© 2011 by The Johns Hopkins University. All

© 2011 by The Johns Hopkins University. All rights reserved. the Social & Emotional Needs of Gifted Learners

Outcomes Participants will be able to: Specify affective characteristics Apply knowledge of affective characteristics in case studies Make inferences to appropriate interventions 2

Exceptional reasoning ability Intellectual curiosity Rapid learning rate Advanced cognitive development in one or more academic areas Complex thinking Intellectual and Personality Characteristics of Gifted Learners 3 Lengthy attention span Divergent thinking Keen sense of justice Capacity for reflection Early language or reading development

Questioning of authority, system Tendency toward introversion Highly sensitive Highly self-critical Perfectionist Intellectual and Personality Characteristics (cont.) 4 Insightfulness Developed sense of humor Need for intellectual stimulation Need for precision/logic Intensity Nonconformity

Affective Needs of Gifted Learners Dealing with perfectionism Fear of failure Understanding giftedness Feelings of being different Need for risk taking Developing relationships and social skills 5 Communication and effects of introversion High expectations of self and others Inner self; exploring experiences and feelings Sensitivity toward others; tolerance

What impact do affective needs of gifted learners have on their academic and social experiences? Social/Emotional Issues 6

In General, Gifted Children Are as Well Adjusted as Most Other Children. When they do have social/emotional issues, some of the causes are: Reactions to the gifted label Failure of the educational system to address uniqueness of learning needs Stress from self-criticalness, perfectionism, meeting others’ expectations, fear of failure, fear of success Difficulty in finding intellectual peers 7

Perfectionism: Pitfalls and Promises Need for order Self-acceptance of mistakes View of personal effort as important Use of positive coping strategies with perfectionistic tendencies Anxiety about making errors Extremely high standards for self Questioning own judgments Need for constant approval Lack of effective coping strategies Attributes of Healthy Perfectionists Attributes of Dysfunctional Perfectionists 8

Issues of Underachievement 9

What Enhances Student Motivation? Challenging work (“Flow”) Emphasis on effort and ability Constructive use of leisure time Affective issues in balance Emphasis on process (vs. product) Matched skill level with interest 10

Adolescent Characteristics of Giftedness May be developmentally advanced in one or more areas (uneven development) Learn at a faster pace in selected areas Ask and explore complex abstract questions and issues Experience complex social relationships and issues Desire individual responsibility Are hypercritical of self and others 11

In what ways can gifted learners’ social/emotional needs be addressed in schools? Interventions 12

Best Practices of Counseling the Gifted Academic: goal setting, blueprints, academic rigor, stress management Personal/Social: stress reduction, social skills, identity/self-concept Career: “over choice,” exploration/discovery, flexible planning, future contributions, “right” colleges/careers 13

Best Practices of Counseling (cont.) G/T Specific: self/other expectations, perfectionism, control, managing “stigma”, hiding gifts, understanding giftedness Counseling Relationship: core conditions, freedom to discuss being gifted, counselor knowledge of G/T Strategies: individual dialogue, small group, classroom guidance, journaling, bibliotherapy/cinematherapy, partnerships, etc. 14

Affective Components of a Gifted Program Self-assessment Philosophy of life Bibliotherapy (literature and biography) Journal of crystallizing experiences Talent development plan Seminars on gifted issues (e.g., perfectionism, relationships, identity) 15

Some of My Best Friends Are Books: Halsted’s Grades 6–8 Bibliotherapy Themes Achievement Aloneness Arrogance Creativity Differentness Drive to understand Identity Intensity Introversion Moral concerns Perfectionism Relationship with others Sensitivity Using ability 16

Affective Needs and Interventions 17

Application #1: Milton Case Study Examine case study data. What affective characteristics does the student exhibit? What interventions might be planned for the student by teachers and others in the school environment? 18

Application #2: Myth Activity How would you combat the following myths about gifted learners among your faculty: Gifted students have poor social adjustment. Gifted students are aloof and conceited. Gifted students can best deal with social emotional development in settings where they are the only gifted learner. 19

In what ways are gifted learners socially “at risk” in a general education environment? What are some practical suggestions for teachers in supporting the social and emotional needs of gifted students? Discussion Questions 20 20

How do affective characteristics of gifted students impact on school performance? Think of a student you know for whom these characteristics hinder or help. Session Reflection 21

“I was different. I was always different. Why didn’t anybody notice me.” –John Lennon 22