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slide show that gives good overview

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Parent Education - Executive Functioning in the Highly Gifted Student

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Parent Education - Executive Functioning in the Highly Gifted Student

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45 minute presentation - with some brain science that explains these challenges in gifted students.

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Parent Education event: Executive Functioning in Highly Gifted Children

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Lower School teachers Brad Barry, Julie Leavitt, and Tessa McKeown present about executive functioning challenges and tips for highly gifted learners.

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These slides are a part of the presentation above. Look at them alone or in conjunction with the presentation.

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Understanding and Supporting the Emotional Aspects of Giftedness

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Understanding and Supporting the Emotional Aspects of Giftedness

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A 45 minute webinar presented by UC Irvine GATE Education Extension

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Understanding and Supporting the Emotional Aspects of Giftedness  (2/8/2012)

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4 Tips to Help Your Gifted Child Go to Sleep

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4 Tips to Help Your Gifted Child Go to Sleep

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Blog Post/article

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A commonly noted characteristic of gifted children is their need for less sleep than other children. What is not so commonly noted, but commonly occurs, is the difficulty many gifted children have getting to sleep.

Like most advice found in the usual parenting books, advice for helping children fall asleep doesn't always work. Of course, it doesn't hurt to try it, but don't be surprised if your child still has trouble falling asleep. Here are some suggestions to try:

Don't expect any of these methods to give immediate results and don't shift constantly from one to another. You can try all of them all at once or just try some of them, whatever you choose to do, give it a chance to work. Just because it doesn't work on the first night doesn't mean it won't work.

Don't worry if your child is not getting the recommended amount of sleep for his or her age. For example, most children between the ages of one and three need ten or twelve hours of sleep each day, but a gifted child may sleep only nine hours a day. Most parents can tell when their child is tired since tired children tend to get cranky.
If your child is getting less than the recommended amount of sleep, is cranky, has circles under the eyes, has headaches and trouble concentrating, he or she is probably not getting enough sleep. However, if your child is healthy and functioning well, he or she probably just needs less sleep than the recommended amount.

Don't automatically assume your child needs less sleep. Some gifted children actually need more, not less, sleep than other children.

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Does Your Gifted Child Have Trouble Falling Asleep? This Can Help

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A commonly noted characteristic of gifted children is their need for less sleep than other children. What is not so commonly noted, but commonly occurs, is the difficulty many gifted children have getting to sleep. Like most advice found in the usual parenting books, advice for helping children fall asleep doesn't always work.

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Webinar presented by Gifted Specialist

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website with resources and books and planners to order

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Drs. Peg Dawson and Richard Guare: Executive Skills Approach to Helping Kids Reach Their Potential

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Drs. Peg Dawson and Richard Guare help thousands of children who struggle at home and in school reach their potential using Executive Skills coaching.

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NAGC - National Association of Gifted Children

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NAGC - National Association of Gifted Children

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brief article

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It's not uncommon for high-ability children to also be perfectionists. Whether they worry about getting a drawing exactly right, earning all A's in school, or feeling helpless in fixing society's downfalls, approximately 20% of gifted children suffer from perfectionism to the degree it causes problems.

All perfectionism is not bad. Setting personal standards and pursuing excellence is important and healthy in many life situations. However, perfectionism can become unhealthy when it causes stress, pain, illness, procrastination, and underachievement. While not inclusive, some causes of perfectionism include a desire to please others, early successes and no failures at a young age, and difficulty setting realistic goals.
Healthy perfectionism

Doing the best you can with the time and tools you have--and then moving on

Setting high personal standards with a gentle acceptance of self

Managing behaviors to not interfere with daily life

Unhealthy perfectionism

Emphasizing and/or rewarding performance over other aspects of life

Perceiving that one's work is never good enough

Feeling continually dissatisfied about one's work--which can lead to depression, anxiety, and other physical symptoms

Feeling guilty if not engaged in meaningful work at all times

Having a compulsive drive to achieve, where personal value is based on what is produced or accomplished

Tips for Parents & Teachers in Managing Perfectionism

Watch for signs of unhealthy perfectionism and intervene if necessary

Adults should model a healthy approach and be aware of their own predispositions toward compulsive excellence

Refrain from setting high, non-negotiable standards

Emphasize the effort and process, not the end-result

Do not withhold affection, support, or encouragement if goals are not met

Teach your gifted child to manage perfectionistic behaviors and focus on positive self-talk

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It's not uncommon for high-ability children to also be perfectionists. Whether they worry about getting a drawing exactly right, earning all A's in school, or feeling helpless in fixing society's downfalls, approximately 20% of gifted children suffer from perfectionism to the degree it causes problems. All perfectionism is not bad.

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Longer, more detailed article

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Webinar by Gifted Specialist Karli Thompson

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SENGifted Article

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Post | SENG - Supporting Emotional Needs of the Gifted

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Book - Link to Amazon :)

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Motivating the Gifted But Reluctant Learner

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Motivating the Gifted But Reluctant Learner

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UC Irvine Gifted Extension Webinar

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Motivating the Gifted but Reluctant Learner (2/3/2015)

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Brief Article - NAGC

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Underachievement is the unanticipated difference between accomplishment and ability.

Underachievement is a very complex situation with many possible interwoven causes. Among the areas to explore are:

social issues such as peer pressure;

psychological issues such as emotional sensitivities or perfectionism;

undiagnosed learning disabilities;

lack of interest in curriculum or curriculum is not challenging and engaging;

low teacher expectations, especially with twice-exceptional, minority, and students from low-income backgrounds.

What You Can Do

Talk to your child and her teacher. It is important to work with your child while simultaneously helping the school find appropriate options to provide supportive and stimulating learning opportunities. Answers to the following questions can point you to possible solutions.

Two Initial Questions to Answer

1. Does your child believe he can do the work and has control over how well he does?

2. Does your child see value in the work at school?

These are Some Other Questions to Keep in Mind.

How have your child's teachers dealt with the situation so far? Has any school intervention been more successful than any other?

Are negative stereotypes or social pressures encouraging your child to "not be smart"?

Are there particular areas or activities that your child really likes at school? And what does he or she talk about when excited?

What does your child dislike and what is most difficult? In other words, does he or she like beginning a project, but does not like completing it?

Do you observe bored behavior at home and, if so, when?

Learn how to work with your child's teacher
Find relevant topics in Connecting for High Potential, a newsletter exploring gifted issues from the parents' and teachers' perspective

More Information

Ford, D.Y. (2011). Reversing underachievement among gifted black students. Waco, TX: Prufrock Press.

Trail, B.A. (2011). Twice-exceptional gifted children: Understanding, teaching, and counseling gifted student s. Waco, TX: Prufrock Press.

Siegle, D. (2013). The underachieving gifted child: Recognizing, understanding, and reversing underachievement. Waco, TX: Prufrock Press.

Ritchotte, J. A. (2010, June). Reversing gifted underachievement: The intervention that set one student on the path to success. Parenting for High Potential, 21-26.

ERIC Digest article "Underachieving Gifted Students" includes the role of the family in reversing the problem.

Research Article: Rubenstein, L.D., Siegle, D. Introduction to the special issue: Understanding and promoting motivation in gifted students, Psychology in the Schools (49)7. Wiley Subscription Services, Inc., A Wiley Company (requires subscription of purchase of article)

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Underachievement is the unanticipated difference between accomplishment and ability. Underachievement is a very complex situation with many possible interwoven causes. Among the areas to explore are: social issues such as peer pressure; psychological issues such as emotional sensitivities or perfectionism; undiagnosed learning disabilities; lack of interest in curriculum or

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blog by licensed psychologist who works with gifted students - Dr. Gail Post

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There is a pervasive myth that all gifted people are high achievers.
But many are not.

Most young gifted children are a ball of energy, full of life, curious, intense, and driven. Then reality sets in. They confront the limitations of school, peer pressure, others' expectations and their own fears, and some scale back their drive. Their intrinsic love of learning seems to vanish overnight.

Underachievement may develop gradually, with less effort expended on homework, tests or projects. Or it can start abruptly. A gifted child, once actively engaged in school, might lose all interest and motivation. Examples of underachievement include risk-aversion, cutting corners on assignments, a refusal to study, or angry rejection of the school culture.

Gifted underachievers are a widely diverse group of children (and adults), whose behavior springs from multiple sources. Some underachievement reflects emotional distress, family problems, or the effects of peer pressure; other times, it develops primarily in response to boredom and an absence of challenging academics. Some underachievement is more easily recognized, such as when a child starts failing at school, but sometimes it is more subtle and is overlooked.

Why are gifted underachievers so hard to identify?

Although underachievement might seem obvious, gifted underachievers may remain hidden. Many students are not identified as gifted, their giftedness is masked by a learning disability or other twice exceptionality, or they may not fit the "gifted child stereotype," (i.e., the well-behaved, highly verbal, slightly nerdy student who always excels). As they get older, they may hide their giftedness to fit in, and as long as they are not disruptive, may be ignored. Their subpar achievement may not be recognized because they can often coast through school and receive adequate grades without exerting much effort.

Researchers also have struggled to agree upon a clear definition of gifted underachievement. Difficulties include the differences across studies in terms of definitions of both giftedness and achievement. The criteria and cut-offs used to identify giftedness or gifted programs have varied, with some studies using a wide range of test scores, and others settling for placement in a gifted class. And defining achievement is even more difficult. Questions arise regarding whether to use achievement tests, grades, teacher ratings, or some other measure of progress, along with whether to assess improvement based upon objective criteria over time, or on the difference between actual achievement and the child's potential. And how do you define potential, anyway?

Despite these theoretical and practical difficulties, researchers have settled upon the following criteria for defining underachievement:

1. A discrepancy between ability and achievement
2. Must have persisted for at least a year
3. Not due to a physical, mental or learning disability

This very basic criteria is only a start and does not convey the complexity and diversity of gifted underachievers. Researchers have offered more detailed information based on investigative studies, theories of gifted underachievement, and classroom or clinical observation (see references below as examples). Based on the literature, a picture of several types of gifted underachievers has emerged.

So, who is the gifted underachiever?

One way to understand different types of gifted underachievers is to consider four categories of underachievement:

1. Involuntary underachievers

These are students who would like to succeed, but are trapped in schools that are underfunded, poorly staffed or unable to meet their needs. Frequently a problem in minority and low-income communities, these gifted students are often bored, distracted, and may be completely unaware of what might be available through a more comprehensive, enriched education. Many are never even identified as gifted or offered gifted education. Some of these students may be hard-working, but never have an opportunity to excel. Others may coast through school, give up, or act out due to boredom. These students' underachievement results from an absence of available options and is not caused by personal, family or peer conflicts.

2. Classic underachiever

These gifted underachievers underperform in all areas of study. They have given up on school... and on themselves. Their underachievement typically starts in middle school, although there may be signs of boredom or depression that manifest in elementary school. They are often angry, apathetic, rebellious, or withdrawn. Given their intellect, they often espouse a host of "logical" reasons for refusing to exert themselves, and resist parents' or teachers' efforts to encourage, prod, or coerce. School faculty may give up in frustration, pointing out the "waste of potential," and worry that they have "lost" these children.

3. Selective Underperformers

These underachievers are active consumers - they choose to excel only in areas that interest them or within classes where they like and respect their teacher. Otherwise, they exert little effort. They view school like a Sunday buffet, where they can select what they want and ignore the rest. Gifted underachievers as " selective consumers" is a concept first identified by Delisle and Galbraith, and describes the very independent path these students take. While involvement in what they enjoy still creates some challenge, their refusal to achieve in other classes limits their academic development and sets an unhealthy precedent for future learning. It also may affect their grades and opportunities for college or career.

4. Underachievers under-the-radar

Gifted " underachievers under-the-radar" are frequently overlooked, and sometimes even mistaken for high achievers. These are the exceptionally gifted students who coast through school, often receiving average to high average grades, but who fail to reach their potential. Given their performance, their lack of effort often goes unrecognized and they are rarely encouraged to challenge themselves. Consequently, they may never learn how to take on academic risks, experience and learn from failure, or develop resilience. These life lessons often occur much later - in college or at work - where they may feel blindsided because of lack of preparation.

Recognizing the different ways gifted underachievers may present their difficulties is a first step toward understanding them and finding an appropriate intervention. Certainly, prevention is ideal whenever possible. Although some situations may not be avoidable, such as a family crisis or an innate tendency toward depression, many precursors could be remedied, particularly when they involve changes within the schools. Early identification of giftedness, providing gifted services, and allowing these students to accelerate or study along with other gifted peers is a first step toward providing the stimulating, creative and engaging education they need.

This blog post is Part One of a three-part series on Gifted Underachievers. Part Two will focus on causes and Part Three will cover interventions. Stay tuned!
References:

Baker, J., Bridger, R., & Evans, K. (1998). Models of underachievement among gifted preadolescents: The role of personal, family, and school factors. Gifted Child Quarterly, 42, 5-15.

Clasen, D., & Clasen, R. (1995). Underachievement of highly able students and the peer society. Gifted and Talented International, 10, 67-76.
Delisle, J. & Galbraith, J. (2002). When gifted kids don't have all the answers: How to meet their social and emotional needs. Minneapolis, MN: Free Spirit Publishing.

Emerick, L. (1992). Academic underachievement among the gifted: Students' perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36,140- 146.

McCall R., Evahn, C., & Kratzer, L. (1992). High school underachievers: What do they achieve as adults? Newbury Park, CA: Sage.

McCoach, D. & Siegle, D. (2001). Why try? Factors that differentiate underachieving gifted students from high achieving gifted students. Office of Educational Research and Improvement: Washington, DC. Retrieved from http://files.eric.ed.gov/fulltext/ED454678.pdf

Olszewski-Kubilius, P. & Clarenbach, J. (2012). Unlocking Emergent Talent: Supporting High Achievement of Low-Income, High-Ability Students. National Association for Gifted Children: Washington, DC.

Peterson, J. (2000). A follow-up study of one group of achievers and underachievers four years after high school graduation. Roeper Review, 22, 217-224.

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

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Who is the gifted underachiever? Four types of underachievement in gifted children

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Four types of gifted underachievers and what contributes to underachievement in gifted children and adolescents.

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Part 2 in series by Dr. Gail Post

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Why does your gifted child struggle in school?

Your child, once curious, energetic, overjoyed to learn, now has little interest in academics. As a parent, you stand by helplessly, saddened as you watch the spark disappear.

Gifted underachievers vary in how they display their underachievement. They may exert just enough effort to coast through school, under the radar and ignored because of average or even above average grades. They may become "selective consumers" who choose to achieve only in classes they enjoy, Or they may give up completely, perform poorly, fail, or drop out.

Yet not every gifted child underachieves. All children, especially teens and middle schoolers, face peer pressure and heightened expectations; not all respond by losing their drive to succeed in school.

Then, why?

So, then why do some gifted students lose interest and underachieve when others stay focused? Researchers and theorists have suggested various reasons for underachievement, some based on sound research, others based on clinical observation or theory (see several references below). Here are some findings:

1. Family dynamics - Family dysfunction, distress, conflict, inconsistent parenting, mixed messages about achievement, an absence of role models, excessive pressure to succeed, or either too much or not enough supervision - all may negatively impact a gifted child's drive to achieve. In families where parents are divided in their opinions about achievement, children may develop resentment about expectations, and may withdraw or rebel. If there is a high level of conflict at home, gifted children may become anxious, angry and preoccupied with the family struggle, and school may take a back seat.

2. Individual traits - Various personal traits, behaviors and emotional reactions have been linked to gifted underachievers in research and observational studies. These include any of the following: insecurity, perfectionism and fear of making a mistake, conflict avoidance, passive-aggressive behavior, existential depression, and perceiving oneself as an "impostor." These traits limit students' willingness to push themselves, care about their school work, risk failure or endure the envy of peers.

3. Sociocultural Issues - Peer pressure, the desire to "fit in," and cultural issues that discourage achievement all take their toll. Many gifted youth "dumb themselves down" to remain popular; others do this just to survive and protect themselves from bullying. Gender role development plays a part, including boys' concerns about appearing strong, athletic and tough, and girls' self-doubt and desire to be popular and attractive - all quite different from the "gifted nerd" stereotypes. And some cultures discourage academic success, particularly for girls.

4. School Policy - Underidentification of giftedness, misconceptions about gifted students' abilities, and school policy that discourages universal screening or appropriate and meaningful education for gifted children all contribute to underachievement. Some gifted children become "involuntary underachievers," particularly those in impoverished school districts lacking financial resources for gifted education. School policies that discourage enrichment, acceleration, ability grouping or creative alternatives to the mainstream curriculum deprive these students of the education they desperately need. Without the necessary complexity, depth and pace of learning, without like-minded peers, and without teachers who are trained to understand and teach gifted children, they quickly lose interest in learning, and disrespect their teachers and the school culture.

5. Teaching mismatch - Even though most teachers genuinely try to provide the best possible education, gifted students are frequently left behind. Many teachers lack training in gifted education and some hold biases about giftedness. Teachers who do not understand asynchronous development or who think all gifted students are high achievers, may assume unrealistically high expectations and become frustrated when students perform poorly. Some teachers place gifted children in the role of "junior instructor," expecting them to teach fellow students. When gifted students are singled out, their differences are highlighted even further, resulting in increased isolation from peers and possible bullying. And in many classrooms, gifted students are just left alone - it is assumed that they "will do just fine" and don't warrant the time and attention the rest of the class requires. Without school work that challenges them, they become bored, inattentive and discouraged. They also may become apathetic, afraid to take academic risks, and may never learn study skills or the value of hard work.

A perfect storm: Middle school

Although some gifted children lose interest in academics early on, most underachieving gifted students don't start to disengage from learning until middle school and high school. At that point in their development, there is a perfect storm combining the following:

An accumulation of apathy and disrespect for the system, built up after years of boredom, frustration and feeling that their intellectual needs were never understood, appreciated or challenged. School may seem boring and pointless, and they may refuse to consider any possible benefits it could offer;

Increasingly independent thinking, as they forge their own identities, formulate their own views, and develop distinct beliefs, often quite different from those of their families (fueled even more by their sharp intellect and questioning approach to just about everything);

Developmental changes related to puberty, hormonal shifts, mood swings, and a heightened interest in sexual and dating relationships, which may take precedence over academics;

Social pressure to conform and achieve popularity, prompting decisions regarding the necessity of fitting in, and whether to embrace or discard their gifted identity. If it is seen as a liability, many will "dumb themselves down" to gain acceptance. And for some, especially those in inner city schools, conformity can be a matter of survival;

Increased academic demands. Middle school provides an increasingly competitive, somewhat rigid environment, with higher expectations related to performance, less attention and support from teachers, fewer opportunities for creative expression, and less tolerance for quirks and divergence from the rules. Students also may encounter a difficult assignment for the first time - frequently a shock for those who had coasted through elementary school;

Awareness of their inadequacies. If they have not had an opportunity to fail at something in elementary school, they surely will by middle school. In addition to the social scene, often filled with pain and drama, gifted students start to realize that they are not going to be successful in every area of their lives. They may not be the best in every subject, may not get the highest grade, and may never be the most talented. While some can brush this off and move on, others may believe their identity is threatened, feel devastated and retreat. Fearful of taking risks, they may give up easily or become highly anxious before every exam. Since they never had to work hard before, they lack the study skills and strategic planning abilities others learned years earlier.

Understanding must inform intervention

In order to address the roadblocks that can derail gifted students' performance, a thorough understanding of the possible reasons for underachievement is essential.

Every child is different, so offering sweeping generalizations about reasons for gifted underachievement does not benefit any particular individual child. The list of causes above is a starting point, but parents, teachers, counselors, physicians, school psychologists, therapists, and the child all need to sort out the unique and specific factors that are creating problems. Typically, more than one causal factor is involved, and resolving the problem requires intervention at many levels. But it is critical that a thorough understanding of the cause(s) must inform and drive any intervention. Your child will benefit from your close and attentive focus on what is contributing to the problem, with the hope that you and the school can intervene to quickly resolve it.

References:

Baker, J., Bridger, R., & Evans, K. (1998). Models of underachievement among gifted preadolescents: The role of personal, family, and school factors. Gifted Child Quarterly, 42, 5-15.

Clasen, D., & Clasen, R. (1995). Underachievement of highly able students and the peer society. Gifted and Talented International, 10, 67-76.

Delisle, J. & Galbraith, J. (2002). When gifted kids don't have all the answers: How to meet their social and emotional needs. Golden Valley, MN: Free Spirit Publishing.

Gurian, M. & Stevens, K. (2007). The minds of boys: Saving our sons from falling behind in school and life. San Francisco, CA: Jossey-Bass.

Hoover-Schultz, B. (2005). Gifted underachievement: Oxymoron or educational enigma? Kay, K. & Shipman, C. (2014, May). The Confidence Gap. Gifted Child Today, 28, 46-49.
The Atlantic. Retrieved from http://www.theatlantic.com/features/archive/2014/the-confidence-gap/359815/

McCall R., Evahn, C., & Kratzer, L. (1992). High school underachievers: What do they achieve as adults? Newbury Park, CA: Sage.

McCoach, D. & Siegle, D. (2001). Why try? Factors that differentiate underachieving gifted students from high achieving gifted students. Office of Educational Research and Improvement: Washington, DC. Retrieved from http://files.eric.ed.gov/fulltext/ED454678.pdf

Peterson, J. (2000). A follow-up study of one group of achievers and underachievers four years after high school graduation. Roeper Review, 22, 217-224.

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

Siegle, D., & McCoach, D. B. (2005). Motivating gifted students. Waco, TX: Prufrock Press.

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Gifted underachievement - causes include family dynamics, individual traits, school policy and sociocultural issues. Understanding the reasons for underachievement in gifted children is critical to help plan interventions.

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How seemingly successful gifted students fall short of their potential.

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Underachievers under-the-radar: How seemingly successful gifted students fall short of their potential

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Gifted underachievers who get good grades often go unnoticed in schools. They fail to reach their potential and often become apathetic, frustrated and lose confidence in their skills.

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Navigating the Ins and Outs  of Gifted Advocacy

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Navigating the Ins and Outs  of Gifted Advocacy

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Video presentation from the Ohio Association of Gifted Children - Parents Division

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Navigating the Ins and Outs of Gifted Advocacy

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NAGC Article with resource links

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Gifted children have needs that require special support as they grow, develop, and reach for their personal best. These children need advocates working in homes, schools, and communities to ensure their needs are met. In addition to advocating for day-to-day programming, it is important to advocate for laws and policies that create a supportive learning environment for gifted children. NAGC organizes advocacy efforts at the federal, state, and local levels, including the Leadership & Advocacy Conference in March, but needs advocates on the ground to create positive and lasting change for gifted students.

Advocate for Quality Programming for Your Gifted Child

Parents often wonder when and how to approach their child's teacher if their child seems unhappy or not challenged in the classroom. Even though there is no single recipe for how parents should work with their child's teacher and school, there are some effective success strategies that work. NAGC supports parents and caregivers with high-quality resources like the Parenting for High Potential magazine and our free TIP Sheets as they navigate the system of support available for their children in schools. We encourage you to join NAGC to connect with other parents and experts for support along the journey of raising gifted children.

Advocate for Effective Laws & Policies

Gifted children often face an uneven and often dizzying playing field in our nation's education system. NAGC, with its members, advocates for the adoption of policies that promote programs and services in which gifted children thrive. Our goal is to ensure that gifted children across the United States have access to quality learning options and that this access is equitable for all children regardless of their background.

Additional Resources
Get involved in NAGC's Legislative Action Network (LAN) Advocate for Your Child Advocating for Local Gifted Programs and Services

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Gifted children have needs that require special support as they grow, develop, and reach for their personal best. These children need advocates working in homes, schools, and communities to ensure their needs are met.

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Why Aren't You Advocating for Your Gifted Child?

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Why Aren't You Advocating for Your Gifted Child?

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Blog post by Dr. Gail Post

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You watched as your gifted child struggled with boredom, apathy and underachievement. And at some breaking point, you decided to do something. You planned to speak with the teacher, challenge the administration, maybe even go to a school board meeting and complain. But then...you backed down. Nothing happened. The moment passed.

What stopped you? What held you back? What were the thoughts, worries, and fears - some realistic, some imagined - that got in the way?

Here are some reasons parents hesitate and fail to advocate for their gifted children:

"I don't have the credentials"

Unless you have worked in education or childcare, you may not feel qualified or entitled to approach the teacher or school. Challenging authority may be difficult and if you assume that they are the experts, it may be hard to build your case. You can feel stymied if you believe that training as a teacher or school administrator trumps your perception of your child. Recognize that you are a vital part of this team of professionals whose job is to educate your child. The information and perspective you offer is invaluable.

"I don't know enough"

Uncertainty, lack of information, and doubt can weaken your argument. Gather as much information as possible from your child, the teacher, school psychologist, other specialists, and anyone else who observes your child or the classroom. Read and learn as much as you can about gifted children and gifted education. Know the regulations in your state and community. Stay informed so that you can feel empowered, remain knowledgeable, and counter any inaccuracies.

"I hate conflict"

Maybe confronting authority is difficult for you. Perhaps you hate conflict. And you don't want to be disliked. Challenging your child's teacher, confronting the principal, meeting with the school board all present the potential for conflict. You don't want to be perceived as one of those parents; pushy and overinvolved, who thinks the world revolves around their child. Keep in mind, though, that you are fighting for basic, fair, and appropriate educational services that your child deserves. You didn't ask for this battle. (You probably would rather be doing something else.) The school's lack of resources prompted this fight and you are doing what any parent would - protecting the welfare of your child.

"I don't want any backlash"

Valid point. Backlash unfortunately occurs when teachers, students or even other parents feel threatened. Although sometimes overt, such as when a child is teased by peers, it is often more subtle. A teacher may "not have time" to follow through on differentiated instruction, offer "extra" homework rather than interesting alternatives to the regular curriculum, or hold your child to a higher standard in terms of social/emotional behavior. And other parents may stop inviting your child to parties or make disparaging comments. It is understandable that you might hesitate in the face of this concern. Yet, if you don't advocate, nothing will change.

"Maybe the problem will go away"

Sometimes it seems easier to hope the problem will disappear. It might be simpler to assume that life will improve for your gifted child next year with a new teacher. Or that your child will outgrow his or her unhappiness or boredom. Sometimes you might just wish he or she were "normal" and would just calm down and fit in like all of the other kids. You don't want to make waves at school. You don't want to create a scene. After all, your child is smart; hopefully the problems will work themselves out. Well, sometimes this is true. But other times, boredom, underachievement, isolation from peers, apathy and a poor attitude toward learning only increase. The sooner these problems are addressed, the more likely your child will start to thrive at school.

So, how do you start?
1. Start with the teacher. Find out as much as possible about the teacher's perspective. If your child has been tested, gather information from the school psychologist, and/or other specialists. If your child would benefit from testing, insist on it.

2. Get informed. Learn as much as possible from sites such as NAGC and SENGifted. The NAGC advocacy toolkit is a must-read with excellent advice.

3. Pursue additional channels. If you hit a roadblock with the teacher, you may need to speak with the principal, gifted supervisor, director of curriculum, or other administrators. Sometimes parents even need to meet with school board members to initiate changes.

4. Form a gifted children's advocacy group with other parents. There is strength in numbers, and each parent can provide a wealth of ideas that may propel the group to implement changes in the schools.

5. Consider broader advocacy for gifted children. In addition to advocating for your child, consider lending a hand so that all gifted children can benefit. This may be as simple as speaking up to correct misinformation about giftedness in casual conversation, or as involved as advocacy on a state or national level.

Recent articles in the Boston Globe, Hoover Institution Journal and Medical Daily are examples of writing highlighting widespread neglect of gifted children's educational needs. Yet, these articles reiterate what parents of gifted children already know and live with every day. Who is ultimately more knowledgeable about the struggles gifted children face than the parents who raise them? Who better, then, to advocate for them? Recognize why you're hesitating, what's holding you back, and determine how you can better assist your child and others.

What's holding you back?

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Why aren't you advocating for your gifted child?

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You watched as your gifted child struggled with boredom, apathy and underachievement. And at some breaking point, you decided to do something. You planned to speak with the teacher, challenge the administration, maybe even go to a school board meeting and complain. But then...you backed down. Nothing happened. The moment passed.

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Understanding Your Gifted Child From the Inside Out

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Understanding Your Gifted Child From the Inside Out

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Presentation by Jim Delisle, Ph.D. - Gifted Expert

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Understanding Your Gifted Child from the Inside-Out - Dr. Jim Delisle

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Meeting the Complex Needs of Gifted Children 

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Meeting the Complex Needs of Gifted Children 

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Presentation by Jim Delisle, Ph.D. - Gifted Expert

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Meeting the Complex Needs of Gifted Children with Dr. Jim Delisle - Jan. 29, 2013

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Dr. Jim Delisle joined families and educators in and around Ann Arbor, MI for a humorous, engaging, and encouraging look at raising gifted children in our world today. As one of the nation's foremost experts on raising and teaching gifted children, Jim discussed the complexities of a gifted child's life and shared insightful strategies for raising a child who thrives in and out of school.

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Common Characteristics of Gifted Individuals

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Common Characteristics of Gifted Individuals

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Short Article - NAGC

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National Association for Gifted Children

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The NAGC website has transitioned to a new platform, so the page you are attempting to reach is no longer available at this location. Please visit www.nagc.org and use the home page Search feature to perhaps find the content you seek. We apologize for any inconvenience.

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A short quiz....

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While working with gifted children and their families, I came to realize quite a long time ago that giftedness is not merely about the ability to achieve, but is a holistic state that impacts the entire person. Ever present, the appearance of giftedness shifts and morphs according to internal and external stimuli, how a person is feeling about themselves and their surroundings.

And rarely does giftedness does show up as high achievement. In fact, giftedness doesn't usually show up in any expected or easily-identified way.

But you probably already knew that. 🙂

Fortunately, George Betts and Maureen Neihart have conducted research on the social, cognitive, and physical impacts on gifted children. Using that data, they came up with six distinct types of gifted child, which they break down as follows:

Type 1: The Successful

Type 2: The Challenging

Type 3: The Underground

Type 4: The Angry

Type 5: The Twice-Exceptional

Type 6: The Autonomous Learner

And even these six types are more complicated than they seem; a child's giftedness can present itself quite differently on the first day of school as compared to the 101st day of school, depending on the circumstances.

For example a child may enroll in my program when she is eight showing all the signs of a "Type 4, Angry" gifted child. She may be angry after years of enduring bullying and being forced to hide her giftedness. After a few months, enjoying her new-found freedom and alive with creative and divergent thoughts, she may look like the "Type 2, Challenging" gifted child. In a couple years she may settle down into the "Type 6, Autonomous Learner", secure in herself and her gifts she's a learner who's not afraid to try.

In my experience, a gifted child will unconsciously move through these six different types while coping with puberty, changing family dynamics, and an increasing sense of self-awareness. To complicate matters, many gifted children are a blend of types with one type that dominates. It's never as easy as picking a number!

However, understanding where your child fits in this framework at any given time is a starting point to best supporting your gifted child. Ultimately, this understanding can help you better understand the feelings and needs involved with your child's behavior.

In my next six blog articles I focus on each type of gifted learner. I have created this quiz for you to help determine what type or blends of types your child might be. Tally up your score and stay tuned to learn more about how to best support your gifted child.

These questions cover a variety of scenarios throughout your child's life. When you come to a question that seems to be either too young or too old do your best to imagine your child at the age in that scenario. To get the most out of this work trust your sense of your child but keep in mind the reality of who they are, not who you wish them to be.

Ready for the first question? Here we go!
1. It's spirit week at your child's school. One of the planned spirit week events is to have a crazy hair day day. Every child is encouraged to style their hair in a wacky or outrageous way. Your child:
A. happily participates, on the day of the event you notice her hair is not too crazy or too normal, although she has shown some small signs of creativity you notice she still "fits in" with the general theme her classmates are following.

B. was made for this day. She wakes up extra early to execute a design that she has been troubleshooting for the past week. This is her favorite day of school, all year.

C. has the creative skills to pull off a really great crazy hair design, but she settles on a safe design that doesn't take too much time.

D. refuses to participate and begs to stay home. She may even become unreasonably angry at the suggestion that she participate or at the offer of help with participating.

E. is very nervous or anxious about having a non-typical school day. These feelings thwart any effort they put toward participating or having fun with the day. In fact they become so anxious they make themselves ill and have to stay home.

F. participates in these things only if it seems fun to her. She does not personally identify with or associate her self-worth with these types of events or activities.
2. You sit down to play Settlers of Catan with your family. This is your favorite game and you are really looking forward to having a nice relaxing evening after a full day of work and school. When your child loses the game she:
A. has a good attitude towards losing (she only lost because of your victory point anyway) but you're annoyed that she texted with their friends the entire time. You know she could've won if she'd applied herself more during the game.

B. doesn't really care that she lost. She's busy using your cell phone to document the unusual and creative board design she came up with and creating stop motion animations with the playing pieces.

C. didn't really try. You remember a time when your child would have mopped the floor with you. You wonder what happened and when she stopped trying.

D. has worn you out with constant arguing over the finer points of the game and having near meltdowns when a roll doesn't go her way. When she does finally lose, you've seriously considered swaying the game so she can win somehow just to avoid an even larger meltdown. You make a mental note for the future that this a not a relaxing activity the whole family can enjoy.

E. loses because she simply could not focus on the game. If she wasn't rolling around on the floor she was needing constant reminders about the rules of the game. This is strange to you because she routinely wins the online version of this game.

F. loses and she accepts that with her usual aplomb. You are impressed by her insight into what she could've done better and how she has improved since the last time you played together.
3. Your child has had seven weeks to finish an independent project for school. Tomorrow is presentation day, It's 8 o'clock at night, you and your child are:
A. just finishing some last minute details. They did a good job and you are impressed by the project. You know they could've done a great job and wonder why they aren't taking more risks.

B. trying to work on the spelling and grammar for the visual aides portion of the project. Your child's project is wild, original and creative. You are proud of her but you're not entirely sure she learned anything "academic".

C. are scrambling to come up with something last minute. You are shocked to find out your child has been ditching this class to hang out with her friends at the park. You're sad and worried for your child. You remember her second grade project on the differences between vertebrates and invertebrates and how most of the other children had no idea what those words even meant.

D. angry, after the third meltdown today you think you may just keep her home "sick" tomorrow. She had a great idea for her project but fear, anxiety and perfectionism has kept her from executing something she is proud of.

E. editing the spelling and grammar your child used in her research paper. The spelling and grammar used by your child is almost unreadable. You know this will affect her grade and that bums you out because the product your child created for the project is creative and full of obvious effort. When she speaks on her topic it's clear how much of the information she's internalized. You wish she went to a school that valued that as much as spelling and grammar.

F. finishing up some last minute details. Your child LOVES independent project time. Her choices are often quirky and have included topics such as "The Influence of the Vietnam War on Popular Music of the 1960's" and "Plausibility of the Inventions of Dr. Who" She knows that independent project time is her time to shine.

If you answered the questions with mostly A's then your child may be the Type 1: Successful Gifted Child. Mostly B's points towards your child being a Type 2: Challenging Gifted Child. Having more than 2 C's as answers may suggest that your child is Type 3: The Underground Gifted Child. Your child may be a Type 4: Angry Gifted Child if you answered with D's. Type 5: The Twice-Exceptional Gifted Child is reflected by E answers. And finally those that answered with F's probably have a child that is Type 6: Autonomous Learner.

For the next post, I'll discuss Type 1: The Successful in more detail.

And won't you share your perspective on the different types of gifted learners and where you think your child fits in the comments? I love hearing from you!

*This blog post is based on the article, (Betts, George, and Maureen Neihart. Profiles of the Gifted and Talented Profiles of the gifted and talented. Gifted Child Quarterly, National Association for Gifted Children (NAGC), 1988. Web. 2013. < http://www.davidsongifted.org/db/Articles_id_10114.aspx>.).

If you'd like to support my mission of gifted advocacy and education please visit my Amazon store for a list of carefully curated books and games for gifted children, families, and the professionals that serve them.

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Quiz: The Six Types of Gifted Child - Jade Rivera

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While working with gifted children and their families, I came to realize quite a long time ago that giftedness is not merely about the ability to achieve, but is a holistic state that impacts the entire person. Ever present, the appearance of giftedness shifts and morphs according to internal and external stimuli, how a person is feeling about themselves and their surroundings.

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Blog post by Jade Rivera, gifted expert and advocate

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If you're anything like me, you probably think of yourself as a lifelong learner dedicated to maintaining a growth mindset. And why wouldn't we? Are we not learning, growing, and sharing some of the fundamental joys of living? We know there is no better way to inspire a growth mindset than to model one.
We want our children to experience the joy of learning to such an extent that they will want to learn forever.
And yet...

That's not what's happening for a substantial portion of your gifted children.

For the last post, I set out on an journey with you, and over the next few posts we are going to work together to empathize with and understand the six types of gifted child. Keeping in mind, of course, that these types are only a framework for empathy and understanding. They are a place to start as you discover how your child is feeling and strategize ways to help meet their needs.

Now we set our sights on the Type 1: Successful gifted child. A Type 1 gifted child is typically identified as gifted, does well in school, is considered successful socially but given time will prove to be lacking one key ingredient...

If you found yourself answering with A's in my quiz your child is mostly a Type 1 gifted child. Also known as "The Successful Student", this is the most recognizable type of gifted child. These children learned early that "coloring inside the lines", although boring, gets you noticed and appreciated. Obviously gifted, they have learned to repress the creative and innovate parts of themselves, the parts that would help them stand out from a crowd of other high achievers.
It is important to remind these children that it is okay to be different and that great failures often precede great successes.
The Type 1 gifted child may score well on tests and get A's on every report. But do they have the skills to bounce back after a botched interview? What if someone else (and there's always someone) is just a little better, a little faster, and knows a little more? The children who lack resilience don't bounce back. They are immobilized with fear when they are met with true, healthy competition. They stop trying, they pick the low hanging fruit and they suffer for it later when they think of all that could've been.

Treat your gifted child's perceived failure with a shrug, a hug and a smile. Perhaps, consider removing the word failure from your vocabulary when it pertains to your child's academic process. Let them know that no matter what they accomplish, as long as they are learning and living a life that is meaningful to them, you've got their back. Do not praise accomplishments that are earned with ease. Praise your gifted learner's process and the bravery you witnessed when they overcame an obstacle. Start now; this is the way to build resilience.

For the next post, I'll discuss Type 2: The Challenging gifted child in more detail.

Won't you share your perspective on the different types of gifted learners and where you think your child fits in the comments? I love hearing from you!

*This blog post is based on the article, (Betts, George, and Maureen Neihart. Profiles of the Gifted and Talented Profiles of the gifted and talented. Gifted Child Quarterly, National Association for Gifted Children (NAGC), 1988. Web. 2013. < http://www.davidsongifted.org/db/Articles_id_10114.aspx>.).

_________________________

I welcome comments and discussion, and I will do my best to reply or address questions in future posts. And as always, thank you so much to all my current followers; your support means the world to me.

If you'd like to support my mission of gifted advocacy and education please visit my Amazon store for a list of carefully curated books and games for gifted children, families, and the professionals that serve them.

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The Six Types of Gifted Child: The Successful - Jade Rivera

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If you're anything like me, you probably think of yourself as a lifelong learner dedicated to maintaining a growth mindset. And why wouldn't we? Are we not learning, growing, and sharing some of the fundamental joys of living? We know there is no better way to inspire a growth mindset than to model one.

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Another type of Gifted Learner

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"I'm worried that students will take their obedient place in society and look to become successful cogs in the wheel - let the wheel spin them around as it wants without taking a look at what they're doing. I'm concerned that students not become passive acceptors of the official doctrine that's handed down to them from the White House, the media, textbooks, teachers and preachers."
-Howard Zinn
The autonomous student is not a passive acceptor of "official doctrine." On the other hand, they know better than to immediately dismiss all outside suggestion or knowledge. They have learned to walk the line of discernment that gives each concept a chance before embracing it fully.

For the last several posts, we've been looking at the six types of gifted child. And if you answered mostly F's in my quiz, you may have a Type 6 gifted child, the Autonomous Learner. These students have learned that evidence-based knowledge backed with strong critical thinking is the way of the scholar.

Let's take a look at the first part of that quote, shall we? A "successful cog" in the wheel is an apt metaphor for the Successful Type we discussed waaaay back in June. Zinn's quote could be your guide as you observe how your child makes her way through this world. Are they the wheel or the driver?

Of course, we are working for a world where everybody can be autonomous and successful in their own way. Many typically-excelling students are acting with full choice and autonomy.

But to understand the difference between an autonomous child and a successful one, it could be helpful to take a look at how they internalize their wins and losses. Do they mourn appropriately in the event of a loss and then pick themselves back up again with aplomb? Or do they dive right into a self-indulgent depression and create flimsy excuses as to why they can't move forward and try again?

The former is the habit of the Autonomous Learner.

Many people will look at an autonomous gifted child and think "Hey! They've got it made, I'll go focus on other, bigger issues now." Unfortunately, it's not this simple.

The Autonomous learner is in dire need of your help if they are to remain optimistic in their self-actualization.

You see, autonomous children have learned to successfully wield their personal power over themselves. However, they often only have the tiniest amount of structural power to impact, for example, scheduling and assignment parameters.

And when they repeatedly find that they don't have the autonomy they need, they become depressed. Angry. Rebellious. Complacent. Bored. Or all of the above.

This is why they need you.

Support the autonomous learner by going to bat for them when they would like to expand their knowledge.

Maybe they want to increase the breadth of an assignment. Or they came up with a cool idea to demonstrate new knowledge that they have acquired. These are not suggestions that the original assignment sucked, but rather the product of a brain that's thinking for itself. Isn't that glorious!?

These children are learning how they learn and that is some of the most useful self-knowledge a human can have. But they can't do it alone.

What are some other examples of gifted children embracing autonomy? How have you helped foster that process? Believe me, lots of people want to know.

That's it for our six types series! I hope you enjoyed reading as much as I enjoyed writing the series. Cheers!
*This blog post is based on the article, Profiles of the Gifted and Talented (Betts, George, and Maureen Neihart. Profiles of the gifted and talented. Gifted Child Quarterly, National Association for Gifted Children (NAGC), 1988. Web. 2013. <http://www.davidsongifted.org/db/Articles_id_10114.aspx>.).

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The Six Types of Gifted Child: The Autonomous - Jade Rivera

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"I'm worried that students will take their obedient place in society and look to become successful cogs in the wheel - let the wheel spin them around as it wants without taking a look at what they're doing.

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The Twice Exceptional Type of Gifted Learner

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The Twice Exceptional Type of Gifted Learner

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another blog post in series

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I'm delighted for the opportunity to share my good friend, Bob Yamtich's perspective on Twice-exceptionality. I love what he has to say about his experiences and how to support 2e kids.
A few years ago, I left a self-help group of adults with Asperger's Syndrome, offering gratitude for the group's support over a span of years and reporting "I think it's more that I'm gifted than Aspie." I promptly received replies, "That sounds like black-and-white thinking; it could be both" and "You are always welcome back."

I have since returned and remain grateful to their support. It's always a blessing to find one's tribe, even if that tribe has a lot of different names and meeting places.

When Jade invited me to write a guest blog about Type 5: The Twice-Exceptional (2e) child, I immediately said "yes!" and started taking an honest look at any insights I could offer to address this. I looked (again) at the 1988 article profiling the six types of gifted, back when they were calling 2e "the double labeled."

As I mentioned, two of my main exceptionalities are giftedness and Asperger's traits, so my understanding of 2e comes from both self-exploration as well as my work as a therapist and coach with gifted/2e families.

For the past several posts, Jade has been working with you to identify and understand the six types of gifted child. And if you answered mostly E's in her quiz, you may have a Type 5 gifted child. The Twice-Exceptional child refers to intellectually gifted children who have some other form of possibly diagnosable condition, often viewed as a disability (though I certainly don't see it that way).

By now, I imagine most all of those reading Jade's blog know that asynchronous development and the overexcitabilities of giftedness can lead to precocious access to perception, understanding, and wisdom. However, I would like to describe a more humble perspective: it took me years of therapy to cry (although I tried to speed up the process by bringing an onion, chopping board and knife) and say "Some things are hard for me."

No matter how gifted they are, some things are hard for your kids.

Whether it is a difference in social thinking like Asperger's, a difference like dyslexia, anxiety or ADHD traits, or even existential depression, any of these aspects of one's experience can have challenging implications.

The combination of precocious understanding and lagging skills is complicated and confusing for your child. Their cognitive abilities and a longing for self-acceptance can make them impenetrable to feedback, out of fear of hearing criticism.

If your child struggles to understand their own complexity, how can you support them?

Talk openly with them about their exceptionalities. Ask how their mind works, and if it is fun to be them. Provide opportunities for self-exploration and understanding. Listen for any metaphors that give texture to their experience. And listen carefully.

Each person can have a custom-tailored self-understanding to better prepare them to have shared understanding with others. They say that in both love and therapy, you can only go as far as you have gone yourself. Go there with them.

I recommend preventive counseling for gifted and 2e kiddos, because complicated minds can build complicated traps.

And explore any other family members or historical figures who may share some of their exceptionalities. (Personally, I love knowing that my grandfather was a machinist with a keen attention to detail).

If possible, find mentors to engage them in their areas of strength while gently encouraging skill development where they lag behind.

A gifted/2e person does well to go far in their self-understanding, so that they can have more internal space to understand others and the world around them.

That understanding can lead to more acceptance, of self and others, and help increase ease and fun.

Have you talked with your kid openly about their giftedness and twice-exceptionality? How did it go? I'd love to hear all about it in the comments below!

And next, Jade will return to discuss Type 6: The Autonomous Learner in more detail. I know I personally can't wait to read it!

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Bob Yamtich, a Licensed Marriage and Family Therapist in California, has a private practice providing therapeutic communication coaching to gifted and 2e families. He and his wife are expecting their first child and are curious to see how many exceptionalities their new babe will have. You can learn more about his work at www.bobyamtich.com.
*This blog post is based on the article, Profiles of the Gifted and Talented (Betts, George, and Maureen Neihart. Profiles of the gifted and talented. Gifted Child Quarterly, National Association for Gifted Children (NAGC), 1988. Web. 2013. <http://www.davidsongifted.org/db/Articles_id_10114.aspx>.).

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The Six Types of Gifted Child: The Twice-exceptional - Jade Rivera

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I'm delighted for the opportunity to share my good friend, Bob Yamtich's perspective on Twice-exceptionality. I love what he has to say about his experiences and how to support 2e kids. A few years ago, I left a self-help group of adults with Asperger's Syndrome, offering gratitude for the group's support over a span of years and reporting "I think it's more that I'm gifted than Aspie."

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another blog post in the series by Jade Rivera

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In nearly every room of my house there is a surface dedicated to one or a few of my many, many projects. When company comes over I cover them with stylish blankets or sweep the contents into a decorative box so that I can hide them in plain sight.

Before I came to understand that I'm gifted, I thought for sure I must have some kind of pathological inability to focus or commit.

Now I understand...
I'm a divergent thinker.
Anyone who took a look in my college backpack would probably laugh. At any given time there would be lab manuals, scientific texts, my knitting, the newest Vogue and Bust magazines, a journal full of endless lists and ideas, along with 10 different lipsticks and lip glosses.

Actually, that's pretty close to what my current backpack looks like too.

My interests are varied, to say the least.

For the past couple of posts we've been working together to identify and understand the six types of gifted child. Keeping in mind, of course, that these types are only a framework for empathy and understanding; they are a place to start as you discover how your child is feeling and strategize ways to help meet their needs.

Often gifted children are a blend of these types with a dominant type. The type your child is today may not be the type she is tomorrow. In my experience, a gifted child will unconsciously move through these six different types while coping with puberty, changing family dynamics, and an increasing sense of self-awareness.

For this post, we're discussing the Type 2: Challenging gifted child. A Type 2 gifted child sticks out like a sore thumb when tasked to conform.

And it's not that they don't want to fit in - it's that they can't.

The parent that answered mostly B's in my quiz could have a Type 2 gifted child. The Type 2 is also known as "The Divergent Thinker". This type of gifted child values creative expression above all else. They experience repetition as torture and often see little need for demonstrating mastery.

In the classroom they will often make connections and come to conclusions in a circuitous manner that challenges the norm... and the teacher.

Sadly, this type of giftedness is more often seen as a case for disciplinary action rather than support and celebration. Type 2's know they are different and they know it can't be helped. It's our job to make sure they receive as much acknowledgement and acceptance as possible.

Above all make sure this child has lots of room to explore and express themselves. It's vital to their sense of self that they be encouraged to do so. They may hop from medium to medium; it's the expression that is important.

Demonstrate through word and deed that you appreciate how their mind works. Moreover, try not to judge their creative expression as good or bad, and provide feedback only when it's asked for.

For the next post, I'll discuss Type 3: The Underground gifted child in more detail.

And won't you share your perspective on the different types of gifted learners and where you think your child fits in the comments? I love hearing from you!

*This blog post is based on the article, (Betts, George, and Maureen Neihart. Profiles of the Gifted and Talented Profiles of the gifted and talented. Gifted Child Quarterly, National Association for Gifted Children (NAGC), 1988. Web. 2013. < http://www.davidsongifted.org/db/Articles_id_10114.aspx>.).

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I welcome comments and discussion, and I will do my best to reply or address questions in future posts. And as always, thank you so much to all my current followers; your support means the world to me.
If you'd like to support my mission of gifted advocacy and education please visit my Amazon store for a list of carefully curated books and games for gifted children, families, and the professionals that serve them.

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The Six Types of Gifted Child: The Challenging - Jade Rivera

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In nearly every room of my house there is a surface dedicated to one or a few of my many, many projects. When company comes over I cover them with stylish blankets or sweep the contents into a decorative box so that I can hide them in plain sight.

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another post in the series by Jade Rivera

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Is your child hiding their giftedness to fit in with a non-gifted group of age-mates?

Parents of gifted girls and introverted boys may have found themselves answering mostly C's on the quiz I created. For those that did, your gifted child is considered to be Type 3: The Underground gifted child.

Often these children feel insecure and are hiding their abilities to fit in.

There may be a few reasons for this:
*Finding a community to be a part of may feel more important to these children than expressing their full amount of drive or curiosity.
Due to the asynchronous nature of gifted brain development, a gifted child may be academically advanced with lagging social skills. Your child may have gone a long time not really understanding what it means to be social, or to be included. The sweetness of finally finding some people to have fun with may override your child's desire to achieve.
*Your gifted child may be coping with bullying or feelings of exclusion at school or other social events.
If your child's gifts are what's getting them into hot water with the school bullies every day, then your child is obviously not going to feel comfortable expressing them. In fact it may be a matter of safety that they don't.
*She may have gone so long without meaningful academic challenge that she has become complacent about the fact that she's gifted and has the potential to excel.
Drive and effective work habits are kind of like muscles - If you don't use them, you lose them. Gifted children need to be met with personally meaningful challenges everyday if we want them to keep trying. Otherwise, they start to ask themselves "What's the point?"

For the past few months we've been working together to identify and understand the six types of gifted child. Keeping in mind, of course, that these types are only a framework for empathy and understanding; they are a place to start as you discover how your child is feeling and strategize ways to help meet their needs.

Parents of Underground gifted children should make enriching activities and entertainment available, but please do not push it on them.

Because giftedness is holistic, time spent as this type is often a phase that children need to go through in order to know themselves socially. However, any type of force or authoritarian strategy, like giving punishments or bribes, is likely to make your child retreat deeper into their underground fortress.

For children that go underground at an early age, a friend of mine has had good success explaining to her child the importance of honesty as the basis for true friendship. If we aren't honest with the people in our lives about who we are (i.e., gifted) then how can we expect them to be honest about who they are? Honesty and trust are the cornerstones of any meaningful friendship. It took her a while to drive the message home but her young son doesn't hide any more.

For the next post, I'll discuss Type 4: The Angry gifted child in more detail.

Won't you share your perspective on the different types of gifted learners and where you think your child fits in the comments? I love hearing from you!

*This blog post is based on the article, Profiles of the Gifted and Talented (Betts, George, and Maureen Neihart. Profiles of the gifted and talented. Gifted Child Quarterly, National Association for Gifted Children (NAGC), 1988. Web. 2013. <http://www.davidsongifted.org/db/Articles_id_10114.aspx>.).
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I welcome comments and discussion, and I will do my best to reply or address questions in future posts. And as always, thank you so much to all my current followers; your support means the world to me.

If you'd like to support my mission of gifted advocacy and education please visit my Amazon store for a list of carefully curated books and games for gifted children, families, and the professionals that serve them.

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The Six Types of Gifted Child: The Underground - Jade Rivera

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Is your child hiding their giftedness to fit in with a non-gifted group of age-mates? Parents of gifted girls and introverted boys may have found themselves answering mostly C's on the quiz I created. For those that did, your gifted child is considered to be Type 3: The Underground gifted child.

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Final post in series by Jade Rivera

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"The times when kids need your love the most may be the times when they behave in the most unloving of ways. Try to understand what is happening in their heads and their hearts and address that first." - Corin Goodwin, Gifted Homeschoolers Forum Executive Director

Anger is a tricky emotion that is too often seen as taboo in our culture. I can understand how this came to be; an angry person is full of unpredictable energy that can express itself in some very tragic ways. And that can be scary.

But are we scared of the emotion itself? Or are we fearful of the unhealthy expression of that emotion? It can be difficult to separate the two!

After all, there are plenty of good reasons for a gifted child to be angry. Millions of gifted children feel misunderstood and lonely, living in a world that seems to think they'll be fine on their own. Even more gifted children aren't identified as gifted because they have a learning difference or don't do well on standardized tests. And what about those gifted children who have families that can't afford testing or services?

It's infuriating!

For the fifth installment of our Six Types series we are taking a careful look at Type 4: The Angry gifted child. And you'll notice that this article is a bit longer than the others I've written in this series. For good reason.

In my career I've seen angry students commit some serious harm to themselves and others. I know anger, and I understand anger; I want to help these students learn how to use, redirect, and express their anger in a healthy way.

I'll be honest with you, I have not been 100 percent successful in that endeavor.

And I'm not going to sugar coat things - it's hard.

Processing a child's anger is some of the most difficult work you will ever do with another human.

If at all possible, do not go at it alone. Find help from as many understanding support people as possible - doctors, therapists, ministers, coaches, trusted love ones, etc.

Many of the parents who answered the quiz with mostly D's know firsthand how the unhealthy expression of anger can rot away a child's self-esteem and ability to maintain fulfilling friendships. It fills you with worry, keeps you up at night, and maybe it even makes you angry.

In my experience, anger in gifted children is often fueled by anxiety, a common byproduct of various overexcitabilities.

And if anxiety triggers a fight-or-flight response, some gifted children are going to fight.

If your child is indeed anxious, the first step is to help them learn how to self soothe and regulate their own emotional state. Many families have found the book From Worrier to Warrior: A Guide to Conquering Your Fears a wonderful tool for helping children learn exactly that.

If your child is little older you may want to try out The Anxiety and Phobia Workbook; a friend recommended this one to me and I've been recommending it ever since.

The best thing every person can do at the onset of anger is take a break. During a time of calm, share with your child the phrase "I'm angry and I need a break." Let them know that this is the healthy way to deal with anger and that you are not going to chase after them and make them explain themselves, or try to talk them into anything. Teach them to take time and breathe. You can also positively model this strategy yourself when you are feeling angry.

Try hard not to punish them for taking a break by forcing them to make up whatever they missed while taking their breather. This means that for a while your child may miss assignments, important social occasions, and (gasp!) chores. Until your angry gifted child learns to control her anger, those things are going to have to take a back seat.
When your child feels ready to return from her breather, try going for a walk or doing something creative in an attempt to release that energy.
Anger journaling is great for that; the entries can be prose, pictures or both. Have you seen the Wreck This Journal series? Those journals are specifically designed to take a beating, and they make being angry fun! 😉

More than anything, try not to judge or invalidate your child's experience. They are angry and they feel justified in that anger.

No amount of reasoning in those angry moments is going to help your child. In fact, it will probably drive an even larger wedge between you.

If you can muster it, righteously reflect that anger back to them with conviction. "It is frustrating that your teacher said he was going to give extra time to finish and then forgot! I'd be mad too!" or "I can totally get why you'd be mad that we can't go to the museum today! You love museums!"

You can explore and demonstrate empathy for the teacher later. Right now it's about showing your child that you take their emotions seriously. And remember that you're reflecting, not fixing. We'll talk about why we don't fix in another post.

For the next post, we'll discuss Type 5: The Twice-exceptional gifted child in more detail.

Have you found a helpful book or strategy that helped your child conquer their anger? Won't you share your perspective on the different types of gifted learners and where you think your child fits in the comments? I love hearing from you.

*This blog post is based on the article, Profiles of the Gifted and Talented (Betts, George, and Maureen Neihart. Profiles of the gifted and talented. Gifted Child Quarterly, National Association for Gifted Children (NAGC), 1988. Web. 2013. < http://www.davidsongifted.org/db/Articles_id_10114.aspx>.).
*This blog post contains amazon affiliate links. If you'd like to support my mission of gifted advocacy and education please visit my Amazon store for a list of carefully curated books and games for gifted children, families, and the professionals that serve them.

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The Six Types of Gifted Child: The Angry - Jade Rivera

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"The times when kids need your love the most may be the times when they behave in the most unloving of ways. Try to understand what is happening in their heads and their hearts and address that first." - Corin Goodwin, Gifted Homeschoolers Forum Executive Director Anger is a tricky emotion that is too often seen as taboo in our culture.

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Post | SENG - Supporting Emotional Needs of the Gifted

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Video about some basic social and emotional aspects of giftedness.

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Gifted squared - Gifted and Social Emotional Needs

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Short video on Twice Exceptional Students

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Gifted Squared - Gifted and Learning Disabilities (2e)

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Gifted and Friends

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How to Recognize a Gifted Child's Behavior Problems

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How to Recognize a Gifted Child's Behavior Problems

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Giftedness is wonderful in many ways, but gifted children may also have characteristics that can affect their social and emotional development. To understand your gifted child, it's a good idea to see how your child's giftedness can influence his or her behavior.

Problems Resulting From Asynchronous Development

Advanced intellectual skills are not always accompanied by advanced social and emotional skills.

When skills develop at different speeds, development is described as " asynchronous." In some cases, gifted children can run into problems when their intellectual power is not matched by their other abilities. For example:

Gifted children can intellectually understand abstract concepts but may be unable to deal with those concepts emotionally, leading to intense concerns about death, the future, sex, and other advanced issues.

Gifted children's physical development may lead to an inability to complete a task they are capable of intellectually envisioning. This can lead to extreme frustration and acting out. (Perfectionism may play a role in this frustration as well.)

A gifted child may be able to participate in adult conversations about issues such as global warming or world hunger one minute and the next minute cry and whine because a sibling took a favorite toy. This may confuse adults, and cause an overreaction to age-appropriate behavior.

Problems Resulting From Advanced Verbal and Reasoning Ability

While gifted children are capable of reading, speaking, and even reasoning above grade level, those abilities may not always be used in positive ways. For example:

Gifted children can be argumentative and/or manipulative. (Adults often remark that these children are little lawyers.) Parents and other adults need to remember that, although credit should be given for logical and convincing arguments, a child is still a child and requires appropriate discipline, no matter how clever or cute the behavior may look. Children who see that they can manipulate adults can feel very insecure.

A gifted child may try to outsmart parents and teachers.

Sophisticated vocabulary and advanced senses of humor can cause gifted children to be misunderstood, which can make them feel inferior and rejected. (This is one reason gifted children prefer to be around older children and adults.)

Problems Resulting From Perfectionism and Emotional Sensitivities

It's wonderful to have high-level skills, but those skills sometimes create unreasonable expectations. Some gifted children become perfectionists, expecting themselves to get 100 percent scores on every test. Giftedness can also lead to an overactive imagination. These issues can cause behavioral issues; for example:

Perfectionism can lead to fear of failure, in turn causing a gifted child to avoid failure by refusing even to try something (including doing a homework assignment).

Keen observation, imagination, and ability to see beyond the obvious can cause a gifted child to appear shy, holding back in new situations in order to consider all the implications.

A gifted child may require full details before answering questions or offering help, making him or her appear socially shy.

Intense sensitivity can cause gifted children to take criticism, or even general anger, very personally. Childhood sleights do not roll off their backs.

Sensitivity and a well-developed sense of right and wrong can lead to concern over wars, starving children, pollution, violence, and injustice. If they are overloaded with images and discussions of these issues, they can become introverted and withdrawn or even suffer from "existential depression."

Virtually all the characteristics of giftedness can make gifted children feel "different," even at a very early age. It's important, therefore, to get them together with children like them and with people who understand them.

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Why Gifted Children May Show Behavior Problems

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Giftedness is wonderful in many ways, but gifted children may also have characteristics that can affect their social and emotional development. To understand your gifted child, it's a good idea to see how your child's giftedness can influence his or her behavior. Advanced intellectual skills are not always accompanied by advanced social and emotional skills.

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PDF on Advocating for your students

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48 Essential Links for Parents of Gifted Children

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48 Essential Links for Parents of Gifted Children

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Here is a great collection of resource on all sorts of topics

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Every parent hopes for their child to be smart and to excel in school, but sometimes parents just don't know what to do with a child who is especially exceptional. Keeping him or her challenged, interested, and engaged can be tough, as can dealing with an educational system that doesn't always focus on helping out bright students. Parents of gifted children should know that they're not alone and that there are hundreds of resources on the Web that can help every step of the way. Here are some we think stand out from the crowd, offering advice, information, support, and educational resources to help you support and encourage your child's special abilities.

Organizations

These organizations help gifted students and their parents get the education, emotional support, and guidance they need to grow up happy and well-adjusted.

1. National Association for Gifted Children: The National Association for Gifted Children is one of the best places for parents of gifted children to find resources, reading, help, and advice on raising an exceptional child.

2. IAGC: The Illinois Association for Gifted Children is just one of many state-centered organizations for gifted kids. Parents can join, find other families, and even attend special events.

3. Gifted Child Society: The Gifted Child Society is a nonprofit organization dedicated to furthering the cause of gifted children. Through their website, parents can find helpful information and learn about seminars and workshops they can attend.

4. GPGC: The Governor's Program for Gifted Children is a seven-week residential summer enrichment program for gifted students. Parents can learn more about the program, held at McNeese State University, from their website.

5. SENG: SENG is short for Supporting Emotional Needs of the Gifted and is an organization that wants to help ensure that gifted children are understood, accepted, nurtured, and supported by their families, schools, and workplaces.

6. Mensa for Kids: Mensa embraces younger members through this fun website, offering up monthly themes to get kids reading and learning at an advanced level.

7. Institute for Research and Policy on Acceleration: Find out more about the latest research being done into academic acceleration through this organization's site.

8. Center for Talented Youth: Located at Johns Hopkins, this organization engages gifted kids and their families through programs, summer classes, and even a bi-monthly magazine.

Twitter

Find quick 140-character-or-less quips and updates about working with, parenting, and helping gifted children from these excellent Twitter feeds.

1. @DeepWatersCoach: Lisa Lauffer works with the group Gifted Grownups & Parents of Gifted Children, offering support through her Twitter feed and beyond.

2. @gifted_guru: Head to this feed to hear from Lisa Van Gemert, a gifted youth specialist for Mensa.

3. @JeffcoGifted: This nonprofit group of parents, teachers, and community leaders tweets about advocacy and resources for gifted kids.

4. @HoagiesGifted: Head to this feed to get resources and articles aplenty about gifted education and parenting.

5. @laughingatchaos: Jen is a mom raising gifted kids. She shares her experiences, both the good and the bad, here and on her blog.

Blogs

These blogs offer excellent advice and resources to parents, teachers, or anyone working with gifted children.

1. About.com Gifted Children: Carol Bainbridge, an expert on gifted children, maintains this blog, which is chock full of learning ideas, information, and more.

2. Parenting Gifted Kids: Head to this blog, written by gifted educator Sarah Robbins, to learn more about how to challenge and help your gifted child.

3. Gifted Exchange: This blog focuses on gifted kids, touching on issues of schooling, parenting, education, and more, all written by the staff at the Davidson Institute for Talent Development.

4. The Prufrock Blog: Prufrock is one of the leading publishers of materials for gifted, advanced, and special needs students. On this blog, you'll find updates on their latest releases.

5. Unwrapping the Gifted: Head to this Education Week blog to hear from Tamara Fisher, a K-12 gifted education specialist. She gives great insights into gifted and talented education.

6. Parents of Gifted Children Resource Group: Here, parents can find resources and make connections with other parents of gifted children.

7. Gifted Parenting Support: This blog is an excellent place to read more about how to parent and educate children who are gifted and talented.

8. Gifted Guru: This blogger offers up resources, books, commentary, and more on the subject of gifted education.

9. Gifted Education Perspectives: Follow this blog to learn more about all things gifted, from what defines it to how to best educate bright students.

10. Creating Curriculum for Gifted Children: This blog approaches gifted kids from an educator's perspective, but parents can also learn new ways to challenge and interest their children.

11. Gifted Education Consultant: Sonia White, author and gifted education specialist, shares her passion for helping gifted children through this blog.

12. Gifted Phoenix: On this blog, parents can find some insights into giftedness issues, education, and parenting, from a New Zealand perspective.

13. Byrdseed: Focusing on creativity, accelerated learning, literature, and more, this blog offers resources and inspiration to gifted educators and parents of gifted kids.

Resources

If you're looking for resources to help you parent, choose a school, or just support your child, these sites are great places to start.

1. Hoagies' Gifted Education Page: On this site, you'll find a bit of everything, from conference listings to tips on understanding your gifted child, making it an excellent resource for any parent.

2. Gifted Development Center: Looking for information about giftedness and how to raise a gifted child? Dr. Linda Silverman provides both on this helpful site.

3. Gifted Child Today: This open-access journal is a great read for parents who want to learn more about how to cater to the needs of their gifted child.

4. Gifted Child Quarterly: Another open-access journal, this journal is a bit more scholarly, publishing research done on giftedness and talent development.

5. Summer Camps for Gifted Children: Looking for a great way to keep your child busy and learning over the summer? These summer camps could be a great choice.

6. Exquisite Minds: Parents and teachers who work with gifted children can find resources, online games, tips, tools, and more on this social site.

7. Royal Fireworks Press: Head to this publisher's website to find great reads for both you and your gifted child, especially if you're homeschooling.

8. BrightKids: BrightKids is a discussion group for parents of gifted children and is maintained through MENSA. You can join here and get tips and advice from other parents of bright kids.

9. Schools for the Gifted Child: Wondering where to send your gifted child? This site lists schools in six countries.

10. Educational Resources for Parents and Teachers of Gifted Youth: Mensa is a great place to look for help with a gifted child. Here, they offer up a collection of resources for parents and teachers that ranges from lesson places to fun activities.

11. Gifted Homeschoolers Forum: Even if you're not homeschooling your child, this site offers a chance to get resources and talk to parents who are also working to raise gifted children.

12. Genius Denied: This is the website for the book Genius Denied, an expose of the ways in which the American education system often ignores its brightest students.

13. Gifted Children's Bill of Rights: This resource will help you learn how to stand up for your kids and make sure that his or her rights are being respected.

14. Gifted Journey: This site is a great resource for learning about giftedness, touching on everything from bullying to IQ tests.

15. teachfine on gifted and ed tech: This site collects resources that combine gifted education and technology, creating a great list of articles and sites that parents and kids can use to learn.

Articles

These articles will help you stay informed and educated about issues relevant to your gifted child.

1. Gifted Students Go Dumb to Fit In: Is your child lowering his or her potential in order to fit in with peers? This article explores the stigma of being smart.

2. Gifted Children Need Help, Too: Many teachers and parents believe that smart kids don't need help; they'll do well on their own. This just isn't the case, as you'll learn here.

3. The Drama of the Gifted Child: Being a gifted child isn't easy, as you'll learn from this Psychology Today article.

4. Hey, Teacher, Get Help Somewhere Else: Make sure your child isn't working as a teacher's aide in his or her classroom, a common occurrence as this article explains.

5. Top 10 Myths in Gifted Education: Learn some of the biggest myths about teaching gifted kids from this great YouTube video.

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48 Essential Links for the Parents of Gifted Children | OEDB.org

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Every parent hopes for their child to be smart and to excel in school, but sometimes parents just don't know what to do with a child who is especially

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Forum Topic - Challenges with Transitioning to College, High School or Middle School

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Forum Topic - Challenges with Transitioning to College, High School or Middle School

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Big life transitions sometimes can be exceptionally challenging for gifted students.

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Forum Topic: Over-excitabilities/Intensities - April 2021

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Forum Topic: Over-excitabilities/Intensities - April 2021

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Many gifted individuals have over-excitabilities or intensities that add a layer of complexity to how they experience and interact with the world. This short presentation and discussion with parents of gifted students explores what OEs are, their causes, characteristics and positive management strategies to help your child or teen (or you!) experience this aspect of yourself as a positive rather than a source of stress.

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February 2021 -
I forgot to record our meeting so I went back and made a screencast of my presentation. It is missing that awesome parent interaction but the information is useful.

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March 2021 -
This parent forum focused on the importance of cultivating and encouraging creativity and creative thinking in our gifted kids and teens.