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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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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.

When Gifted Kids Don’t Fit In

gtchat 10032017 Fit

Explaining giftedness to a child is often overlooked; assuming they understand all the intricacies of being identified gifted. It’s important for children to understand; otherwise, they may accept myths perpetuated by society. Being gifted is more than simply academic achievement or excellence in everything. It’s knowing that it is ok to fail or be less than expected.

Anxiety can play a role in a gifted child’s need to ‘fit in’. Adults may place unfair expectations on children based on their perception of ‘gifted’ and that is hard to live up to at times. Just because a child may not ‘fit it’ doesn’t mean they don’t want to and experience anxiety trying to be something they’re not.

Asynchronous development can also affect a gifted kid’s ability to ‘fit in’. For some gifted kids, asynchronous development can severely affect their ability to engage with age-peers. It can affect how adults interact with gifted kids and perceive how they should act.

How can teachers assist gifted students with fitting in at school? It’s helpful if teachers take time to learn about giftedness; increase their understanding of these kids. Teachers’ expectations should not include using students as teacher aides which can be source of bullying for gifted child.

Parents can help to ensure a good fit in the family as well. Like teachers, parents too must take time to learn about and understand what giftedness is and isn’t. They should guard against favoritism; delegation of tasks; and resource allocation of family funds. Parents can also try to provide opportunities for positive interaction with intellectual peers beyond school walls.

Learning the difference between ‘better at’ and ‘better than’ will go a long way in getting accepted by age-peers. Gifted kids should work to understand their abilities. Positive self-image ultimately benefits in how they relate to others. Developing a sense who what’s important to them; gifted kids may decide not to go along with the crowd to fit in.

An important take-away from the chat was that although it’s natural for kids to want to fit in with age-peers; conversely, gifted kids should also learn that it’s also okay not to ‘fit in’ if they don’t want to do so. A transcript of this chat may be found at Storify.

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 1 PM NZST/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 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 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:

When Gifted Kids Don’t Have All the Answers: How to Meet Their Social & Emotional Needs (Amazon)

The Gifted Kids’ Survival Guide: For Ages 10 & Under (Amazon)

Gifted Children Need a Place to Belong Gifted Children Need a Place to Belong

Gifted Students Often Struggle Socially

10 Facts You May Not Know about Gifted Children But Should

Friendship 101

How to Find Friends

Young, Gifted & Likely to Suffer for It

Gifted Children & Friendships – Why Don’t I Fit In?

How to Help your Gifted Kid Thrive

The Curse of the Gifted & Talented Child

Emotional Intensity in Gifted Students

Should We Tell Them They’re Gifted?

Is Your Child Anxious Because They’re Gifted?

Guess What? Gifted Kids Can Have Problems Too

10 Lessons from Gifted Education 

How to Help Your Overthinking Gifted Child

Sprite’s Site: Discovering the Depth and Breadth of Giftedness

Sprite’s Site: Belonging – A Place of Sanctuary

What to Say to Your Gifted Child…about Being Gifted

Gifted Children’s Bill of Rights

Common Characteristics of Gifted Individuals

Hoagies’ Blog Hop May 2014: The “G” Word “Gifted”

Photo courtesy of Pixabay  CC0 Creative Commons

Graphic courtesy of Lisa Conrad.

Benefits of Social-Emotional Learning

gtchat 04042017 SEL

 

“We know from human history and the latest learning science that success comes from the combination of academic knowledge and the ability to work with others. We need public education to reflect this.” ~ Walter Isaacson, The Aspen Institute

Social-emotional learning has come to be acknowledged as an intricate part of academic success and personal well-being. It is how we acquire and effectively apply knowledge, attitudes and skills to understand and manage emotions. Social-emotional learning helps us set and achieve positive goals; feel and show empathy; establish and maintain positive relationships; and make responsible decisions.

Gifted students are constantly balancing academic endeavors with intense feelings and  greatly benefit from social-emotional learning. They often feel like they don’t “fit in”; and may be the subject of bullying. Asynchronous development can affect social-emotional aspects of gifted student’s life; they need social-emotional learning for its inherent coping skills.

Goals for social-emotional learning should consider acquiring skills that foster self-control and problem-solving; tools needed for success in life. Many schools acknowledge the benefits of social-emotional learning for academic achievement.

Assessing social-emotional learning can include asking students to identify facial expressions to measure social awareness. Teachers can track how long students will persevere through frustrating tasks as a measure of self-control. However, assessing information on friendships may be different for gifted students; different criteria should be used.

What are some inherent problems with using pre-packaged Social-emotional Learning Programs for gifted students? They include: progress is rigid; students are forced to pair or team with non-intellectual peers; and don’t meet the unique needs of gifted students or their asynchronous development. They accentuate differences felt by gifted kids and force them to comply with rules they may not agree with. (Casper)

Social-emotional learning is not a single program or teaching method. It involves coordinated strategies across classrooms, schools, homes, and communities. It is competencies and contexts for teaching them which should reflect the overall educational environment.

Check out the links below as we have added many additional ones since the chat. A transcript of this chat may be found on our Storify page.

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 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:

Online Tool Attaches Hard Numbers to Social-Emotional Skill-Building

Want Social-Emotional Learning to Work? The Careful Balance of Tech and Relationships

Should Emotions Be Taught in Schools?

Danger in a Can: Why Canned SEL Skill Programs in Schools Can Harm Gifted Ss More Than Help

What Are the 21st-Century Skills Every Student Needs?

Why Social and Emotional Learning Is Essential for Students

How to be More Empathetic (Video)

SEL Part of NYC Charter’s Foundation

Assessing Social Emotional Skills Can Be Fuzzy Work

Chicago School Revamps Model to Focus on Personalized SEL

Building Our Emotional Intelligence Future: How Development of Affective Computing and Artificial EI Transform Relationship with Technology

Gifted children: Emotionally immature or emotionally intense?

Encouraging Emotional Intelligence

Can Emotional Intelligence Be Taught?

Yale Center for Emotional Intelligence

Emotional Intelligence and Gifted Children

Sprite’s Site: Stories of the OEs

Feeling it all: Dabrowski’s Psychomotor Overexcitability

Teach Empathy with Literature

Behavior Expectations and How to Teach Them

Embedding Social Emotional Learning Across the Curriculum

Rethinking How Students Succeed

How 2 Minutes of SEL Can Change the Tone for the Day

Building Habits of Success and Measuring What Matters

National Commission on Social, Emotional, and Academic Development

The Impact of Enhancing Students’ Social and Emotional Learning (pdf)

Social, Emotional, and Academic Development (Infographic)

Summit Olympus is Placing Learning in Students’ Hands (Podcast)

Blended, Project-Based and Social Emotional Learning at Thrive Public Schools

Thrive Public Schools: Social Emotional Learning

12 SEL Organizations Making a Difference

Teaching Children to be Emotionally Intelligent

For Every $1 Spent on SEL, There’s an $11 Return

Social Emotional Learning in Elementary School (pdf)

Principles for Kindness: How to Instill Empathy in the Classroom

Photo courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad.

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