Category Archives: Psychology

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

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Personal Goal Setting and Self-Regulation for Gifted Children

 

The first and most important step in setting goals is to identify the goals. Strategies to help gifted students should consider timing, time management, pacing and ways to accomplish their goals. Students can identify personal strengths and weaknesses; begin record keeping of progress or portfolios; and take charge of their own learning goals as they mature.

GT students need to learn the art of forethought – thinking ahead with purpose. They should consider a well thought out plan, a starting point and realistic expectations. Once the process begins, GT students can develop specific strategies to monitor personal progress and be aware of any issues preventing them from accomplishing their goals. They need a basic understanding of what ‘self-reflection’ means and its role in evaluating success or failure.

Good self-regulation involves progress monitoring by keeping good records, looking at one’s own performance, and considering if things could have been done better. GT students who master self-regulation skills are known to have specific learning goals and strategies to achieve them, self-monitor more often, and are good at adapting strategies when necessary.

Self-regulating of motivation, its control, and the changing of attitude about it can impact student achievement.  Students who gain self-regulation of emotions can improve their learning. Controlling cognitive strategies through self-regulation can improve learning and performance.

Effective instructional practices when teaching self-regulation include helping students see new information in a positive light, promote ‘thinking aloud’, and ‘self-talk’. Additional effective self-regulation instructional strategies include helping students identify relevant information and materials, and utilize prior learning to inform experiential learning.

Parents can model persistence in the face of challenge and good learning strategies. They can talk to their children about potential distractions, the best possible environment to accomplish goals, and time management. Parents are their child’s biggest supporter – they can be there when it is time to assess how they did in meeting their goals and what could have been done differently if necessary. 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 NZST/Noon 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:

SMART Goals for Gifted Students

Self-Regulated Learning and Academically Talented Students

Promoting a Positive Achievement Attitude with Gifted and Talented Students

Using Self-Regulated Learning to Reverse Underachievement in Talented Students

Can Personal Goal Setting Tap the Potential of the Gifted Underachiever?

A Comparison of Gifted and Non-Gifted Students` Self-regulation Skills for Science Learning

Social-Emotional Learning and the Gifted Child

The Role of Self-regulated Learning in Enhancing Learning Performance (pdf)

Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols

On the Social and Emotional Lives of Gifted Children

The Influence of Instrumentality Beliefs on Achievement Motivation: A Study of High Achieving Adolescents (pdf)

Emotional Experience during Participation in a Program of Self-Regulated Learning

Self-Regulation in the Classroom Helping Students Learn How to Learn (book)

The Relation of Self-Efficacy and Grade Goals to Academic Performance

Motivation and Self-Regulated Learning: Theory, Research, and Applications (book)

Cybraryman’s Goals Page

Cybraryman’s Resolutions and Reflection Page

Calming the Emotional Storm: Using Dialectical Behavior Therapy Skills to Manage Your Emotions and Balance Your Life (Amazon)

The Inner Game for Twice-Exceptional Kids (Class)

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

 

Overexcitabilities: Myth or Reality?

This week at Global #gtchat Powered by TAGT our guest was Dr. Chris Wells, the director of qualitative research  at the Institute for the Study of Advanced Development  of the Gifted Development Center in Westminster, CO. Chris has been studying OE and the Theory of Positive Disintegration with Michael M. Piechowski for the past 2 years. Her archive of Piechowski’s works (and other works related to TPD) can be found here. She is also the Executive Editor of Third Factor Magazine, a webzine for intense divergent thinkers striving to live up to their ideals of both critical thinking and compassion.

Dabrowski (1972) wrote: “One could say that one who manifests a given form of overexcitability, and especially one who manifests several forms of overexcitability, sees reality in a different, stronger and more multi sided manner.” ~ Dr. Chris Wells

What is overexcitability and what are some positive descriptors?  Dąbrowski identified 5 areas of OEs: psychomotor, sensual, imaginational, intellectual and emotional. “It is the zing you experience when you are with certain people who seem to radiate excitement.” OEs represent intellectual curiosity, profound empathy, abundant physical energy, capacity for fantasy & deep aesthetic appreciation. (Silverman, 2016)

Dabrowski and Piechowski at the 1973 APA conference in Montreal.

OEs, most famously researched by Kazimierz Dąbrowski, became associated with giftedness through his work with Michael Piechowski. After Dąbrowski’s death, Piechowski continued his work through to the present time. OEs are often misunderstood and misrepresented by enthusiasts who fail to consider the possibility of co-morbid conditions such as ADHD, SPDs, ASD, etc.

Dabrowski studied the relationship between OE and eminence from his earliest work and he also studied gifted children in Poland. A few of his books mentioned this connection. His colleague, Michael Piechowski, brought the OEs to gifted education. Piechowski’s original OEQ research was conducted at the University of Wisconsin-Madison at the Laboratory for Superior Students. A 1979 book by Nick Colangelo and Ron Zaffrann included a chapter on “Developmental Potential” by Michael ~ Dr. Chris Wells

Why is the concept of overexcitabilities so controversial? Controversy lies on the fault lines between those who see innate abilities and those who see GT as achievement only. There are researchers who only accept findings that can be measured with control groups; otherwise, it doesn’t exist. There are numerous studies involving OEs which differentiate between gifted/non-gifted. Studies have validated the existence of OEs; i.e., Gallagher 2013 and Silverman, Falk & Miller 2015.

For many years there were attempts to connect OE with gifted identification. Research has NOT supported OE as useful in GT identification. Misunderstandings about OE arise when it is removed from the context of positive disintegration.It is possible to study and measure OE without bringing in the entire theory of positive disintegration. But without the theory as a lens, there seems to be increased potential for misinterpretation.  OE has been measured almost exclusively with self-report instruments, including Piechowski’s open-ended Overexcitability Questionnaire (OEQ) and later, the OEQ-II. There have been some criticisms of the OEQ-II that are currently being considered and addressed. We’re working on an update to the manual and the instrument itself.  ~ Dr. Chris Wells

OEs should not be used as an excuse for bad behavior. Far too often OEs are portrayed in a negative light. They shouldn’t be used to excuse bad behavior, but recognize exceptional behavior. Behavior should be viewed in relation to a full-range of potential causes which may coexist with OEs.

Michael [Piechowski} says that “Being intense is an ineradicable part of the gifted self.” Patience and compassion are both essential for responding to OEs. The support of caring adults is critical. ~ Dr. Chris Wells

How should parents and teachers respond to overexcitabilities? Parents should embrace their child’s OEs and provide a supportive environment where their child can express their feelings and abilities in a positive way. Teachers can support a student’s OEs by providing a responsive and challenging curriculum, quiet time when necessary and opportunity for movement if needed.

Please check out the links below for more resources and find more insights from Dr. Wells in the transcript of this chat 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 NZST/Noon 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

 

Resources:

Interview With Prof. Kazimierz Dabrowski (YouTube 22:38)

Overexcitability: Where It Came From, Where It’s Going

Conceptual Evolution of Overexcitability: Descriptions and Examples from the Work of Kazimierz Dąbrowski (pdf)

How Exactly Overexcitability Relates to Giftedness: A Fine-Grained Look via Findings of a New Meta-analysis

Discovering Dabrowski’s Theory

Openness to Experience rather Than Overexcitabilities: Call It Like It Is

Dabrowski’s Overexcitabilities in Gifted Children

Overexcitability and the Gifted

Overexcitabilities: Gifted Students Unexpected Intensities (YouTube 1:01)

The Intensities of Giftedness

The Truth about Overexcitabilities (Silverman)

Five Unexpected Traits of Gifted Students

Off the Charts: Asynchrony and the Gifted Child

Young Minds, Grown-Up Worries: 5 Resources for Parents and Educators

Overexcitabilities (pdf) Piechowski 1999 in Encyclopedia of Creativity Vol. 2

Overexcitabilities — Can’t Live With Them, Can’t Live Without Them

Overexcitabilities (pdf Piechowski 1999)

Therapy for the Highly Gifted and Highly Excitable

Excitable Reads: Mellow Out by Michael M. Piechowski

Dąbrowski’s Overexcitabilities

Gifted Personality from 3 Perspectives (pdf)

Sprite’s Site: Stories of the OEs

Personality Development through Positive Disintegration: The Work of Kazimierz Dabrowski (Amazon)

Michael Piechowski (Research Gate)

Photos courtesy of Chris Wells. Image courtesy of Unsplash

Graphic courtesy of Lisa Conrad.

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

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