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WHO is the Gifted Underachiever?

WHO is the Gifted Underachiever?. Professor Karen B. Rogers College of Applied Professional Studies University of St. Thomas Minneapolis, Minnesota kbrogers@stthomas.edu. Stephanie.

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WHO is the Gifted Underachiever?

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  1. WHOis the Gifted Underachiever? Professor Karen B. Rogers College of Applied Professional Studies University of St. Thomas Minneapolis, Minnesota kbrogers@stthomas.edu

  2. Stephanie • Stephanie is a Year 5 student whose evaluation comments read like a list of missed opportunities. “Stephanie is bright, but seems insecure about her ability to do well; her perfectionism prevents her from pursuing new topics or projects.” In class, Stephanie seldom causes trouble; in fact, you hardly know she’s there. She pursues work with caution, and when her teacher hands her an assignment, she immediately thinks it is too hard for her to do. Often she is her own worst enemy. When she does well on a project, she attributes it to “being lucky” and when she does not do well, she internalizes her failure and calls herself “dumb”. She would like to do better in school but claims she cannot. She insists she is not as smart as everyone says and she can prove it by showing you all her low marks and poor papers. To the casual observer, she is a nice, quiet girl who just lacks self-confidence. To the careful observer, she is a sad girl who seems to have little hope of ever being anything more than she is right now: self-critical, deprecating, and unable to chart her own social or academic course.

  3. Mark • Mark is a student most teachers hear about before they ever meet him. His reputation precedes him because he is the source of constant staffroom banter: “You’ve got to approach him just so, or else he will walk all over you; he’s a smart kid, and he knows it --that’s his biggest problem.” On some days he is the most animated discussant in a review of current world events. On other days,, he just sits there, completing seatwork when he feels like it and turning in homework when the mood strikes him. Mark dislikes “busy work” and the teachers who assign it. He succeeds on projects that pique his interest, often concentrating solely on them to the exclusion of other tasks. This makes it difficult for teachers to assign grades. They know Mark understands the concepts taught but if he refuses to turn in all the required work, how can they possibly reward him with high grades? Getting good grades is not one of his personal goals. He is into learning but often does not see school as the place where that can occur. To the casual observer, Mark rebels for the sake of rebelling. To the careful observer, he knows what he knows and doesn’t want to keep proving it.

  4. Four Major Researchers on Underachievement • Sylvia Rimm, The Underachievement Syndrome: Causes and Cures • Barbara Clark, Growing Up Gifted • Diane Heacox, Up From Underachievement • James Delisle, When Gifted Kids Don’t Have All the Answers

  5. Rimm’s Underachievement “Syndrome” • Identified 13 different forms of underachievement represented as fictional characters.Their underachievement has been “shaped” by their home, school climate, unrewarding curriculum, and personal flaws: Manipulative Mary, Taunted Terrence, Depressed Donna, Passive Paul, Jock Jack, Academic Alice, Torn Tommy, Rebellious Rebecca, Dramatic Dick, Hyperactive Harry, Perfectionist Pearl, Adopted Annie, and Creative Chris

  6. Rimm’s Syndrome (2) • All underachievers, whether dependent or dominant in their behaviour exhibit: • Forgetfulness • Disorganisation • Carelessness and superficiality on tasks • Non-academic interests • Manipulation of relations with parents and teachers • Loneliness and social withdrawal

  7. Rimm’s Syndrome (3) • Home origins of underachievement: • The over welcome child • Early illness • Birth order (later, not first) • Marital discord • Conflicting parenting styles • Kind mom/ogre dad • Wonderful dad/ogre mom • Dummy dad • Mousy mom

  8. Rimm’s Syndrome (4) • A trifocal approach can “cure” the syndrome • Child is monitored by home and school so that tasks are noted and completed, assignments turned in. System of behaviour modification is used to re-shape the behaviours • Parent must carry out what school requires child to do, ensuring schedule, space, and monitoring of child’s work outside of school. Daily/weekly reports are provided for the school. Parents are counselled when discord or conflicts are present • School develops plan for child and parents to follow, notes when the plan has been followed and reinforces achievingbehaviours when observed in the child

  9. Clark’s Underachievement Characteristics • There are 16 characteristics or behaviors that gifted underachievers exhibit to at least some degree, some of which are personal-related and some of which are school-related. Just knowing these behaviors are there is the first step to overcoming the responses (and choices) the underachiever makes.

  10. Personal Low self-concept, negative self-evaluation Social immaturity, unpopular with peers Choose companions who do not like school Feelings of rejection, helplessness, feeling victimized School Lack of discipline in tasks, high distractibility Don’t see connection between effort and achievement outcomes Few strong hobbies or interests Resistant to influence from teachers, parents Clark’s Characteristics

  11. Personal Hostile toward adult authority figures Low aspirations for future, career, less persistent and assertive Externalization of conflicts, problems School Withdraw in classroom situations Lack of study skills, Weak academic motivation Leave schoolwork incomplete, nap during study times Perform well on synthesis tasks but not on tasks requiring precise, analytic processing Clark’s Characteristics (2)

  12. Gifted Achiever Pride in own work and effort Resilience when things go wrong Practice risk taking Self-disciplined Goal-oriented --set out plan for own work and follow through Gifted Underachiever Poor academic self-concept, poor organisation External locus of control Perfectionism, so unlikely to take risks Independent --insist on doing only what they want to do Discrepancy between oral and written work Heacox’s Up From Underachievement

  13. Single-sided interests Identify “acceptable minimums for tasks Pick up pace of instruction Identify “have to have” skills and focus on these Help child focus on their single-sided interests Heacox Strategies

  14. Claims of boredom Develop diagnostic- prescriptive instruction Compact the regular curriculum Use continuous progress for learning Fast paced content presentations Subject acceleration Find “cause” of boredom Heacox Strategies (2)

  15. Perfectionism Teach strategies for when to quit, how to match effort to tasks, setting goals, focusing on successes not failures, and separating self-concept from products Role model mistake making Heacox Strategies (3)

  16. Peer Pressure to Underachieve Selectively encourage certain friendships Take interest in child’s friends Encourage extra- curriculars Teach strategies for resisting peer pressure Heacox Strategies (4)

  17. Lack of Organizational Skills Study habits training Strategies for developing work plans, priorities, balance, flexibility Provide consistent space and schedule for study at home Heacox Strategies (5)

  18. Stress Teach time management techniques Relaxation exercises Exercise routines Socialization opportunities Heacox Strategies (6)

  19. Non-Producer/ Selective Consumer Mentally healthy Can explain both problem and possible solutions Independent and proactive See teachers as adversaries and are contentious Underachiever Psychologically at risk Does not understand causes or cures Dependent and reactive Respects or fears authority figures Delisle’s Differences inTypes of Underachievement

  20. Non-Producer/ Selective Consumer Counseling needs are minimal Requires little structure, needs breathing room Performance varies relative to teacher and content Underachiever Strong counseling program needed Needs both structure and imposed limits Performance uniformly weak Delisle’s Differences inTypes of Underachievement (2)

  21. Non-Producer/ Selective Consumer Can be dealt with within school resources Change may occur overnight Frequently satisfied with accomplishments Sees self as academically able Underachiever Requires family intervention Change is long term Often perfectionistic, nothing is ever good enough Poor academic self-esteem Delisle’s Differences inTypes of Underachievement (3)

  22. Commonalities Between Two Forms of Underachievement • Socialization with classmates may be impaired • Prefer “family” versus “factory” classroom atmosphere • Needs to change both behaviors and attitudes • May need guidance or counseling to achieve academic success

  23. Delisle’s Strategies forImproving Academic Performance • Supportive Strategies • Behaviors that affirm the worth of the child in the classroom and convey the promise of greater potential and success yet to be discovered and enjoyed • Intrinsic Strategies • Behaviors that are designed to develop intrinsic achievement motivation through the child’s discovery of the rewards available as a result of efforts to learn, achieve, and contribute to the group • Remedial Strategies • Behaviors that are used to improve the student’s academic performance in an area of learning difficulty which led to experience of failure and loss of motivation to engage in learning tasks

  24. Non-Producer Eliminate work already mastered Allow independent study on topics of personal interest Nonauthoritarian atmosphere Permit students to prove competence via multiple methods Teach through problem solving rather than rote drill Underachiever Daily class meetings to discuss student’s concerns Directive atmosphere to show who is in charge Daily written contracts of work to be done Free time scheduled each day to show import of relaxation, free choice Use of concrete, predictable teaching methods Supportive Strategies

  25. Non-Producer Student helps determine class rules Assign specific responsibilities for classroom maintenance, management Practice reflective listening, comment to clarify student statements Student sets daily/weekly/monthly goals with teacher approval Underachiever Daily review of/reward for small successes Allow students to evaluate work prior to teacher marking Frequent, positive contact with family about child’s progress Verbal praise for any self-initiating behaviors Intrinsic Strategies

  26. Non-Producer Self-selected weekly goals for improvement Private instruction in areas of weakness Use of humor and personal example to approach academic weakness areas Familiarize students with learning styles and personal implications for performance Underachiever Programmed instruction materials, students grade own papers upon completion Peer tutoring of younger students in areas of strength Small group instruction in common areas of weakness Encourage students to work on projects not involving marks or external evaluation Remedial Strategies

  27. Finding the Right Approach • When approaching any problem, there are two general lines of attack: the “shotgun” approach, where strategies are applied willy-nilly in hopes that something will hits its target, and the “spotlight” approach, where a sharp, precise beam is focused on a specific situation or problem. In issues as complex as underachievement and selective consumerism, time and effort spent on locating the target will result ultimately in more effective and efficient treatment strategies.

  28. Finding the Right Approach • The child who chooses not to perform up to others’ expectations --the selective consumer --reminds us of the old adage, “You can lead a horse to water, but you can’t make him drink. With just a little editorial license, this new proverb describes such a case: “You can lead a child to knowledge, but you can’t make him think.

  29. Finding the Right Approach • For the truly underachieving child who has little control over or understanding of his or her depressed performance, the myth of Narcissus seems to apply. This character, who upon seeing his reflection in a pond, pined away for the lovely creature he saw. He longed for something he already had, so his was not a problem of attainment but of realization. And just as Narcissus was eventually transformed into a beautiful flower, so might the child with underachieving behaviors come into full bloom, given the proper mix of support and nurturance.(Delisle, 2002, p. 180)

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