Bullies and the Bullied

In many instances, it can be difficult to identify signs of bullying regarding GT students. This population may try to obscure the situation, see it as a personal failing, or try to fix it on their own. GT students who are bullied may try to hide their abilities, have difficulty socializing with age-peers, experience loneliness, or develop a negative self-image. When dual statuses are involved, the prevalence of bullying rises. This can include 2E students, GT + LGBTI students, or culturally diverse GT students.

It is extremely important in the prevention of bullying for schools to have an explicit anti-bullying policy with specific provisions for GT students. Anti-bullying policies should identify who are deemed aggressors, victims, or bystanders as well as vulnerable populations. It should state consequences of bullying behaviors. Teachers should consider GT students when contemplating anti-bullying interventions (possible bullying scenarios, classroom discussions, etc.) and the effect of gifted education programs which separate out gifted students.

It is naïve to think that the GT student will always be the student being bullied. Bullying can transform the victim into a bully, and this needs to be considered. School personnel need to be vigilant in recognizing bullying behavior and taking steps to intervene at the onset of the behaviors. Attempts should be made to determine if the bullying is in retaliation by a victim or why the behavior is occurring. School counselors, when available, should be utilized before stronger measures are enacted.

Cyberbullying has been on the rise with the increase usage of social media and was exacerbated by recent pandemic lock-downs. Contextually, cyberbullying generally occurs outside of school in online forums and often anonymously, but can have repercussions in school settings. Because cyberbullying affects student life, schools need to include counseling and consequences when it’s brought to their attention. It also needs to be addressed in the school’s anti-bullying policies.

When should bullying be referred to healthcare professionals or law enforcement? Bullying can produce significant anxiety disorders (social, OCD, GAD), depression, stress, and withdrawal. Extreme scenarios requiring immediate healthcare interventions may include issues such as suicide ideation or moral disengagement (i.e., poor judgement behavior). Law enforcement may be necessary when physical threats or actions occur or after other interventions are deemed insufficient.

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 1AM GMT 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.

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

Resources:

Scoping Bullying and Cyberbullying Victimisation Among a Sample of Gifted Adolescents in Ireland | International Journal of Bullying Prevention

Cyberbullying in Gifted Students: Prevalence and Psychological Well-Being in a Spanish Sample

Exploring Revenge as a Mediator between Bullying and Victimisation in Gifted and Talented Students

Identifying, Preventing and Combating Bullying in Gifted Education (book)

Bullying and Children with High Learning Potential | Potential Plus UK

Bullying and High Learning Potential | Potential Plus UK

Bullying and the Gifted: Welcome Back to School? | Psychology Today

Early Adolescent Gifted and Talented Students and Their Experience with Bullying (pdf)

When is it safe to be smart? | Dr. Gail Post

Bullying, Forgiveness and Submissive Behaviors in Gifted Students

Bullying and Gifted Students

Gifted, Bullied, Resilient: A Brief Guide for Smart Families (book) | GHF Learners

Trauma: A Call for Collaboration | SENG

Inclusive Communities say “No” | SENG

Covert Aggression and Gifted Adolescent Girls (pdf)

Why Gifted Students Are Targeted by Bullies

Bullies and Bullying | Hoagies Gifted

Prevention: Learn how to identify bullying and stand up to it safely

Cybraryman’s Bullying Page

Cybraryman’s Cyberbullying Page

Graphic courtesy of Lisa Conrad

Impostor Syndrome

Impostor Syndrome was originally presented as a ‘phenomenon’ (Clance & Imes, 1978) rather than a ‘syndrome’; a nuanced, but important distinction. In recent years, criticism of the concept highlights the need to understand this feeling as related to personal experience rather than as a pathology. For our discussion, Impostor Syndrome involves experiencing thoughts of intellectual phoniness, self-perceived deficiencies, or a sense of impending failure (Jamison, 2023).

Impostor Syndrome can manifest itself in perfectionists or those who see themselves as naturally ‘smart’. They find it difficult to accept what they view as mistakes. Overachievers and workaholics are affected by Impostor Syndrome as they are always seeking external validation. Another type of Impostor Syndrome is seen in individuals who consider themselves experts in a field. When failure comes at some point, they experience feeling like a fraud.

There are many causes for Impostor Syndrome both internal and external. Externally, Impostor Syndrome many be the result of unrealistic expectations by adults for children in their care or lack of systemic support from the environment in which one exists. Internally, Impostor Syndrome may be caused by personality traits such as perfectionism or possibly emotional exhaustion from dealing with situations beyond one’s control.

GT students may or may not experience Impostor Syndrome. It can be determined by academic environment, family background, or a self-perception of inadequacy vs capability. Some GT students may set such high expectations for themselves which result in diminished success and eventual burnout. When students identified as gifted receive any type of negative feedback, they may engage in self-defeating behaviors – not asking for help, avoiding team work, or questioning their self-worth.

What are some strategies to overcome Impostor Syndrome? Personal strategies to overcoming Impostor Syndrome can include practicing mindfulness and meditation, building personal and professional connections, or rehearsing acting confident. External strategies to deal with Impostor Syndrome may be to find supportive peers, locate a mentor, or seek professional help. For some, reframing Impostor Syndrome as systemic inequality rather than individual pathology may be the answer (Tulshyan & Burey, 2021).

A transcript of this chat can be found at Wakelet.

Resources:

5 Types of Imposter Syndrome

You’re Not a Fraud. Here’s How to Recognize and Overcome Imposter Syndrome

What Is Imposter Syndrome? | Psycom

Imposter Syndrome | Psychology Today

Yes, Impostor Syndrome Is Real. Here’s How to Deal With It

5 Different Types of Imposter Syndrome (and 5 Ways to Battle Each One)

Impostor Syndrome Facing Fears of Inadequacy and Self-Doubt

Impostor Syndrome Infographic

The Imposter Cure: Escape the Mind-trap of Imposter Syndrome (book)

Impostor Phenomenon in the Classroom

Impostor Syndrome: What It Is and How To Overcome It | The Cleveland Clinic

Prevalence, Predictors, and Treatment of Imposter Syndrome: A Systematic Review

5 Steps To Shake The Feeling That You’re An Impostor

Feeling like a failure? Learn to cope with imposter syndrome

The Curious Case of Impostor Syndrome

Why Everyone Feels Like They’re Faking It

The Impostor Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention (pdf, 1978) | Psychotherapy: Theory, Research and Practice

Impostor Phenomenon (website) | Pauline Rose Clance, Ph.D.

Stop Telling Women They Have Imposter Syndrome | Harvard Business Review

Graphic courtesy of Lisa Conrad

Making Connections in the GT Community

This week we chatted about making connections with all stakeholders in the gifted community. Educators have many options to connect with other educators online and soon offline. Of course, educators can connect at the local level during professional development on their campuses or district-wide; in-person when available, but also online. In rural areas and smaller school districts, educators can avail themselves of regional and state-wide learning opportunities which lead to valuable connections. Perhaps the best place is at state, national and international conferences. Right now, they or their school districts have the added bonus of not having to pay travel expenses.

How and where can GT students connect? When we return to a more normal way of life, many elementary GT students connect during pull-out or standalone classes at school. Some may travel to central campuses to learn with other GT kids. Other great places for students to connect is at academic competitions, parent support group sponsored weekend activities and summer academic or arts camps. GT students can also connect online; particularly as their get older through university programs. Schools and mentors can also provide opportunities for them to connect with academic peers.

Where can parents connect with other parents of GT students? At the local level, it’s trickier for parents to connect. Many rely on their child letting them know who other gifted kids are because this information isn’t available from schools due to privacy issues. Parent advocacy groups are a great way to meet other parents. These groups can advocate with their school district to ‘spread the word’ of their existence directly to parents of gifted students. Parents support groups provide a way for parents, parents and teachers, and students to connect. If one doesn’t exist, start one!

Once a child is identified for gifted services, parents can get an idea of how robust the gifted program is at their child’s school. This is a good indication of whether a support, advocacy or both are needed. Parents can ask the school to assist them is alerting of gifted parents about the existence of a parent group. If they are resistant to doing this, parents can get involved with existing parent groups and network there. In states with gifted organizations, parents can go to their website for information. Many local groups are affiliated with state organizations. National organizations may also have contact information and how-to organize tips.

What are some ways to connect at gifted conferences? For conference attendees active on Twitter, Tweet Ups are great ways to connect during the conference; usually in the evening after scheduled activities. These can lead to life-long connections with annual opportunities. Another way to connect is to take the opportunity to network with other participants and presenters who share your interests during and after sessions at the conference. Be sure to take business cards or similar for subsequent communication. While conferences are still online, it’s still possible to connect during sessions through conference apps and comments sections. Though not ideal, it is nice to connect with folks you know as well as with presenters.

In what ways have you connected during the pandemic which you’d like to continue? Online conferences have been a great way to connect. Without the need to travel, I have been able to take advantage of more conferences and connect with more people. I can also attend many more sessions on my own schedule. Using social media platforms responsibly (like Twitter chats!) is a renewed source for connecting. Having more spare time has allowed me to connect more often online.

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 2PM NZDT/Noon AEDT/Midnight 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.

A transcript of this chat can be found at Wakelet.

Resources:

GERRIC – Gifted Education | University of New South Wales (AU)

Connecting Your Students with the Virtual World (book) | Jerry Blumengarten

Cybraryman’s Gifted and Talented Page

A Smile Can Lift the Veil of Social Isolation | Dr. Nicole Tetreault

Parents of Gifted and Twice-Exceptional Kids | Facebook Group (Private)

The GHF Forum

GHF Dialogue

The Bridges Graduate School of Cognitive Diversity in Education https://bit.ly/3ca3lYx

National Association for Gifted Children | NAGC

GHF Learners | GHF

Texas Association for the Gifted and Talented | TAGT

World Council for Gifted and Talented Children | WCGTC

Support Emotional Needs of the Gifted | SENG

European Council for High Ability | ECHA

Potential Plus UK | PPUK

Center for Talented Youth at Johns Hopkins University | CTY

Institute for Educational Advancement | IEA

New Zealand Centre for Gifted Education

Intergifted

Gifted Support Network

Davidson Institute

Self-Identity and Global Connections

Connecting for High Potential

Gifted Online Communities | Hoagies Gifted

TAGT Leadership Conference March 23rd – June 15th

NAGC 2021 Leadership and Advocacy Conference March 22^nd – 24^th

WCGTC 2021 Virtual World Conference July 31st – August 1^st and August 7^th– 8^th

SENG 2021 Online Annual Conference July 22^nd – 25th

43^rd Confratute Virtual Learning Experience July 12^th – 14^th | UCONN

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad

Avoiding Digital Burnout

Digital burnout is the consequence of overuse of technology. It is prevalent in our society today as the result of its availability and in pandemic times – a necessity for meeting the challenges of everyday life. Digital burnout results from trying to exist in two different worlds, physical and virtual; but the indicators are similar to old-fashion burnout. Those who face digital burnout experience depleted energy levels, lower productivity, and chronic stress and physical ailments.

The pandemic has increased digital burnout because we now rely on technology for practically every aspect of our lives – work, school, staying in touch with family and friends, entertainment, and making purchases. The uncertainty of how long we will deal with the effects of the pandemic increases the likelihood of digital burnout and only magnifies the symptoms. The pandemic has effectively altered our state of mind and allowed for few alternatives to the digital work for the near future.

All students face the possibility of digital burnout, but all will not seek the same resolutions. Many GT students have reported positive impacts of being online and continuing their education virtually. GT students are not a homogenous group. A segment of the GT student population views digital burnout as a challenge; something to overcome and to find ways to help others do the same. Avoiding digital burnout requires GT students to look to time management skills, self-care, and engaging in digital detox when overwhelmed.

Teachers play a vital role in reducing student digital burnout. They can include online games during the school day and suggest off-line activities such as going outside to explore nature and get needed physical exercise. Teachers can urge their students to use journaling to express their feeling and create to-do lists that includes day-to-day goals. Both activities can be done off-line; physically writing down goals and how they are feeling. Students should be encouraged to consider changing things up; where they attend online classes, improving the esthetics of their surroundings, decluttering study areas, or how they communicate with peers.

What can teachers do to prevent their own digital burnout? Teachers are facing online class time while providing in-person instruction, maintaining attendance records, keeping in touch with students and parents, providing feedback to students, and attending multiple Zoom sessions. Practical interventions to lessen the potential for digital burnout for teachers include pre-recording lessons, utilizing both recorded and live presentations during class time, and re-using others’ materials and lessons. Unplugging, setting time boundaries with students and colleagues, being sure to taking evenings and weekends off, taking breaks during the day and not skipping meals, and limiting emotional involvement with work.

How can parents intervene in their child’s digital use to minimize burnout? When children are learning from home, parents can attempt to maintain as much structure as possible regarding their daily schedule – rising at the same time, getting dressed, and following a schedule similar to their regular school day. Parents can provide a work space for school separate their child’s play areas and reserve evenings and weekends for family time and time away from technology.

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 1PM NZST/11 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.