strategiesContinuum of coping strategies

Total visibility Blending in Dis-identifying

The student works at managing the information about his giftedness in situation specific

decisions.

With a partner or in your head, discuss With a partner or in your head, discuss the strategy you see your child using the strategy you see your child using

most often.most often.

Giftedness is Giftedness is asynchronous developmentasynchronous development in in which advanced cognitive abilities and which advanced cognitive abilities and heightened intensity combine to create inner heightened intensity combine to create inner experiences and awareness that are experiences and awareness that are qualitatively different from the norm. To qualitatively different from the norm. To have the mental maturity of a 14 year old have the mental maturity of a 14 year old and the physical maturity of an 8 year old and the physical maturity of an 8 year old poses a unique set of challenges analogous poses a unique set of challenges analogous to those which face the child with a 14-year-to those which face the child with a 14-year-old body and an 8-year-old mind.old body and an 8-year-old mind.

Asynchrony intensifies as IQ increases, because of the greater discrepancy between the child’s mental and chronological ages. Asynchrony also increases with increased discrepancies between strengths and weaknesses. The construct of asynchronous development is particularly applicable to gifted children with learning disabilities.

Linda Kreger Silverman, PhD, director of the Institute for the Study of Advanced Development and its subsidiary, the Gifted Development Center, in Denver, Colorado.

What characteristics of the gifted What characteristics of the gifted can contribute to issues?can contribute to issues?

• Need for power or control. Many Need for power or control. Many gifted children prefer leadership gifted children prefer leadership roles, opportunities for choice, roles, opportunities for choice, independent work and self independent work and self management of time.management of time.

• Heightened awareness of moral Heightened awareness of moral issues. Many gifted students feel issues. Many gifted students feel they must DO something to they must DO something to alleviate suffering, preserve the alleviate suffering, preserve the ecosystem, make peace lasting.ecosystem, make peace lasting.

• Experience the world as a big Experience the world as a big picture – as system.picture – as system.

• Prefer their own company, quiet Prefer their own company, quiet reticent personalities.reticent personalities.

• Perceptiveness – understand Perceptiveness – understand several points of view, unwritten several points of view, unwritten rules, grasp patterns of behavior.rules, grasp patterns of behavior.

Restrictive environments where even the most basic self-management of time is denied may result in struggles for control or depression

The reality of the hugeness of the task can also cause depression. May become bitter or cynical.

Frustrated by the fragmented nature of subjects, classes.

Seen as non-participatory

May be very sensitive toward other’s attitudes toward them

Generalizations vs. stereotypes

Out of Sync?Out of Sync?

AsynchronyAsynchrony, a relatively new way of looking at , a relatively new way of looking at giftedness, but has deep historical roots. giftedness, but has deep historical roots. Leta Hollingworth, often called the mother of Leta Hollingworth, often called the mother of gifted education, viewed giftedness as a set gifted education, viewed giftedness as a set of complex psychological issues arising out of complex psychological issues arising out of the disparities between these childrenof the disparities between these children’’s s mental and chronological ages. Hollingworth mental and chronological ages. Hollingworth established that the farther removed children established that the farther removed children are from the average in intelligence, the are from the average in intelligence, the more pressing their adjustment problems more pressing their adjustment problems become. become.

Nancy Robinson in Nancy Robinson in The Social and The Social and Emotional Development of Gifted Emotional Development of Gifted

Children: What Do We KnowChildren: What Do We Know (NAGC. 2002)(NAGC. 2002)

Casts the social and emotional needs of Casts the social and emotional needs of the gifted in terms of the gifted in terms of riskrisk and and resilienceresilience. . She speaks of protective factors and She speaks of protective factors and vulnerabilitiesvulnerabilities

Risk FactorsAsynchronous development resulting in a sense of dissonance

High – sometimes unreachable –expectations for themselvesExcessive parent intrusion resulting in a lack of self sufficiencyDisparity between instructional environment and student needs resulting in disengagementTrouble finding a peer groupGender – females may mask giftedness to gain social acceptance.

Protective FactorsVerbal ability

IntelligenceBoth of these result in the ability to engage in reflective thinking and create a sense of self-efficacyHigh self-conceptAcademic achievement results in placement in advantageous instructional environment.More likely to deal with a problem by changing their behavior or the environment. (alternate style of dealing with problems is to change your interpretation of the problem)

Specific issues of asynchronous Specific issues of asynchronous development associated with the gifteddevelopment associated with the gifted

• Affect regulationAffect regulation

• Over-excitabilityOver-excitability

• PerfectionismPerfectionism

• Multi-potentialityMulti-potentiality

• UnderachievementUnderachievement

Affect regulation- managing your Affect regulation- managing your emotions in a healthy wayemotions in a healthy way

• Gifted students are Gifted students are often, although not often, although not always, more always, more mature than their mature than their chorological age, chorological age, but less mature but less mature than their mental or than their mental or intellectual age. intellectual age.

Dabrowski and PiechowskiDabrowski and Piechowski• Five developmental levels of self-actualization from Five developmental levels of self-actualization from

egocentric to altruistic.egocentric to altruistic.• Inner conflict achieved but a disconnect from what is Inner conflict achieved but a disconnect from what is

and what ought to be. Those with the greatest sense and what ought to be. Those with the greatest sense of disconnect also possess the greatest potential for of disconnect also possess the greatest potential for development. development.

• Over-excitabilities – enhanced modes of being in the Over-excitabilities – enhanced modes of being in the world. Response to stimuli that is beyond normal world. Response to stimuli that is beyond normal and often of a different qualityand often of a different quality::– PsychomotorPsychomotor – love of movement, rapid speech, relentless, drive – love of movement, rapid speech, relentless, drive– Sensual Sensual – seeking sensual outlets for tensions, heightened pleasure for – seeking sensual outlets for tensions, heightened pleasure for

sensual enjoymentsensual enjoyment– Intellectual Intellectual – persistence in asking probing questions, preoccupation – persistence in asking probing questions, preoccupation

with theoretical problems, sharp sense ofwith theoretical problems, sharp sense of observation, symbolic thinking observation, symbolic thinking and striving for synthesis.and striving for synthesis.

– ImaginationalImaginational – rich imagery, inventiveness. Intense living in the world – rich imagery, inventiveness. Intense living in the world of fantasy.of fantasy.

– EmotionalEmotional – intense loneliness, desire to offer love, fears, anxieties, – intense loneliness, desire to offer love, fears, anxieties, strong recall of past affective situationsstrong recall of past affective situations

Problems of PerfectionismProblems of PerfectionismThe Gifted Kids Survival GuideThe Gifted Kids Survival Guide by Galbraith and Delisle by Galbraith and Delisle

• Set unreasonable, impossible goals for themselves.Set unreasonable, impossible goals for themselves.• Chronically dissatisfied even with great results.Chronically dissatisfied even with great results.• Have difficulty enjoying the present moment because of thinking of Have difficulty enjoying the present moment because of thinking of

the next hurdle.the next hurdle.• Avoid risk – Avoid risk – ““Is this right?Is this right?””• Have Have ““all or nothingall or nothing”” view. view.• Highly self critical and critical of others.Highly self critical and critical of others.• Afraid of revealing any weakness or imperfections.Afraid of revealing any weakness or imperfections.• Procrastinate because project may not be perfect or wait for the Procrastinate because project may not be perfect or wait for the

perfect time to start something. perfect time to start something. • Difficult relationships because they may expect way too much of a Difficult relationships because they may expect way too much of a

partner or friend.partner or friend.• Self-worth depends on performance.Self-worth depends on performance.• Compulsive planners.Compulsive planners.• Have difficulty seeing situations, performances, projects, Have difficulty seeing situations, performances, projects,

relationships as anything but relationships as anything but ““goodgood”” or or ““badbad””. .

Parenting approaches that mitigate Parenting approaches that mitigate perfectionismperfectionism

• Praise process not result.Praise process not result.• Celebrate – donCelebrate – don’’t just tolerate t just tolerate

– less than perfect results.– less than perfect results.• Model this behavior your self.Model this behavior your self.• Get involved in activities that Get involved in activities that

are not scored or judged in are not scored or judged in any way – hiking?any way – hiking?

• Journal – share a weakness Journal – share a weakness and celebrate an and celebrate an accomplishment or triumph.accomplishment or triumph.

Test strategyTest strategy• Before test – jot down how you prepared for Before test – jot down how you prepared for

test.test.• After test, journal how you think you did.After test, journal how you think you did.• When test is returned, journal answer to When test is returned, journal answer to

questions:questions:– How did this strategy work?How did this strategy work?– Am I satisfied?Am I satisfied?– If not – what is my planIf not – what is my plan– How will I document steps in my plan?How will I document steps in my plan?– How will I know it worked?How will I know it worked?– What will I do if it doesnWhat will I do if it doesn’’t?t?

Multi-potentialityMulti-potentiality

Gifted students may have a variety of talent domains in Gifted students may have a variety of talent domains in which they might excel.which they might excel.

For some this presents a problem of huge indecision For some this presents a problem of huge indecision and, for some, depression and anxiety.and, for some, depression and anxiety.

Give your child permission to try many things but set limits on how many at a time. Talk it out.

Use a “t” chart – things I like about ballet/downsides. What aspect of talent do I

want to really develop, but give yourself permission to quit and go another direction.

Realize you may not have to chose one career or the another.

UnderachievementUnderachievementAmong the gifted, underachievement almost Among the gifted, underachievement almost

always has social and emotional causes, always has social and emotional causes, not academic causes. not academic causes.

Approach depends on the kind of Approach depends on the kind of underachievement.underachievement.

The coasterThe coasterThe manipulatorThe manipulatorThe perfectionistThe perfectionistThe rebelThe rebel

With a partner or in your head, discuss With a partner or in your head, discuss which issues you see at play in your which issues you see at play in your

childchild’’s life.s life.

Special populations at riskSpecial populations at risk

• FemalesFemales

• Twice Twice exceptionalexceptional

• Profoundly Profoundly giftedgifted

• English English learnerslearners

Gifted girls have Gifted girls have special vulnerabilitiesspecial vulnerabilities

• Joan Smutny – Gifted girls assume all Joan Smutny – Gifted girls assume all sorts of extra burdens that educators sorts of extra burdens that educators need to understand. Few gifted girls need to understand. Few gifted girls know they are talented. They know know they are talented. They know only that they are different and that this only that they are different and that this difference is somehow wrong or weird.difference is somehow wrong or weird.

• Barbara Kerr in Barbara Kerr in Smart GirlsSmart Girls (Gifted Psychology (Gifted Psychology

Press. 1994)Press. 1994) asks how does the conflict asks how does the conflict between social expectation and between social expectation and personal potential affect gifted women?personal potential affect gifted women?

Parenting strategiesParenting strategies

• Awareness is Awareness is power but issues power but issues are not predestinedare not predestined

• Talk it out – make Talk it out – make timetime

• Gifted kids are kids Gifted kids are kids first – have fun and first – have fun and enjoyenjoy

Advocate for education that…Advocate for education that…• Provides resources for teachers to really Provides resources for teachers to really

get to know a student.get to know a student.

• Celebrates diversity of talents, learning Celebrates diversity of talents, learning styles, interests – not just tolerates them.styles, interests – not just tolerates them.

• Trains teachers in the special Trains teachers in the special vulnerabilities of gifted students to certain vulnerabilities of gifted students to certain social and emotional issues.social and emotional issues.

• Provides choices of all kinds – at the Provides choices of all kinds – at the classroom level, at the grade level, and at classroom level, at the grade level, and at the school level.the school level.

With a partner or in your head, discuss With a partner or in your head, discuss what was said tonight that resonates what was said tonight that resonates

with you?with you?