Social & Emotional Sensitivities In Gifted Children
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Transcript of Social & Emotional Sensitivities In Gifted Children
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Giftedkids.ie Webinar Series
Social & Emotional Sensitivities in Gifted Children
Presented by Dr. Colm O’Reilly,
Director&
Catriona Fitzgerald, Academic Co-Ordinator
Irish Centre for Talented Youth
Supported by Social Entrepreneurs Ireland,
C.T.Y.I. & N.C.T.E.
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Dr. Colm O’ReillyDirector, CTY Ireland
Ms. Catriona FitzgeraldAcademic Coordinator, CTY Ireland
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Overview of the area.
Framework for understanding social and Emotional
Development
Self Concept of the Gifted Child
Myths around this area
Multipotentiality
Underachievement
The way forward
Copyright @2010 CTYI
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Terman studies and the growth of IQ
Renzulli and the Three Ring Concept
Gardner’s Multiple Intelligences
Sternberg’s Triarchic Theory of Intelligence
Gagne’s Differentiated Model of Giftedness
and Talent.
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Copyright @2010 CTYI
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Needs Issues
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Expectations of Others
Risk-Taking
Dissonance
Ownership
Impatience
Identity
Buescher, T. M. (1985). A framework for understanding the social and emotional development of gifted and talented adolescents. Roeper Review, 8(1), 10-15.Copyright @2010 CTYI
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Copyright @2010 CTYI
Self-Concept
includes “cognitive, perceptual, affective and evaluative facets” (Hoge & Renzulli, 1993, p. 449).
“a person’s self-perceptions formed through experience with and interpretations of one’s environment … (and) are influenced especially by evaluations by significant others, reinforcements, and attributions for one’s own behaviour” (Marsh & O’Mara, 2008, p.543).
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Copyright @2010 CTYI
Global Self-Concept
Academic SC
Achievement
Ability
Classroom
Non-Academic SC
Social
Family
Peers
Self-presentation
Confidence in Self
Physical
Physical Appearance
Physical Skills
Song & Hattie’s Hierarchical Model (1984)
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Need to be challenged
Need to be valued
Need to find peer group
Need to be accepted as an
individual
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Gifted students should be with students their
own age
Being well rounded should be the primary
goal for gifted student development
Adults and teachers know what gifted
children experience.
Everyone is gifted or nobody is gifted.
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Gifted students development is often out of synch
They demonstrate advanced academic aptitude but often are unable to deal with the social implications of this.
There is a need to fit in but this can be difficult.
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Studies have shown that secondary school students are uncomfortable with the term gifted to describe their ability.
Can lead to high expectations from parents and teachers.
Classmates in school often unsupportive.
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Almost 50% of gifted students are introverted compared to 25% of regular population.
This does not mean gifted students are anti-social rather that they use an internal frame of reference when generating ideas.
This can cause problems when they need to communicate these ideas.
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Young people with diverse talents who could succeed at a high level in a number of fields.
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Hard to narrow down options to a single career
May suffer from perfectionism
May be coerced by parents and teachers to take high points courses.
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A future career explored as a way of life.
Not just limited to one career.
Use leisure activities to pursue interests.
Talk with peers!!
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Underachievement is seen as a discrepancy between assessed potential and actual performance.
Colangelo (2003)
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Temporary underachievement is often in response to a situational stress or event.
Chronic underachievement is where someone has a pattern of underachievement across a variety of situations.
Reis (1998)
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Aggressive students demonstrate disruptive and rebellious behaviour.
Withdrawn students seem bored and uninvolved.
Rebellious students combines aggressive and withdrawn behaviours.
Whitmore (1980)
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To Gain Attention
Can be solved by rewarding good behaviour.
To Gain Control of a Situation.
Involves a power struggle with parents and teachers.
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Make curriculum more interesting.
Being part of a good peer group can prevent underachievement.
Being part of clubs and extra-curricular activities help reduce underachievement.
Be vigilant! Even though it’s not happening now doesn’t mean there won’t be a problem in the future.
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Helped with subjects at school
Challenged students intellectually
Broadened the mind
Gave a better outlook on school
Allowed students to be creative
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Increase in self confidence.
Meeting intellectual peers.
Improved communication skills.
Made New Friends
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Encourage controlled risk taking
Provide a variety of social experiences.
Read biographies of eminent individuals.
Get mentorship opportunities.
Allow them to be who they want to be.
Struggles and emotional turmoil happen to everyone. We can’t avoid them, it’s dealing with them that matters.
Copyright @2010 CTYI
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Dr. Colm O’ReillyDirector
Ms. Catriona FitzgeraldAcademic Coordinator
t. +353 1 700 5634
w dcu.ie/ctyi
Copyright @ 2010 CTYI
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Thanks to . .
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