Affective Needs of Gifted Learners. Dr. Jessica Howard
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1 Affective Needs of Gifted Learners Dr. Jessica Howard
2 Think of a gifted student you ve worked with in the past Jot down 3 characteristics that describe the student.
3 Why is it imperative for gifted learners to have social & emotional support? Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and modes of awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. Columbus Group 1991
4 Brain Research & Giftedness Neuroscience research supports the belief that gifted individuals have increased intellectual, emotional, sensory and motor processing capacity. (Tetreault et al., 2016) Neuroscience research has also found that the brains of gifted individuals differ in six ways, including; increased regional brain volumes, greater connectivity across brain regions, brains that operate more efficiently, greater sensory sensitivity, expanded brain areas dedicated to emotional intelligence, and expanded brain areas that respond more actively to challenges.
5 Gifted individuals experience, process and respond to the world in ways that are qualitatively different than their age peers. (Tetreault et al., 2016).
6 Emotional Implications The expansion and greater connectivity in the brain may also explain why gifted individuals seem to use emotional information differently, in that emotional information permeates all areas of intellectual functions and could explain heightened emotional responses with regards to depression and anxiety (Tetreault et al., 2016, p. 11).
7 Giftedness & Success Ø Neuroscience research shows that the gifted brain has notable functional differences compared to the average brain. This is not to say that the expression of giftedness should be considered elitist. Ø One does not have to be gifted to be high achieving, eminent or successful. Conversely, just because one is gifted does not mean that they will become high achieving, eminent or successful (Tetreault et al., 2016, p. 4).
8 Factors that effect the social and emotional development of gifted learners 1. Asynchronous Development 2. Overexcitabilities 3. Perfectionism 4. Anxiety/Stress 5. Acute Sense of Justice
9 Asynchronous Development
10 Overexcitabilities (OEs) A greater capability to respond to stimuli Modes of understanding and responding to the world Various intensities are often exhibited by gifted children
11 Five Types of OEs Intellectual: need for continuous intense intellectual stimulation Imaginational: the tendency to create vivid dreams, fantasies, images, and visualizations of experiences Emotional: attachments and intense feelings Sensual: the need for sensory contact and sensory stimulation Psychomotor: movement and the excess of energy.
12 Overexcitabilities at home
13 Perfectionism
14 It is important to understand that striving for excellence is good, but you must also know that perfection is not attainable.
15 Choice Map What assumptions am I making? What are the facts? What are they thinking, feeling and wanting? Am I being responsible? What s possible? What are my choices? What s best to do now? LEARNER Thoughtful Choices Solution Focused Win-Win Relating Thoughts Feelings Circumstances Anything that impacts us at any moment What happened? What do I want for both myself and others? What can I learn? START Choose Learner Mindset Judger Mindset Whose fault is it? SWITCH Ask Learner Questions to Avoid Judger Pit Switching Lane What s wrong with me? What s wrong with them? React Why am I such a failure? Why are they so stupid? Why bother? JUDGER Change Your Questions, Change Your Life Automatic Reactions Blame Focused Win-Lose Relating Marilee Adams, Ph.D. Copyright 2013 Marilee Adams, Teaching That Changes Lives Copyright 2009 Marilee Adams, Change Your Questions, Change Your Life Copyright 1998 Marilee Goldberg, The Art of the Question; by permission of John Wiley & Sons, Inc. JUDGER PIT Marilee Adams
16 Anxiety & Stress Everyone experiences stress and anxiety at one time or another. The difference between them is that stress is a response to a threat in a situation. Anxiety is a reaction to the stress. (
17 Do you recognize this child? Anxious students might: Seem withdrawn or angry Deny that there s a problem Become or seem emotionally numb Play more aggressively Frequently re-create past traumatic situations Avoid new situations Develop bodily symptoms such as pains, aches, and racing heart
18 Warning!!! Anxiety Ahead The KERNEL of truth The LOOP of harmful thinking (Spinning) The power of the PERSISTENT thought Fight, Flight, or Freeze?
19 Remember It s important to separate the child/adolescent from the worry. Help change the internal dialogue Must be a judgment-free evaluation
20 Strategies Chunking thoughts & feelings into manageable bits Role playing Mind jar
21 Self-Evaluation
22 Acute Sense of Justice
23 Issues Gifted Girls Face In addition to their acute sensitivity, gifted girls play mental games with themselves-- learned games they do unconsciously--in response to the conflicting expectations they experience both as girls and as talented people.
24 Gifted Girls Two examples frequently explored in the research are: Ø "The Horner Effect" or fear of success, in which girls purposely hold back because of a need to please others (rather than compete with them), a need that is more intense with gifted than typical girls (Kerr, 1994). Ø "The Impostor Syndrome," in which girls feel pressured to explain away their success since it goes contrary to social expectations and their own self- image. They maintain that they performed well due to luck or because people did not evaluate them properly (Kerr, 1994). Adults need to develop strategies for helping gifted girls negotiate around this emotional mine field. (Reis, S., 1998)
25 Remember the student you thought about at the beginning. Turn and talk to a person by you and discuss the following How would you support the student you wrote about at the beginning? Would social & emotional support help this student? How?
26 Thank you for joining me today! b1t0qn1 Dr. Jessica Howard (303) cell
27 Why does the gifted learner need something different? Gifted students often become disengaged when they are not challenged and their strengths are not validated. When gifted students needs go unmet, behavior issues, underachievement, dislike of school and/or social emotional turmoil can occur.
28 3 THINGS TO REMEMBER 1. The needs of gifted students are just as strong and as worthy of specialized instruction as any other special category of students. 2. The gifted child does not have to be gifted in all areas, under all circumstances, at all times. 3. Emotions are the heart and soul of giftedness, the drive to learn, the motivation to make sense in the world and express themselves in it.
29 Building Bridges & Supports Child Parents Teacher
30 Gifted students are often only motivated by intrinsic motivators
31 Building on the concept that affective and cognitive development are intertwined, Sousa (2009) found that from a neuroscience perspective, emotions are related to cognitive brain function. Sousa (2009) stated that: The complex qualities included in general abilities, such as processing information, integrating experiences, and abstract thinking, all require input from the frontal lobe, parts of the emotional system (limbic area), and other regions as well. Commitment to task is often rooted in intrinsic motivation (p.14).
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