Category Archives: Social Emotional

Mindfulness

 

Mindfulness can mean different things to different people. It means being aware of the here and now; knowing and accepting your own abilities; and being able to respond to stress in a calm and reasoned manner. It is a willingness to be open, to consider the possibilities, and to engage in curiosity without judging (Kabat-Zinn, 2003). Two components of mindfulness are the ability to regulate your attention and to be open, accepting, and curious (Bishop et al., 2004).

How can GT students use mindfulness to cope with stress and anxiety? Mindfulness is the basis for many ancient practices … meditation, prayer … known to reduce stress and anxiety. In the classroom, it can help GT students become more self-aware, attentive, increase a sense of well-being; all things that can aid in reducing stress and anxiety.

Mindfulness can benefit teachers in developing caring and responsive classrooms. The same benefits gained by students can also be beneficial for teachers by alleviating daily stress. Mindfulness helps teachers be more attuned to the needs of students which can result in a more caring and responsive classroom.

What are some strategies for introducing mindfulness in the classroom? An emphasis on social-emotional learning (SEL) is one way to introduce mindfulness into the classroom environment. Classroom sessions dedicated to identifying stressors and ways to counter them can be a way to introduce mindfulness as well. Teachers can incorporate principles of mindfulness by cultivating inter-connectedness within the classroom, introducing movement and breathing techniques, and an appreciation for gratitude on all levels.

Teachers and parents can work together by sharing strategies to be implemented both at school and at home. This collaboration in itself will benefit GT kids. Parents of GT kids, as with all parenting strategies, must remain vigilant and be willing to consider developing sustainable ways to promote mindfulness at home.

Where can one find resources about mindfulness practices? There is an extraordinary number of resources both in print and online regarding mindfulness practices. We have included numerous resources here in this blog post. 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:

Cybraryman’s Mindfulness Page

The Calm Schools Initiative (free app)

ClassDojo – Mindfulness

Listening, Thinking, Being Toward an Ethics of Attunement (Book)

Compassionate Critical Thinking: How Mindfulness, Creativity, Empathy and Socratic Questioning Can Transform Teaching (book)

5 Tips for Successfully Implementing a Mindfulness Program at Your School

Teachers: Use Mindfulness to Help Students’ Academics

Creating a Mindful Classroom Environment

Getting Started with Mindfulness

Using Mindfulness-Based Strengths Practices with Gifted Populations (pdf)

On the Social and Emotional Lives of Gifted Children (book – aff link)

Mind Matters Podcast: Episode 13 – Regulating Emotions Through Mindfulness

The Gifted Kids Workbook: Mindfulness Skills to Help Children Reduce Stress, Balance Emotions, and Build Confidence

Mindfulness on the Path of Gifted Development

Gifted Education Communicator: Implementing Mindfulness in the Classroom (Sisk)

ASCD: Mindfulness Resources

Gifted Mindfulness (website)

Planting the Seeds of Mindfulness: Creating the Conditions to Help Gifted Kids (book)

The Role of Mindful Parenting in Individual and Social Decision-Making in Children

What Gifted Kids Want Their Parents to Know

Mindfulness in the Classroom: Mindful Principles for Social and Emotional Learning (book: aff link)

Metacognition, Mindfulness, and Spiritual Well-being in Gifted High School Students (pdf)

MYmind: a Concurrent Group-Based Mindfulness Intervention for Youth with Autism and Their Parents

25 Fun Mindfulness Activities for Children and Teens (+Tips!)

Growing Up Mindful: Essential Practices to Help Children, Teens, and Families Find Balance, Calm, and Resilience (book)

Ohio Dept. of Education: Social and Emotional Learning Standards

APA: Mindfulness Resources

Photo courtesy of Pixabay  Pixabay License

Graphic courtesy of Lisa Conrad.

Disclaimer: This post includes affiliate links.

Empathy and the GT Child

 

Empathy is an expression of emotional well-being which speaks to the social-emotional needs of gifted children. The definition of empathy has evolved over centuries from ‘feeling another’s emotions’ to being viewed as a ‘complex construct’. In “The Caring Child”, Christine shares 4 distinct processes – emotional sharing, emotional mimicry, mental imagining of another’s emotions and differentiating self and others.

Who is iGen and how do they differ from previous generations? The ‘iGen’ is the generation after Millennials – kids who began graduating from high school in 2013. They are the first ones to grow up with Smartphones. They are more vulnerable; isolated and lacking in social skills; and vastly unprepared for the responsibilities of adulthood. The iGen is super connected but unable to engage in ‘irl’ (in real life) experiences. It is the premise for a real-life dystopian future.

For gifted children, the very early years provide an opportunity to nurture empathy by teaching mindfulness and developing an ‘emotional vocabulary’. Young gifted children can be encouraged to become self-aware with an understanding of how they ‘fit’ in the world through stories and play experiences with others. They should have opportunities to express kindness in social settings as reflected in the actions of adults around them.

Empathy is a social skill that is developed through human interaction. When young gifted children experience positive relationships based on their ability to express empathy, their ability to face adversity, trauma, and pain (aka resilience) is enhanced.

The educational needs of iGen have radically changed the way schools look at how to teach this generation. Past pedagogical approaches do not suffice today. Teachers (educators, parents, adults) must be flexible, responsive to student voice, and be willing to embed SEL (social-emotional learning) into the curriculum. Education for the iGen needs to be individualized and involve the measured use of technology that empowers learning.

What are some strategies parents can use to build social-emotional learning skills? In ‘The Caring Child’, Christine delineates social-emotional learning skills as cognitive, social/relational, emotional, character and mindsets. Building social-emotional learning skills involve simple strategies sometimes overlooked by parents of gifted children as being ‘too simple’. Cognitive skills can be built through the use of puzzles, language-based games, or word searches. Bibliotherapy and cinematherapy help develop emotional skills. Role playing/improv improve social skills. 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:

The Caring Child: Raising Empathetic and Emotionally Intelligent Children (Prufrock)

Teaching Empathy and Embracing Intensity

15 Ways to Help Kids Develop Empathy

The Neuroscience of Empathy, Compassion, and Self-Compassion (Amazon)

iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy & Completely Unprepared for Adulthood & What That Means for the Rest of Us (Amazon)

The Social Neuroscience of Empathy (pdf)

Empathy and Compassion

Emotional Intensity in Gifted Students: Helping Kids Cope with Explosive Feelings (Prufrock)

I’m Not Just Gifted: Social-Emotional Curriculum for Guiding Gifted Children (Prufrock)

The Neural Pathways, Development and Functions of Empathy (pdf)

Developing Compassionate Empathy in Gifted Children

“I feel your pain”: Empathy and the Gifted Child (.docx)

Teaching Empathy: Strategies for Building Emotional Intelligence in Today’s Students (Prufrock October 2019)

Try Something New With Your Kids: Focus on the 3 C’s

Mind Matters Podcast Episode 36: Empathy with Intensity – Raising Emotionally Intelligent Children

Cybraryman’s SEL Pages and More

Cybraryman’s Empathy Page

Disclaimer: Some resources include affiliate links.

Image courtesy of Dreamstime (Free photo 85156667 ©creativecommonsstockphotos (CC0))

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.

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.

 

%d bloggers like this: