Category Archives: Emotional Intelligence

Counseling GT Students through Relationships

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)

Counseling the Gifted

No Child Left Behind: Gifted Children and School Counselors (paywall)

How to Find the Right Counselor for Your Gifted Child

Social and Emotional Needs of Gifted Students: What School Counselors Need to Know to Most Effectively Serve This Diverse Student Population

The Whole 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)

American School Counselor Association: The Professional School Counselor and Gifted and Talented School Programs (pdf p.25)

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)

Big Fish in Big Ponds: A Multilevel Analysis of Test Anxiety and Achievement in Special Gifted Classes

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 Counseling Page

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.

Benefits of Bibliotherapy for GT Kids

Bibliotherapy has been around since the early 1800’s and refers to using storytelling to help children cope with challenges they may face. It may either involve reading aloud to children or children reading stories on their own.

Gifted children encounter social as well as emotional challenges which are often ameliorated by reading books – where they can relate to characters like themselves and learn life lessons. Bibliotherapy can be used to address perfectionism, motivation, anxiety; and, in older students, impostor syndrome. It can guide gifted children by helping them navigate difficult life decisions, become more self-aware, develop empathy for others, and learn about moral values.

Bibliotherapy can easily be incorporated in the classroom through ‘story time’ or time designated for individual reading. It should be facilitated and guided by the teacher. Students should feel comfortable enough to share within a welcoming classroom environment. Students learn how to see books as therapeutic. Bibliotherapy at school should incorporate the original basis for this therapy – identify, catharsis, and insight (Shrodes).

What are some benefits of bibliotherapy for GT children of color & low-SES? Multicultural literature engages students who see themselves as characters in the books they read who are facing similar challenges to their own. They see perceived like-interests as a positive. “Mirror books promote … racial pride, self-efficacy, motivation, & coping strategies when faced w/challenges, including negative peer pressures & isolation in predominantly White gifted classes.” (D. ford)

What are some questions parents and teachers can pose after bibliotherapy? First and foremost, parents and teachers can explore with the child who they identified with in the story or book they read. Encourage them to explain why they feel this way about the characters. Questions used in bibliotherapy for gifted children can ask about how the story relates to gifted children and the idea of being ‘gifted’. What text evidence can they find to support its impact on the story? Gifted children should be asked to delineate the book’s message/plot; how characters met and overcame challenges; and do they agree with the author’s conclusions.

Parents can provide their children with a wide variety of books that center on their child’s interests and potential challenges they may face. Frequent trips to the library are a great way to spend quality time with their child. One of the best ways to use bibliotherapy at home is with bedtime stories … a quiet and comforting time between parent and 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:

Turning Theory into Practice #5 – What can bibliotherapy look like with gifted children?

The Unopened Gifted (slideshow)

Some of My Best Friends Are Books: Guiding Gifted Readers (3rd Edition) (book)

I Want to Read About Me: Engaging and Empowering Gifted Black Girls Using Multicultural Literature and Bibliotherapy

Bibliotherapy A Resource to Facilitate Emotional Healing and Growth

A Bibliotherapy Evaluation Tool: Grounding Counselors in the Therapeutic use of Literature (pdf)

Bibliotherapy: Overview and Implications for Counselors (pdf)

Psychological Well-being, Improved Self-confidence, and Social Capacity: Bibliotherapy from a User Perspective

Bibliotherapy: Helping Children Cope with Life’s Challenges

Book Lists for Gifted Learners

Literature and the Gifted in TEMPO (1991)

Top 10 Books for Gifted Children

Comparing the Use of Cinematherapy and Bibliotherapy to Teach Character Education: A Quasi-Experimental Study (pdf 2019)

Incorporating Bibliotherapy Into the Classroom: a Handbook for Educators (pdf)

Bibliotherapy Goldmine: Books on a Variety of Topics

Books for Beginning Bibliotherapy

Kids’ Books – Bibliotherapy (Pinterest)

Bibliotherapy Intervention Exposure and Level of Emotional Awareness among Students with Emotional and Behavioral Disorders (pdf)

The Effectiveness of Creative Bibliotherapy for Internalizing, Externalizing, and Prosocial Behaviors in Children: A Systematic Review

Rick Riordan Presents https://bit.ly/33rr5Sj

NAGC: Bibliotherapy by the Campfire: Meeting the Social and Emotional Needs of Students through Picture Books (Parenting for High Potential June 2019 [membership required])

Photo courtesy of Pixabay CC0 Public Domain

Graphic courtesy of Lisa Conrad.

 

 

Living With and Managing Intensity

Intense gifted behaviors are expressed in many ways and often misinterpreted by professionals who lack training in recognizing them as related to giftedness. Intense behaviors for gifted individuals may include emotional outbursts, preferring to be alone, excessive talking, stubbornness, being ‘bossy’, or even appearing conceited.

Why shouldn’t these intense behaviors be pathologized in gifted children? Giftedness is not an illness. It should be understood; not diagnosed. Pathologizing gifted behavior can lead to misdiagnosis and inappropriate responses can harm the child. Pathologizing typical behavior for a gifted child can make the child feel there is something wrong with them; that they are somehow abnormal.

Asynchronous development, many ages at once, can exacerbate feelings associated with the maturing process. It’s essential that adults … parents, teachers, professionals … respect the child’s feelings regardless of chronological age.

Teachers can seek professional development about giftedness and how it relates to academics and SEL independently. They can develop a plan in advance (GIEP/IEP); watch for escalation patterns or signs of impending situation; and be prepared to take action such as removing student to a neutral setting. Teachers can advocate for modifications to the student’s learning experience and respect student voice.

Parents should actively build strong parent-child relationship based on respect, authentic conversation on intense emotions, empathy, and time spent together. They should refrain from threatening language keeping own emotions in check, learn to listen and anticipate intense situations, and practice their responses in advance.

What are some important factors when choosing a mental health professional? When looking for a mental health professional for assessment or counseling, parents should meet alone with them before introducing their child. They need to feel comfortable talking to them. It’s essential that mental health professionals self-identify as having worked with gifted individuals and have specific training in understanding giftedness.

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 Noon NZST/10 AM AEST/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.

 Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Where’s the Off Switch?

Emotional Intensity in Gifted Students

The Intensity of Giftedness

Best Tips for Parents of a GT Child

Self-Care for Parents of GT/2E Kids

Why Can’t They Loosen Up? Intensities of Gifted Youth

The Intrinsic Intensity of the Gifted Child

Living with Intensity Understanding the Sensitivity, Excitability, and Emotional Development of Gifted Children, Adolescents, and Adults (GPP)

Emotional Intensity in Gifted Students: Helping Kids Cope with Explosive Feelings (2nd ed.)

Parenting Gifted Kids is an Emotional Rollercoaster Here’s How to Find Great Peace

Befriending Anxiety to Reach Potential: Strategies to Empower Our Gifted Youth

Supporting Students with Gifted-Talented Potential In High Need Schools: A Portraiture Study (pdf)

The Bright Side of Overexcitabilities in Gifted Children

Giftedness and Intensity

Emotional Intensity in Gifted Children (pdf)

Helping Gifted Children Cope with Intense Emotions

Giftedness and Intensity/Complexity

Your Rainforest Mind: A Guide to the Well-Being of Gifted Adults and Youth

Coping with Emotional Intensity (pdf)

The Moral Sensitivity of Gifted Children and the Evolution of Society (Silverman)

Talented and Gifted Presentation by Jim Delisle (pdf)

Sprite’s Site: Stories of the OEs

Sprite’s Site: GT Chat Labels: Good, Bad or Simply Wrong

Sprite’s Site: Doggy Classroom Dynamics

Dabrowski’s Overexcitabilities and Theory of Positive Disintegration

Cybraryman’s Asynchronous Development Page

Hoagies’ Blog Hop: Overexcitabilities (OEs)

The Columbus Group

‘Mellow Out’ They Say. If I Only Could. Intensities and Sensitivities of the Young and Bright (website)

Living & Learning with Dabrowski’s Overexcitabilities

Living With Intensity (Amazon)

Parenting Emotionally Intense Gifted Children

 

Photo #1 courtesy of Unsplash

Photo #2 courtesy of Pixabay  Pixabay License

Photo #3 courtesy of Pixabay  Pixabay License

Photo #4 courtesy of Unsplash

Photo #5 courtesy of Pixabay  Pixabay License

Graphics courtesy of Lisa Conrad.

The Role of Executive Function in Gifted Children

 

Executive function is in charge of making sure things get done from the planning stages of the job to the final deadline. (A. Morin) “EF involves self-regulating attention, mood, and behavior, in order to get complex tasks done well. We can think of EF as being like the little CEO in the frontal lobe.” (Davidson Gifted)

A child struggling with EF deficits may have difficulty starting or completing tasks, switching tasks, or following directions. Children struggling with EF deficits may be unorganized (including workspaces and backpacks), display an inability to manage their time or keep track of assignments, or become easily frustrated by routine changes.

It’s not “uncommon for high-ability learners to struggle with executive functions.” Asynchronous development, twice-exceptionality, or even lack of early challenge can be related to EF deficits. “Some gifted kids may have very fast processing speed, leading their brains to rapidly move from one topic to another, and leaving basic skills in their dust.” Gifted children whose processing speed shows a great lag behind their other cognitive processes may struggle to show task initiation skills that look like lack of motivation. (Kaleel and Kircher-Morris)

What are some of the consequences when EF deficits exist in a gifted child? These are smart kids who struggle with behavior regulation and exercising cognitive flexibility. Although identified as GT, they may have trouble beginning tasks, maintaining attention, completing assignments, and unable to assess the feedback on their own behavior. Frustration levels can go through the roof. As the GT child progresses through school, academic requirements increase at the same time as social interactions take on greater significance. EF difficulties may not resolve themselves until they reach their mid-twenties.

Strategies for developing EF skills can be employed in the classroom. Teachers can choose specific skills such as organization and work with the student to understand the nature of the executive function deficit. Students who display EF deficits need a patient teacher willing to work with them over time and provide positive encouragement to build skills incrementally. Oftentimes, small, simple steps have the most success.

Parents can make a difference when it comes to EF skills deficits in their children. Parents can engage in sincere and purposeful praise, encourage effort, and being sensitive to needs expressed by their child. Parents need to provide rules that are applied consistently, opportunities for enrichment, and encourage independence when helping their children develop EF skills over time. (Willingham)

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 Noon NZST/10 AM AEST/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.

 Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Procrastination and Gifted Students

The Highly Distracted Gifted Child

Executive Functioning in Gifted Students (pdf) https://bit.ly/2YUzfRh

Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential (Amazon)

The Smart but Scattered Guide to Success: How to Use Your Brain’s Executive Skills to Keep Up, Stay Calm, and Get Organized at Work and at Home (Amazon)

Tips for Parents: Executive Functioning at Home and School

Gifted Learners and Executive Functioning

How to Engage Strong Executive Skills in Gifted Learners

Executive Function Skills and Gifted Students

Improving Executive Function Skills in Gifted Kids (YouTube 1:05:28)

The Best Books for Teaching About Executive Functions Skills

Closing the Door and Other Executive Difficulties

Executive Skills and How They Translate to Professional Strengths

Executive Function Disorder: What It Is & How to Overcome It

Why is the Milk in the Back of the Supermarket? thinkLaw’s New Asset-Based Critical Thinking Class for Parents

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad

%d bloggers like this: