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The use of story to help gifted children understand themselves

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The use of story to help gifted children understand themselves

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By Marianne Kuzujanakis
There have been great societies that did not use the wheel,
but there have been no societies that did not tell stories. -Ursula K. Le Guin

The approach of summer traditionally means many things, such as more leisure time to read, watch films, and spend time with family.

We've all read books or watched films and television programs that profoundly spoke to us. The power of story offers intangible gifts that go far beyond setting, characters and plot. Story importantly acts as a mirror to our own selves, selves that are sometimes readily recognized, sometimes not. Through our imaginations, we are transported to other worlds on paper or screen where we become more than simple spectators, and more aligned and emotionally invested with the actual struggles, hopes, and outcome of the story arc.

The development of self-identity is tied into shared personal life experiences, and some of those shared experiences come also from the experience of well-made stories. We have all read picture books to our young children that depict values we support. We all encourage our older children to read more complex books and watch films that express ideals in which we believe. Children too seek out their own stories and films and television programs for both entertainment and self-validation and self-identity. Gifted children, already keenly aware of many of their own feelings, empathic to the feelings of others, and frequently exquisitely emotionally sensitive as a result of Dabrowski's overexcitabilities, cautiously traverse a sometimes difficult landscape in seeking out stories that resonate in their hearts and minds.

The difficulties are complex. Many gifted children read at a very early age, and even if some do not, gifted children early on may fully comprehend the nuances of language and context, while loving the beauty in the written and spoken word at a level well beyond their age-peers. Finding age- and sensitivity-appropriate books and films and programs is an ongoing struggle for parents who themselves are also likely to have similar sensitivities.

Parents and teachers may both feel confused when a gifted child either refuses to read (or watch) a particular book (or program) that age-peers rave about. Perhaps unrecognized by adults is that the gifted child may experience fear, sadness, or horror at events that occur in the story, and as a result may be less likely to read (or watch) anything for a time after that. These events underscore to a gifted child their self-belief that they are different or somehow flawed.

Yet the importance of books and film for gifted children (and adults) cannot be emphasized enough. Through the use of appropriate books and film, gifted individuals satisfy a hunger for language and human connections that they may not experience in regular intervals in real life. Gifted individuals often feel the loneliness of being different and finding inner strength through the themes of story that may have characters similar to themselves validates that it's okay to be gifted, and in fact that it's way cool to be gifted, despite contradictory feelings they may sense from society.

Stories don't just entertain. Stories empower. Story is a crucial component in serving the social and emotional needs of gifted individuals. At the end of this article are important links to further reading on this subject, as well as links to Web sites that offer synopses of books and film for parents to use when choosing appropriate materials for their highly sensitive gifted children.

This topic is especially important to me as I continue my ongoing journey of parenting a gifted and creative child-now a teen-who remains deeply sensitive to story. Besides reading a variety of wonderful books together, viewing the series Star Trek is but one of our cherished shared family activities. The science is a definite draw, but as I now re-watch Star Trek The Next Generation, I'm continually impressed by what I see as character traits and conflicts that are also the same as those experienced in depth by gifted individuals. Picard's leadership yet humbleness and willingness to let others lead, Data's android logic yet deep humanity, Worf's adherence to justice, honor and tradition yet difficulty with controlling anger and intense feelings, Wesley's precocious knowledge yet developing maturity (and sometimes immaturity), Riker's ambition and self-assuredness yet deep fear of moving his career forward, and Deanna's empathy for others to the point of physical pain while sometimes being blind to her own needs. What too of La Forge who, while limited by his visual apparatus to not see the world exactly as others do, sees that which ordinary people cannot ever hope to see. And then there's troublesome Q, the Borg, poignantly lonely Tin Man (Gomtuu), and so many others. Problem solving, risk-taking, ethical behavior, teamwork, high ideals, intelligence, curiosity, progress, and the acceptance of diversity all shape not just the series, but also our best-loved books and films.

Characters and story that help gifted individuals recognize and accept self, and develop coping skills while learning to conquer fears, serve not just the gifted individuals but also all of humanity. Read to your gifted children of all ages. Watch film and programs with your gifted children. Let them choose their books and films with your assistance until they can choose them themselves. Try to understand and acknowledge that the experience of story is not just entertainment, but a life-saving transfusion of hope, self-awareness, and human connectedness. Be available when gifted children wish to share in these activities and discuss how books and film affect their lives. Our gifted children can then build the scaffolding of their own unique real-life story atop a firm and safe foundation of powerful universal stories.
RESOURCES:
In the memorable words of Captain Jean-Luc Picard: "Make it so...ENGAGE."

Nurturing Social and Emotional Development in Gifted Teenagers Through Young Adult Literature (Hebert & Kent)

Fostering the Social and Emotional Development of Gifted Children Through Guided Viewing of Film (Hebert & Speirs Neumeister)

Using Books to Meet the Social and Emotional Needs of Gifted Children (Halsted, author of Some of My Best Friends are Books: Guiding Gifted Readers):

Halsted, J. (2009). Some of My Best Friends are Books: Guiding Gifted Readers. 3 rd ed. Scottsdale: Great Potential Press.

Movies Featuring Gifted Kids & Adults (Hoagies Gifted)

Books Featuring Gifted Children (Hoagies Gifted)

Using Bibliotherapy With Gifted Children (Tamara Fisher)

Bibliotherapy Revisited (Tamara Fisher)

Kids-In-Mind Film Synopses

Commonsense Media Reviews of Film, TV, Books, and more

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The Story is Only the Beginning By Marianne Kuzujanakis There have been great societies that did not use the wheel,but there have been no societies that did not tell stories. -Ursula K. Le Guin The approach of summer traditionally means many things, such as more leisure time to read, watch films, and spend time ...

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Using books to meet social and emotional needs

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Using books to meet social and emotional needs

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by Judith Wynn Halsted

As readers of this newsletter are acutely aware, even gifted children whose intellectual needs are adequately met have other needs, as well. The very existence of SENG is a response to the recognition that our gifted children often face social and emotional challenges that differ from those of their classmates. They need to understand and learn to cope with their differences-and ideally, they will learn to thrive because of them.

In broad outline, as they grow, gifted children must

recognize and accept that their level of intellectual or artistic ability is not shared by everyone-that they are, indeed, different;

understand that they may need more time alone than other children do (and be supported by adults who understand this, too);

learn to build relationships with other people, many of whom do not share their abilities and interests;

learn how to use their abilities well, even when doing so sets them apart from many others; and

learn to take responsibility for finding ways to satisfy their intellectual curiosity and to express their creativity.

In addition, depending on each child's nature and personality, he or she may need to address more specific issues, such as creativity, intensity, introversion, a high level of moral concerns, perfectionism, and sensitivity, among others. This is a tall order, and gifted children and adolescents need the support of adults-parents as well as teachers-who understand, accept, and are able to help them meet the social and emotional challenges they face simply because they are gifted.

Parents who need background information will find helpful resources online, in organizations like SENG, and in the many books published in the last several years related to various aspects of growing up gifted. When they have acquired an understanding of the issues and are ready to step in with a practical approach to helping their child, these parents can turn to books again-this time, to children's books.

When an adult and child both read a book in which the characters deal with some of the same issues the child is facing, they are preparing for a meaningful discussion that might not happen otherwise. After all, the characters in books are separate from the child-it is often easier for a child to talk about the problems of a fictional character than about her own problems. Reading and then discussing books with children is an easy, readily available, inexpensive, and very pleasant way of helping children think and talk about the situations they face-a non-threatening approach, because they are talking about someone else.

This kind of discussion may take place in a school setting, through a pull-out gifted program, or with a small group in a regular classroom. It requires three components: a teacher or librarian to make it happen, enough copies of a selected book for each child in the group, and time in the schedule for the group to meet-preferably with a modicum of privacy-for discussion. The program is similar to a Junior Great Books™ discussion group, but the books and the questions are chosen specifically for the gifted children who have been selected to join the group, with their social and emotional characteristics in mind.

Whether or not such a program is available at school, parents can offer a more personalized version of the same opportunity at home. Home schooling parents certainly can arrange to fit reading and discussing books into the curriculum. It is a natural way of communicating with children, especially for parents who love to read. And parents as well as teachers can organize boys' or girls' groups to talk about books.

The process involves

selecting an appropriate book,

reading the book and developing questions,

introducing the book to the child, and after the child has read it,

enjoying an open-ended discussion.

Selecting appropriate books. First, books chosen for discussion with gifted children should be well-written and intellectually challenging. The language should stretch their vocabulary and reflect the time or place in which the story is set, offering them a broader experience with language than they find in their daily lives. In some of their books, plots should be unresolved, causing readers to consider alternative possibilities and choices. Books for these readers should make good use of literary devices such as metaphor, flashbacks, and alternating narrators. Humor should be on a spontaneous, creative level.

In addition, books selected for discussion of social and emotional needs will have characters who are experiencing some of the same issues as the child who will read them: making friends, establishing an identity, feeling alone or different, standing up for a conviction, intensity, perfectionism, or other characteristics of gifted children and adults.

Of course, not everything a gifted child reads has to be this serious; escape reading is useful and valid when we recognize it for what it is and know when and why we are choosing it. But lightweight reading will not bear the weight of the kind of discussion we are proposing here.

Reading the book and developing questions. Questions may occur as you are reading the book; jot these down to consider later. If you can assume that the child has read and understood the book, you can skip over fact questions and focus on thought questions: What does the child think about the book? Not what happened, but why did it happen, why did a character react as he or she did, what would the child have done in the same situation? How did a character feel in a given instance? Does the child know others who have felt or done the same thing? What is the child's response to this?

Before you begin a conversation with your child, you may want to write your questions down. A list of five to ten questions will be a good start for a 20-minute discussion; you probably will not get to all of them, but you will feel more confident if you begin with more than you need.

Introduce the book to the child. Perhaps you and your child have selected the book together, or maybe you are working with a book your child introduced to you-in which case this step is not necessary. But if the book was your choice, you will want to explain why you chose the book, what you liked about it, and why you think your child will enjoy it-while stirring in a little mystery to arouse your child's curiosity. Perhaps there is a character in the book who reminds you of the child or of one of her friends, or a situation that reminds you of an experience your family has had. You may want to mention this, without explaining further, to whet the child's interest.

Enjoy an open-ended discussion. Ask your first question and listen to your child's response. Your purpose is not to tell him what you think, but to learn what he thinks. Allow him the time to formulate an answer and articulate his opinion. There are no right or wrong answers, only the child's current answer-it may change upon further consideration. If this first question is fruitful, ask follow-up questions. It does not matter if you never get to your next question, as long as the discussion flows freely.

Much more specific and detailed information on this process is found in my book, Some of My Best Friends Are Books, cited below. To provide examples, here are abbreviated versions of a few annotations in the book's bibliography, with some of the suggested questions:

Early Elementary: Kindergarten to Grade 2

Hannah, by Gloria Whelan

Hannah is nine in 1887; she is blind, and has never gone to school. But when the new teacher, boarding at her house, asks if Hannah can go to school, her mother relents. The first day does not go well. Carl, the oldest boy in the one-room school, teases Hannah and trips her, and she gets lost trying to find her way home alone. The new Braille device that could help her learn to read costs five dollars-too much for her parents. Then comes the potato harvest, with a prize for the person who gathers the most potatoes. The contrite Carl, who has won the prize for the last two years, has an idea that surprises Hannah.

Differentness. How is Hannah made to feel different from others? In what ways have you helped someone who is different feel comfortable in a group?

Relationships with others. What are all the reasons you can think of that Hannah's mother does not want her to go to school? Do you know of someone who sounds gruffer than he or she actually is? What does Hannah do that helps people learn to like her?

Resilience. How was Hannah able to keep herself so strong-minded and able to overcome obstacles?

Sensitivity. What exactly happens at school that causes Hannah to try to go home alone? How could she have reacted differently?

Upper Elementary: Grades 3 - 5

Millicent Min, Girl Genius, by Lisa Yee

Millicent is 11 years old, will be a high school senior in the fall, and has talked her parents into allowing her to take a college course in poetry this summer. They have agreed that she will tutor Stanford Wong in English, with the hope that he can pass sixth grade and play basketball. Millie misunderstands him because she assumes that all gifted people are interested in academics. She also misunderstands her new friend Emily Ebers, neglecting to tell Emily about her outstanding academic record, and then slow to believe that when Emily learns about it she is upset not because Millicent is so smart, but because Millicent was not honest with Emily.

Aloneness; Introversion. Sometimes Millie is lonely, and sometimes she enjoys being alone. What makes the difference between the two for her? For you?

Arrogance; Differentness. Does Millicent's writing make her sound arrogant to you? Do you think she is arrogant?

Identity; Using ability. What different kinds of giftedness are exemplified by the characters in this book? Millie knows most about intellectual giftedness-how does this contribute to her cluelessness? What can you learn from her?

Relationships with others. Is it better, as Maddie says, to be liked than right? How do you decide to be liked or right in different situations?

Middle School: Grades 6 - 8

Fever, by Laurie Halse Anderson

In the hot, dry August of 1793, people in Philadelphia began dying of yellow fever. When Matilda's mother is stricken and Matilda and her grandfather decide to go to friends in the countryside, they find that the city has been quarantined. They both become ill, recover, and return to a nearly deserted and anarchic Philadelphia. Matilda survives by finding Eliza, the free black woman who had cooked for her parents' coffeehouse. Finally, in late October, the frost arrives and the fever abates. On November 10th, President Washington returns to the capital city. By then, Matilda is already picking up the pieces of her life. This thoroughly researched and fast-paced novel evokes the fear and horror of the disease, but also the courage and sacrifice of people who helped each other survive.

Drive to understand. In the early years of our history as the United States, the Industrial Revolution had not yet reached America, and everyday life was much as it had been during the Colonial period. What changes would occur in Matilda's life by 1830 or 1840?

Moral concerns. Was it right or wrong for the rich and powerful people to leave the poor and powerless behind in Philadelphia? Was it right or wrong for Matilda and Grandfather to leave her mother?

Senior High: Grades 9 - 12

The Gospel According to Larry, by Janet Tashjian

In a prologue, the author is approached in a grocery store parking lot by a young man who convinces her to read the manuscript that he hands to her. What follows is the manuscript-Josh Swensen's story of how his life changed after he built a website to protest consumerism. Josh is bright and thoughtful, a critical thinker with a sense of humor and a serious goal: to make a contribution, to change the world. But the website takes on a life its own; the media frenzy tears Josh's world apart and he must re-evaluate his goals.

Differentness; Identity. What strengths in Josh's character help him to go forward after the media learn that he created the website? In what ways is his differentness his strength? How is he able to be so comfortable with it?

Intensity. If you are as intense about your interests as Josh is, you may find it useful to think about his comment that he has been "caring more about my message than about the people in my life." Do you agree with Josh's conclusion? Are there situations when interests might reasonably take precedence over people? What interests cause you to experience intensity, and how do you balance your interests with people?

Sources of book suggestions for gifted children:

Halsted, Judith Wynn. Some of My Best Friends Are Books: Guiding Gifted Readers, 3rd ed.2009. Great Potential Press. www.giftedbooks.com

Hauser, Paula & Gail A. Nelson. Books for the Gifted Child (Vol. 2). 1988. Bowker.

Children's Literature Web Guide: www.ucalgary.ca/~dkbrown

Hoagies Gifted Information Page: www.hoagiesgifted.com

Outstanding Books for the College Bound:
www.ala.org/ala/yalsa/booklistsawards/outstandingbooks/outstandingbooks.htm

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Using Books to Meet the Social and Emotional Needs of Gifted Students - SENG

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by Judith Wynn Halsted As readers of this newsletter are acutely aware, even gifted children whose intellectual needs are adequately met have other needs, as well. The very existence of SENG is a response to the recognition that our gifted children often face social and emotional challenges that differ from those of their classmates.

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What are some aspects to running a book club?

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What are some aspects to running a book club?

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This is elementary, but how could you scale for middle or high school? You only need to watch until about 11 minutes.

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Gifted students have specific social and emotional needs that must be met in order for students to succeed academically. Dabrowski identifies five areas in which gifted students may become...

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There were nights when it seemed impossible to get Tara into bed. It was hard to distinguish what set her off, but the outcome was always the same; getting out of bed, asking questions, wanting a glass of water, all until her mother was quite annoyed. Then, quite accidentally, Tara and her mom came up with a new bedtime routine. On those hard to get to bed nights, Tara was allowed to pick two books to be read to her. The second book was always Goodnight Moon by Margaret Brown. This was a book that had a calming effect for Tara and the routine of the story reading helped her get ready to go to sleep.

This is just one way for parents to incorporate bibliotherapy into the everyday interactions with children. Bibliotherapy is the use of literature that addresses problems or issues current in the lives of children. For some children like Tara, a favorite story, poem, or song can be a comfort in a trying time. Introducing a new story or book can be equally as helpful for children because it helps to clarify feelings and validate emotions. Making up their own stories or modifying a favorite also can get children to talk and think about issues at hand.

Bibliotherapy as a technique has proven effective in both the classroom and in child therapy (Borders & Paisley, 1992; Lenkowsky, 1987). Through reading, or being read to, a story similar to their own lives, children are able to experience and deal with an issue objectively which can then be applied to their own problems/issues. The stories should show the child there is a way out, others have the same issues, you are not alone. Bibliotherapy sends the message to the child that it is acceptable to talk about this and together we can work out a solution. Hébert (1991) cautions that the simple act of reading a story is not bibliotherapy. Follow-up discussions must be incorporated in order to reinforce the issue at hand. Added outcomes of such discussion include fostering interpersonal relationships and problem solving skills. Discussions provide a forum for the child to better understand what is being said in the story and to apply it to her/his situation. It is important to note that the ramifications of this technique are greater for high ability children because of their ability to empathize, which allows them to identify with the characters, to understand metaphor, and to become absorbed in the story with a meta-understanding of the issue.

Bibliotherapy is useful because it allows the child to step back from her/his problem and experience it from an objective viewpoint. It offers the child a safe avenue to investigate feelings. For an adult having to deal with a child in distress, it can also provide a nonthreatening way to broach a sensitive subject. Always remember, bibliotherapy is a conversation starter, not ender. It should be used to open up communication. Handing a book to a child in the hopes that she/he will understand your intention is not helpful. Connections need to be facilitated and open expression should be encouraged.

Who should use bibliotherapy? Anyone who has contact with a child who is experiencing emotional turmoil or confronting a new issue that is confusing can use a technique like bibliotherapy. Counselors have used this technique quite successfully since the 1950s and 1960s. Lenkowsky (1987) points to its use as a planned therapy with three components: identification, catharsis, and insight. The use of bibliotherapy in the classroom seems to have its roots in the 1970s with the use of picture books with children (Jalongo, 1983). The popular trend in children's literature to include more emotionally laden and real-life subject matter has increased the use of bibliotherapy today. The quality of available literature is outstanding. There seems to be a greater awareness of real life issues and multicultural sensitivity among book authors and publishers. Not only are bibliotherapy approaches useful within the context of a classroom or therapy session, but more and more parents are finding it beneficial in helping their children deal with the stress of modern life. Taking the time to read a story with a child, if done in an empathetic, understanding atmosphere, can reinforce a positive sense of worth and increase the parent/child bond.

Schlichter and Burke (1994) point to two forms of bibliotherapy: developmental and clinical. Clinical bibliotherapy is employed by trained personnel, for use with children in therapy situations and is just one aspect of the treatment process that deals with deep problems. Developmental bibliotherapy is used to anticipate issues before they become a problem. For instance, reading a story about a child who is frightened about going to first grade with your kindergartner is developmentally appropriate and can prove to be helpful in allaying some of their fears. This type of bibliotherapy is useful with children who are progressing through the normal stages of growing up and who may benefit from an exploration into issues relevant to their age or experiences, e.g., bedwetting, nightmares, or fights between friends. It is when the issue becomes problematic for the child and/or family that professional help is required. If you find yourself asking questions such as the following, then maybe you need to consult with a professional. "Is this an issue I feel comfortable dealing with alone? I have tried everything I know, now what do I do?" A therapist may ask you to become part of the therapy by recommending to you certain books to read at home, but this will be in addition to the work being done in the office. The most important thing to remember is that your child is getting the help with the issue before it becomes a major life trauma.

For those parents who are looking for ways to use literature with their children, there are several sources for appropriate books for and about children. Some authors include bibliographies at the end of their works (see Hébert, 1991; Kerr, 1991; Silverman, 1993). One suggestion by Silverman is to consult a librarian who in addition to her/his own expertise, can point you to the resources like Bookfinder 5: When Kids Need Books (Spredemann-Dreyer, 1994). This work allows you to find books by subject, author, or title and includes items for children from 2-18 years. It is a helpful resource that is continually updated but just one example of many guides available to you. It is worth the trouble to explore the shelves of local libraries and bookstores; don't be timid about asking for help.

Using annotated bibliographies and suggestions by others is a good source for ideas on materials. The best way to select a story is to read the story. It may take time to find an appropriate book for use with your child. You want it to be closely related to the issue at hand, offer suggestions for coping strategies, and include a protagonist your child can relate to. Characters in stories are either humans or animals, ask yourself which will be more appropriate for your child? Can they make the leap from an animal character to their own life, or will they see such a book as babyish? The storyline and characters do not have to match your situation exactly, but be sure there is some commonality. There are many good stories available so don't compromise. Choosing a story that a child cannot relate to will negate your good intentions. Take your time, visit libraries and bookstores. Chances are you will find many more adults in the children's section than you anticipate!

There are also more formal criterion put forth by authors regarding the selection of books. Generally, selecting quality literature is of the utmost importance (Halsted, 1988). Choose books that are well written, clearly printed, and include artwork that is both relevant to the story and pleasing to the eye. Jalongo (1983) suggests there are three advantages for using literature: information, relevance, and acceptance. These three can also be used as criteria to select materials. Ask yourself if the book or story a) promotes the exchange of information between adult and child, b) enables the child to make the connection to her/his life, and finally c) validates the child's feelings and responses to the crisis or issue at hand. Any book or story that incorporates any or all of these ideas would be appropriate to use within the context of bibliotherapy.

Jane's dog ran off his leash and was hit by a car. Her father did not know how to explain to Jane that it was an accident and that sometimes these things happen. She was inconsolable; Riddles had been the family dog since Jane was a baby. A neighbor gave Jane a book called The Tenth Good Thing About Barney by Judith Viorst. Jane and her mom read this book about a little boy whose cat died. She was able to relate to how the boy in the story felt and tried to name ten good things about Riddles. Jane came up with 14 things and she and her mom drew pictures about each one. Now, whenever she feels sad about Riddles, Jane reads the book she made. Ziegler (1992) suggests that allowing the child to write his/her own story will help the healing process.

This example shows how one family dealt with the death of their pet. The bibliotherapy exercise was just one way the family helped Jane deal with Riddles' death. There were many tearfilled nights and lackluster days. Eventually, Jane got over the death of her friend, as would be expected, and the book was just one thing that helped her on her way. Immediate results cannot be expected. In fact, with some resistant children, this method will seem to fail miserably. Time is the critical factor. For some children it will take time for them to incorporate the ideas or even want to deal with the issue. Talking about emotions may be difficult and the child may be resistant but with the help from a caring adult, she/he can learn to deal with issues and not ignore them. Not attending to an issue can often lead to more problems down the line. Giving your child the space to explore issues in an open and trusting environment will further validate her/his feelings both about her/himself and you.

Borders, S., & Paisley, P. O. (1992). Children's literature as a resource for classroom guidance. Elementary School Guidance & Counseling, 27, 131-139.

Halsted, J. (1988). Guiding gifted readers. Columbus, OH: Ohio Psychology Publishing.

Hébert, T. P. (1991). Meeting the affective needs of bright boys through bibliotherapy. Roeper Review, 13, 207-212.

Jalongo, M. R. (1983, July). Using crisis-oriented books with young children. Young Children, pp. 29-35.

Kerr, B. A. (1991). A handbook for counseling the gifted and talented. Alexandria, VA: American Counseling Association.

Lenkowsky, R. S. (1987). Bibliotherapy: A review and analysis of the literature. The Journal of Special Education, 21, 123-132.

Silverman, L. K. (1993). Counseling the gifted and talented. Denver, CO: Love Publishing.

Spredemann-Dreyer, S. S. (1994). Bookfinder 5: When kids need books. Circle Pines, MN: American Guidance Service.

Ziegler, R. G. (1992). Homemade books to help kids cope. New York, NY: Magination Press.

Barrett, J. D. (1989). Willie's not the hugging kind. New York, NY: HarperTrophy.

When Willie's best friend tells him hugs are silly, Willie thinks hugs are silly, too. So no one in Willie's family hugs him anymore. But Willie knows deep down, in spite of what Jo-Jo thinks, that he is the hugging kind.

Baynton, M. (1988). Jane and the dragon. Martinez, CA: Discovery Toys.

Jane wants to be a knight but everyone laughs at her, saying that girls can't be knights. The court jester is the only person who takes Jane seriously. He lends her a small suit of armor-which turns out to be just what she needs.

Bradman, T., & Ross, T. (1990). Michael. New York, NY: Macmillan.

Michael was quite simply the worst boy in school. He was always late, usually scruffy, and never did what he was told. His teachers had just about given up on him when one day they discovered that even the most hapless student can blossom.

Brown, M. (1989). Goodnight moon. New York, NY: HarperCollins.

A little bunny says goodnight to each of the familiar things in his world.

Cohen, M. (1980). First grade takes a test. New York, NY: Greenwillow Books.

The first grade is distressed by an intelligence test which fails to measure true aptitude.

Cole, B. (1986). Princess smartypants. New York, NY: G. P. Putnam's Sons.

Not wishing to marry any of her royal suitors, Princess Smartypants devises difficult tasks at which they all fail, until the multi-talented Prince Swashbuckle appears.

Hess, D. (1994). Wilson sat alone. New York, NY: Simon & Schuster.

A little boy always does everything alone and never with his classmates, until a new girl comes to school.

Hill, E. S. (1991). Evan's corner. New York, NY: Viking.

Needing a place to call his own, Evan is thrilled when his mother points out that their crowded apartment has eight corners, one for each family member.

Jahn-Clough, L. (1994). Alicia has a bad day. Boston, MA: Houghton Mifflin.

When Alicia can't seem to cheer herself up, she tries going back to bed.

Martin, B., Jr., & Archambault, J. (1987). Knots on a counting rope. New York, NY: The Trumpet Club.

A boy learns about strength by listening to his grandfather and his own inner voice.

Most, B. (1990). The cow that went oink. San Diego, CA: Harcourt Brace.

A cow that oinks and a pig that moos are ridiculed by the other barnyard animals until each teaches the other a new sound.

Ross, T. (1989). I want a cat. New York, NY: Farrar Straus Giroux.

Jessy must be the only girl in the world without a pet. And she wants a cat. Unfortunately, her parents think cats are crawly, creepy, yowly things. But Jessy isn't going to let that stand in her way, and she comes up with a wonderful plan.

Simon, N. (1991). I am not a crybaby. New York, NY: Puffin Books.

Children describe a variety of situations that make them want to cry, emphasizing that crying is a normal reaction.

Smith, L. (1991). Glasses, who needs 'em? New York, NY: Puffin Books.

A boy is unhappy about having to wear glasses, until his doctor provides an imaginative list of well-adjusted eyeglass wearers.

Viorst, J. (1972). Alexander and the terrible, horrible, no good, very bad day. New York, NY: Aladdin Books.

One day when everything goes wrong for him, Alexander is consoled by the thought that other people have bad days, too.

Viorst, J. (1971). The tenth good thing about Barney. New York, NY: Aladdin Books.

In an attempt to overcome his grief, a boy tries to think of the ten best things about his dead cat.

Waber, B. (1972). Ira sleeps over. Boston, MA: Houghton Mifflin.

Ira has to decide whether to bring his teddy bear with him when he sleeps over at Reggie's house. His dilemma is solved by a surprising revelation.

Willis, J., & Varley, S. (1986). The monster bed. New York, NY: Lothrop, Lee & Shepard Books.

A little monster is afraid to go to bed because he thinks humans will get him while he is asleep.

Zolotow, C. (1972). William's doll. New York, NY: HarperTrophy.

More than anything, Williams wants a doll. "Don't be a creep," says his brother. "Sissy, sissy," chants the boy next door. Then one day someone really understands his wish, and makes it easy for others to understand, too.

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A Parent's Guide to Helping Children: Using Bibliotherapy at Home | The National Research Center on the Gifted and Talented (1990-2013)

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Mary Rizza University of Connecticut Storrs, CT There were nights when it seemed impossible to get Tara into bed. It was hard to distinguish what set her of ...

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Hopefully we've all had that experience of reading a book that powerfully "spoke" to us, a book whose characters we could relate to, and whose struggles and triumphs we identified with. Taking this experience a step farther is the strategy of bibliotherapy, the process of helping the reader learn about and cope with any social or emotional struggles or developmental needs by identifying with a character in a book who shares a similar struggle or need. The reading is typically followed up by discussion with a trusted adult.

Bibliotherapy of course can be done with all students, particularly students who might be experiencing a divorce in the family, a learning disability, adoption, etc. Today I want to talk a bit about using developmental bibliotherapy specifically with gifted students. A fair amount has been written already (see links at the bottom of this post) about what bibliotherapy is and why it's important to do with gifted students. Essentially, by having gifted students read literature and/or biographies featuring gifted children or adults, the students can gain insights into their own giftedness. Through bibliotherapeutic reading, the gifted kids are presented with ideas for how to cope with some of the struggles they encounter because they are gifted. These struggles can include trouble finding meaningful friendships, existential depression, dealing with high expectations (whether internal or external), and being a unique learner when most around them don't learn as they do.

In addition to helping them learn new strategies for dealing with their various social and emotional issues, bibliotherapy with gifted kids can help them to better understand themselves, their sensitivity, and their quirks. It can allow them to learn about themselves vicariously and to know that they're not alone, that others have - and have had - the same concerns or problems. It can expose them to new ways of thinking about and seeing the world around them. And it can help them gain insight into themselves by connecting with or identifying with a character in a book who is similar to them or who has similar obstacles to overcome.

The reality is that gifted kids don't always have everything going for them, despite what others may mis-perceive about them in that regard. They're certainly not all in need of clinical therapy, either, but - as I point out to the parents of my students - raising (or teaching) a gifted child is usually not the cakewalk that everyone else assumes it to be... because they come packaged with all these worries, sensitivities, quirks, and surprises, together with their unique intelligence. (I've had parents' eyes tear up when I say that to them... It's often their first acknowledgement from someone outside the family that raising their gifted child is far more of a challenge than others realize.)

My angle today is to offer a concrete example of how I'm using this strategy with my students, with the aim of perhaps giving the rest of you some ideas for how to use this strategy with your own gifted students or children.

There are certainly millions of books out there that gifted kids would love reading, but I know that "just any ol' book" wouldn't qualify for the purpose I have in mind. So I set some criteria for creating a booklist for this lesson:

First, in my case I am doing this with my 5th and 6th graders, so criteria #1 is that the content of the books has to be appropriate for them. While on my hunt for books to add to the list, I came across many that would be excellent to use in this way with older gifted kids, but I didn't feel comfortable putting them on the list for my 5th & 6th graders.

Secondly, I wanted books with a reading level of about 5th grade or higher, preferably higher if possible. Most of my 5th & 6th graders read on a high school level and I want the vocabulary and sentence structure to be challenging enough for them. [Yet, as any parent or teacher of a gifted child can tell you, getting criteria #1 and criteria #2 here to mesh together is not always easy!]

Third, I wanted books that have at least one main character who is relatively obviously gifted AND their giftedness is a relevant factor in the storyline. Again, I eliminated many otherwise-awesome books as candidates for the list because they didn't meet this criteria. But I stuck to it because what I have in mind for the students to do with their books wouldn't be nearly so relevant or even possible if the book didn't match this criteria. The exploration of giftedness (or some of its concomitant issues) had to be a factor of the book.

And fourth, I wanted a variety of books on the list, to meet the varying interests of my students. So some of them have a boy main character, some have a girl main character. Some are historical fiction, some are realistic fiction, some are science fiction, some are biographies, some are poetry, some are first-person accounts of real-life events, some are non-fiction, some are mysteries, and together they feature main characters from a variety of cultural and economic backgrounds, as well as different periods in time.

The kids have read through the list of books and each has chosen which book he or she wants to read. And I have given the kids bookmarks to use that have the following questions on them:

* Who in the book do you identify with and why?
* What situations/events/problems do you identify with and why?
* Do you agree or disagree with the significant decisions the main character(s) made? Why?
* How did being gifted impact the character's life? (in positive and/or negative ways)
* In what ways was the character gifted? How did you know he or she was gifted? (i.e. What, to you, were the identifiable characteristics?)
* What do you think are the messages the author is trying to send with this book? (Or: What do you think was the author's purpose for writing this book?)
* Do you agree or disagree with the author's message? Why?

Their reading will be followed up with some group discussion of gifted characteristics and issues, and the kids will also have time to create some sort of project on their book that answers all or most of the above questions. What kind of project they do is very open-ended (write an essay, do a PowerPoint, give a speech, write a play or poem or song, do a poster or diagram, etc.)

This is not an exhaustive booklist by any means, but it's a start. I fully expect this list to grow as the years go by, and a few of these books could potentially even be taken off the list if they don't fit the criteria as well as I had thought they would. Feel free to add your own ideas and recommendations, keeping in mind criteria #3 most of all. (A special shout out of "thanks" goes to the librarians in my district whose expertise was invaluable in helping me put together this list!)

Alvin Webster's Surefire Plan for Success and How it Failed by Sheila Greenwald.

Anastasia Krupnik by Lois Lowry.

Apollo 13 by James Lovell and Jeffrey Kluger.

Arilla Sun Down by Virginia Hamilton.

The Bat-Poet by Randall Jarrell. (For this purpose, an excellent book to combine with "Jonathan Livingston Seagull," listed below.)

Been Clever Forever by Bruce Stone.

Belle Prater's Boy by Ruth White.

Bud, Not Buddy by Christopher Curtis.

Carry On, Mr. Bowditch by Jean Lee Latham.

Carver: A Life in Poems by Marilyn Nelson.

Children of the Atom by Wilmar Shiras.

The Curious Incident of the Dog in the Night-Time by Mark Haddon.

Deliver Us From Normal by Kate Klise.

Do Hard Things: A Teenage Rebellion Against Low Expectations by Alex and Brett Harris.

Einstein: A Life in Science by John Gribbin and Michael White.

Ella Enchanted by Gail Carson Levine.

Emma-Jean Lazarus Fell Out of a Tree by Lauren Tarshis.

Encyclopedia Brown, Boy Detective by Donald Sobol.

The Facts and Fictions of Minna Pratt by Patricia MacLachlan.

Fairest by Gail Carson Levine.

Flowers for Algernon by Daniel Keyes.

Forever Changes by Brendan Halpin.

Geeks: How Two Lost Boys Rode the Internet Out of Idaho by Jon Katz.

Gifted Hands: The Ben Carson Story by Ben Carson.

Good Enough by Paula Yoo.

The Great Brain by John Fitzgerald.

Harriet the Spy by Louise Fitzhugh.

A Hope in the Unseen: An American Odyssey from the Inner City to the Ivy League by Ron Suskind.

Ida B: . . . and Her Plans to Maximize Fun, Avoid Disaster, and (Possibly) Save the World by Katherine Hannigan.

Jonathan Livingston Seagull by Richard Bach.

Kids Inventing! A Handbook for Young Inventors by Susan Casey.

The Know-It-All: One Man's Humble Quest to Become the Smartest Person in the World by A.J. Jacobs.

Leonardo's Notebooks by Leonardo da Vinci (edited by Anna Suh).

Letters From Rapunzel by Sara Lewis Holmes.

Libby on Wednesday by Zilpha Keatley Snyder.

Maizon at Blue Hill by Jacqueline Woodson.

Matilda by Roald Dahl.

Millicent Min, Girl Genius by Lisa Yee.

More Than a Test Score: Teens Talk About Being Gifted, Talented, and Otherwise Extra-ordinary by Robert Schultz and James Delisle.

The Mysterious Benedict Society by Trenton Lee Stewart.

The Mysterious Case of the Allbright Academy by Diane Stanley.

My Thirteenth Winter by Samantha Abeel. (I had the opportunity to see Samantha Abeel give a keynote address at Edufest a couple of summers ago. It was absolutely fascinating to hear her real-life account of what it's like to be both gifted and learning disabled, or "twice exceptional.")

The Phantom Tollbooth by Norton Juster.

Pride of the Peacock by Stephanie Tolan.

Rocket Boys by Homer Hickam (also titled "October Sky"). (Also an AWESOME movie!)

Saving Lilly by Peg Kehret.

The School for Cool by P. G. Kain.

Seeing Emily by Joyce Lee Wong.

Smart Talk: What Kids Say About Growing Up Gifted by Robert Schultz and James Delisle.

The Snowflake Man: A Biography of Wilson A. Bentley by Duncan Blanchard.

Some Day Angeline by Louis Sachar.

Stargirl by Jerry Spinelli.

Surviving the Applewhites by Stephanie Tolan.

The Teenagers' Guide to School Outside the Box by Rebecca Greene.

The Triple Chocolate Brownie Genius by Deborah Sherman.

The View From Saturday by E. L. Konisburg.

Walt Disney: An American Original by Bob Thomas.

The Wright Brothers: How They Invented the Airplane by Russell Freedman.

A Wrinkle in Time by Madeleine L'Engle.

More good lists of other possible books for this purpose can be found at the following links:
Hoagies' List of Books Featuring Gifted Children Gifted Kids, Gifted Characters, and Great Books Books for Gifted Children Featuring Gifted Children Film and Fiction Dealing with Giftedness
GT World Reading Lists (click the "Books" link)
Mind the Gap: Engaging Gifted Readers Juvenile & Young Adult Fiction & Biography: Giftedness Resources for Students
To learn more about using bibliotherapy with gifted children, try these articles:
Nurturing Social and Emotional Development in Gifted Teenagers Through Young Adult Literature Using Biography to Counsel Gifted Young Women Guiding the Gifted Reader Using Books to Heal and Enthuse Gifted Students Role Models in Books and Movies Gifted Fictional Characters
And check out this great book as a further resource: Some of My Best Friends Are Books by Judith Wynn Halsted.

Happy reading!

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Using Bibliotherapy with Gifted Children

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Hopefully we've all had that experience of reading a book that powerfully "spoke" to us, a book whose characters we could relate to, and whose struggles and triumphs we identified with.