GIFTED LEARNERS: Social & Emotional Needs

GIFTED LEARNERS:Social & Emotional Needs Presented by Sharon R. Hall, Ph.D. shall5@me.com September 30, 2013

“Gifted 101” • This resource was created in 2003 by a class of graduate candidates at Youngstown State University and presented at OAGC. It has been recreated in full for your use.

Academic and Career Guidance • All students need academic and career guidance. Gifted students are no different, but it is easy to assume that they will figure things out for themselves. • Gifted students need to be aware of their academic and career options, understand how the choices they make will affect their futures, and be encouraged to reach their full potential in school and the work environment.

Asynchronous Development • Asynchronous development means out of sync. • Cognitive, emotional and physical development occur at different rates which creates unique problems. • Although his emotions and body may be in sync with age peers, a gifted student’s mind functions more quickly and at higher cognition levels. • He may be eight chronologically as he rides his bike, twelve while playing chess and fifteen while working through his algebra homework.

Gender Issues and the Gifted • Both genders tend to underachieve, yet they do so in different ways and for a variety of reasons. • Be alert for students who score high on standardized tests but who exhibit much lower grades. • Look for social isolation in adolescence, particularly among females. • Females may exhibit eating disorders, while males may resort to acting out in class to mask their boredom. • Both sexes may display signs of low self-confidence or self-esteem. • Adolescents may engage in risky behaviors by experimenting with alcohol and/or drugs.

Peer Relationships • The gifted student often doesn’t have an opportunity to find a true peer. • Students often struggle to balance the expectations of family, teachers and friends. • Students often view themselves as different from their age peers, which can be either positive or negative. • Awareness of social norms can lead to a desire for conformity. • True peers for minority gifted students may be limited.

Perfectionism • Students often set unrealistic standards for themselves and others. • Students believe that others expect them to be perfect. • Fear of failure or procrastination may keep students from starting or completing work or trying new things.

Perfectionism continued • Being a workaholic and having an inability to say “no” are common characteristics. • Perfectionists are prone to depression and stress that may be a function of asynchronous development.

Twice-Exceptional:Gifted and Learning Disabled • GT/LD generally have above average intelligence but with significant underachievement. • Outside of school, students generally have a higher level of self-confidence, often speaking with enthusiasm about their abilities and areas of interest. • Students, more aware of their difficulties in learning, may tend to generalize feelings of academic failure to an overall sense of inadequacy.

Twice-Exceptional Continued • Students are often off-task and may act out, daydream or complain of headaches and stomachaches. • Frustration, anger, resentment and relations with family and peers often influence behavior. • Students often use their creative abilities to avoid tasks.

Characteristics of Gifted Underachievement • Disorganized; schoolwork is often either missing or incomplete • Declining achievement or interest in school • Making excuses or blaming others for problems • Over-socializing or social isolation

Underachievement Continued • Showing emotional frustration and low self-esteem • Difficulty concentrating on the task at hand • Lacking skills in at least one subject area due to another identified exceptionality or disability • Lower socioeconomic background

Your Turn As a Jigsaw expert • Select a copy of either article: • A--From Perfection to Personal Bests: 7 Ways to Nurture Your Gifted Child • B--Emotional Coaching: A Lesson in Intensity • Read and highlight your article copy. • Meet with others who read the same article to discuss the implications for educators. Once you are confident of the content and implications, work with a partner to share your article with a group of two who read the alternate article. • Repeat the process with the partners who read the other article.

Closing thoughts A gifted child is a child first and foremost.

GIFTED LEARNERS: Social & Emotional Needs