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WISCONSIN ASSOCIATION FOR TALENTED & GIFTED

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Ian taught gifted 6th graders in Garden Grove, California where he grew up as a gifted kid. On his journey to becoming a teacher, he earned a degree in Computer Science, briefly played bass in an...

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o	How Do Kids and Artists See While Drawing? 

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o	How Do Kids and Artists See While Drawing? 

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How Do Kids and Artists See While Drawing? | Eye Tracking

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There is a lot that goes on in the brain while we draw. Using eye tracking glasses, we answer the question of what kids and professional artists see while drawing. All of our pilot study datasets are available for download! See here: http://www.fractal.nyc/art-data. OUR PARTNERS: *Eckford Street Studio: http://www.eckfordstreetstudio.com Provided space for filming.

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Polish psychologist Kazimierz Dabrowski identified five areas in which children exhibit intense behaviors, also known as "overexcitabilities" or "supersensitivities." They are psychomotor, sensual, emotional, intellectual, and imaginational. Gifted children tend to have multiple intensities, although one is usually dominant.﻿﻿

Does your child complain about the seams in his socks? Put her hands over her ears when the movie starts in the movie theater? Have trouble sitting still? Get moved almost to tears by a piece of music or work of art? These are signs of overexcitabilities (OE).

Psychomotor Overexcitabilities

The psychomotor OE is common in gifted children. It is characterized primarily by high levels of energy. Children with this OE seem to constantly be on the move. Even as infants, they need less sleep than other children. As adults, they are able to work long hours without tiring.

Children with this OE also may be misdiagnosed as having attention-deficit/hyperactivity disorder (ADHD). But while they can be active, they are quite capable of focused concentration unless they are insufficiently mentally stimulated. The lack of mental stimulation can be a problem for these children in school.

The primary sign of this intensity is a surplus of energy. Characteristics of children with a dominant psychomotor OE may include:﻿﻿

Competitiveness

Compulsive organizing

Compulsive talking

Impulsive behavior

Physical expression of emotions

Preference for fast action and sports

Nervous habits and tics

Rapid speech

Sleeplessness

Sensual Overexcitabilities

The primary sign of this intensity is a heightened awareness of all five senses: sight, smell, taste, touch, and hearing. Children with a dominant sensual OE can get sick from the smell of certain foods or, as toddlers, will hate to walk on grass in their bare feet. The pleasure they get from the tastes and textures of some foods may cause them to overeat.

If your child has sensual OE, you may notice several of these traits:﻿﻿

Appreciation of beauty, whether in writing, music, art or nature, including the love of objects like jewelry

Craving for pleasure

Need or desire for comfort

Sensitivity to pollution

Sensitive to smells, tastes, or textures of foods

Tactile sensitivity (bothered by the feel of some materials on the skin or clothing tags)

Intellectual Overexcitabilities

This intensity is the one most recognized in gifted children. It is characterized by activities of the mind. Children who lead with this intensity seem to be thinking all the time and want answers to deep questions. Sometimes their need for answers will get them in trouble in school when their questioning of the teacher can look like disrespectful challenging. They may exhibit several of these traits:﻿﻿

Analytical thinking

Asking probing questions

Avid reading

Concentration, ability to maintain intellectual effort

Deep curiosity

Independent thinking

Love of knowledge and learning

Love of problem-solving

Theoretical thinking

Imaginational Overexcitabilities

The primary sign of this intensity is the free play of the imagination. Their vivid imaginations can cause them to visualize the worst possibility in any situation. It can keep them from taking chances or getting involved in new situations. You may notice that your child exhibits:﻿﻿

Daydreaming

Detailed visualization

Fear of the unknown

Good sense of humor

Imaginary friends

Love of fantasy

Love of poetry, music, and drama

Magical thinking

Vivid dreams

Emotional Overexcitabilities

The primary sign of this intensity is exceptional emotional sensitivity. Children with strong emotional OE are sometimes mistakenly believed to have bipolar disorder or other emotional problems and disorders. They are often the children about whom people will say, "He's too sensitive for his own good." Your child may show these traits:﻿﻿

Anxiety

Concern for others

Depression

Extremes of emotion

Feelings of guilt and sense of responsibility

Feelings of inadequacy and inferiority

A heightened sense of right and wrong or injustice and hypocrisy

Loneliness

Need for security

Physical response to emotions (stomach aches caused by anxiety, for example)

Problems adjusting to change

Strong memory of feelings

Timidity and shyness

How to Support Your Child

You can get a better understanding of your gifted child if you recognize their intensities which can help you to become a more effective and supportive parent. For example, if your child is emotionally intense, you know that she will have a tough time "just ignoring" teasing or bullying. She may need extra help in managing her reactions to hurtful behavior in others.

These sensitivities are part of a larger theory, the theory of positive disintegration.

By Carol Bainbridge
Carol Bainbridge has provided advice to parents of gifted children for decades, and was a member of the Indiana Association for the Gifted.

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Why Gifted Kids May Are Often Highly Sensitive or Overexcitable

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Learn about the five overexcitabilities that psychologist Kazimierz Dabrowski identified in gifted children, plus find how to recognize them.

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Five Unexpected Traits of Gifted Students

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Five Unexpected Traits of Gifted Students

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Photo by woodleywonderworks

We know gifted students are far more complex than their test scores might suggest. And while we expect certain quirks, others blindside us: a strange reaction to sound, a sudden outburst of tears, or a need to stand up at inopportune times.

Five Overexcitabilities

Kazimierz Dabrowski identified five types of "overexcitability" that he believed connected strongly to giftedness: intellectual, psychomotor, imaginative, sensual, and emotional.

However, these same five overexcitabilities also make it difficult for students to work within the confines of the classroom. Carrie Lynn Bailey writes:

A challenge for gifted individuals is that they can often be viewed negatively, or pathologically, particularly in educational settings. Overexcitabilities and Sensitivities

Mendaglio and Tiller found, in 2006, the tie between overexcitabilities and giftedness to be somewhat looser than originaly thought, but an awareness of overexcitabilities goes a long way towards understanding that kid who seems to defy explanation.

1. Intellectual Overexcitability

Curious, questioning, and sharp, a child with intellectual overexcitability asks the questions that flummox you, makes the connections that amaze you, and arrives at understandings that leave your curriculum in the dust.

They will want to go deep into interesting topics, talk about theoretical concepts, and move faster through content than you can handle.

2. Imaginational Overexcitability

Fueled by creativity, a love of stories and drawings, and fictional worlds, students with this overexcitability might daydream, doodle, or otherwise occupy their minds while a dull teacher drones on.

3. Sensual Overexcitability

Despite the provocative name, we're talking literally about the five senses here. Students with sensual overexcitability receive more input from their senses than expected. This could show up as a strong reaction to sounds, light, and textures, or tastes. This reaction could be positive, with a desire to continue experiencing a sensation, or negative, driving the student away from the stimulus.

As a child, I loved rubbing a satin blanket on my face. As an adult, I go to sleep easier when I have the pressure of a thick blanket. These odd quirks might be a result of sensual overexcitability.

4. Psychomotor Overexcitability

Students with psychomotor overexcitability appear to simply have too much energy. It might manifest as fidgety behavior, rapid, excessive talking, and overactive physical behavior. It sounds an awful lot like ADHD, and might easily be misidentified as such.

5. Emotional Overexcitability

Tragedies, injustice, and reminders of mortality might trigger an unexpectedly emotional response from students who experience emotional overexcitability. As a teacher, it might appear that they are over-dramatic or seeking attention. However, these students simply feel emotions more intensely, whether joy or sadness. This sensitivity could show up as strong compassion, empathy, and caring for others.

Classroom Implications

How does this theory help a teacher up to his neck in the day's work? Identifying these overexcitabilities puts us on the road to alleviating classroom problems:

Too many detailed questions from a student in the middle of a lesson? She's exhibiting intellectual overexcitability. Give her ten minutes of computer time to get those quesitons answered!

A student is deeply involved in a movie or book's fictional world He's showing signs of imaginational overexcitability. This kid needs an ongoing, creative outlet for these feelings. Give him an open-ended, creative project as a "what do I when I'm done?" option.

Fidgety actions causing annoying noises during worktime? The student might be experiencing psychomotor overexcitabilities. Be sure to offer options for moving around, constructing objects, or otherwise getting that energy out.

Sobbing rage over a minor recess trangression Offer a listening, non-judgemental ear and a chance for the student to explain the event. Give some "cool-down" time. Later, discuss ways to deal with strong emotions before they become overwhelming.

Overreaction to a sound in the class, agitated behavior over clothing Try to get to the root of the problem, identifying what exactly bothers the student so you can help structure the day to avoid those sounds, sights, or textures. You may also attempt to counsel the student with ways to deal with troublesome sensations.

Finally, realize how easily these five traits could overshadow a child's gifts.

Further Reading

For a deep dive into the overexcitabilities, grab a copy of Living With Intensity

And here are a few related articles:

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Five Unexpected Intensities of Gifted Students

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We know gifted students are far more complex than their test scores might suggest. And while we might expect certain quirks, others blindside us: a strange reaction to sound, a sudden outburst of tears, or a need to stand up at inopportune times. Dabrowski's five overexcitabilities provide some insight into these unexpected moments.

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10 Social & Emotional Needs of the Gifted

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10 Social & Emotional Needs of the Gifted

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10 Social & Emotional Needs of the Gifted

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While gifted students look perfect on paper, their teachers know that in the classroom they are not all the academic angels and stellar scholars that people assume they are. Successful teachers of the gifted require a special understanding of their students' social and emotional needs.

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Wisconsin Association for Talented and Gifted

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Wisconsin Association for Talented and Gifted

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It may still be winter in Wisconsin, but it's time for families to look forward to summer programs for their talented and gifted children. Do you know a child who needs financial help to...

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Davidson Institute: Programs & Support for the Profoundly Gifted

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The Davidson Institute is a non-profit organization that supports and nurtures the development of profoundly gifted young people.

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SENG - Supporting Emotional Needs of the Gifted

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SENG - Supporting Emotional Needs of the Gifted

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Promoting Understanding

SENG's resource library includes original and reprinted articles and columns, organized by topic, You may print articles for personal use from the SENG website free of charge, provided you cite the author and www.sengifted.org. All information on the SENG website is subject to copyright. Please obtain permission from the original author or publisher before using materials in other publications.

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SENG's resource library includes original and reprinted articles and columns, organized by topic, You may print articles for personal use from the SENG website free of charge, provided you cite the author and www.sengifted.org. All information on the SENG website is subject to copyright.

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Promoting a comprehensive and accurate understanding of giftedness through research and outreach. 6.3 million people in the United States risk not receiving necessary services from the medical, psychological and educational communities due to the lack of understanding and recognition that there are differences in individuals across the intelligence spectrum.

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SENG Annual Conference

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SENG - Supporting Emotional Needs of the Gifted

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Our 2019 annual conference in Houston, TX! Keynotes by Jen Merrill, Todd Kettler & Joy Esquierdo. Early-bird registration is open!

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Social/Emotional Issues Of The Gifted Child

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Social/Emotional Issues Of The Gifted Child

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Social/Emotional Issues Of The Gifted Child

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World Council for Gifted and Talented Children

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The World Council for Gifted and Talented Children hosts a Biennial World Conference at a major international city during late July or early August in odd-numbered years. Past conferences have been held in San Francisco, Jerusalem, Montréal, Manila, Hamburg, Salt Lake City, Sydney, The Hague, Toronto, Hong Kong, Seattle, Istanbul, Barcelona, Adelaide, New Orleans, Warwick, Vancouver, Prague, Louisville, Odense, and Sydney. The 2019 World Conference will be in held in Nashville, Tennessee. For more historic information, .

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The World Council for Gifted and Talented Children hosts a Biennial World Conference at a major international city during late July or early August in odd-numbered years. Past conferences have been held in San Francisco, Jerusalem, Montréal, Manila, Hamburg, Salt Lake City, Sydney, The Hague, Toronto, Hong Kong, Seattle, Istanbul, Barcelona, Adelaide, New Orleans, Warwick, Vancouver, Prague, Louisville, Odense, and Sydney.

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Summer Camps | Fox Valley Technical College

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Hands-on summer camp options for middle school and high school students. We offer a variety of high-tech, engaging summer camp options for middle school and high school students, all at a reasonable cost. Space is limited, so enroll early.

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G.E.M.S. - Girls in Engineering, Math and Science! 

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G.E.M.S. - Girls in Engineering, Math and Science! 

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G.E.M.S. - Girls in Engineering, Math and Science! For Girls in Grades 6-8 | Continuing Education - UW-Fox Valley

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Join us for this dynamic and educational half day event filled with interactive workshops and activities geared toward light career exploration in the engineering, math, and science fields for girls...

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Youth In College - School of Education | UWSP

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Free Spirit Publishing | Free Spirit Publishing

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Free Spirit Publishing is an award-winning publisher of learning tools that support young people's social-emotional health and their educational needs..

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National Association for Gifted Children

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National Association for Gifted Children

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Learning about oneself and colleges

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When Seeking a Great College Fit, Gifted Students Have Additional Considerations

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As they head back to school this fall, many high schoolers are transitioning into a more intense phase of the college search journey. These emerging adults have lots of decisions to make: Large or small? Urban or rural? University or liberal arts college? Finding the right college fit is a challenging process for most students, but gifted students have additional factors to consider. "These bright, gifted children crave good teaching," said Jon Reider, director of college counseling at San Francisco University High School, former senior director of admissions at Stanford, and coauthor of Admission Matters. With "someone who gets them, understands them," Reider said, "they're in heaven." He suggests that parents work with their students to find schools that focus on good teaching. Bypass the sales pitches that focus on the dorms, the food, and other amenities, he advises, and instead ask for examples of engaging teachers and try to meet a professor in the area of interest. More often, Reider points out, a focus on teaching is easier to find at a small college.

"We stress the college visit," added Derick Strode, assistant director of academic services at the Gatton Academy, Kentucky's residential math and science school. For the last two years, Strode has been guiding the college searches of the select group of students at the academy, which Newsweek now ranks as the top public high school in the nation. "Most every school has a unique personality," Strode pointed out. To illustrate, Strode gives students and their parents examples of schools that he says have "extreme personalities," such as Grinnell College in Iowa and Evergreen State College in Washington State. Similarly, Berea College in Kentucky, he added, serves a certain "niche market."

Gifted teens should consider a number of factors in finding the right campus culture. Ultimately, the student must look inward to determine what type of atmosphere enables him or her to thrive. Does competition bring out the best in her, so that she will most enjoy a school where the students actively vie for top academic spots? Or does he blossom in a supportive community, where students help each other develop to levels beyond what they could achieve on their own? The competitive-supportive question is a crucial one for most gifted learners.

A related consideration is the fish-in-pond effect. Many gifted teens have spent their entire academic careers in schools or districts in which they have few if any academic peers. Earning the top score on every test is routine, as is acing papers written a fraction of the time that classmates spent on theirs. After a while, a student's identity can become intertwined with being the standout. Going to college, especially a strong college, where there are classes full of valedictorians, can be a real jolt. Some students will be energized by that change, thrilled finally to be among like minds. But others will question their very identity if they are no longer the big fish in the small pond. Students must be honest early in the college search process and identify whether they want to be among other equally strong students or whether they still want to lead the pack. Once the choice is made, they can identify match schools by looking at a college's midrange of SAT or ACT scores. The student who still wants to be top dog should select a school whose 25th to 75th percentile scores are solidly below his own; the student who wants lots of like minds should apply to schools where her scores are near average.

Similarly, families of gifted students should be aware of the grading practices of colleges under consideration. After more than a decade's experience with grades that may or may not be reflective of their true abilities, gifted students may leave high school with some strong feelings about how they like to have their work assessed. Some advanced incoming freshmen may be drawn to schools like Evergreen State and New College of Florida, which do not assign grades but instead give narrative feedback on a student's mastery. While the grading-on-a-curve approach may stimulate some bright learners, other gifted freshmen would find that system frustrating and unfair. Prospective undergraduates should identify a compatible grading system before they submit their applications so that the formerly straight-A student doesn't get a depressing shock at the end of first semester.

Just as grading systems vary between colleges, so too do distribution requirements. By the time they head off to college, some gifted students have been bristling for years at having to meet various course requirements while being held back from pursuing areas of deep interest. Andrew Quinn, college adviser of the Davidson Academy of Nevada, a public day school that serves profoundly gifted youth, says that colleges run the gamut from "no core curriculum versus a very rigid curriculum." Also known as "general studies requirements," these prescriptions require students to take a minimum number of credits in various subject areas, with the goal of developing graduates with a broad knowledge base. Schools vary in how specifically they spell out such universal requirements. Columbia, for example, has a precise set of courses that every student must take. Many state universities instead require coursework in science, humanities, arts, and the like but allow students broad choices of courses within each category. A few schools like Hamilton College and Brown University have no core curriculum. What's important when considering schools, Quinn said, "is whether the student has the interest and strengths to help him power through what he may consider a more irrelevant or boring class." If not, he should consider schools with minimal or no core requirements. He also should look closely at other schools' specific requirements to determine their appeal; although considered rigid, Columbia's core curriculum consists of rich, deep, engaging courses that many gifted students would savor.

"These kinds of kids have had to learn to be independent learners," Reider said. This pattern gives gifted students "a natural feel for research," he said. Reider suggests that students ask college admissions counselors and department professors, "What is the research component of undergraduate education? In what way, and what kind of support is there?" Smaller colleges tend to have more research opportunities for undergraduates, Reider added, but such opportunities can also be found in some larger institutions.

Similarly, Strode advises students to ask about help in finding opportunities beyond campus during and after the college years. "I would ask what support there is for graduate school, and when does it start?" Strode recommended. Likewise, he encourages students to determine how well the school aids undergraduates in locating and getting accepted into internships. Of particular relevance to gifted students, Quinn adds, is knowing what kind of support the school offers to those applying for national and international scholarships like the Fulbright, Goldwater, Marshall, and Mitchell scholarships. Increasingly common are entire offices or departments dedicated to guiding and supporting students through these rigorous application processes. For example, both Ohio University and University of Cincinnati have an Office of Nationally Competitive Awards.

Another practical academic consideration for advanced students is, according to Quinn, "prior college credit and understanding what will happen to that credit, especially if the student is hoping to graduate quite early using that credit." In this category Quinn counts not only dual credit courses completed while in high school but also Advanced Placement and International Baccalaureate program results. Parents often are courted with the notion that paying a modest sum for AP, IB, or dual credits in high school can save semesters of college tuition later. In fact, colleges vary widely in their application of such credits. While some colleges give matriculants credit for introductory coursework, others apply the credit only as elective credit. Others do not award credit but offer placement in higher level courses, and still others-usually the most elite-award neither credit nor placement. If placement or credit for college-level work done in high school is important to the college applicant, he should investigate closely the college's policies; some colleges will not commit to an enumeration of an individual student's credit acceptance until after admission. Also, there are rare instances in which universities cap the number of credits that a student can accrue, so coming in with a hefty number of college credits may result in a student's being forced to graduate earlier than planned. Students with quite a few AP, IB, or dual credits may want to verify that they still will be entitled to four full years at the institution.

Bright teens already set on certain professional paths may want to look closely for a category of schools Reider and his coauthors discuss in Admission Matters, namely those with dual degree programs. Advanced learners are strong candidates for combined programs that overlap the bachelor's degree with an advanced professional degree, such as a BA-MD, BA-JD, or BA-MBA.

Gifted learners with multipotentiality may be drawn to a college's special opportunities like the University of Rochester's Take Five Scholars program, which, according to the school's Web site, allows students to "apply for a fifth year of courses tuition free to follow their intellectual passion." It may take some digging to unearth unusual programs like this, but finding just such an opportunity may help tip the decision for a driven learner.

Finally, gifted students also must examine their own preferences and the college's culture when it comes to the social life. Artistically talented students may crave a community in which uniqueness and creativity are prevalent. Students with leadership abilities may look for a more global focus in a college. When students believe that they have found the colleges that have the social aspects they desire, they still must investigate the consistency of the social scene. Is the college community close-that is, do most of the students live on campus for four years? Is the school in an isolated area in which the social life revolves mostly around the campus? Is the campus like a ghost town from the Old West every weekend, deserted by students heading home? Asking questions like these will spare gifted students the disappointment of finally having found "their people" only to have them all evacuate the campus regularly.

Gifted students and their families do have several extra considerations when searching for colleges. However, the extra effort expended in the search likely will lead to a list of several schools that offer that comfortable fit-both academically and socially-for the new undergraduate.

College Planning Books

Admission Matters (2009) by Sally P. Stringer, Jon Reider, and Marion R. Franck, Jossey-Bass, $14.95
Authored by a former Stanford admissions officer and a UC-Davis associate chancellor emerita with the assistance of a professional writer, Admission Matters is a comprehensive reference and thorough guide for both students and parents to the ins, outs, and tangents of the college search and application process. The appendix includes valuable forms and worksheets to help applicants organize information and proceed through the decisionmaking process.

College Planning for Gifted Students (2006) by Sandra L. Berger, Prufrock Press, $18.95
Berger addresses the whole range of gifted students, including twice exceptional and homeschooled, encouraging students to think about not only what they need from a college but also what they can contribute to a college. While all the important topics of the search and application process are touched on, the emphasis is on helping the gifted student find the right college match.

Colleges That Change Lives: 40 Schools That Will Change the Way You Think about Colleges (2012) by Loren Pope and Hilary Masell Oswald, Penguin, $17.00 (print), $12.99 (eBook)
Don't be thrown by the theme of touting wondrous schools that bring B students to a new level of performance. The mostly small, intimate liberal arts colleges described individually and at length in this book simply and consistently deliver the sort of rigor that challenges and enthralls many gifted students. For example, many of these institutions require a demanding capstone experience. Pope details each school's culture, which often includes collegial relationships between caring faculty who are dedicated to teaching and students who support each other's growth.

Cool Colleges for the Hyper-Intelligent, Self-Directed, Late Blooming, and Just Plain Different (2007) by Donald Asher, Ten Speed Press, $21.99 (print), $14.99 (eBook)
This book is a collection of features on distinctive colleges and programs sprinkled among short essays on college life as well as aspects to consider in the college search. Topics range from cool scholarship programs, to the author's vote for best honors college program in the nation,to the value of an Ivy League education. This book is a great introduction for bright students to unique schools that may prove to be the dream schools that they may not otherwise learn of from guidance counselors or other books.

Creative Colleges: A Guide for Student Actors, Artists, Dancers, Musicians, and Writers (2008) by Elaina Loveland, SuperCollege, $19.95
Students pursuing artistic fields have a whole host of additional considerations in the college search and application process. Loveland introduces students to the typical curricula in each program area, advises on portfolios and auditions, and helps students compare programs. She profiles several schools' programs in each artistic area and includes a lengthy list of colleges offering that major with extensive details about each.

Imagine magazine, $30.00 (one-year subscription) and Imagine College Reviews CD $20.00, Johns Hopkins Center for Talented Youth: cty.jhu.edu/imagine/about/college-reviews.html
In each of its five issues every year, Imagine magazine devotes a two-page spread to a review of a different college. Since the publication serves gifted high school students, the editors pick strong colleges and interview a dozen or so current or recent students "who have high academic ability." The articles always address the following topics with specific, descriptive quotes from the students: quality of academic instruction, social life, what students like best and least about the school, who would be most compatible with the academic and social atmosphere of the school (an intelligent question that yields telling responses), and if you had it to do over again, would you go to this school. A subscription provides five new reviews a year. The CD of past reviews includes 48 different schools, although some of the reviews, dating as far back as 2000, may be of limited value.
Anne Flick, a gifted intervention specialist and former gifted coordinator, holds a master's degree in gifted education. She serves families and schools as an educational consultant specializing in gifted education. She has presented at national and state conferences as well as local parent groups.

Parent on 9/28/2017

This article offers very good advice and guidance to gifted students and their parents in the college search and selection process. My daughter and I considered all of the aspects discussed in the article. But- we stumbled upon the different considerations and figured it out ourselves. This would have been a handy guide to have when we were in the process of college selection as it would have streamlined the search in a much more efficient way. My daughter went through public school system in a higher ability program that took the top 10%. Since she was truly gifted, she was always at the top of her classes within that program. ALthough we did not have a full IQ test done, it appears she is likely somewhere in the 135-150 range. She tested at 148 for a math IQ test done through the school- but since it had a cap of 155, she might actually be higher than that. She does equally well in language arts. Although she was not always challenged, she was encouraged to perform to the best of her capabilities about 1/3 of the time, which prevented her from tuning out like a lot of gifted kids do in public schools. She supplemented learning in school with a very time intensive, challenging extracurricular activity. This did make school a little more challenging because it was difficult to get homework done since she was almost always at dance when she was not in school. So, she had to learn time management skills instead of just coasting through (which results in gifted kids being unprepared for the workload in college life when they have never before been challenged). She decided that she preferred a less competitive atmosphere as she acknowledged she did like being the big fish in the small pond. From there, we focussed on honors programs so that she would still have the opportunity to be challenged on some classes, have small classes and greater access to professors, and be among like students. She wanted a large university that had a lot of activities and clubs- preferably a dance team that would not be too time-consuming and was interested in going to a university that offered Greek life, but where it was optional and did not dominate the social scene. She was lucky enough to receive a full ride scholarship at a top 100 national university that offered all of these. Additionally, they offer a lot of undergraduate research opportunities and even make them available to incoming freshman honors students. Also of note is they have a flexible general studies curriculum in their honors college. She is now in her sophomore year, has a 4.0 GPA, a paid research job, captain of the dance team, and joined a sorority this fall. The flexible gen ed requirements have allowed her to organise those classes into a minor that will help with her goal of medical school and also make her a better doctor. So- for us, mission accomplished. :)

The appearance of any information in the Davidson Institute's Database does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational purposes only and is solely the opinion of and the responsibility of the author. Although reasonable effort is made to present accurate information, the Davidson Institute makes no guarantees of any kind, including as to accuracy or completeness. Use of such information is at the sole risk of the reader.

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When Seeking a Great College Fit, Gifted Students Have Additional Considerations

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As they head back to school this fall, many high schoolers are transitioning into a more intense phase of the college search journey. These emerging adults have lots of decisions to make: Large or small? Urban or rural? University or liberal arts college?

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College Planning for Gifted Students: Choosing and Getting Into the Right College 

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College Planning for Gifted Students: Choosing and Getting Into the Right College 

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Link for book

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College Planning for Gifted Students: Choosing and Getting Into the Right College is a must-have for any gifted or advanced learner planning to attend college. Sandra Berger, a nationally recognized expert on college and career planning for gifted students, provides a hands-on, practical guide to college planning in this updated edition of the best-selling College Planning for Gifted Students.

Berger focuses specifically on helping gifted students discover who they are and how that discovery corresponds to the perfect postsecondary endeavor. The author also provides useful, practical advice for writing college application essays, requesting recommendation letters, visiting colleges, and acing the college entrance interview. Throughout the book, helpful timelines and checklists are provided to give students and their parents, teachers, and counselors assistance in planning for and choosing the right college.

Grades 9-12

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college planning for gifted students upd

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college planning for gifted students: choosing and getting into the right college (updated ed.)

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College Planning for Gifted Students: Choosing and Getting Into the Right College (Updated ed.)

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College Planning for Gifted Students: Choosing and Getting Into the Right College is a must-have for any gifted or advanced learner planning to attend college. Sandra Berger, a nationally recognized expert on college and career planning for gifted students, provides a hands-on, practical guide to college planning in this updated edition of the best-selling College Planning for Gifted Students.

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Article

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Welcome to the homepage of the Backyard Hackers. We're teachers with a unique set of skills -- coding and baseball. What do you want to learn today?

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A STEM Summer Program for Grades K-6 That Turns Curious Kids Into Innovative Thinkers

Camp your way with our Peace of Mind Promise

Not sure if you'll want an in-person or at-home experience this summer? No worries - with our new Peace of Mind Promise, you can sign up today and switch up to six weeks before camp. Learn more about your options:

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Join us for the best summer ever with our 2021 program, Recharge! Hands-on, imagination-stretching challenges inspire confidence and creativity by showing kids they have what it takes to become awesome innovators who can change the world.

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Pause all videos A STEM Summer Program for Grades K-6 That Turns Curious Kids Into Innovative Thinkers Camp your way with our Peace of Mind Promise Not sure if you'll want an in-person or at-home experience this summer? No worries - with our new Peace of Mind Promise, you can sign up today and switch up to six weeks before camp.

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Heightened Multifaceted Sensitivity of Gifted Students: Implications for Counseling

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Heightened Multifaceted Sensitivity of Gifted Students: Implications for Counseling

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10 Steps for Parents and Kids to Tame the Worry Monster

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10 Steps for Parents and Kids to Tame the Worry Monster

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Anxiety has become a regular part of our society and daily lives for our children (and ourselves). Worry and fear cause our children to feel bad, often cause parent-child conflict and stress, keep our children from fully experiencing life, and fully reaching their potential. As a psychologist, parent of worriers, and a pretty good worrier myself, I have learned that there are simple and effective strategies that kids (and parents) can learn to drive the Worry Monster away. Teaching kids about how fear and worry work in their bodies, and specific thinking and doing strategies to fight the Worry Monster, empowers them to take a stand against this bully.

It's time for us to take the Worry Monster down once and for all and turn our worriers into warriors.

Here are the 10 steps to do it:
Step 1: Teach How Our Brain and Body Work When We Are Scared
We all have a "fight or flight" survival response that is designed to keep us alive. We have a tiny ball of neurons called the amygdala (ah-mig-da-la), known as our fear center, that runs our in-body security system. When it senses danger, it sends adrenaline through our bodies to make us run fast and fight with one goal, survival!
Step 2: Identify Body Feelings
When your amygdala gets activated, you will feel the physical sensations of worry and fear in your body, especially your head, chest, stomach, and throat. This is because your heart has to beat super fast to get extra blood from your brain and stomach to your arms and legs so you can fight and run fast. The blood leaving our brain and stomach makes us feel light headed, have headaches, have stomachaches, butterflies, and make us nauseous. These feelings are our signal that the Worry Monster is messing with us! Any of them sound familiar?
Step 3: Externalize the Problem
Label your worries and fears as the "Worry Monster" who is a bully who is responsible for making you (and all of us) think worrisome and scary thoughts. The Worry Monster's job is to keep us from enjoying life. He gets joy from picking on children (and adults) and making them worried and scared. The more you talk about the Worry Monster and gang up on him with your allies, the weaker he will get and the sooner he will go away.
Step 4: Make a Worry List
Make a list of everything your child (and you) worries about. The Worry Monster doesn't like us to talk about him or how he works, so the more things you put on the list, the better. Once you have done this, put the worries and fears in order starting with the most powerful (severe) at the top and least powerful (mild) at the bottom of the list.
Step 5: Make a Success Ladder
Choose a behavior from the worry list and make a success ladder by breaking it down into baby steps, or rungs, with the ultimate fear or goal at the top of the ladder and the least scary behavior at the bottom. You will need to decide whether you can start with a single fear like swimming or whether the task needs to be broken into parts (looking at a pool) so that you can gain confidence by becoming used to each baby step along the way to conquering your fear.
Step 6: Identify Worrisome and Fearful Thinking
Think about what the Worry Monster tells you to make you feel worried and scared. Take out your worry list, and expose the Worry Monster's secrets by writing down what he tells you to make you feel scared and worried. For example, next to the worry "being left alone," you may write, "I might get left at school." Uncover what he tells you for all your worries and fears -- you are exposing him.
Step 7: Change and Modify Thinking
Next to the list of what the Worry Monster tells you, write down new thoughts that are healthier and more realistic. Ask yourself, "What am I thinking? How can I think about this differently?" For example, "I might get left at school," gets changed to, "I have never been left before" and "Something bad might happen to my mom," gets changed to, "My mom is strong and can take care of herself."
Step 8: Practice, Practice, Practice!
Choose behavioral practice activities to tackle the Worry Monster head on. Go to your Success Ladder and start doing the first thing on the bottom of the list until you are bored of it. For example, if you are afraid of dogs, look at a book about dogs until it is not scary and then go to the next rung on the ladder (looking at dogs from far away). Keep moving up the ladder and work your way to the top. Sometimes it goes quickly and other times you may have to practice something over and over.
Step 9: Develop a Coping Toolbox
Make a personalized toolbox to help you take on the Worry Monster when he shows up. This toolbox usually consists of strategies like deep breathing, understanding where in your body you feel the worry and fear, knowing what makes you start worrying or feeling scared, questions to ask yourself to challenge your thinking ("Is it true?), statements to use against the Worry Monster ("I can do this!"; "Take a hike, you cowardly bully!"; "So what?"), exercise, and activities that distract you and help you relax.
Step 10 -- Don't Give Up!
Like all bullies, the Worry Monster does not give up easily. It takes a ton of courage and persistence to drive him away. You have talents to show the world and lots of life experiences to enjoy. By using these strategies, and working as a team, the Worry Monster doesn't stand a chance. It is time for him to pick on somebody else. Don't give up. You are a warrior. You can do this!

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10 Steps To Help Anxious Kids Stop Worrying

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Anxiety has become a regular part of our society and daily lives for our children (and ourselves). Worry and fear cause our children to feel bad, often cause parent-child conflict and stress, keep our children from fully experiencing life, and fully reaching their potential.

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Major Turning Points in Gifted Education

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Major Turning Points in Gifted Education

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Sally M. Reis
Professor, Educational Psychology
Neag School of Education
University of Connecticut

President, The National Association of Gifted Children
The United States of America

What are the turning points in the education of gifted and talented students in this century? We begin a new century and it is appropriate to reflect on the extraordinary changes and advances witnessed in the last several decades in our field. Consensus on the turning points of the past century may be difficult to reach, but I am pleased to have an opportunity to offer one perspective while acknowledging that this perspective is filtered through an American lens and the perspective of someone who has spent the majority of her professional life in this area. The first and most important turning point is our understanding of the multidimensionality of giftedness.
Expanding Conceptions of Giftedness and Talent
In the past century, we have come to understand that gifted learners are not a homogeneous group. To the contrary, they are many, varied, and unique. A thorough review of the research on gifted and talented learners indicates that the gifts and talents among the gifted vary widely. For the first several decades of this century, psychometricians and psychologists, following in the footsteps of Lewis Terman in 1916, equated giftedness with high IQ. Some of this "legacy" survives to the present day, as giftedness and high IQ continue to be equated in some conceptions of giftedness. Since that early time, however, other researchers (e.g., Cattell, Guilford, and Thurstone) have argued that intellect cannot be expressed in such a unitary manner, and suggested more multifaceted approaches to intelligence (Wallace & Pierce, 1992). Research conducted in the 1980s and 1990s has provided data that support notions of multiple components to intelligence. This is particularly evident in the reexamination of "giftedness" by Sternberg and Davidson (1986) in their edited Conceptions of Giftedness. The different conceptions of giftedness presented although distinct, are interrelated in several ways. Most of the investigators define giftedness in terms of multiple qualities, not all of which are intellectual. IQ scores are often viewed as inadequate measures of giftedness. Motivation, high self-concept, and creativity are key qualities in many of these broadened conceptions of giftedness (Siegler & Kotovsky, 1986).

Howard Gardner's (1983) theory of multiple intelligences (MI) and Joseph Renzulli's (1978) "three ring" definition of gifted behavior serve as precise examples of multifaceted, expanding and scholarly conceptualizations of intelligence and giftedness. Gardner's (1983) definition of an intelligence is the ability to solve problems, or create products, that are valued within one or more cultural settings. Within his MI theory, he articulates eight specific intelligences: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalist. Gardner believes that people are much more comfortable using the term "talents" and that "intelligence" is generally reserved to describe linguistic or logical "smartness"; however, he does not believe that certain human abilities should arbitrarily qualify as "intelligence" over others (e.g., language as an intelligence vs. dance as a talent) (Gardner, 1993).

Renzulli's (1978) definition, defining gifted behaviors rather than gifted individuals, is composed of three components as follows:

Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits-above average ability, high levels of task commitment, and high levels of creativity. Individuals capable of developing gifted behavior are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance. Persons who manifest or are capable of developing an interaction among the three clusters require a wide variety of educational opportunities and services that are not ordinarily provided through regular instructional programs. (Renzulli & Reis, 1997, p. 8)

The United States federal government also subscribed to a multifaceted approach to giftedness as early as 1972 when a national report was issued called the Marland Report. The Marland, or "U.S. Department of Education," definition has dominated most states' definitions of giftedness and talent (Passow & Rudnitski, 1993). The most recent federal definition was cited in the most recent national report on the state of gifted and talented education:

Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor. (U.S. Department of Education, 1993, p. 26)

Though many school districts adopt this or other broad definitions as their philosophy, others still only pay attention to "intellectual" ability when both identifying and serving students. And, even though many psychologists and educators recognize broadened definitions of giftedness and intelligence, many students with gifts and talents are unrecognized and underserved.

Conceptions of Schoolhouse vs Creative Productive Giftedness
A discussion of "high intellectual ability or potential" and "high creative ability or potential" is presented in two separate sections because existing research and discussion often identify two broad categories, which Renzulli (1986) appropriately referred to as either "schoolhouse giftedness" and/or "creative/productive giftedness." Schoolhouse giftedness refers to test-taking, lesson-learning, or academic giftedness, and individuals who fall into this category generally score well on more traditional intellectual or cognitive assessments and perform well in school. Creative/productive giftedness, on the other hand, is reflected in individuals who tend to be producers (rather than consumers) of original knowledge, materials, or products and who employ thought processes that tend to be inductive, integrated, and problem oriented. Results of a recent longitudinal study provide research that supports Renzulli's distinction between schoolhouse giftedness and creative/productive giftedness. Perleth, Sierwald, and Heller (1993), in their Munich Longitudinal Study of Giftedness (1985-1989) focusing on a large number of secondary students, found clear differences between students who demonstrated creative/productive as opposed to schoolhouse giftedness. Renzulli believes that both types of giftedness should be developed and that an interaction exists between them (Renzulli, 1986). This dichotomy provides a departure from previous conceptions of giftedness and a focus on the need to develop creativity as a form of giftedness.
The Decline of Challenge for Gifted and Talented Students
In the recently released federal report on the status of education for our nation's most talented students entitled National Excellence, A Case for Developing America's Talent (U.S. Department of Education, 1993), a quiet crisis is described in the education of talented students in the United States. The report indicates the absence of attention paid to this population and the absence of challenge that confronts them: "Despite sporadic attention over the years to the needs of bright students, most of them continue to spend time in school working well below their capabilities. The belief espoused in school reform that children from all economic and cultural backgrounds must reach their full potential has not been extended to America's most talented students. They are underchallenged and therefore underachieve" (p. 5). The report further indicates that our nation's talented students are offered a less rigorous curriculum, read fewer demanding books, and are less prepared for work or postsecondary education than top students in many other industrialized countries. Talented children from economically disadvantaged homes or from culturally or linguistically diverse groups are especially neglected, the report also indicates, and many of them will not realize their potential without some type of intervention.

Boredom and Repetition in School
In the last twenty-five years, American textbook publishers have been accused of "dumbing down" textbooks. In 1982, for example Kirst (l982) indicated that a sample of U.S. publishers agreed that their textbooks had dropped two grade levels in difficulty during the last 10 to 15 years. And, according to Kirst, when California educators tried to find textbooks that would challenge the top one-third of their students, no publisher had a book to present for adoption, and suggested instead, the reissuing of textbooks from the late sixties. The term, "dumbing down of textbooks" was used in 1984 by Terrell Bell, the Secretary of Education during Reagan's first term, as a reaction to A Nation at Risk, the well known national report that was extremely critical of our American schools and provided the impetus for most current educational reform initiatives. However, the problem with the use of easier textbooks did not begin in 1984. A thorough examination (Reis & Westberg, 1994) of the dumbing down problems with textbooks found that the trend towards easier materials began in the 1920s when the vocabulary began to decrease because more children of immigrants and the poor began entering schools. Fewer and fewer new words were introduced in textbooks and the words that were introduced were repeated more and more often to meet the needs of a changing population. This trend continued in the 1930s through the 1950s in both reading and social studies. Chall repeatedly questioned the practice of using reading textbooks that were too easy because they were matched to students' grade placement, but not their reading levels as the problems of less challenging textbooks continued (Chall & Conard, 1991). Chall and Conard further documented that the trend to using less challenging content continued through the end of the century.

Classroom Practices for High Ability Students in Classrooms in The United States
Recently, three studies conducted by the University of Connecticut site of the National Research Center on the Gifted and Talented have analyzed what occurs in American classrooms for high ability students and the results portray a disturbing pattern. The Classroom Practices Survey (Archambault et al., 1993) was conducted to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Approximately 7,300 third and fourth grade teachers in public and private schools in the United States were randomly selected to participate in this research and over 51% of this national sample of classroom teachers responded to the survey. Sixty-one percent of public school teachers and 54% of private school teachers reported that they had never had any training in teaching gifted students. The major finding of this study is that classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result was consistent for all types of schools sampled and for classrooms in various parts of the country and for various types of communities.

The Classroom Practices Observational Study (Westberg, et al., 1993) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. Systematic observations were conducted in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted students in the regular classroom. Two students, one high ability student and one average ability student, were selected as target students for each observation day and the types and frequencies of instruction that both students receive through modifications in curricular activities, materials, and teacher-student verbal interactions were documented by trained observers. The results indicated little differentiation in the instructional and curricular practices, including grouping arrangements and verbal interactions, for gifted students in the regular classroom. In all content areas in 92 observation days, gifted students rarely received instruction in homogeneous groups (only 21% of the time), and more alarmingly, the target gifted students experienced no instructional or curricular differentiation in 84% of the instructional activities in which they participated. The daily summaries of these observations completed by the trained observers were also examined. The most dominant theme in this content analysis involved the use of identical practices for all targeted students. For example, phrases such as "no purposeful differentiation" appeared on 51 of the 92 daily summaries. Anecdotal summaries such as the following provided poignant glimpses into the daily experiences of high ability students: "It should be noted that the targeted gifted student was inattentive during all of her classes. She appeared to be sleepy, never volunteered, and was visibly unenthusiastic about all activities. No attempt was made to direct higher order thinking skills questions to her or to engage her in more challenging work.She never acted out in any way."

A third study, The Curriculum Compacting Study (Reis, et al., l993) examined the effects of using a plan called curriculum compacting (Reis, Burns & Renzulli, 1992) to modify the curriculum and eliminate previously mastered work for high ability students. The work that is eliminated is content that is repeated from previous textbooks or content that may be new in the curriculum but that some students already know. Four hundred and thirty-six teachers participated in this study as did 783 students. Students took the next chronological grade level Iowa Test of Basic Skills in both October and May. When classroom teachers in the group eliminated between 40-50% of the previously mastered regular curriculum for high ability students, no differences were found between students whose work was compacted and students who did all the work in reading, math computation, social studies and spelling. In science and math concepts, students whose curriculum was compacted scored significantly higher than their counterparts in the control group. Accordingly teachers could eliminate as much as 40-50% of material without detrimental effects to achievement scores. And in some content areas, scores were actually higher when this elimination of previous mastered content took place!

The Ramifications of the Lack of Challenge for Gifted Students
Three ramifications clearly exist for gifted students in our nation's schools. First, they are clearly underchallenged and therefore, their development is delayed or may even be halted. If instructional materials are not above the students' level of knowledge or understanding, learning is less efficient and intellectual growth may stop. It is, for example, not surprising to find a very talented first grader in a urban school who reads on a fifth grade level who is reading only slightly above grade level when he/she enters fifth grade. Second, too many of our brightest students never learn to work and consequently, acquire poor work habits. In a recent study (Reis, Hébert, Díaz, Maxfield & Rattley, 1995) conducted on 35 high ability urban students who underachieve in school, students have provided insight into why they are doing poorly in high school, blaming an elementary school program that is too easy. One students' comment is representative of the attitude of the majority of students involved in the study: "Elementary school was fun. I always got As on my report card. I never studied when we were in class and I never had to study at home."

The problem of not learning to work does not, however, exist only in urban areas or in America alone, and it seems to be an area of increasing importance in education of gifted and talented students.
Underserved Populations in Gifted Education
Unfortunately, the majority of young people participating in gifted and talented programs across the country continue to represent the majority culture. Few doubts exist regarding the reasons that economically disadvantaged and other minority group students are underrepresented in gifted programs. For example, Frasier and Passow (1994) indicate that identification and selection procedures may be ineffective and inappropriate for the identification of these young people. They also indicate that limited referrals and nominations of students who are minorities or from other disadvantaged groups affect their eventual placement in programs. Test bias and inappropriateness have been mentioned as a reason as the continued reliance on traditional identification approaches. Groups that have been traditionally underrepresented in gifted programs could be better served, according to Frasier and Passow (1994), if the following elements are considered: new constructs of giftedness, attention to cultural and contextual variability, the use of more varied and authentic assessment, performance identification, identification through learning opportunities, and attention to both absolute attributes of giftedness, the traits, aptitudes, and behaviors universally associated with talent as well as the specific behaviors that represent different manifestations of gifted potential and performance as a consequence of the social and cultural contexts in which they occur (p. xvii).

In addition to students from economically disadvantaged populations, various minority and cultural groups, as well as gifted students with various disabilities such as learning disabilities, visual and hearing impairments, and physical handicaps. Another group of students who are traditionally underrepresented in gifted programs are females who have potential in mathematics and science, as well as gifted females who achieve in school but later underachieve in life (Reis, 1987; 1998). Special programs, strategies, and identification procedures have been suggested for many of these groups, however, much progress still remains to be made to achieve equity for these underrepresented groups.
Diverse Gifted and Talented Learners
Culturally and Linguistically Diverse Gifted and Talented Learners
The decade of the eighties was marked by an increasing interest in the atypical gifted who are described generally as consisting of ethnic, racial, and linguistic minorities, the economically disadvantaged, gifted females, gifted underachievers, and the gifted/disabled. In these populations, the identification of giftedness may be masked by other characteristics and prejudices (Bireley, Languis, & Williamson, 1992). During the last two decades, researchers in the field of gifted education have increasingly turned their attention to the underrepresentation of some populations in gifted programs such as those mentioned above. Ethnic, racial, and linguistic minorities have also been targeted by federal and state policies. For example, the Jacob K. Javits Gifted and Talented Students Education Act of 1988 established that "outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor" (U.S. Department of Education, 1993, p. 26).

The pervasive disparity in the proportion of culturally and linguistically diverse (e.g., limited English proficient (LEP), bilingual, English as a Second Language) students identified and served in programs for the gifted is the major concern of several researchers and educators in gifted education (Kloosterman, 1997; Maker, 1983; Mitchell, 1988). The primary reason cited for their underrepresentation is the absence of adequate assessment procedures and programming efforts (Frasier, García, & Passow, 1995; Frasier & Passow, 1994; Kitano & Espinosa, 1995). The United States Department of Education (1993) report, National Excellence: A Case for Developing America's Talent, states that "special efforts are required to overcome the barriers to achievement that many economically disadvantaged and minority students face" (p. 28). Various sections in this report also address the need to identify talents in youngsters of different socioeconomic and cultural background. In this regard, although several efforts have been made in the last decade to overcome these limitations, school districts and individuals still find themselves lacking systematic research support to design and implement a more equitable system of identifying these students. However, careful attention needs to be devoted to the relevance of the current checklists of traits and characteristics leading to the identification of advanced students. For instance, teacher judgment poses difficulties in referring and identifying culturally and linguistically diverse students due to negative teacher attitudes, resistance, and/or unsatisfactory knowledge of the manifestations of giftedness in these students. It is crucial that educators hold positive and high expectations towards their bilingual/LEP and culturally diverse students and become aware of the family culture, which may differ greatly from majority families. It is also critical that unique characteristics of each population be included as a part of the identification process.

Recently, researchers at The National Research Center on the Gifted and Talented completed a three-year study of 35 economically disadvantaged, ethnically diverse, talented high school students who either achieved or underachieved in their urban high school (Reis, Hébert, Díaz, Rattley, & Maxfield, 1995). Qualitative methods were used and a number of common personal characteristics were found to be exhibited by the participants in this study including: motivation and inner will, positive use of problem solving, independence, realistic aspirations, heightened sensitivity to each other and the world around them, and appreciation of cultural diversity. A determination to succeed was consistently echoed by most of the participants in this study, despite what could be considered prejudice leveled against them. Rosa, one of the participants in the study, said that she had experienced various types of prejudice in her community, and occasionally in academic experiences, and she believed that she experienced prejudice because she is both intelligent and Puerto Rican. This prejudice occurred in school, coming from teachers as well as students, and in the summer programs she participated in for high achieving students-which were held at some of the most prestigious private schools in the state. She explained, "I know that people will occasionally look at me and say, when they find out that I'm smart, 'How can that be? She's Puerto Rican'" (Reis, et al., 1995, p. 102).

Each of the high achieving participants in this study referred to an internal motivation that kept them driven to succeed in their urban environment. One participant referred to this drive as an "inner will" which contributed to the strong belief in self observed in the participants. Resilience was also exhibited by many of the participants in this study, as the majority came from homes which had been affected by periodic or regular unemployment of one or more parents, poverty, family turmoil caused by issues such as alcohol, drugs, and mental illness, and other problems. All participants also lived in a city plagued by violence, drugs, poverty, and crime. Their school district has often been called one of the worst in the country and had the dubious distinctions of having the state eliminate the local board of education and take over the schools. Despite these challenges, the majority of the high achieving participants in this study developed the resilience necessary to overcome problems associated with their families, their school, and their environment. The courage and resilience they displayed seems remarkable, and yet they simply accepted their circumstances and took advantage of the opportunities given to them.

These culturally diverse gifted students and those who are acquiring English represent a heterogeneous group. According to Kitano and Espinosa (1995), "Their diversity suggests a need for a broad range of programs that provide options for different levels of primary and English language proficiency, different subject-matter interests, and talent areas" (p. 237). These authors call for new strategies for identifying diverse gifted students including, developmental curriculum and enriched programs that "evoke" a gifted student's potential, broader conceptions of intelligence, alternative definitions of giftedness, and assessment models developed for specific populations.

Gifted Females
What factors cause some smart young girls with hopes and dreams to become self-fulfilled talented women in their later lives? For the last two decades educators have speculated on the answers to this question, and while some research has addressed the issue, much more is needed. In this section, several issues related to the characteristics of gifted and talented girls in school are discussed.

Some research (Arnold & Denny, 1993; Bell, 1989; Cramer, 1989; Hany, 1994; Kline & Short, 1991; Kramer, 1991; Leroux, 1988; Perleth & Heller, 1994; Reis, 1987,1998; Reis & Callahan, 1989; Subotnik, 1988) has indicated that gifted females begin to lose self-confidence in elementary school, which continues through college and graduate school; increasingly doubt their intellectual competence; perceive themselves as less capable than they actually are; and believe that boys can rely on innate ability while they themselves must work hard. Talented girls, it is also said, choose more often to work in groups, and are more concerned about teacher reactions, more likely to adapt to adult expectations, and less likely than boys to describe themselves or to be described as autonomous and independent. But some bright girls also use affiliations and their relationships to assess their level of ability, and to achieve at higher levels, and often believe that their grades will be higher if their teachers like them.

Reis (1998) recently completed a comprehensive analysis of gifted females and offered numerous suggestions on how their needs can be better met across the lifespan. She studied research on talented girls' social and emotional development through elementary and secondary school, concluding that achievement of girls is good in school, but that self-confidence and self-perceived abilities decrease and that achievement in life is lower than males of comparable ability. Some gifted females value their own personal achievements less as they get older, which may indicate that the aging process has a negative impact on both the achievement and the self-confidence of gifted females. Reis (1998) also found however, that as gifted females approach middle to later age, many of the conflicts they faced as young women decrease and they are able to excel.

Gifted Students with Disabilities
Historically, the exceptionality of gifted students with disabilities was mentioned at a national conference on handicapped gifted held in 1976; in 1977 the category "gifted handicapped" was added to ERIC indices (Yewchuk & Bibby, 1989). During the last twenty years, some research has contributed to our understanding of the special needs of these exceptional young children; however, it is still clear that students with disabilities are more often recognized for handicaps, not gifts (Baum, 1990; Schwartz, 1994; Yewchuk & Bibby, 1989). Research about this population is ongoing and will be briefly discussed by specific exceptionality.

Hearing disabled gifted students
Children with hearing impairments were judged by teachers to exhibit similar characteristics of giftedness to hearing peers, except for academic achievement, which may be delayed for four or five years. Yewchuk and Bibby (1989) concluded that "giftedness in both hearing and hearing impaired populations is manifested in similar ways" (p. 48), i.e., in eagerness to learn, visual skills, superior recall, quick understanding, superior reasoning ability, expressive language, etc.

High potential students with cerebral palsy
Willard-Holt (1994) explored the experiences of two talented students who have cerebral palsy who were not able to communicate with speech. Using qualitative cross-case methodology, she found that these students demonstrated the following characteristics of giftedness: advanced academic abilities (especially math and verbal skills), broad knowledge base, quickness of learning and recall, sense of humor, curiosity, insight, desire for independence, use of intellectual skills to cope with disability, and maturity (shown in high motivation, goal orientation, determination, patience, and recognition of their own limitations). Several educational factors contributed to the development of these characteristics in these students such as willingness of the teachers to accommodate for the disabilities, mainstreaming with other students, individualization and opportunities for student choice, and hands-on experiences.

Gifted and talented students with learning disabilities
During the last two decades, increasing attention has been given to the perplexing problem of high ability/talented students who also have learning disabilities. The specific research concerning high ability students with learning disabilities began following the passage of PL 94-142, when the expanded emphasis on the education of students with disabilities created an interest in students who were both gifted and demonstrated learning disabilities. Although the literature has addressed this topic, problems still exist regarding the identification and provision of support services and programs for this population. Research on high ability students with learning disabilities continues to be difficult because of problems in defining each population. The fields of gifted education and education of students with learning disabilities have long been separated by their own definitions of the population to be served (Vaughn, 1989; Ysseldyke & Algozzine, 1983).

Baum and Owen (1988), in a study of 112 high ability or LD students in grades four through six, used statistical analyses to find that the major characteristic distinguishing high ability/LD students from both LD/average and high ability (non-LD) groups was a heightened sense of inefficacy in school. The high ability/LD students in their study also displayed high levels of creative potential, along with a tendency to behave disruptively and to achieve low levels of academic success. Also, 36% of the students in their study who had been identified as having a learning disability simultaneously demonstrated behaviors associated with giftedness. Baum (1990) later identified four recommendations for gifted students with learning disabilities: encourage compensation strategies, encourage awareness of strengths and weaknesses, focus on developing the child's gift, and provide an environment that values individual differences.

After a thorough review of the literature on gifted/LD students, Reis, Neu, and McGuire (1995) compiled a list of characteristics of gifted/LD students that may hamper their identification as gifted. These characteristics are the result of the interaction of their high abilities and their learning disabilities. These researchers studied talented college students with learning disabilities who were successful in college, finding that the use of compensatory strategies were necessary for their success and that half of these identified students with learning disabilities experienced social and emotional difficulties because of their uneven pattern of academic strengths and deficits.

Gifted children and ADHD
Children with ADHD (attention deficit hyperactivity disorder) and gifted children may exhibit similar behaviors (e.g., inattention, high energy level, impulsivity), and there seems to be mounting evidence that many children being identified as having ADHD are also very bright, creative children (Cramond, 1995; Baum, 1990). Recent attention given to this population would indicate that more research is needed to be able to identify how to better identify and program for this population.

Underachieving gifted learners
Student performance that falls noticeably short of potential, especially for young people with high ability, is bewildering and perhaps the most frustrating of all challenges both teachers and parents face. According to a 1990 national needs assessment survey conducted by The National Research Center on the Gifted and Talented, most educators of gifted identified the problem of underachievement as their number one concern (Renzulli, Reid, & Gubbins, n.d.).

Some students underachieve or fail in school for obvious reasons: excessive absences from school, poor performance, disruptive behavior, low self-esteem, family problems, and poverty. In addition to the risk factors that predict the reasons most students fail, another long-standing problem which causes underachievement in gifted or high potential students is the inappropriate curriculum and content which some of them encounter on a daily basis. The hundreds of hours spent each month in classrooms in which students rarely encounter new or challenging curriculum, the boredom of being assigned routine tasks mastered long ago, the low levels of discussion, and the mismatch of content to students' ability lead to frustration on the parts of many of our brightest students. In fact, dropping out of school is the only way that some students believe they can address these issues effectively.

Reis & McCoach (2000) identified specific characteristics of gifted underachievers, which may provide helpful insights for educators regarding the performance of some of their students. These characteristics include: high or variable abilities, especially verbal and/or visual/motor; good knowledge, memory and motivation in areas of strength and interest; possible creative talents; low course grades relative to ability; variable scores on standardized achievement tests; preference for non-traditional rewards; poor organization and time management; lack of homework production; and unrealistically low or high self-concept. Reis and McCoach (2000) also provided a comprehensive summary of research on gifted students who underachieve, and summarized the limited interventions studied to address this area.
A Change in Direction From a List of Traits or Characteristics to an Understanding of the Ways that Giftedness Occurs, is Identified and Developed
In the past, the general approach to the study of gifted persons could easily lead the casual reader to believe that giftedness is an absolute condition that is magically bestowed upon a person in much the same way that nature endows us with blue eyes, red hair, or a dark complexion (Renzulli, 1980). This position is not supported by the current research cited in this article. The multiple lists of traits and characteristics-some for girls and some for boys; some for students from the majority culture, others for students from diverse cultural backgrounds indicate the diversity of talents in different populations. For too many years educators have pretended that we can identify THE traits of gifted children in an absolute and unequivocal fashion. Many people have been led to believe that certain individuals have been endowed with a golden chromosome that makes him or her "a gifted person." This belief has further led to the mistaken idea that all we need to do is find the right combination of traits that prove the existence of this "gift." The further use of terms such as "the truly gifted," "the highly gifted," the "moderately gifted," and the "borderline gifted" only serve to confound the issue. The misuse of the concept of giftedness has given rise to a great deal of criticism and confusion about both identification and programming, and the result has been that so many mixed messages have been sent to educators and the public at large that both groups now have a justifiable skepticism about the credibility of the gifted education movement and our ability to both define and offer services that are qualitatively different from general education.

Most of the confusion and controversy surrounding characteristics of giftedness can be placed into proper perspective if we examine a few key questions. Do we use specific characteristics of one group of people to identify another group? Are the characteristics of giftedness reflected in high ability Puerto Rican students the same characteristics of giftedness as those demonstrated by above average Mexican students or Chinese students? Are there characteristics common to each group? If so, how are they exhibited? What happens to a child who consistently manifests these characteristics when he/she is in the primary grades but who learns to underachieve in school because of an unchallenging curriculum? What about a gifted child with a learning disability whose disability masks his or her talents? Are characteristics of giftedness static (i.e., you have or you don't have them) or are they dynamic (i.e., they vary within persons and among learning/performance situations)?

These questions have led us to advocate a fundamental change in the ways the characteristics and traits of giftedness should be viewed in the future. We believe that the characteristics of any advanced learners must be identified within various population groups. That is, we should attempt to identify the characteristics of talented students within each educational context and population. This information should be used to help us differentiate between all students and those who need different levels of service, or a continuum or services (Renzulli, 1994; Renzulli & Reis, 1997) in school to realize their potential. This shift might appear insignificant, but we believe that it has implications for the way that we think about the characteristics of giftedness and the ways in which we should structure our identification and programming endeavors. This change may also provide the flexibility in both identification and programming endeavors that will encourage the inclusion of diverse students in our programs.

Defining our populations, then deciding which services are offered to all students and what is qualitatively necessary for gifted students based on the traits of the population, will help us to develop programs that are internally consistent. At a very minimum, we must understand that giftedness is manifested by different traits in different populations, and we must develop programs that reflect the diversity of talent in our culture.

A Continuum of Services
A broad range of special services is recommended (Renzulli, 1994; Renzulli & Reis, 1997) to meet the needs of the a program for total talent development that challenge students who are capable of working at the highest levels of their abilities and special interest areas. These services may include: individual or small group counseling, direct assistance in facilitating advanced level and accelerated work, arranging mentorships with faculty members or community persons, and making other types of connections between students, their families, and out-of-school persons. Direct assistance also involves setting up and promoting student, faculty and parental involvement in special programs such as Future Problem Solving, the Model United Nations program, and state and national essay, mathematics, and history contests. Another type of direct assistance consists of arranging out-of-school involvement for individual students in summer programs, accelerated learning opportunities, on-campus courses, special schools, theatrical groups, scientific expeditions, and apprenticeships at places where advanced level learning opportunities are available. Provision of these services to students whose learning needs match the service is one of the responsibilities of the gifted program teacher or an enrichment team of teachers and parents who work together to provide options for advanced learning.

Applying "Gifted" Education Pedagogy to Develop Talents in Students
Much that has been learned and developed in gifted programs can be adapted to offer exciting, creative alternatives in instruction and curriculum for all students, understanding that if this were to occur, truly advanced services could be targeted for those who really need them. A rather impressive menu of exciting curricular adaptations, independent study and thinking skill strategies, grouping options, and enrichment strategies have been developed in gifted programs which could be used to improve schools. The Schoolwide Enrichment Model (Renzulli & Reis, 1985; 1997) has been field tested and implemented by hundreds of school districts across the country for the last nine years. Experiences with schoolwide enrichment led us to realize that when an effective approach to enrichment is implemented, all students in the school benefit and the entire school begins to improve. This approach seeks to apply strategies used in gifted programs to the entire school population, emphasizing talent development in all students through a variety of acceleration and enrichment strategies that have been discussed earlier. Not all students can, of course, participate in all advanced opportunities but many can work far beyond what they are currently asked to do. It is clear that our most advanced students need different types of educational experiences than they are currently receiving and that without these services, talents may not be nurtured in many students. Gifted and talented students flourish in an environment that nurtures and tries to develop the talents of all children, and the unique needs of gifted students are better served in an environment that seeks to maximize the potential of all students.

We seldom ask how gifted program participants benefit from their experiences, and we rarely ask what else we should have been doing for gifted students who had some program involvement. It is clear that a continuum of services should be made available representing a variety of different approaches, including acceleration, counseling, regular curriculum modification and differentiation, separate classes, and a pull-out or resource room component. Longitudinal studies should also investigate the acquisition of self-regulated, self-directed learning, given the current explosion of knowledge available on the web. We must start to investigate how gifted students can gain access to this information while also learning the skills of synthesis, analysis, and evaluation necessary to understand how to interpret the large body of information they encounter.

The new millennium is causing us to ask questions about every area of our personal and professional lives. The explosion of knowledge has yet to be completely explored in the area of education. If we could imagine a perfect learning situation for every advanced learner, it might include some of the following: opportunities for advancement through the regular curriculum at an appropriately challenging rate and pace; depth and advanced content; independent, self-directed learning challenges; independent study; and varied learning opportunities based on interest, learning styles, product preferences and modality preferences.

Baum, S. (1990). Gifted but learning disabled: A puzzling paradox (ERIC Digest #E479). Reston, VA: Council for Exceptional Children.

Baum, S., & Owen, S. V. (1988). High ability/learning disabled students: How are they different? Gifted Child Quarterly, 32, 321-325.

Bireley, M., Languis, M., & Williamson, T. (1992). Physiological uniqueness: A new perspective on the learning disabled/gifted child. Roeper Review, 15, 101-107.

Chall, J. S., & Conard, S. S. (1991). Should textbooks challenge students? The case for easier or harder textbooks. New York, NY: Teachers College Press.

Cramond, B. (1995). The coincidence of attention deficit hyperactivity disorder and creativity (RBDM9508). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.

Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. Cambridge, England: Cambridge University Press.

Frasier, M. M., García, J. H., & Passow, A. H. (1995). A review of assessment issues in gifted education and their implications for identifying gifted minority students (RM95204). Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.

Frasier, M. M., & Passow, A. H. (1994). Towards a new paradigm for identifying talent potential (Research Monograph 94112). Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.

Kirst, M. W. (1982). How to improve schools without spending more money. Phi Delta Kappan, 64, 6-8.

Kitano, M. K., & Espinosa, R. (1995). Language diversity and giftedness: Working with gifted English language learners. Journal for the Education of the Gifted, 18(3), 234-254.

Kloosterman, V. (1997). Talent identification and development in high ability, Hispanic, bilingual students in an urban elementary school. Unpublished doctoral dissertation, University of Connecticut, Storrs.

Passow, A. H., & Rudnitski, R. A. (1993). State policies regarding education of the gifted as reflected in legislation and regulation (CRS93302). Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.

Perleth, C., & Heller, K. A. (1994). The Munich longitudinal study of giftedness. In R. F. Subotnik & K. D. Arnold (Eds.), Beyond Terman: Contemporary longitudinal studies of giftedness and talent (pp. 77-114). Norwood, NJ: Ablex.

Reis, S. M. (1987). We can't change what we don't recognize: Understanding the special needs of gifted females. Gifted Child Quarterly, 31, 83-88.

Reis, S. M. (1998). Work left undone: Challenges and compromises of talented females. Mansfield Center, CT: Creative Learning Press.

Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.

Reis, S. M., Hébert, T. P., Díaz, E. I., Maxfield, L. R., & Ratley, M. E. (1995). Case studies of talented students who achieve and underachieve in an urban high school (Research Monograph 95120). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.

Reis, S. M., Neu, T. W., & McGuire, J. M. (1995). Talent in two places: Case studies of high ability students with learning disabilities who have achieved (Research Monograoh 95114). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.

Reis, S. M. & McCoach, D. B. (2000). The underachievement of gifted students: what do we know and where do we go? Gifted Child Quarterly, 44, 152-170.

Reis, S. M., & Westberg, K. L. (1994). An examination of current school district policies: Acceleration of secondary students. Journal of Secondary Gifted Education, 5(4), 7-17.

Renzulli, J. S. (1978). What makes giftedness?: Reexamining a definition. Phi Delta Kappan, 60, 180-184.

Renzulli, J. S. (1980). Will the gifted child movement be alive and well in 1990? Gifted Child Quarterly, 24, 3-9.

Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53-92). Cambridge, England: Cambridge University Press.

Renzulli, J. S. (1994). Schools for talent development: A practical plan for total school improvement. Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S., Reid, B. D., & Gubbins, E. J. (n.d.). Setting an agenda: Research priorities for the gifted and talented through the year 2000. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.

Renzulli, J. S., & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence (2nd ed.). Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S., Smith, L. H., & Reis, S. M. (1982). Curriculum compacting: An essential strategy for working with gifted students. The Elementary School Journal, 82, 185-194.

Siegler, R. S., & Kotovsky, K. (1986). Two levels of giftedness: Shall ever the twain meet? In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 417-435). Cambridge, England: Cambridge University Press.

Sternberg, R. J., & Davidson, J. E. (1986). Conceptions of giftedness. Cambridge, England: Cambridge University Press.

United States Department of Education, Office of Educational Research and Improvement (1993). National excellence: A case for developing America's talent. Washington, DC: U.S. Government Printing Office.

Vaughn, S. (1989). Gifted learning disabilities: Is it such a bright idea? Learning Disabilities Focus, 4(2), 123-126.

Wallace, B., & Pierce, J. (1992). The changing nature of giftedness: An examination of various strategies for provision. Gifted Education International, 8, 4-9.

Willard-Holt, C. (1994). Recognizing talent: Cross-case study of two high potential students with cerebral palsy (CRS94308). Storrs: University of Connecticut: The National Research Center on the Gifted and Talented.

Yewchuk, C. R., & Bibby, M. A. (1989). Identification of giftedness in severely and profoundly hearing impaired students. Roeper Review, 12, 42-48.

Ysseldyke, J. E., & Algozzine, B. (1983). LD or not LD: That's not the question. Journal of Learning Disabilities, 16(1), 29-31.

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Major Turning Points in Gifted Education in the 20th Century

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President, The National Association of Gifted Children The United States of America What are the turning points in the education of gifted and talented students in this century? We begin a new century and it is appropriate to reflect on the extraordinary changes and advances witnessed in the last several decades in our field.

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Classroom to Career - Appleton Area School District

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Home | Theresa Spoehr ~ welivemindfully.com

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Home | Theresa Spoehr ~ welivemindfully.com

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Grades7 - 9 summer camp

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SOAR Camp is a one-of-a-kind summer camp for gifted students in northern Wisconsin.

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Our mission is to empower parents, educators and professionals to bring out the best and raise self esteem in their twice exceptional (2e) children, students, clients, and themselves through education, tailor made strategies, and advocacy training.

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Our mission is to empower parents, educators and professionals to bring out the best and raise self esteem in their twice exceptional (2e) children, students, clients, and themselves through education, tailor made strategies, and advocacy training.

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World Council for Gifted and Talented Children

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World Council for Gifted and Talented Children

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World Council for Gifted and Talented Children

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The World Council for Gifted and Talented Children hosts a Biennial World Conference at a major international city during late July or early August in odd-numbered years. Past conferences have been held in San Francisco, Jerusalem, Montréal, Manila, Hamburg, Salt Lake City, Sydney, The Hague, Toronto, Hong Kong, Seattle, Istanbul, Barcelona, Adelaide, New Orleans, Warwick, Vancouver, Prague, Louisville, Odense, and Sydney. The 2019 World Conference will be in held in Nashville, Tennessee. For more historic information, .

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The World Council for Gifted and Talented Children hosts a Biennial World Conference at a major international city during late July or early August in odd-numbered years. Past conferences have been held in San Francisco, Jerusalem, Montréal, Manila, Hamburg, Salt Lake City, Sydney, The Hague, Toronto, Hong Kong, Seattle, Istanbul, Barcelona, Adelaide, New Orleans, Warwick, Vancouver, Prague, Louisville, Odense, and Sydney.

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10 SEL Needs...

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10 Social & Emotional Needs of the Gifted

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While gifted students look perfect on paper, their teachers know that in the classroom they are not all the academic angels and stellar scholars that people assume they are. Successful teachers of the gifted require a special understanding of their students' social and emotional needs.

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0 Free PDF / Printed, laminated copies available. / The Readiness Ruler is a helpful tool to support the use of Motivational Interviewing (MI), the evidence-based treatment. MI is a conversational approach designed to help people discover their own interest in considering and/or making a change in their lives.

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radical compassion nonviolent communication nvc manske

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radical compassion nonviolent communication nvc manske

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The conversational process of Evocative Coaching, Story-Empathy-Inquiry-Design, is portrayed on a Möbius Strip because of its expansive, iterative, and surprising qualities. At their best, coaching conversations are ever-deepening, mutually-satisfying, and uniquely-productive interactions between two or more people. When coaches learn to LEAD by Listening, Empathizing, Asking appreciative questions, and D esigning strengths-based solutions, coaching relationships generate the motivation and movement people need to achieve desired outcomes and enhance their quality of life. The coaching process becomes transformational not only of the people involved but of the systems themselves. Come learn with us today!

View an on-site training program in progress. Read what people are saying!

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The conversational process of Evocative Coaching, Story-Empathy-Inquiry-Design, is portrayed on a Möbius Strip because of its expansive, iterative, and surprising qualities. At their best, coaching conversations are ever-deepening, mutually-satisfying, and uniquely-productive interactions between two or more people.

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This is the extension of the untranslatable words visualisation. In order to take the visualisation further, I started to work closely with a native Russian speaker and three native German to translate the whole list of emotions, to see if they can be translated properly, or are there unique words in Chinese, Russian, or German that depicts the emotions into more precision, to come up with this "grand detail" of human emotions.

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You Are Not Your Brain! Presented by Dr Jeffrey M. Schwartz and Josephine Thomson, MCC

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An introduction to the masterclass series for 'You Are Not Your Brain'. The four step solution to changing bad habits, ending unhealthy thinking and taking con...

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People who make resolutions are 10 more likely to hit their goals than people who don't make resolutions. It's likely because they were SMART about it.

We've settled into 2018 by now. If you welcomed the new year with a resolution or three, how's that going? Chances are, not so great. Statistics reveal that only about 9 percent of people actually achieve what they resolve to do in the new year.

If you find yourself in that camp, revising your resolutions to make them SMART goals can be the magic you need to achieve success. SMART is an acronym that gives you a roadmap for meeting your goals, making them Specific, Measurable, Attainable, Relevant and Timely. Let's break those down.

SMART Goals Explained

Specific

"Get healthier" can mean all kinds of things - lose weight, eat more vegetables or lower blood pressure, just to name a few. But even those are too broad. Your goal needs to be specific so you know what you're aiming for.

Measurable

When you can measure your efforts, you can stay on top of your progress. "Eating more vegetables" becomes measurable by specifying that you'll eat four servings a day.

Attainable

Be realistic when you're setting your goals. You want to find the sweet spot between setting yourself up for success and pushing yourself to improve. If vegetables haven't crossed your lips since your mother fed you carrots from a jar, vowing to move to a plant-only diet right out of the gate is a pretty significant jump in vegetable consumption. Hit one milestone then reach for another.

Realistic

Make sure your goal is practical for you and your circumstances. Vowing to exercise every morning before work may set you up to fail if that means you'll have to get up at 4 a.m. to get your workout in before getting you and kids out the door. Knowing you could walk during your kids' soccer practice three days a week is a more realistic way to hit your exercise goal.

Timely

Give yourself a timeframe. With no end in sight, there's always tomorrow to start and get serious about hitting your goal. A timeframe - by the wedding, by July 1 - gives your goal a sense of urgency and helps keep you accountable.

Examples of SMART Goals

The SMART approach to setting goals works for anything you want to achieve. Here are a few examples to show how SMART goals help make changes that get you where you want to go:

Nutritional SMART goal: I will eat four servings of vegetables every day for the next three weeks.

Exercise SMART goal: I will walk or run 10,000 steps six days a week until May 1.

Life balance SMART goal: I will turn off my phone when I get home from work until the kids go to bed during the school year.

And there's one more step: reward yourself when you reach your goal! Treat yourself to something in line with what you've been working toward - new workout gear, or a movie out with the kids, for example.

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Set SMART Goals to Succeed | OhioHealth Wellness Blog

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People who make resolutions are 10 more likely to hit their goals than people who don't make resolutions. It's likely because they were SMART about it. We've settled into 2018 by now. If you welcomed the new year with a resolution or three, how's that going? Chances are, not so great.

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Minneapolis, MN, Aug 7-9

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SENG | 2020 Annual Conference: Minneapolis

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Our 2019 annual conference in Houston, TX! Keynotes by Jen Merrill, Todd Kettler & Joy Esquierdo. Early-bird registration is open!

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Resources for parents and families

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Parent Footprint Awareness Training ® is like sitting down with Dr. Dan, your own personal parenting expert, anytime and anywhere you need him. This interactive online program will help you become a more aware and more purposeful parent in a short time on your computer or smart phone.

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The single most important predictor of how we parent is how we were parented. Parent Footprint Awareness Training is just like sitting down with Dr. Dan to examine your personal parenting beliefs. By becoming more aware, you can create your own vision of successful parenting and choose the footprints that you want to pass on to your children and grandchildren. For over 20 years, Dr. Dan has been passionate about helping parents to parent their children with purpose and intention in order to guide them in reaching their potential. Dr. Dan is a psychologist, author, and co-founder of Parent Footprint, with a mission to make the world a more compassionate and loving place. He is host of the "Parent Footprint Podcast with Dr. Dan" and a regular contributor to Huffington Post and Psychology Today. Learn more

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Dr. Dan welcomes author, professor, and colleague Scott Barry Kaufman to talk about supporting and educating bright and creative students with learning difficulties.
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Dr. Dan welcomes co-founder of Challenge Success Dr. Denise Pope to discuss helping our children and our schools (and ultimately our families) find balance and deal with stress.
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Parent Footprint Awareness Training ® is like sitting down with Dr. Dan, your own personal parenting expert, anytime and anywhere you need him. This interactive online program will help you become a more aware and more purposeful parent in a short time on your computer or smart phone.