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Optimizing Asynchronous Development

gtchat 05102018 Asynchronous

The term asynchronous development was originally conceptualized by a group known as the Columbus Group. It is widely accepted today relating to gifted children. The Columbus Group defined asynchronous development as children whose inner experiences and awareness due to intellect and intensities were qualitatively different from the norm. They believed parenting, teaching and counseling required modifications in order for gifted children to develop optimally.

It is important to understand giftedness through the lens of asynchronous development. Initially, gifted children may not comprehend the role of asynchronous development in their lives on a very personal level. They need guidance. Society’s expectations of how a child should act and how a smart child should act put undue pressure on these kids that can have severe consequences for them and society.

There are paradoxes presented by asynchronous development. It can, but not in all cases, mean a child can achieve at levels well beyond what is expected for their chronological age. Asynchronous development may result in a child being placed in an academically appropriate place that fails to accommodate their social-emotional needs.

How does asynchronous development affect the behavioral and emotional aspects of giftedness? Once a child is identified as gifted, society tends to judge them solely on their achievements and how they perform without regard to social-emotional aspects. It can create a wildly different life experience for the gifted child; one that lacks the understanding and empathy of adults.

Adults can support a gifted child’s asynchronous development so that they aren’t overwhelmed by their ability to perceive the complexity of the world around them. Ideally, a gifted child’s social-emotional needs will be respected in conjunction with their gifts and talents. Recognizing the need is a good first step. Adults need to be hyper-aware of each gifted child’s unique challenges and develop individualized education plans that address the whole child.

Where can parents seek information about asynchronous development? One of the best books for parents is “Off the Charts.” It’s a compilation of works; many by members of the Columbus Group. The NAGC, SENG and IEA Gifted have extensive resources for parents seeking information on asynchronous development. State organizations may have additional local info as well. 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:

Off the Charts: Asynchrony and the Gifted Child (Amazon)

Definition of Asynchronous Development in Children

Asynchronous Development: An Alternate View of Giftedness

Asynchronous Development in Gifted Kids

Many Ages at Once

The Neural Plasticity of Giftedness

Giftedness: The View from Within

Asynchronous Development

Asynchronous Development (NAGC)

UK: The Misidentification & Misdiagnosis of Gifted Children

Gifted Children Do Exist Here’s What Happen when We Deny It 

What I Want You to Know about My Gifted Son

Supporting Gifted Children

Parent Hot Sheet: Asynchronous Development (pdf) (NAGC)

Life in the Asynchronous Family

Asynchronous Development

The Columbus Group

Sprite’s Site: Beginning the Journey – Gifted 101

Giftedness As Asynchronous Development

4 Fabulous Ways for Kids to Pamper Mom on Mother’s Day

Image courtesy of Pixabay CC0 Public Domain

Graphic courtesy of Lisa Conrad

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The Strong-Willed Gifted Child

gtchat 05242016 Strong Willed Child

 

Strong-willed gifted children can appear oppositional and fail to respond to traditional behavior interventions. They are characterized as uncooperative, stubborn, defiant, rebellious and arrogant. They can also be thought of as passionate, idealistic, and emotionally intense. Due to asynchronous development, gifted children may have a deep understanding of a problem but lack ability to deal with it.

A gifted child’s behavior is often misunderstood and misdiagnosed by professionals. Many characteristics of giftedness may appear similar to mental health and few professionals have training in gifted issues. Misdiagnosis can lead to inappropriate and ineffectual treatments which make matters worse.

Traditional behavior strategies don’t work because the underlying causes for the behavior are atypical for their age. A gifted child’s refusal to comply is often the result of deeply held yet inconsistent beliefs and feelings of injustice.

What info could be shared with teachers to help them understand this behavior as it relates to giftedness? Few teachers have a background in gifted education; basic information is a good place to start. Teachers need to know that gifted students don’t always know what they are good at; guidance may be needed to direct students to a place of understanding.

Scaffolding, a technique used in teaching, can be applied to helping gifted children deal with their emotions. It is a way to provide positive, but temporary support to a child during an emotional impasse; and can foster emotional growth as it leads to a positive, non-argumentative resolution of behavior issues. Scaffolding with gifted children promotes self-esteem and self-efficacy with long-term impact on reducing negative behavior. (Malonai 2016)

What positive steps can parents & teachers take to help strong-willed gifted children thrive? Parents can help their child discover who they are, their strengths by providing opportunities for recognizing personal strengths. Teachers can encourage students to follow their passions through school activities that challenge and validate them. Both parents & teachers need to provide positive supports before issues arise; celebrate good behavior when demonstrated. A transcript of this chat can 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 Noon (12.00) NZST/10.00 AEST/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 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:

7 Ways to Help Your Strong-Willed Gifted Child Thrive

5 Discipline Tips for When Time-Outs Don’t Work

Misdiagnosis and Dual Diagnosis of Gifted Children

Gifted Children: Mood Issues with Gifted Child

Helping Gifted Children Soar: A Practical Guide for Parents and Teachers (Amazon)

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

The Strong Willed Child, Limit Testing & Why Giftedness Matters

Are Strong-Willed Children Gifted?

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

Parenting Gifted Kids: Tips for Raising Happy & Successful Gifted Children (Amazon)

Emotional Regulation and the Gifted Child 

Laughing at Chaos: Real Life Scaffolding 

Sprite’s Site: Columbus Cheetah, Myth Buster

 

Photo courtesy morgueFile  CC BY 2.0   Graphic courtesy of Lisa Conrad.

 

Stigma of Giftedness

gtchat 05172016 Stigma

 

A social stigma is a discrediting stereotype placed on individuals with attributes that deviates from norm; exactly what often happens to children identified as gifted. They figure out quite quickly that they will be treated differently by adults; sometimes with unfair expectations.

 

gtchat 05172016 Stigma Image 1

Gifted children may manipulate information about themselves to ensure they still have normal social relationships (Cross/Coleman 1993).  The stigma can extend to parents of gifted children cutting them off from support offered other parents because their children are ‘different’.

 

gtchat 05172016 Stigma Image 2

Gifted students are known to employ strategies to avoid the stigma associated with giftedness. Invisible strategies include ‘not’ saying a test is easy; ‘not’ volunteering answers; asking questions when answer is known; or not telling their age when they’ve been accelerated. More visible strategies include being the class clown, obnoxious behavior, or dressing outside current styles. Disidentifying strategies include feigned interest in small talk; acting silly; asking absurd questions (Coffey). Past studies have shown gifted students becoming highly involved in extracurricular activities to ‘fit in’. (Coleman 1985)

gtchat 05172016 Stigma Image 3

There are potentially negative outcomes of avoidance behavior related to the stigma of giftedness. When kids feel different and don’t know why, it can lead to feelings of abnormality. A gifted child may hide their giftedness to ‘fit in’ socially with age-peers and this can lead to underachievement. Parents are affected, too. They tend to shy away from sharing about their child’s accomplishments.

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What can parents do to help their child cope with the stigma associated with giftedness? Parents can explain what giftedness is and its characteristics so their child isn’t confused about feeling different. They should provide opportunities for children to associate with intellectual peers in an appropriate environment. Parents may also need to seek counseling or therapy if they believe their child’s well-being is adversely affected. A transcript of this chat may be found at Storify.

gtchat 05172016 Stigma Image 5

 

 

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 Noon (12.00) NZST/10.00 AEST/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 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 Stigma of a Gifted Child

Support for Parents of Gifted &Talented Children in Western Melbourne (Thesis p. 77 – pdf)

Coping with the Stigma of Giftedness (pdf)

The Social & Emotional Lives of Gifted Kids (pdf)

Possible Stigma of the Gifted Label

Is Being Gifted a Social Handicap?

25 Years of Research on the Lived Experience of Being Gifted in School

Giftedness & Genetics: The Emergenic Epigenetic Model & Its Implications (pdf)

Talent Development in Economically Disadvantaged Populations (pdf)

The Unique Inner Lives of Gifted Children (pdf)

The Social Cognition of Gifted Adolescents in School: Managing the Stigma of Giftedness

The Bipolar Spectrum and The Artistic Temperament: The Effects of Treatment on Exceptional Artistic Talent (pdf)

Laughing at Chaos: I DON’T Brag about My Gifted Kid

Sprite’s Site: GT Chat: Labels: Good, Bad, or Simply Wrong

Academically Gifted Students’ Perceived Interpersonal Competence and Peer Relationships (pdf)

Gifted Kids Shape their Personalities as per Social Stigma 

The Talent of Being Inconvenient: On the Societal Functions of Giftedness (pdf)

A Gifted Child is Not a Perfect Child – So Why is There Still a Stigma?

Possible Stigma of the Gifted Label

Pathologizing and Stigmatizing: The Misdiagnosis of Gifted People

Special thanks to Leslie Graves, President of the World Council for Gifted and Talented Children, for her extensive list of additional links for this week’s #gtchat.

Photo courtesy of morgueFile. Graphic courtesy of Lisa Conrad.

Discussing Giftedness with Healthcare Providers with Guest, Dr. Marianne Kuzujanakis

gtchat 02162016 Healthcare Providers

 

This week, #gtchat provided an insider’s look at Discussing Giftedness with Healthcare Providers with Marianne Kuzujanakis, M.D. M.P.H . Dr. Kuzujanakis, a pediatrician with a masters degree in public health from Harvard School of Public Health and a homeschooler, is a former director of SENG and currently the Chair of the Professional Advisory Committee for SENG.

Dr. Kuzujanakis explained why it is important for healthcare providers to be knowledgeable about ‘gifted’ issues, “Most kids see MDs more than 12 times before age 6. MDs are the first regular professionals to follow a child’s development. This need not be a missed opportunity. Some MDs are GT and are well versed in complexities of being gifted and talented. Others, however, are unaware of gifted issues and  miss chances to help; many harm kids in the process. The overall prevalence of GT (5-10%) rivals learning disabilities, asthma, and ADHD – topics discussed frequently in medical school; yet giftedness is rarely mentioned. Why? Many MDs and society believe in giftedness myths. She went on to say, “GT affects the whole child and lack of knowledge leads to misdiagnosis (under-diagnosis/over-diagnosis) or other medical diagnosis.”

What type of general information should a patient or parent be prepared to provide to MD/MH providers? Marianne explained, “It’s awkward for many parents to discuss GT with their doctor. They often feel like they’re boasting. Other parents feel MDs should care only for body; not mind. But science shows the importance of a mind-body connection in disease. GT involves all aspects of mind-body and it is important in diagnosis.  Unfortunately since medical doctors primarily address deficits and delays, parents need to be assertive about GT. This can be difficult for introverts.” She emphasized the importance to be specific. She told us, “Don’t say, “My child is gifted.” Say HOW he or she is gifted; matter-of-factly. Take care to first learn about GT yourself. Be collaborative. Take the team-player route. Confrontation rarely gets best response. Your goal should be to get the best support for your child.”

“Trust helps the parent/MD relationship to go a long way to identify real needs in your gifted child and prevent over-medicalization of childhood.”~ Dr. Marianne Kuzujanakis

Dr. Kuzujanakis suggested that parents “bring printed brochures and documents to appointments. Be a grassroots educator for GT. If your doctor isn’t open to discussion; find another doctor.  Many doctors are open to information provided by patients/parents in this media-driven world. Take advantage, but be cognizant of your MD’s time constraints.” She pointed out, “Doctors are trained to make a diagnosis to be reimbursed. Don’t rush to accept a diagnosis if you disagree. Parent often knows best. If necessary, seek a second opinion. Trust helps the parent/MD relationship to go a long way to identify real needs in your gifted child and prevent over-medicalization of childhood.”

Our discussion then turned to SENG’s Misdiagnosis Initiative. Dr. Kuzujanakis explained, “[The initiative] began after the AAP (American Academy of Pediatricians) approved ADHD medications for 4-yr-olds. Stimulates are now used even in toddlers. There is no medical school education on overexcitabilities or asynchrony. GT misdiagnosis is a global issue.” SENG has produced a brochure (see below) which is now available in 3 languages. In 2016, the SENG team will be presenting at the AAP’s National Conference and Dr. Dan Peters will be our team’s speaker. They will also be finishing up an article based on their Parent Survey research which involved over 3,500 parents. Marianne also announced that Great Potential Press plans to  publish the 2nd edition of Misdiagnosis & Dual Diagnosis (book) late this year. Look for it by Christmas.

For more from this chat, check out the transcript 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 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:

Health Care Providers Know Little About Gifted Children

Where Does a Pediatric Doctor Fit in the Care of Gifted Children? By Dr. Marianne Kuzujanakis

Gifted Children and Adults: Neglected Areas of Practice (pdf)

The Role of Physicians in the Lives of Gifted Children

Healthcare Providers’ Guide to Gifted Children (Free Download)

Psychological Misdiagnosis of Gifted and Talented Children

Seeking Professional Help for Your Gifted Child

Professionals Specializing in Gifted

Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted) Children

Accurate Assessment? ADHD, Asperger’s Disorder & Other Misdiagnosis/Dual Diagnosis of Gifted Children (pdf)

The Psychological Well-Being of Early Identified Gifted Children

Giftedness Myths

SENG Model Parent Group Facilitator

Starting a Gifted Parents’ Group

Homeschooling: Not the Last Resort

Reducing Risk of Medical Misdiagnosis

SENG Decreasing Medical Misdiagnosis in Gifted Children (pdf) Free Brochure

Why Should I Have My Child Tested?

Tests, Tests, Tests

Psychologists Familiar with Testing the Gifted and Exceptionally Gifted

SENG Misdiagnosis Initiative Webpage

Four GT-related Articles from Dr. Marianne Kuzujanakis

SENG Liaisons

SENG Professionals Listing

 

Graphic courtesy of Lisa Conrad.

Photo courtesy of Flickr   CC BY 2.0

 

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