NURTURING SOCIAL-EMOTIONAL DEVELOPMENT OF GIFTED CHILDREN
Presented by David Lammers, M.Ed.
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In many ways, the social emotional needs of gifted and highly
capable children are the same as those of typically developing
children who are in the mainstream classesbut in many ways, they
are different!
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Strengths Associated with Highly Capable Children Acquire and
retain information quickly Inquisitive Intrinsically motivated
Enjoys problem solving and abstract thinking Looks for cause and
effect relationships Large vocabulary; good expressive language
High expectations of self and others Creative; inventive
Independent Diverse interests
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POSSIBLE Concerns Associated with Highly Capable Children 1.
Inpatient with others 2. Strong willed 3. May resist routine
practice 4. May not be interested or enjoy unclear/illogical areas
(e.g. feelings) 5. May create complicated rules and appear bossy 6.
May use words to manipulate
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POSSIBLE Concerns Associated with Highly Capable Children 7.
May neglect duties or people during periods when focused on a task
or project therefore may also resist interruption and appear
stubborn 8. May appear disorganized or scattered 9. May have
trouble with conforming 10. May have struggles with SOCIAL THINKING
11. Perfectionistic of self and others: may have worried child
behaviors.
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Key Definitions Associated with Worry: 1. Fear: an instinctive
reaction to a clear and real danger or threat. 2. Anxiety: a state
of worry about a danger or threat that MIGHT occur. 3. Fright: a
state of fear when danger or threat happens without warning. 4.
Stress: ANY situation (positive or negative) that requires
adjustment or change.
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Can be helpful in healthy amounts. Prep for athletic events =
focus Stress of a deadline = can help motivate Anxiety
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Traits sometimes associated with anxiety personality profile
include: Strong sense of responsibility High standards of
achievement Difficulty relaxing Oversensitive to criticism or
rejection Tendency to worry
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How do we respond? Our autonomic nervous system kicks in and we
(kids and grownups) display Fight, Flight or Freeze responses.
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Solutions for Anxiety: Reduce stressors Learn how to take
breaks that include exercise Cognitive Restructuring: Change
thinking and adjust attitude Rename Worries Progressive relaxation
Goal setting and time management
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MINDSET It is the belief that intelligence can be developed
that opens students to a love of learning, a belief in the power of
effort and constructive, determined reactions to setbacks. ~Carol
Dweck, Ph.D.
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Fixed Mind-SetGrowth Mind-Set I need to look smart! Im stuck
with this amount of smarts! I want to learn! I can GROW my
intelligence! Based on graphic by Nigel Holmes, Mindset Works,
Inc.
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MINDSET You must be smart at this! vs. You must have worked
really hard! The children praised for their INTELLIGENCE: Opted for
easier tasks, where they could avoid mistakes Confidence went down
as soon as things got more difficult Were much more likely to lie
about their scores The children praised for their EFFORT: Wanted
the task they could learn from Maintained their confidence (which
lead to HIGHER SCORES) Didnt care as much about their scores
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Contact Info: David Lammers School Counselor Pinewood
Elementary 360-657-6817 [email protected]
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Suggested Readings Chansky, T. E. (2004). Freeing Your Child
from Anxiety: Powerful, practical solutions to overcome your
child's fears, worries, and phobias. New York, NY: Random House.
Delisle, J. R. (2002). Parenting Gifted Kids: Tips for raising
happy and successful children. Waco, TX: Prufrock Press Inc. Dweck,
C. S. (2006). Mindset: The new psychology of success. New York, NY:
Random House.
