Category Archives: Multipotentiality

Transitioning to Adulthood ~ A Bumpy Ride for Gifted Kids

Every child is an individual and every child has needs. It’s no different for children identified as gifted or twice-exceptional.  But … how do we identify social-emotional needs of gifted children without pathologizing them?  Many GT kids are well-adjusted with minimal need for intervention, but others do have specific needs. Although clearly a point of contention among professionals, identifying the social-emotional needs of gifted children does not need to rise to the level of believing they are psychologically abnormal or unhealthy.

Those characteristics of giftedness that influence a child’s life do not suddenly disappear as they become adults; they grow right along with them. Childhood anxiety, asynchronous development, perfectionism, and more can manifest in adulthood. Gifted adults may have difficulty maintaining peer relationships due to a high level of internal drive (Webb), continued maturation differences well into their 20s, and existential depression.

Educators can guide gifted students as they endeavor to confront their ‘multipotentiality’ (Kerr) and bring focus into their lives regarding the direction they take in their academic careers. They can be extremely influential in the life of a gifted student by simply recognizing the nature of their needs and seeking professional development in how to meet those needs.

From the earliest years, gifted students recognize that they do not share the same concerns or abilities of their age-peers and the internal conflicts created because of this can affect their eventual transitioning into adulthood. Asynchronous development can be both positive and negative. Social-emotional needs and peer relations are most affected. Its effects are more pronounced in younger children and tend to lessen as they enter adulthood.

What challenges do twice-exceptional students face in transitioning to adulthood? Societal appreciation of what the ‘spectrum’ looks like is evolving. It is recognized as a ‘range’ of individual traits and abilities. There is growing acceptance that ability is not ‘all or nothing’; challenges exist and are variable.  The biggest challenge for twice-exceptional students is recognition that they exist and the second is the willingness of adults in their lives to learn about what it means and how to best help these kids to experience fulfillment in life.

Parents can help ease their gifted child’s transition into adulthood. The best strategies start with the premise that parents are trying to do their best and most sources of advice don’t generally apply to their child. Parents today benefit from the existence of organizations such as SENG, IEA, NAGC and the Texas Association for the  Gifted and Talented who provide parents with strategies for meeting the needs of their gifted children. 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:

Mexico’s Youngest Psychologist, Aspiring to Ease Gifted Students’ Transition to Adulthood

Young, Gifted and Likely to Suffer for It

Gifted Lives: What Happens When Gifted Children Grow Up (book)

How Being a Gifted Kid Affects You as an Adult

Gifted Children: What Happens When They Grow Up?

Gifted Lives: What Happens When Gifted Children Grow Up? (Part Two)

Asynchronous Transitioning to Adulthood

To Be a Gifted Adolescent (pdf)

Assertive or Arrogant? Why Gifted Teens Sometimes Get a Bad Rap

Transitioning from College to Work and Young Adulthood for the Twice-Exceptional Individual

Multipotentiality: Issues and Considerations for Career Planning

Mind Matters Podcast: Transitioning to Adulthood

The Gifted Kids Workbook (book)

Gifted Grownups: Young MC

Discovering the Gifted Ex-Child (Tolan)

Understanding the Gifted Self: If Only I Had Known

Gifted Children and Adults — Why Are They So Misunderstood?

Looking for an Adventure? Try Parenting a Gifted Kid

If Gifted = Asynchronous Development, then Gifted/Special Needs = Asynchrony Squared

Image courtesy of Pixabay Pixabay License 

Graphic courtesy of Lisa Conrad

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Embracing Multipotentiality in Gifted Students

gtchat 10112018 Multipotential

The textbook definition of multipotentiality is: an educational/psychological term referring to the ability and preference, particularly of strong intellectual or artistic curiosity; to excel in 2 or more different fields. A multipotentialite does not need to be an expert in any one field and may like to study diverse subjects. They are often referred to as a Jack-of-all-trades or Renaissance person.

Being a multipotentialite means having the potential to pursue many different passions and   be successful at many or all of them. They have a wide variety of career choices and the ability change from one to another if they wish.

Is there a downside to multipotentiality? A multipotentialite often finds it difficult to choose a single career or when they do; stick with it. Often they are never challenged until college when studies become difficult. It can lead to high stress levels, overscheduling, confusion and depression.

One can embrace their own multipotentiality by seeking inspiration from peers and  from mentors who can help a multipotentialite focus on their passions. Investigation, researching ideas, and trying things out can all help a multipotentialite gain a career focus.

How can parents guide their child’s response to being a multipotentialite? They can expose children throughout their lives to opportunities to work with peers, mentors and professionals. Parents can tune into their child’s passions and look for ways to help them explore ideas and potential careers.

Multipotentialites should embrace the philosophy of ‘variety is the spice of life’; it is no longer necessary to remain in a single career throughout one’s life. It’s acceptable to hold multiple part-time positions that blend passions. They should remain adaptable and be ready to change course when opportunities arise. 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 1 PM NZDT/11 AM 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.

Head Shot 2014-07-14  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:

Refuse to be Boxed In: Embrace Your Multipotentiality

From Identification to Ivy League: Nurturing Multiple Interests and Multi-Potentiality in Gifted Students

Career Counseling for Gifted Students: Literature Review & Critique (pdf)

Multipotentiality Among the Intellectually Gifted: “It Was Never There and Already It’s Vanishing” (pdf)

Gifted Adrift? Career Counseling of the Gifted and Talented

A World of Possibilities: Career Development for Gifted Students

If You Still Don’t Believe You’re Gifted

Multipotentiality: Are You Overwhelmed By Your Too Muchness?

Let’s Get Real about Gifted Kids

What is a Multi-Potential?

Identity, Purpose, and Happiness: Helping High-Achieving Adolescents Find All Three

Counseling Concerns of Gifted and Talented Adolescents: Implications for School Counselors

Multipotentiality: When High Ability Leads to Too Many Options

When I Grow Up: Multipotentiality and Gifted Youth

Good at Too Many Things?

Cybraryman’s Multipotentiality Page

Multipotentiality Resources

Multipotentiality: When High Ability Leads to Too Many Options

Multipotentiality – Do You Have Too Many Tabs Open?

Image courtesy of Flickr  CC BY-NC-SA 2.0

Graphic courtesy of Lisa Conrad

How to Recognize a Gifted Child

gtchat 05092017 Recognize

Recognizing giftedness in a child often depends on how one defines ‘gifted’ and whether you are considering it educationally or psychologically. Terms such as ‘precocious’ – having developed certain abilities or proclivities at an earlier age than usual – or unusual qualities such as being hyper-attentive to adult conversations may signal giftedness.

Although an almost universal measure of entrance to gifted programs by schools, IQ scores are not the sole indicator of giftedness; and parents and teachers may rely on them too much. IQ scores serve as part of the identification process, but don’t tell the whole story. Too many schools approach IQ scores like their zero-tolerance policies; score one point below the 130 cutoff and services are denied.

It is well accepted within the gifted community that a student can be gifted and exhibit learning differences at the same time. However, this may come as a surprise to school personnel who are not familiar with the concept of twice-exceptional children.

In recent years, it has become glaringly apparent that we must do a better job at identifying low-ses, minority, and ELL students for gifted programs. The NAGC’s new campaign reminds us, ‘Giftedness Knows no Boundaries’. Universal screenings are absolutely necessary; no exceptions. Gifted identification needs to be de-mythologized and the ‘whole child’ must be supported.

Gifted students can be geniuses at going undercover … aloof, disinterested, unengaged, or oppositional. Though they may excel in elementary school, they will go into hiding in later years to avoid bullying or to ‘fit in’.

It is important that all stakeholders in gifted education be able to recognize a gifted child; regardless of achievement, age, socio-economic status, native language, or minority status. A transcript of this and all #gtchats may be found at Storify.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays 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 Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa 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

Links:

Gifted Homeschoolers Forum: Defining Giftedness

Perceptions Mired in Mythology

Remarks at the Washington State Legislature Senate Early Learning & K-12 Education Committee (pdf)

Giftedness Knows No Boundaries (website)

See Me! (YouTube :15)

Why Gifted May Not be What You Think: Michelle Barmazel at TEDxHGSE (TED Talk 6:50)

Is Your Child Gifted? What to Look for and Why You Should Know

Is My Child Gifted?

UK: Just What is Gifted & Talented?

Giftedness Defined

Intellectual Giftedness https://goo.gl/ZKX1ZC

What is Highly Gifted?  Exceptionally Gifted?  Profoundly Gifted?  & What Does It Mean? 

In Pictures: How To Tell If Your Child’s Gifted Gifted Development Center: Is Your Child Gifted? (Quiz)

Characteristics of Giftedness Scale (pdf  checklist)

How to Identify Gifted Students in Your Classroom

11 Early Signs Your Kid Will Be Smart

How to Determine if Your Child is Gifted

Sprite’s Site: 2E Is

Sprite’s Site: Beginning the Journey – Gifted 101

Cybraryman’s Gifted Identification

Photo courtesy of Pixabay   CC0 Public Domain 

Graphic courtesy of Lisa Conrad

Enrichment for Gifted Students

gtchat 03012016 Enrichment

 

While enrichment alone is not gifted education, gifted students can benefit from it; both in and out of school. Enrichment can strengthen current skills and interests as well as allow students to explore new subject areas. They benefit from the camaraderie experienced when learning with like-minded peers.  When being with others with similar talents and interests, long lasting friendships often develop. Jo Freitag of Gifted Resources explained, “Enrichment can give students experiences and learning that is different -deeper, broader, higher level than the regular curriculum.” Lisa Pagano, Gifted Education Specialist in North Carolina, added, “Enrichment can provide higher level opportunities for students to interact with content.”

“Enrichment” allows time for self-soothing in sensory friendly spaces, mentors and social-emotional development.” ~ Bob Yamtich

Extenuating circumstances may make it difficult for all schools to provide adequate resources for enrichment. Even if enrichment is provided by the school, parents may still want to provide additional enrichment for their children.

Teachers can help parents and families determine the best enrichment opportunities for students. They can suggest specialized topics not typically covered in the regular classroom. Many teachers have a list of programs and academic competitions available in the local area. Students can learn skills such as playing chess in school; then compete in tournaments outside of school.  Some schools use academic competition practice as enrichment activities in school; then take students to competitions.

What constitutes outstanding enrichment for gifted students? Enrichment for academically talented students should be challenging and include research-driven courses. It should expose students to new areas of interest which open their minds and developed a new found love for learning. Enrichment in a relaxed and supportive environment that values creativity and intelligence constitutes outstanding enrichment. Clinical Psychologist Gail Post of Gifted Challenges described outstanding enrichment as, ” What expands and nurtures their passions and strengths; enhances creativity; involves higher level thinking.” Hope Scallan, Enrichment Coordinator at Round Rock ISD in Texas, told us, “Outstanding enrichment has some amount of voice and choice, but also creates a positive environment with highly self-motivated students.” A transcript of this chat may be found at Storify.

 

gtchat-logo-new bannner

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at  2 PM (14.00) NZDT/Noon (12.00) AEDT/1 AM (1.00) UK. to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found atStorify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa 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

 

Links:

Curriculum Enrichment Resources 

Online Math: Options for Advanced Learners

Enrichment Opportunities for Gifted Students in North Carolina (pdf)

Puerto Rico: After-school Enrichment Program for Gifted & Talented Students

Great Books Summer Program

The Tres Columnae Project

Exploring Tomorrow Institute of Meaningful Instruction

Play With Purpose

Disclaimer: Links provided during this chat or in this blog post do not imply an endorsement of any particular program.

Graphic courtesy of Lisa Conrad. Image courtesy of Pixabay  CC0 Public Domain 

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