Social & Emotional Sensitivities In Gifted Children
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Dr. Colm O'Reilly, Director, the Irish Centre for Talented Youth and Catriona Fitzgerald, Academic Co-Ordinator, look at the complex area of social and emotional issues in gifted children during a webinar held on November 18th 2010. Summary: Framework for understanding Social and Emotional Development Self Concept of the Gifted Child Myths around this area Multipotentiality Underachievement The way forward
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Social & Emotional Sensitivities In Gifted Children
- 1. 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.
- 2. Dr.Colm O’Reilly Director,CTY Ireland Ms. Catriona Fitzgerald Academic Coordinator,CTY Ireland
- 3. Overview of the area. Framework for understanding social and Emotional Development SelfConcept of the Gifted Child Myths around this area Multipotentiality Underachievement The way forward Copyright @2010 CTYI
- 4. Terman studies and the growth of IQ Renzulli and theThree Ring Concept Gardner’s Multiple Intelligences Sternberg’sTriarchicTheory of Intelligence Gagne’s Differentiated Model of Giftedness andTalent. Copyright @2010 CTYI
- 6. Needs Issues Copyright @2010 CTYI
- 7. 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
- 8. 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).
- 9. 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)
- 10. Need to be challenged Need to be valued Need to find peer group Need to be accepted as an individual Copyright @2010 CTYI
- 11. 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. Copyright @2010 CTYI
- 12. 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. Copyright @2010 CTYI
- 13. 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. Copyright @2010 CTYI
- 14. 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. Copyright @2010 CTYI
- 15. Young people with diverse talents who could succeed at a high level in a number of fields. Copyright @2010 CTYI
- 16. 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. Copyright @2010 CTYI
- 17. A future career explored as a way of life. Not just limited to one career. Use leisure activities to pursue interests. Talk with peers!! Copyright @2010 CTYI
- 18. Underachievement is seen as a discrepancy between assessed potential and actual performance. Colangelo (2003) Copyright @2010 CTYI
- 19. 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) Copyright @2010 CTYI
- 20. Aggressive students demonstrate disruptive and rebellious behaviour. Withdrawn students seem bored and uninvolved. Rebellious students combines aggressive and withdrawn behaviours. Whitmore (1980) Copyright @2010 CTYI
- 21. To GainAttention Can be solved by rewarding good behaviour. To Gain Control of a Situation. Involves a power struggle with parents and teachers. Copyright @2010 CTYI
- 22. 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. Copyright @2010 CTYI
- 23. Helped with subjects at school Challenged students intellectually Broadened the mind Gave a better outlook on school Allowed students to be creative Copyright @2010 CTYI
- 24. Increase in self confidence. Meeting intellectual peers. Improved communication skills. Made New Friends Copyright @2010 CTYI
- 25. 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
- 26. Dr. Colm O’Reilly Director Ms. Catriona Fitzgerald Academic Coordinator t. +353 1 700 5634 e. ctyi@dcu.ie w dcu.ie/ctyi Copyright @ 2010 CTYI
- 27. Thanks to . .