Social & Emotional Needs of Gifted & Talented Students

Ann Easter & Anne Sturgess Gifted Education Advisers School Support Services School of Education The University of Waikato

Ministry Definition
Gifted and talented learners are those with exceptional abilities compared to most other people (of the same age and cultural background) These individuals have certain learning characteristics that give them the potential to achieve outstanding performance They require different learning opportunities and may need emotional and social support to realise their potential. MOE (2003)

Intellectual Traits
Gifted learners often possess: a heightened level of curiosity a love of seeking out & acquiring new knowledge a wide variety of interests excellent powers of concentration superior reasoning powers & ability to handle abstract ideas flexibility in thinking & considering problems from a number of viewpoints an alert & subtle sense of humour

Affective Traits
Gifted learners may also: over-respond to intellectual or emotional stimulus demonstrate extreme passion and commitment be extremely perceptive from an early age be able to read between the lines or interpret subtle body language show keen empathy and an unusual capacity to understand how others feel be extremely sensitive and take criticism very much to heart possess extraordinary levels of motivation and strive for perfection

Positive Traits
Learns rapidly, wide general knowledge Fluent, articulate, expressive speech

Associated Behaviours
Bored, frustrated, lacks sufficient challenge Tends to dominate class discussions

Sophisticated (adult) sense of Sarcastic, uses humour to put humour others down Observant, asks detailed, probing questions Works independently, needs little direction Advanced moral and ethical reasoning Highly sensitive, strives for perfection Finds mistakes, corrects adults, points out inconsistencies Goes off on tangents, resistant to routines Worries about social issues, world problems Overly self-critical, compulsive, obsessive

Has strong beliefs, keen sense Challenges arbitrary rules and of justice decisions

Over-Excitabilities
KAZIMIERZ DABROWSKI (1902-1980) Heightened intensity and super-sensitivity of the nervous system MICHAEL PIECHOWSKI An abundance of physical, sensual, creative, intellectual, and emotional energy that can result in creative endeavors as well as advanced emotional and ethical development in adulthood

Forms of Over-Excitability
1. Psychomotor surplus of energy 2. Sensual sensory and aesthetic pleasure 3. Intellectual learning, problem solving 4. Imaginational vivid imagination 5. Emotional intensity of feeling

Psychomotor - intense drive

I feel the most energy when I am about to go swimming. I feel as if I could go on forever and reach higher limits
(Girl, 11)

Sensual
[The pleasure of taste is] a steak and having time to just savor every bit
(Girl, 15)
This OE is the least represented in responses of younger subjects and is hard to find at its most intense (Piechowski & Colangelo, 1984)

Intellectual Curiosity
I think Im the only kid who loves to ask questions. I mean thats my life! Questions, questions, and finally when I get all those questions answered, its put together, and its like a puzzle and all the pieces have been put together and it looks decent. And if theres a missing piece, I just have to imagine whats supposed to be there. If somebody wont answer my questions, I get angry! (Girl, 13)

Imaginational
I like to dream about different countries, places that I make up myself, even animals that I make up. Just anything that is unusual to me
(Girl, 13)

Emotional Intensity
When I feel really happy I feel like nothing can go wrong for the rest of my lifeWhen I am really happy it is more so than other people I know. When I am quite happy I am so high it seems like nothing could ever get me into a bad mood (Boy, 13)

A way of being quiveringly alive

(Michael Piechowski)

8 Great Gripes of Gifted Kids

1. 2. 3. 4. 5. 6. 7. 8. No one explains what being gifted is all about Friends who really understand us are few and far between We feel different and wish people would accept us for who we are The work we do in school is too easy and its boring We feel overwhelmed by the number of things we can do in life Parents, teachers (and even friends) expect us to be perfect, to do our best all the time Other kids often tease us about being smart We worry about world problems and feel helpless to do anything about them

Issues for Gifted Students

Confusion about what it means to be gifted Feeling different Feelings of inadequacy Heightened sensitivity Relentless self-criticism High levels of inner conflict Deep concerns with morality & justice Lack of understanding from others Unrealistic expectations of others Hostility of others towards their abilities

Factors Affecting Self-Concept

Self-definition Uneven development Alienation Perfectionism Adult expectations Role conflicts Intense sensitivity

Imposter Syndrome
Many gifted children believe they are not as smart as others perceive them to be and they live in continuous fear of being unmasked as frauds This paradoxical lack of self-esteem in the face of much success has been termed the imposter phenomenon or, in the case of gifted girls, the Cinderella complex

Perfectionism
Perfectionism holding very high standards for ones performance can be a potent force capable of producing either negative or positive outcomes. Perfectionism that translates into persistence leads to success; perfectionism that results in avoidance, anxiety and withdrawal, guarantees failure.
Robinson, N.M., Reis, S.M., Neihart, M. & Moon, S.M. (2002)

The Reality
Gifted students may be at risk for: Underachievement Early school dropout Juvenile delinquency Eating disorders Clinical depression Drug and alcohol abuse Teenage suicide
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Strategies for Developing an Affective Curriculum

Habits of Mind - Costa & Kallick

1. Persisting 2. Managing impulsivity 3. Listening with understanding 4. Thinking flexibly 5. Thinking about thinking 6. Striving for accuracy 7. Questioning and posing problems 8. Applying past knowledge 9. Communicating with clarity and precision 10. Gathering data through all senses 11. Creating, imagining, innovating 12. Responding with wonderment and awe 13. Taking responsible risks 14. Finding humour 15. Thinking interdependently 16. Remaining open to continuous learning

Autonomous Learner Model

Five dimensions: 1. Orientation 2. Individual development 3. Enrichment 4. Seminars 5. In-Depth Study
(Betts & Kercher)

ALM Standards
Comprehend own abilities in relation to self and society Develop effective interpersonal skills Increase knowledge across a wide range of areas Develop a wide range of thinking skills Develop individual passion areas Ultimately become responsible, creative, independent, life-long learners

Krathwohls Affective Taxonomy

Affective Skill 1. Receiving 2. Responding 3. Valuing 4. Organising 5. Characterising Focus
Student displays awareness - listens, notices, observes Student wants to discuss or explain Student chooses a worthy concept or behaviour Student reviews, questions, and arranges values into an ordered system or plan Student voices his/her beliefs and affirms his/her values

Special Programmes
Philosophy for Children (P4C) Future Problem Solving School for Young Writers Bibliotherapy Cinematherapy Career guidance Counselling

Bibliotherapy
Novels that feature gifted children as the main character or which present interesting moral and ethical dilemmas can be used to help gifted students explore their feelings and emotions
Possible titles: The Red Tree - Shaun Tan Chinese Cinderella - Adeline Yen Mah A Wrinkle in Time - Madeleine LEngele

Cinematherapy
Film and other media may also be used to stimulate discussion about issues that are relevant to the lives of gifted students Possible titles: Shine Rain Man Little Man Tate A Beautiful Mind Good Will Hunting

Suggested Process
Identification: relating to a particular character and their imaginary situation Catharsis: experiencing the emotions attributed to the character and empathising with him/her Insight: applying what they have learnt about the character and how they handled the situation to their own real-life experiences

Career Guidance
Gifted students may sometimes feel overwhelmed by their multi-potentiality - i.e. the sheer number of things they could possibly do in life: early intervention is essential focus on identified areas of talent career identity and development mentor programs and support

Counselling
Schools need to be proactive by offering preventive counseling and guidance services to help gifted students learn how to cope with their unique social and emotional needs: Individual counseling Group discussion Family intervention

Classroom Strategies
Motivation & goal setting Time management skills Creative expression Reflective journal writing Individual learning contracts Student self-assessment Flexible grouping strategies Mentor programmes Resiliency training

Summary
There is NO research evidence showing that gifted children are any more at risk than other members of the population IF the following conditions are met: placement with others of like ability when the learning is serious exposure to progressively more complex tasks in a continuum of learning experiences based on mastery and readiness flexible progression at an appropriate (rapid) pace