Pat Schuler, Ph.D., NCC, LMHC 5th Annual ECU Gifted Conference October 5, 2011 www.ecugifted.com

1. The Social and Emotional Issues of Gifted Students: Strategies for Educators  Pat Schuler, Ph.D., NCC, LMHC Creative Insights 1654 Columbia Turnpike Castleton-on-Hudson, NY 518-257-2018 [email_address]

2. Not every child has an equal talent or an equal ability or an equal motivation, but children have the equal right to develop their talent, their ability, and their motivation. John F. Kennedy

3. Only a small percentage of gifted children have psychological adjustment problems, so why is it important to address their social and emotional needs?

6. Definitions of Giftedness “ The General Assembly believes the public schools should challenge all students to aim for academic excellence and that academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared to others of their age, experience and environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. ” (North Carolina. Gen. Stat. § 115C-150.5)

14. Local school administrators spent most of the day looking for # 3.

25. What can teachers do to help their gifted students? What 10 strategies can I use tomorrow?

26. # 1 - Recognize, Understand, & Accept Asynchrony Understand that success can mask a student ’ s needs.. Look beyond the grades - what else is happening in this student ’ s life?

27. STRATEGIES- # 2 Provide a SAFE ENVIRONMENT : physical/intellectual/social/emotional As a teacher, I possess a tremendous power to make a child's life miserable or joyous. ... In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized. Hiam Ginot, author, psychologist Every child in our classroom receives what he or she needs. Ross Greene, author, psychologist

29. STRATEGIES-Intellectual- # 3, # 4 # 3 Teach Creative Problem Solving (CPS) # 4 Raise the Learning Ceiling - offer challenge and choice • ADVANCED content- complex, indepth • HIGHER LEVEL thinking skills • SELF-DIRECTED skills- contracts • Foster a culture of achievement- “Stretch my brain” • use quotations, pose questions • INTERESTS - Opportunities for creative self-expression • End “DRILL and KILL” • Boredom is toxic to the brain! (M. Diamond) • “ Kids like me need meaningful repetitions of complex materials.” Josh

32. STRATEGIES-Intellectual- # 4 # 4 Raise the Learning Ceiling - offer challenge and choice • ADVANCED content- complex, indepth • HIGHER LEVEL thinking skills • SELF-DIRECTED skills- contracts • Foster a culture of achievement- “Stretch my brain” • use quotations, pose questions • INTERESTS - Opportunities for creative self-expression • End “DRILL and KILL” • Boredom is toxic to the brain! (M. Diamond) • “ Kids like me need meaningful repetitions of complex materials.” Josh

33. STRATEGIES-Intellectual- # 4 # 4 Raise the Learning Ceiling - offer challenge and choice • ADVANCED content- complex, indepth • HIGHER LEVEL thinking skills • SELF-DIRECTED skills- contracts • Foster a culture of achievement- “Stretch my brain” • use quotations, pose questions • INTERESTS - Opportunities for creative self-expression • End “DRILL and KILL” • Boredom is toxic to the brain! (M. Diamond) • “ Kids like me need meaningful repetitions of complex materials.” Josh

34. STRATEGIES - Social # 5 Connection! Connection! Connection! • Don’t insist introverts become extraverts- “soul-mate” • Find mentors who share similar concerns and passions • Provide opportunities for discussions on topics gifted kids face - self-understanding, expectations, perfectionism • Provide outlets for caring • Connections with similar and different peers ! ! !

35. Who Am I? And where do I fit?

36. STRATEGIES - Emotional # 6 Self-Understanding! Self-Understanding! Self-Understanding! • One of a Kind • Bio Poems • Ideal Day at school • My Needs • My Wish List • My Goals Strengths Weaknesses

37. • Bio Poem I Am That Kid Gil I am that kid who has deep mental conversations with himself because he has no one to talk to about those things. I am also that kid who can’t talk to anyone about these things because most people just don’t understand. I am that kid who is frustrated with the world because it shuns those different kids like me. I am also that kid who is shunned Just because I am not afraid to be me. I am that kid who doesn’t take life seriously because life is better when you can laugh at everything. I am also that kid who takes everything seriously because I am really unsure what to do in this thing called life.

38. STRATEGIES - Emotional # 6 Self-Understanding! Self-Understanding! Self-Understanding! • Help them to be understood, respected, and to be taken seriously. • Encouragement to excel beyond grade level expectations - “ I can handle this. I may need help, but I can handle this challenge.” • Provide criteria used to determine appropriate behavior and grades so that they can expect the system to be fair. • To know why something is being done, & reason for rules. • explaining cause and effect engages their interest and makes material more meaningful

39. STRATEGIES - Emotional- # 7 Help Them to Identify Their Feelings • Teach them to own their own feelings • not play the blame game • Teach about stress and stressors - perfectionism • Understand intensities: HALT (Hungry? Angry? Lonely? Tired?) • DEEP BREATHING! • Teach them the “Platinum Rule” “ Not everyone wants what you want.” • Consider other’s needs, perspective, intentions

40. STRATEGIES - Emotional- # 7 Help Them to Identify Their Feelings • Teach them to own their own feelings • not play the blame game • Teach about stress and stressors - perfectionism • Understand intensities: HALT (Hungry? Angry? Lonely? Tired?) • DEEP BREATHING! • Teach them the “Platinum Rule” “ Not everyone wants what you want.” • Consider other’s needs, perspective, intentions

41. I want to be a good person and live my life the right way, keeping in mind that there might be a little kid who ’ s watching what I do. Rebecca Lobo UCONN & US Olympic basketball champion • Bibliotherapy - identification, catharsis, insight STRATEGIES - Emotional- # 8

43. STRATEGIES - Emotional- # 9 TEACH COURAGE - Resiliency! • Encourage excelling beyond grade level expectations - • “ I know you can try.” • “ I can handle this. I may need help, but I can handle this challenge.” • Encourage trying new things without penalty • “ Inch by inch, it’s a cinch. Yard by yard it’s hard.” • Tell them they are capable & it matters what they do well

44. STRATEGIES - Emotional - #9 TEACH COURAGE - Resiliency! Stay in the struggle Mistakes - teach me about myself RETHINK  REFRAME  RESTATE WANT  WORK  WAIT THINGS TAKE TIME

45. STRATEGIES - Emotional - # 10 MODEL what you want to see! Because what you do matters • Teach in a safe environment - accepting of diversity • Demonstrate intellectual curiosity • Use Creative Problem Solving in your teaching • Connections • Self-understanding - goals • Identify and express your feelings in healthy ways • Courageous - share who you are, try new adventures!