Social & Emotional Development of the...
Transcript of Social & Emotional Development of the...
Joyce E. Juntune, Ph.D.Texas A&M University
College Station, TX 77843(979) 776-9347
Social & Emotional
Development
of the Gifted
What teachers need to know---
Understanding theSocial & Emotional
Aspects ofGiftedness
Social & Emotional Development of GT © J. Juntune, 2012 pg. 1
t. Asks mony guestions2. Possesses lorge omounts of informotion on specific things3. Wqnts to know "*hy" or "how"4. Concern qbout social ond politicol issues5. Hos own ideo obout how something should be done6. Enjoys deboting7. Hos a better reoson for not doing something thon you hove forr doing it8. Becomes impotient with work thdi is not "p6rf ect"'9. Finds routine ossignments unchollenging10. Thinks deeper ond longer obout things qnd incidents11. Thinks differently12. Loves obstract ideos13. Hos o sense of humor14. Shows unusualobility in o specific oreo15. Hos o vivid imoginotion16. Hos o long conCentrotion in oreos of own interest17. Combines ideos18. Hqs o high level of enerry ond octivity19. Sees relqtionsh ips belween ideos20. Hqs o good memory
P
c
s
E
osynchrnonous development
Social & Emotional Development of GT © J. Juntune, 2012 pg. 2
The Brain and Adolescence
Frontal Lobe –
Emotions (Amygdala) –
Hippocampus (Cognitive Load) ‐
Social & Emotional Development of GT © J. Juntune, 2012 pg. 3
Trou
ble
Traits
S
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Social & Emotional Development of GT © J. Juntune, 2012 pg. 4
Overexcitabilities - Dabrowski
psychomotor
sensual
**** intellectual ****
**** imaginational ****
**** emotional ****description & visual implications
Social & Emotional Development of GT © J. Juntune, 2012 pg. 5
Erikso
n’s
Eigh
t Life
-Spa
n Dev
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0-1
Year
1-3
3-6
6-12
12-2
020
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40-6
565
-de
ath
trust
autonomy
initiative
industry
generativity
ego integrity
identity
intimacy
mistrust
shame & doubt
guilt
inferiority
role confusion
isolation
stagnation
despair
Social & Emotional Development of GT © J. Juntune, 2012 pg. 6
Affective Characteristics Associated With Giftedness
emotional sensitivity
unusual sensitivity to the feelings of others
heightened self-awareness
feelings of being different
idealism and a sense of judgment
early development of inner focus of control
high expectations
perfectionism
strong need for consistency between abstract values and personal actions
advanced levels of moral judgment
early concerns about death
high energy
aesthetic sensitivity
Social & Emotional Development of GT © J. Juntune, 2012 pg. 7
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Social & Emotional Development of GT © J. Juntune, 2012 pg. 9
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Social & Emotional Development of GT © J. Juntune, 2012 pg. 11
Nam
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Social & Emotional Development of GT © J. Juntune, 2012 pg. 12
Name ______________________________________________
Social & Emotional Development of GT © J. Juntune, 2012 pg. 13
UN
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Social & Emotional Development of GT © J. Juntune, 2012 pg. 15
Name
I am good at ... I am working on ...
Social & Emotional Development of GT © J. Juntune, 2012 pg. 16
Nam
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Social & Emotional Development of GT © J. Juntune, 2012 pg. 17
The 8 Great Gripes of Gifted Kids Connie C. Schmitz & Judy Galbraith
1. No one explains what being gifted is all about-it's kept a big secret. • What does giftedness mean? • Do people know how and why they are chosen for the program? • How are gifted people the same & different from others? • Ability vs. Achievement tests
2. School is too easy and too boring. • What does being bored mean? (I'm afraid to make the effort., I'm lonely., I
really don't know how to focus or get involved., I'm angry they're making me do this again., I'm mad about something unrelated.)
• Today's students are used to being passively entertained!
3. Parents, teachers, and friends expect us to be perfect all the time. • perfectionism • feelings associated with failure • what to do about expectations- ours & theirs
4. Friends who really understand us are few and far between. • aloneness vs. loneliness
5. Kids often tease us about being smart. • discuss reasons for teasing and how to respond. • sensitivity
6. We feel overwhelmed by the number of things we can do in life. • multipotentiality • goal setting
7. We feel different, alienated. • mentors • “cluster”
8. We worry about world problems and feel helpless to do anything about them.
• sensitivity vs. apathy • social responsibility
Social & Emotional Development of GT © J. Juntune, 2012 pg. 20
How Much of a Perfectionist are You? From “Perfectionism” What’s Bad About Being Too Good?” (Rev Ed)
M. Adderholdt-Elliott & J. Goldberg - 1999 Read each statement, then rate each one according to whether you-- strongly agree + 2 agree somewhat + 1 can’t decide 0 disagree somewhat - 1 strongly disagree - 2 Answer with your first thought to get the truest response. _________ 1. I’m critical of people who don’t live up to my expectations. _________ 2. I get upset if I don’t finish something I start. _________ 3. I do things precisely down to the very last detail. _________ 4. I argue about test scores I don’t agree with, even when they won’t
affect my final grade.
________ 5. After I finish something I often feel dissatisfied. ________ 6. I feel guilty when I don’t achieve something I set out to do. ________ 7. When a teacher hands back one of my papers, I look for mistakes before
looking for right answers or positive comments.
________ 8. I compare my test scores with those of other good students in my class. ________ 9. It’s hard for me to laugh at my own mistakes. ________ 10. If I don’t like the way I’ve done something, I start over and keep at it until I get it
right.
Social & Emotional Development of GT © J. Juntune, 2012 pg. 21
Perfectionist Continuum
If your total is between + 15 and + 20, you’re Too Good To Be True. If your total is between + 10 and + 14, you’re
Too Good For Your Own Good. If your total is between + 5 and + 9, you’re a Borderline Perfectionist. If your total is between + 1 and + 4, you’re a Healthy Pursuer of
Excellence. If you total is between 0 and - 5, you’re Used to Hanging Loose. If your total is between - 6 and - 10, you’re A Little TOO Relaxed. If your total is between - 11 and - 20, you’re Barely Breathing.
Social & Emotional Development of GT © J. Juntune, 2012 pg. 22
Characteristics of Perfectionism Adapted from Adderholt-Elliott (1987)
by Rimm and Davis (1998) in Education of the Gifted and Talented
People with perfectionist tendencies:
Stay up all night (or two nights) working on a paper and then turn it in late because it had to be absolutely perfect.
Make themselves sick trying to maintain straight A grades. They might
even cheat! Argue about test scores, even when they don’t affect final grades. Have sweaty palms and accelerated heart rate the morning of tests—
because there is a chance of missing a couple of questions. Compulsively compare test scores with those of other good students. Procrastinate—they study and write papers at the last minute. While
procrastination sounds inconsistent with perfectionism, it is not. Each new project contains the treat of failure, and so starting is put off. Procrastination also presents an ego-saving insurance policy—“If I don’t have enough time, I can’t do perfect work.”
Work alone, because no one is as good as they are. Are resentful of editorial changes to their work. Are critical of and refuse to associate with non-straight A students. Avoid new experiences, because they pose a threat of making mistakes or
failing. Get upset if something started cannot be finished. Are overly precise. Often feel dissatisfied with or even guilty about good work.
Social & Emotional Development of GT © J. Juntune, 2012 pg. 23
List of Feelings/Emotions
Joyce E. Juntune, 2001
1. surprised 2. lonely 3. compassionate 4. persistent 5. ambitious 6. energetic 7. sympathetic 8. frustrated 9. hopeless 10. hopeful 11. fascinated 12. curious 13. resigned 14. sad 15. ecstatic 16. depressed 17. encouraged 18. angry 19. rejected 20. desperate 21. ridiculous 22. wise 23. witty 24. secure 25. disgusted 26. charged-up 27. insecure 28. exuberant 29. fantastic 30. confused 31. bored 32. terrific 33. marvelous 34. elated 35. scared 36. embarrassed 37. interested 38. discouraged 39. joyful 40. delighted
41. amazed 42. superior 43. irritated 44. content 45. dizzy 46. successful 47. happy 48. skeptical 49. puzzled 50. thoughtful 51. pleased 52. light-hearted 53. perplexed 54. annoyed 55. overwhelmed 56. neglected 57. disgruntled 58. listless 59. playful 60. exasperated 61. determined 62. hyper 63. eager 64. frightened 65. nervous 66. afraid 67. supportive 68. important 69. inferior 70. up and down 71. jittery 72. sensational 73. warm 74. down-trodden 75. elegant 76. gleeful 77. surprised 78. flabbergasted 79. infuriated 80. soured
81. relieved 82. overbearing 83. mischievous 84. negative 85. aloof 86. apathetic 87. comical 88. sneaky 89. jealous 90. envious 91. weary 92. defeated 93. capable 94. independent 95. responsible 96. deceitful 97. negligent 98. grateful 99. doubtful 100. submissive 101. numb 102. reflective 103. obnoxious 104. unsure 105. proud 106. quiet 107. excited 108. disappointed 109. horrid 110. amazed 111. low 112. high 113. euphoric 114. conceited 115. satisfied 116. protective 117. resigned 118. neutral 119. incomplete 120. rewarded
Social & Emotional Development of GT © J. Juntune, 2012 pg. 24
Name
day feeling/emotion thoughts/reflections
Social & Emotional Development of GT © J. Juntune, 2012 pg. 25
Invent - a - Feelingbased on the work of Bob Eberle
1. Name the new feeling.(combine parts of the names of the two original feelings)
2. Define the new feeling.(combine parts of the definitions of the two original feelings)
3. Give an example of a time when we might experience this new feeling.
4. Make a simple illustration or sketch to representthe new feeling.
Social & Emotional Development of GT © J. Juntune, 2012 pg. 26
What is Bibliotheraphy?????
the use of books to help people solve problems
the practice of recommending books to students for guidance in solving problems
the use of selected reading materials as guidance in the solution of
personal problems
taking the power of the written word and constructively applying it to one’s own life
the use of books to assist in understanding of one’s self
the use of assigned or shared reading as the basis for discussion about
a situation or problem a person is facing
a process or activity designed to help individuals solve problems or better understand themselves through their responses to literature or media
a technique for using books to help gifted and talented children discuss and develop alternative approaches for meeting their special challenges and problems. (Frasier, 1981)
Social & Emotional Development of GT © J. Juntune, 2012 pg. 27
Elements of Bibliotheraphy
Universalization & Identification
- they are not the only ones with the problems, fears, or frustrations
- students may also identify with the animals in a story - students will sometimes identify other people or family
members with the characters Catharsis
- the students often live vicariously through the characters in the story - identifying with a fiction character and living through
experiences and feelings with the character can also be intense and painful
Insight
- authors of fiction generally are more trusted that peers and adults because they rarely impose judgment - through reading children may become more aware of human motivation and rationalizations for behavior
Social & Emotional Development of GT © J. Juntune, 2012 pg. 28
Recommendations for Making Bibliotheraphy Work
1. One must be able to empathize without moralizing.
2. It is more than just the casual recommendation of a certain book to an individual student---it is a deliberate course of action that requires careful planning.
3. All books chosen should have literary merit---a poorly written novel with
stereotyped characters and simplistic answers to complex question will probably do more harm than good.
4. The book must be applicable to the situation the student is facing.
5. The book should be within the reading/comprehension level of the student.
Guidelines and Procedures
motivate with introductory activities
allow time for the student to read the material without rushing
allow for an incubation time
provide follow-up discussion time, using questions that take the student from literal recall to synthesis and “real-life” applications
direct the student towards closure---“What ideas do you have?
What would you like to try?”
Social & Emotional Development of GT © J. Juntune, 2012 pg. 29
Boo
k (title/a
utho
r)
Issu
e
A
ctivity
Best
Fri
ends
Stev
en K
ello
gg
Rum
pels
tilt
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prom
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Des
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tim
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r fr
iend
sdi
sapp
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ed y
ou.
Wha
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u do
?W
hat
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n?H
ave
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sapp
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ed a
fri
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Des
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prom
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and
forg
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it.
Wha
t ha
ppen
ed?
Wha
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d yo
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arn?
Find
exa
mpl
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f pe
ople
who
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hen
it w
as u
npop
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to
help
.Pi
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f th
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ll th
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stor
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e a
list
of t
hing
s yo
u ow
nth
at a
re s
peci
al.
Wha
t do
es o
wner
ship
mea
n?Il
lust
rate
the
thi
ngs
you
own
whic
hno
one
can
tak
e fr
om y
ou.
Social & Emotional Development of GT © J. Juntune, 2012 pg. 30
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Book
(tit
le/a
utho
r)U
nit
Issu
eA
ctiv
ity/
Exte
nsio
n
Th
e S
carl
et P
imper
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Baro
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Pen
guin
Boo
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New
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Con
form
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M
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tain
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i
ndiv
idu
ality
wh
en
fac
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ith
adve
rsit
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Lis
ten
to
the
son
g’ “
Into
th
e Fir
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from
th
e B
road-
way
cast
rec
ordin
g of
Th
e S
carl
et P
imper
nel
. I
na
shor
t es
say
com
men
t on
how
th
is s
ong
reflec
tsS
ir P
ercy
’s c
har
acte
r in
th
e n
ovel
. I
n y
our
dis
cuss
ion
, in
clu
de
lyri
cs w
hic
h y
ou f
eel
aptl
ydes
crib
e h
ow S
ir P
ercy
fac
ed c
hal
len
ges
or o
b-
stac
les
he
enco
un
tere
d.
Giv
e ex
ample
s on
how
yo
u f
ace
chal
len
ges
in y
ou
r life
. R
efle
ct o
nst
ren
gth
s an
d w
eakn
esse
s in
you
r pro
ble
mso
lvin
g ab
ilit
ies.
Th
e C
olor
Pu
rple
Alice
Walk
erH
arc
ourt
Bra
ce J
ovan
ovic
hN
ew Y
ork
1982
Th
e E
mpty
Pot
Dem
iF
itzh
enry
& W
hit
esid
e, L
td
1990
Dev
elop
ing
a
sati
sfyi
ng
ph
ilos
oph
y
of l
ife
Fem
ale
“fea
r of
succ
ess”
Sta
yin
g tr
ue
to
you
rsel
f des
pit
e
soci
etal
pre
ssu
res
to
con
form
.
Con
sider
th
e sp
ecific
ways
in
wh
ich
you
get
ase
nse
on
Cel
ie’s
sel
f-im
age
at v
ario
us
spot
s in
the
nov
el.
How
do
peo
ple
com
mu
nic
ate
thei
rse
lf-i
mag
es i
n e
very
day
life
?D
escr
ibe
five
sit
uat
ion
s in
wh
ich
sel
f-im
age
has
bee
n e
xpre
ssed
. (P
eople
you
kn
ow o
r re
ad a
bou
t.)
How
do
you
wan
t peo
ple
to
see
you
? W
hat
can
you
do
to c
omm
un
icat
e th
e se
lf-i
mag
e yo
u h
ope
oth
ers
see?
Lis
t or
dra
w:
“Th
ree
thin
gs I
do
wel
l...”
“A w
ay
I am
un
iqu
e...”
Dis
cuss
an
d s
har
e as
a g
rou
p.
Hav
e ea
ch p
erso
n c
olle
ct i
tem
s th
at r
epre
sen
tw
hat
is
impor
tan
t to
th
em in
life.
H
ave
each
stu
den
t pre
sen
t th
eir
“Life
in a
Bag.
”(A
. Pro
pp,
98)
(J.
Woo
dw
ard
, 98)
(G.
Ols
on,
98)
Social & Emotional Development of GT © J. Juntune, 2012 pg. 31
Ana
lysis
& Co
mpa
riso
n
situ
atio
n in
boo
km
y si
tuat
ion
idea
s I
can
use
© J
. Jun
tune
, 200
1
Social & Emotional Development of GT © J. Juntune, 2012 pg. 33
Frequently occurring problems . . .
difficulty with socialrelationships
- isolation from peers
boredom
-lack of sufficientchallenge inschoolwork
nonconformity
-resistence to authority
difficulty in acceptingcriticism
- sensitive
anxiety
- depression
conformity pressures
- hiding talents to beaccepted
Social & Emotional Development of GT © J. Juntune, 2012 pg. 34
excessivecompetitiveness
developing a satisfyingphilosophy of life
difficulty in selecting asatisfying vocation
(multipotentiality)
intellectual frustrationin day-to-day andlife situations
understanding the natureand significance ofindividual differences
poor study habits
refusal to do routine, repetitious
assignments
Social & Emotional Development of GT © J. Juntune, 2012 pg. 35
A Few Selected Books for Use With Bibliotheraphy J. Juntune, 2001
Cannon, J. (1993). Stellaluna. San Diego, CA: Harcourt. ISBN: 0-15-280217-7 Chibosky, S. (1988). Who owns the sun? Kansas City, MO: Landmark Publishing. ISBN: 0-933849-14-7 Cooney, B. (1996). Eleanor. New York: Viking. ISBN: 0-670-86159-6 dePaola, T. (1989). The art lesson. New York, NY: The Putnam & Grosset Group. ISBN: 0-698-11572-4 Kellogg, S. (1986). Best friends. NY, NY: Dial Books for Young Readers. ISBN: 0-8037-0829-7 Langley, J. (1991). Rumpelstiltskin. New York: Harper Collins. ISBN: 0-06-020198-3 Lepsck, I. (1992). Leonardo da Vinci. Hauppauge, NY: Barron's Educational Series. ISBN: 0-8120-1451-0 Morrison, T. (1999). The big box. NY, NY: Hyperion Books for Children. ISBN: 0-7868-1291-5 Richmond, M. (2001). Hooray for you. Minneapolis, MN: Waldman House Press. ISBN: 0-931674-44-1 Shannon, D. (1998). A bad case of stripes. New York, NY: The Blue Sky Press. ISBN: 0-590-92997-6 Winter, J. (1988). Follow the drinking gourd. New York: Dragonfly Books (Alfred A. Knopf). ISBN: 0-679-81997-5 Dreyer, S. S. (1994). The bookfinder. Circle Pines, MN: American Guidance Service. ISBN: 0-88671-169-X (for Vol. 5) Halstead, J. W. (2002). Some of my best friends are books (2nd ed.). Scottsdale, AZ: Great Potential Press. ISBN: 0-910707-51-0
Social & Emotional Development of GT © J. Juntune, 2012 pg. 36
Name ________________________________________________
Role Family Friends
Social & Emotional Development of GT © J. Juntune, 2012 pg. 37
Recommended Readings
Adderholdt, M., & Goldberg, J. (1999). Perfectionism (Rev. Ed.). Minneapolis, MN: Free Spirit Publishing.
Delisle, J., & Galbraith, J. (2002). When gifted kids don’t have all the answers.
Minneapolis, MN: Free Spirit Publishing. Delisle, J., & Galbraith, J. (1996). The gifted kids survival guide: A teen handbook.
Minneapolis, MN: Free Spirit Publishing. Galbraith, J. (1998). The gifted kids’ survival guide: For ages 10 & under. Minneapolis, MN:
Free Spirit Publishing. Greenspon, T. S. (2002). Freeing our families from perfectionism. Minneapolis, MN: Free
Spirit Publishing. Halstead, J. W. (2002). Some of my best friends are books. (2nd ed.). Scottsdale AZ: Great
Potential Press, Inc. Kerr, B. A. (1994). Smart girls (Rev Ed). Scottsdale, AZ: Gifted Psychology Press. Kerr, B. A., Cohn, S. J., & Webb, J. T. (2001). Smart boys: Talent, manhood, and
the search for meaning. Scottsdale, AX: Great Potential Press. Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). The social and emotional
development of gifted children. Waco, TX: Prufrock Press. Roeper, A. (2007). The "I" of the beholder. Scottsdale. AZ: Great Potential Press. Walker, S. Y. (1991). The survival guide for parents of gifted kids. Minneapolis, MN: Free
Spirit Publishing. Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1994). Guiding the gifted child. Scottsdale,
AZ: Gifted Psychology Press. Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005).
Misdiagnosis and Dual Diagnosis of Gifted Children and Adults. Scottsdale, AZ: Great Potential Press.
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http://www.freespirit.com/ http://www.giftedbooks.com/ http://www.sengifted.org/
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“One of the greatest gifts a counselor orteacher can give gifted young people is anappreciation of their sensitivities, intensities,and passions. Feeling everything more deeplythan others do is both painful and frightening.
There is often a secret fear, ‘ There must besomething wrong with me...Maybe I’m crazy-nobody seems to be bothered by this but me.’It doesn’t help when people say ‘Lighten up!’ or‘You’re too sensitive.’
What does help is a supportive adult whotakes time to listen to the student’s feelingsand who explains that such feelings are normalfor gifted persons—that they come with theterritory. A reassuring adult can dispel astudent’s fears and help them find ways ofcoping with their strong emotions. But thefirst step is honoring those emotions, in boysas well as in girls.
L. Silverman, Counseling the Gifted and Talented p.17
Social & Emotional Development of GT © J. Juntune, 2012 pg. 39