Monthly Archives: December 2019
Counseling GT Students through Relationships
Posted by gtchatmod
Building rapport with gifted students starts with a basic understanding of the term ‘gifted’ without prejudice. Teachers, staff, and admins should consider professional development in the specific area of gifted education. Most gifted students will bristle at any attempt by adults to be disingenuous in their feelings towards them. Building rapport begins with building relationships.
Gifted students are always the benefactors of positive relationships between their teachers and parents; hopefully from the beginning they meet. Too often, negative first impressions are hard to get passed. Positive relationships can make for happy classroom experiences for all involved.
What strategies can teach gifted students in improving their communication and connection with others? Emphasizing that being gifted is about being “better at something, not better than someone” (Delisle) can substantially improve how GT students connect with other students. Teachers can engage gifted students in conversation about gifted characteristics and how asynchronous development affects their relationships with both age-peers and intellectual peers.
Stress management is an often overlooked, but crucial area which GT students need to be counseled in when confronting academic anxiety related to test taking, performance, and competition. GT students face real and perceived pressure from others to achieve and be successful that other students may not experience. This can create higher levels of anxiety. Gifted students can benefit from being taught relaxation techniques such as meditation and positive self-talk; engage in expressive writing; as well as, bibliotherapy and cinematherapy.
When should a gifted student or their family seek counseling outside of school? When stress and anxiety begin to affect a student’s life beyond the classroom, parents may need to seek outside counseling. When warning signs begin to cause concern such as difficulty sleeping, expressing thoughts of despair or even attempts at self-harm; an outside counselor should be considered.
How can teachers balance the need for positive student relationships with the reality and obligations of being an educator? All relationships benefit from boundaries and teacher-student relationships are no different. Most school districts delineate expectations of these relationships. Most educators must work with students who exhibit a wide range of abilities. Providing a positive educational experience for each student is the most primary concern. Relationships should always foster learning. A transcript of this chat may be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Resources:
Counseling the Gifted and Talented (book)
Counseling Gifted and Talented Students (Neihart et al., 2002)
No Child Left Behind: Gifted Children and School Counselors (paywall)
How to Find the Right Counselor for Your Gifted Child
The Whole Gifted Child Task Force Report to the Board of Directors (pdf March 2018)
Counseling Gifted and Talented Children: A Guide for Teachers, Counselors, and Parents (Creativity Research) (book)
Happiness Unpacked: Positive Emotions Increase Life Satisfaction by Building Resilience
The Social and Emotional Development of Gifted Children: What Do We Know? (2nd ed.)
Meeting the Guidance and Counseling Needs of Gifted Students in School Settings (pdf)
Being Gifted in School: An Introduction to Development, Guidance, and Teaching (2nd ed.)
Models of Counseling Gifted Children, Adolescents, and Young Adults
Addressing Counseling Needs of Gifted Students
Counseling Gifted Students: School-Based Considerations and Strategies (pdf)
Counselling Practices in Fostering Potentials among Gifted Students
The School Counselor and the Gifted Children Education
Psychological Issues and the Need for Counseling Services among Malaysian Gifted Students
Clinical and Mental Health Issues in Counseling the Gifted Individual (pdf)
A Multicultural Competence Model for Counseling Gifted and Talented Children (pdf)
Performance Anxiety in Gifted Students
Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder (book)
Cybraryman’s Coping Strategies Page
Cybraryman’s Building Relationships with Students and Parents Page
Cybraryman’s Body Language Page
With Hundreds of Students, School Counselors Just Try to ‘Stay Afloat’
Your Guide to Forest Bathing: Experience the Healing Power of Nature (book)
Sprite’s Site: The Dabrowski Dogs Make New Year Resolutions
Disclaimer: Resources from Prufrock Press include affiliate links.
Photo Courtesy of Heather Vaughn.
Photo courtesy of Pixabay CC0 Public Domain
Graphic courtesy of Lisa Conrad.
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Posted in anxiety, Bullying, Education, Emotional Intelligence, Emotional intensity, gifted and talented, gifted education, Gifted Organizations, Mental Health, Psychology, Social Emotional, Teaching
Tags: Counseling, education, gifted education, gifted students, gtchat, social emotional, TAGT, Twitter
Tech Addiction – Regulating Screen Time
Posted by gtchatmod
Tech addiction or digital addiction actually covers three broad areas involving social media addiction, video game addiction, and Internet addiction. According to Shaw & Black at the University of Iowa, tech or digital addiction is distinguished by impairment or distress resulting from “urges or behaviors regarding computer use and Internet access.” Children addicted to tech often express feeling profound loneliness, lack social skills, display executive functioning disorder, and have trouble regulating their emotions.
Should GT students excelling in tech have their screen time limited at all? Students who excel at tech may actually be even more at risk of addiction than other students. It becomes a matter of balance; balancing necessary time using tech and avoiding addiction. GT students may be tech savvy at younger ages than their age-peers. Screen time can intrude on much need social interactions and ultimately affect social growth.
How does unlimited screen time affect twice-exceptional and are there potential benefits to screen time? It depends on the nature of their twice-exceptionality. Some twice-exceptional kids are highly susceptible to types of tech that are repetitive in nature. They may not understand why adults are limiting access. Tech affords opportunities for GT and #2ekids to express their creativity and to explore their passions. It gives them access to more challenging content and coursework.
Moderating access to tech almost has to have different approaches at school and at home. So much of differentiation for gifted students involves technology; both in the classroom and for homework assignments. At home use of tech may deal with different forms of tech use; such as, social media and video gaming. As such, it may require criteria that differ significantly from using tech for school work and interaction with peers.
The upside to tech addiction involves consideration of quality time online versus quantity of time. Availability of tech can be motivating. Limiting access to tech can also motivate students to use their time more wisely. Teachers can structure tech time to involve time offline supporting activities initiated online. Students can interact online to discuss assignments, but do the majority of work offline.
In recent years, gifted education in many school districts has come to rely heavily on tech as both a way to differentiate instruction as well as give students time to interact with intellectual peers at off campus locations. Parents need to be diligent in monitoring and regulating screen time. They should give forethought to their discussions about boundaries regarding the use of tech. GT kids will be well prepared with counter arguments. A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Resources:
Gifted and Addicted: Perils of the Cyber World
Technology and the Unseen World of Gifted Students
MRIs Show Screen Time Linked to Lower Brain Development in Preschoolers
Create Your Family Media Plan (American Academy of Pediatrics)
What to Do If Your Kid becomes Addicted to Tech
Screen Time and the Gifted Student: Balance and Quality Are Key
What Educators Need to Know about Technology Addiction
Dealing with Digital Distraction in the Classroom
Are Gifted Children More Prone to Digital Addictions?
Autism and Screen Time: Special Brains, Special Risks
Balancing Technology and School: Is Technology Addiction a Problem?
Media Use in School-Aged Children and Adolescents
Effects of Technology on Gifted Children
Photo courtesy of Pixabay CC0 Public Domain
Graphic courtesy of Lisa Conrad.
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Too Much Worry – How do we help our gifted kids?
Posted by gtchatmod
How do you distinguish anxiety from everyday worry? It’s extremely important to understand the difference between everyday worry and anxiety because this knowledge affects how we react to each one. Everyday worry is more generalized and prompts a problem-solving reaction. It is how we think about something rather than how we react to it. General worries, once solved, tend to go away. It doesn’t interfere with daily functioning. Anxiety equals an irrational fear. It provides a physical response that may last for long periods of time. It can affect school, work, and personal lives. Anxiety may require a diagnosis and psychological treatment.
Anxiety in gifted children may inhibit them from pursuing dreams or developing talents because it can drain their energy, cause them to be insecure, and to be absorbed by doubt and self-criticism. (Peters) When dealing with anxiety, gifted children may be faced with unreasonable high expectations from adults, bullying and social rejection due to the gifted label, and the tendency to focus on deficits. (Mendaglio) Research suggests that gifted individuals may possess traits such as coping strategies and high self-efficacy to reduce anxiety and this can help gifted children if they learn to effectively use these abilities. (Amend)
Gifted children are still children. Anxiety may manifest as ongoing worry, irritability, sleep issues, avoidance, or seemingly inexplicable changes in behavior. They may experience anxiety in the face of parental/teacher criticism or react inappropriately to being misunderstood by age-peers.
What unique sources of anxiety may be seen in gifted children? Gifted children may experience anxiety when moving from an inclusive classroom to a self-contained gifted classroom of intellectual peers. After many years of unchallenging classwork, gifted children often experience anxiety when they suddenly face challenge at the secondary level without necessary study skills. Gifted students often face criticism when they question adults, challenge authority, or display resistance to conformity; and the consequences can lead to anxiety.
Teachers can help GT students deal with anxiety at school. Helping any student at school is best done when built on a positive teacher-student relationship. Students are more receptive to teachers they trust and believe have their best interests in mind. Difficult conversations concerning the reasons for anxiety can often be made easier with bibliotherapy. Feelings may be addressed indirectly by using literature to explore the student’s needs.
How can parents help their gifted child cope with anxiety and worry? Parents should always be alert to the signs of anxiety in their children and know the difference between anxiety and worry. Introspection is a quality parents should cultivate in themselves. Overreacting to childhood behaviors, expecting too much, or failing to mind their own behavior may be the cause of anxiety in their child.
A transcript of this chat may be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Resources:
How to Help Children Who are Highly Susceptible to Stress
Living With and Managing Intensity
Emotional Intensity in Gifted Students with Guest, Christine Fonseca
Anxiety-Free Kids: An Interactive Guide for Parents and Children (2nd ed.) (book)
Letting Go: A Girl’s Guide to Breaking Free of Stress and Anxiety (book)
Stressed Out!: Solutions to Help Your Child Manage and Overcome Stress (book)
Make Your Worrier a Warrior: A Guide to Conquering Your Child’s Fears (book)
The Warrior Workbook: A Guide for Conquering Your Worry Monster (book)
Make Your Worrier a Warrior (pdf)
4 Ways to Support Gifted Children with Anxiety
Management of Anxiety Begins at Home
Tips for Parents: Anxiety, Sensitivities and Social Struggles among Profoundly Gifted Kids
Why Gifted Children are Anxious, Plus 4 Ways to Help Them Cope
Anxiety in Gifted Children: 3 Simple Steps Parents and Educators Can Take
Monitoring Anxiety in Your Gifted Child
Understanding the Link between Empathy and Anxiety in Gifted Children
Managing Anxiety in Gifted Children
Do Gifted Children Struggle with Anxiety?
Taming The Worry Monster – Anxiety In Gifted Children (YouTube 1:32)
How to Help Your Gifted Child Cope With Anxiety
Tips for Parents: Worry and the Gifted: How Much is Too Much?
Hoagies’ Blog Hop: Perfectionism, Anxiety, and OCD
Why Smart Kids Worry: And What Parents Can Do to Help (book)
Worry Says What? (book)
Gratitude: The Short Film by Louie Schwartzberg (Vimeo 6:20)
Cybraryman’s Coping Strategies Page
Cybraryman’s Yoga and Meditation Page
Depression, Anxiety, and the Mismanagement of Aliveness
Disclaimer: Resources from Prufrock Press include affiliate links.
Photo courtesy of Pixabay CC0 Public Domain
Graphic courtesy of Lisa Conrad.
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Posted in anxiety, Bullying, Emotional intensity, Mental Health, parenting, Psychology