Category Archives: Neuroscience

Social Emotional Needs of Gifted Students

gtchat 04262018 Social Emotional

Gifted and talented students’ social-emotional needs are often exacerbated by asynchronous development which necessitates an awareness of each child’s needs. These include the ability to socialize, work with others, and to be self-aware. Their interpersonal needs include peer relations, relations with parents and gifted and non-gifted siblings.

Many gifted children frequently experience the negative consequences of stress and perfectionism as related to the social-emotional characteristics associated with giftedness. Overexcitabilities combined with high intellect and asynchronous development can result in emotional frustration, misbehavior when ability fails to match aspirations, and overall inability to cope with day-to-day functioning.

In today’s political and educational climate, advocacy by parents and educators is paramount to preserving and expanding services. In an era of changing mindsets over the need for provision of services for our most vulnerable students, education of the public and school administrators about the needs of GT students has garnered new importance. The role of professional development should be expanded to address the social-emotional needs of gifted and talented students as it relates to academic success.

The premise for the choice of a specific educational model should be based on the needs of GT students from year to year and be flexible. Check out a previous #gtchat here >>> with extensive resources. Many models exist and new ones are being developed. Educators should research models based on the overall needs of their classroom.

Supports should be based on an individualized plan – all gifted and talented children deserve to be supported as well as challenged in the classroom. Educators can take the first step by learning about the social emotional needs of their particular students.

How can GT educators and professionals support parents of GT and/or 2E students? GT/2E students are more intense intellectually and emotionally. Educators and professionals may need to provide parents with interventions that can be used at home. Parents need information about how the role of giftedness plays in a child’s overall well-being to mitigate their own fear of failing as a parent. 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.

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

Links:

The Casper Assessment for Social Emotional Skills (CASES) for K-12 Students

Casper Assessment for Social Emotional Skills (CASES) Rubric (pdf)

Brains on Fire: The Multinodality of Gifted Thinkers

Handbook of Social and Emotional Learning: Research and Practice (Amazon)

Characteristics and Problems of the Gifted: Neural Propagation Depth and Flow Motivation as a Model of Intelligence and Creativity (pdf)

Vulnerabilities of Highly Gifted Children (1984)

What is Social-emotional Learning? (APA)

Social / Emotional Aspects of Giftedness

Social-Emotional Learning and the Gifted Child

The Aspen Institute: National Commission on Social, Emotional, and Academic Development

Cultivating the Social–emotional Imagination in Gifted Education: Insights from Educational Neuroscience

Thesis: Social and Emotional Learning Needs of Gifted Students (pdf)

When Gifted Kids Get to Exhale

Supporting Emotional Needs of the Gifted: 30 Essays on Giftedness, 30 Years of SENG (Amazon)

SENG

The Unwritten Rules of Friendship: Simple Strategies to Help Your Child Make Friends (Amazon)

Heightened Multifaceted Sensitivity of Gifted Students (pdf)

Global #gtchat Powered by TAGT: Models of Gifted Education

Sprite’s Site: Stories of the OEs

Sprite’s Site: Doggy Classroom Dynamics

Dabrowski’s Over-Excitabilities A Layman’s Explanation

Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults (Amazon)

Five Unexpected Intensities of Gifted Students

Gifted and Creative Services Australia: Articles and Handouts

“Play Partner” or “Sure Shelter”: What Gifted Children Look for in Friendship

Teaching Gifted Kids in Today’s Classroom: Strategies and Techniques Every Teacher Can Use (Revised & Updated Third Edition) (Amazon)

Teaching Gifted Students in the Regular Classroom: Practical Recommendations and Interventions (pdf)

Cybraryman’s Social and Emotional Learning #SEL Page

Image courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad.

“Smart Girls” with author, Dr. @RobynMcKay

gtchat 10302015 Smart Girls

 

This week we were joined by Dr. Robyn McKay, co-author of Smart Girls and founder of the website ‘She{ology}’. The discussion centered around smart girls – how they are viewed by society, barriers they face and strategies to use to become successful.

It was quickly pointed out that smart girls often don’t fit society’s image of ‘smart’; nor do they always meet a particular school’s image of ‘smart’. Robyn explained, “Smart girls are often too well-adjusted for their own good. Like chameleons, they adapt and fit in instead of stand out. They begin to hide ability by grade 5. They stop raising their hands in class and whisper the answer to their bff instead.  The trend of hiding ability continues thru high school, college, and their professional life [in adulthood].”

Mental health issues can arise for smart girls. Robyn told us, ” They are good at masking disabilities like anxiety, depression, and ADHD (inattentive type). They mask because they CAN.  Smart girls use their intellectual resources to fit in and manage their disabilities. Just think how creative twice-exceptional smart girls could be if they didn’t have to work so hard to mask anxiety depression or ADHD.”

Next we considered what it meant to be smart and a girl in today’s world. Robyn said, “Intellectually able women often discount their intellect and credit hard work and luck to their success. They often don’t believe that they are smart. Although smart woman are able to juggle many responsibilities and have it all, this can also lead to burn out and early exit from careers.” Add to this that attempts to define ‘smart’ for women have been colored by ideas of gender, race and culture.

“We need to educate all students about gender disparities, inequalities in life and empower them to not just overcome but challenge them.” ~ Tyler Murphy, Kentucky educator

In the book Smart Girls, Dr. McKay and co-author Dr. Barbara Kerr made it a point to leave out definitions of giftedness that include sensitivities, intensities, or overexcitabilities as they focused on talent development. We ask Robyn to clarify this approach. Her response was, “Research has not linked overexcitabilities, intensities or sensitivities to academic achievement, high performance at work, or life satisfaction – the predictions we were interested in. Focus on OE sensitivity or intensity can cause us to pathologize giftedness; to make it seem as if strong, even maladaptive, reactions are a sign of giftedness rather than a sign of a very frustrated, bored or troubled child.”

Then we turned our attention to the barriers smart girls face in having their intelligence recognized. Previous flawed research assumed women could not achieve eminence. Barriers to recognition of intelligence can include environment, race, appearance and privilege. Robyn noted, “Gifted underachievers – who don’t “look gifted” because they don’t get As in every class are often overlooked. Creative girls with uneven performance in school are over looked – get As in the classes they love and and Cs and Ds in the classes that bore them and fail the classes they hate.” Furthermore, Robyn told us, “Smart girls need to know: what’s her IQ? What’s her personality profile? These help her understand why she is the way she is. Armed with data, her self-esteem rises.”

Finally, what are some strategies smart girls can use to succeed in the 21st century? Don’t allow society’s views dissuade your ambition – work toward your passions. For young gifted girls, encourage imaginative play, a healthy diet and adequate sleep. Encourage choices that help girls fulfill their dreams; realize their ‘future self’.

Robyn offered this advice to smart girls, “Don’t date “potential” – don’t date people who aren’t chasing their own goals and dreams. Make career decisions based on your creative flow and strengths. Say “yes” to new experiences. Get support for your mental health. Anxiety, depression, eating disorders keep you from living your dreams. Get As in the classes you love and Bs in everything else. You don’t have to be perfect.”

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 Fridays at 7E/6C/5M/4P in the U.S., Midnight in the UK and Saturdays Noon NZDT/10 AM AEDT 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:

Smart Girls in the 21st Century: Understanding Talented Girls & Women (Amazon)

Gifted Parenting Support: Smart Girls in the 21st Century

Smart Girls Takes Silver in the 2015 Benjamin Franklin Awards

Celebrating Smart Girls in the 21st Century with Dr. Barbara Kerr at The Psychology Podcast

Reviews for Smart Girls in the 21st Century

Dr. Robyn McKay’s Website ‘she{ology}’

About Dr. Robyn McKay

When Intensity Goes to School: Overexcitabilities, Creativity and the Gifted Child (Google Books Preview)

Educated in Romance: Women, Achievement and College Culture (Amazon)

Gifted Girls – Many Gifted Girls, Few Eminent Women: Why? (pdf)

Gifted Women: Identity & Expression

Harnessing Gifted Girls’ Emotional Strengths

What About Gifted Girls

Gender and Genius

Gender Identity and the Overexcitability Profiles of Gifted College Students (pdf)

The Effect of Gender-Role Stereotyping on the Career Aspirations and Expectations of Pre-Adolescent Children of High Intellectual Ability (pdf 1967)

The Intersection of Gender Equity and Gifted Elementary Education: Does Numerical Parity Tell the Whole Story (pdf)

Why Women Still Can’t Have It All

A Mighty Girl (website)

Graphic courtesy of Lisa Conrad.

The Relationship between Creativity and Intelligence

gtchat 10232015 Creativity Intelligence

This week’s topic, The Relationship between Creativity and Intelligence was a bit ‘deeper’ than usual. It became quickly apparent that there were many divergent opinions on the subject. It proved to be an interesting conversation. We welcomed many new people to the chat as well!

In order to consider this relationship, we first defined what intelligence and creativity meant to our participants. According to Gautam, intelligence is a domain-general ability to solve complex adaptive problems. In its pure form, intelligence is complex and multidimensional. Defining intelligence has gotten a lot of press in recent years; many new ideas!

Creativity is the ability to come up with original, surprising and useful ideas. (Gautam) Tamara Fisher, education specialist, described it as, “the capacity to generate and innovate in new ways, whether by sudden instinct or through long, hard work.” Creativity emerged as an adaptive cognitive mechanism; improvisational reasoning could lead to novel solutions. (Jung) Christensen defined creativity as the “ability to go beyond intelligence an capitalize on seemingly random connections of concepts.”

Currently, there is no scientific consensus on how these constructs [creativity and intelligence] are related. Some believe intelligence may increase creative potential up to a certain degree. (Jauk, Benedek, Dunst, Neubauer 2013) Some say they are opposite ends of a spectrum; other the same thing.

What are some things that characterize highly creative people? Highly creative people are passionate, sensitive, imaginative, intuitive, and often solitary. They are open to experience, mindful, think differently, daydreamers, turn adversity into advantage. 

We then discussed why it is important to understand the creative process as it affects gifted kids & adults. The more we know about neuroscience and creativity, the better we can meet the needs of gifted children. Using outdated information can diminish best practices for empowering gifted kids to fulfill their potential. Understanding how the brain works and networks will benefit all gifted and twice-exceptional children. A transcript 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 Fridays at 7E/6C/5M/4P in the U.S., Midnight in the UK and Saturdays Noon NZDT/10 AM AEDT 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:

The Relationship between Creativity and Intelligence

The Relationship between Intelligence & Creativity: New Support for the Threshold Hypothesis

Intelligence and Creativity of Polish Middle-school Students: Looking for the Threshold Hypothesis (pdf)

Genius, Creativity and Breakthrough Innovations

Interview with Dean Keith Simonton on Intelligence and Creativity

The Study of Effects of Socio Demographic Factors of Senior Secondary School Students on Creativity and Intelligence

Creativity & Intelligence Leading to Psychosis and Autism (Sandeep Gautam)

Creativity and Intelligence: a Tripartite Structure? (Sandeep Gautam)

The Cambridge Handbook of Intelligence (Amazon)

From Madness to Genius: The Openness/Intellect Trait Domain as a Paradoxical Simplex (abstract)

Intelligence, Creativity and Mania

Evolution, Creativity, Intelligence, and Madness: “Here Be Dragons”

Must One Risk Madness to Achieve Genius?

Wired to Create Unraveling the Mysteries of the Creative Mind (December 2015)

The Real Neuroscience of Creativity

Neuroscience of Creativity (Amazon)

Another Look at Creativity and Intelligence: Exploring Higher-Order Models and Probable Confounds

Intelligence and Creativity

 

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

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