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than a minute? Dont be such a perfec-tionist! Stop asking so
many questions
Parents who do not understand theirgifted childs amplified ways
of being maunknowingly respond in ways that have anegative impact
on self-perception.
Helping gifted kids understand,modulate and make effective use
of theiramplified ways of being will enhance thei
academic growth and social developmentand will become the
foundation of apositive gifted identity. A positive giftedidentity
will increase the chances thatexistential depression and other
emotionacrises often faced by gifted children can
be dealt with in a healthy manner.
CTD: Can you explain what you mean
by sensitivity?
Many gifted children are highly sensitiveand intense. That
sensitivity may include strong sense of justice as well as
empathyfor people and animals. Kazimierz
Dabrowski outlined five specific areas inwhich a gifted child
could exhibit overexcitability (what we are referring to
asamplified ways of being) as a natural,organic trait of his or her
giftedness. Psychomotor This includes a surplusof physical energy
or rapid speech andmovement. It can often be misinterpretedas ADHD.
Sensual What is normal to theaverage person can be seen or felt
asan assault to the nervous system of a
child with amplified senses. Thiscan include amplified reactions
to
sights, sounds, smells and touch(such as scratchy labels). On
thother hand, children withamplified senses may bequite moved by
sensualbeauty.
DIRECTORS MESSAGE
My child seemsvery sensitive andhas strong reactionsto things
shecannot stand thescratchy labels inher clothes. Is shetoo
emotional?Should I worry?These (and similar)questions perplex the
parents of giftedchildren every day.
In Amplified & Misunderstood(right), the authors stress
taking acomprehensive approach to addressingthe needs of gifted
children includingsimultaneously nurturing multipleaspects of their
identity. Such anapproach will not only develop the cog-nitive
abilities of gifted children but alsotheir social and emotional
characteristicsso that they become psychologicallyhealthy, lifelong
learners.
Parents need to listen to and observetheir children so as to
comprehend theirinterests, capabilities and needs andthen work to
open doors of opportunity.One student whose family has taken
thiscomprehensive approach to gifted (andlifelong) learning with
her is MarissaCampbell, profiled in Ms. CTD. Withthe very strong
support of her parents,Campbell applied to the Project
EXCITEprogram in grade 3. She was acceptedinto this Center for
Talent Development(CTD) program and has participated in a
variety of CTD programs ever since.
She says that the skills she has learnedin her CTD courses, like
how to work asan effective team member on a groupproject, have
helped her be successfulduring the academic school year.
It is important to remember thatattending to the development of
a posi-tive self-concept or identity, self-esteemor self-confidence
can be as important if not more important than attend-ing to a
childs intellectual abilities.
All the world is a laboratory to the inquiring
mind.
Answer at
http://www.ctd.northwestern.edu/resources/newslettersolutions
Resources & ideas for parents & educators of gifted
children
Summer 2009
SCHOOL OFCHOOL OF
EDUCATION ANDDUC TION ND
SOCIAL POLICYOCI L POLICY
By Paula Wilkes, PhD,& Mark Szymanski, PhD
Positive gifted identity development is adynamic process that is
both nourishedand diminished by interactions with fam-ily, peers,
school and culture. All of thoseinteractions impact self-perception
andultimately the childs identity. By under-standing a gifted
childs innate personality
traits, and by teaching them to use goodhabits of mind, parents
can nurture apositive identity development processthat can lead to
the child becoming anemotionally healthy lifelong learner.
Center for Talent Development:
Why have you chosen to focus on
sensitivity, perfectionism, introver-
sion/extroversion and curiosity, the
four amplified ways of being?
We focus on those amplified and innateways of being because they
are often mis-understood. From a young age, many
gifted children hear negative commentssuch as: Youre too
sensitive! Why areyou so shy? Cant you sit still for more
Amplified & Misunderstood:Positive Gifted Identity
Development & the Role of Parents
WHO SAID THIS ?Self-perception
School
Peers
Culture
Family
POSITIVEIDENTITY
LIFELONG LEARNER
HABITS of MIND
AMPLIFIED WAYS of BEING
Sensitivity Introversion
Extroversion Perfectionism Curiosity
InformationSeeker
CreativeProducer
ProblemSolver
Positive IdentityDEVELOPMENT PROCESSPaulaWilkes & Mark
Szymanski, 2008
continued on page
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Summer2009
The Center for Talent Development 847/491-3782
Emotional Some gifted children maybe seen as drama queens and
kingsbecause of their amplified reactions toexperiences that are
either highly enjoy-able or unpleasant. While often seen
asoverreactions, these responses are often
within the normal range for emotionally
sensitive children. Imaginational Vivid imaginationstaken to an
extreme can cause thesegifted kids to seem like perpetual
day-dreamers. At times they may seem likethey have a hard time
distinguishing
between reality and fantasy. Intellectual Getting wound up
aboutnew ideas and experiences is a commonamplification experienced
by gifted chil-dren. They love to try new puzzles andchallenges in
their areas of expertise.
CTD: How might amplified introversion
or extroversion be misunderstood byparents and teachers?
Gifted children frequently display ampli-fied introversion or
extroversion.
Extroverts are energized when they areengaged with others. They
process theirideas through interaction; as a result, theyare often
seen as too talkative and unableto wait their turn during a
discussion.Introverts, on the other hand, are ener-gized when they
are alone. They processtheir ideas internally; as a result,
theydont have a great need to share their
ideas with others. Gifted introverts may gounnoticed by teachers
who see them asshy or slow thinking and withdrawn.
CTD: What impact does perfectionism
have on gifted development?
There are actually two different types ofperfectionism intrinsic
and extrinsic.Intrinsic perfectionism is a positive trait
when it challenges children to extendtheir understanding and
skills. It is a nega-
2
Amplified & Misunderstood: continued from page 1
tive trait when it interferes with the learn-ing process, leads
to debilitating procrasti-nation or results in social and
emotionaldifficulties.
Extrinsic perfectionism is not anorganic trait. It is
inappropriately createdand nourished by parents and teachers.
When young gifted children are praisedfor their perfect papers,
their large vocab-ularies and their ability to read chapter
books at a young age, they believe theyare worthy when they are
capable ofdoing extraordinary things. This can causethem to be
embarrassed, angry and/orfearful when they are faced with a
chal-lenge that doesnt allow them to demon-strate perfection.
Extrinsic perfectionismcan be debilitating because it doesntallow
gifted kids to take risks.
CTD: If curiosity killed the cat, whatdoes it do for gifted
kids?
Curiosity helps gifted kids discover theirpassions and stumble
upon new discover-ies. This amplified way of being can mani-fest
itself in a variety of ways includingasking lots of questions and
needing totouch and explore things of interest.
While curiosity may have killed the cat, itgives life to gifted
kids. This amplifieddesire to seek information should benurtured to
support and encourage
behaviors that lead to lifelong learning.
CTD: What first steps can parentstake to support the positive
identity
development of their gifted children?
Let your children know you love andunderstand them. Help them
learn tomodulate and make effective use of theiramplified ways of
being. Be an advocate!Share this information with other
people.Gifted children deserve to be amplifiedand understood.
Paula Wilkes, PhD, is anassociate professor in the
College of Education andthe coordinator of theCenter for
GiftedEducation at PacificUniversity, Forest Grove,
Oregon, where she teaches courses ingifted education. Prior to
coming toPacific University in 2002, Wilkes taughtfor 25 years in
the Eugene (Oregon)School District in grades 1 through 8.Wilkes can
be contacted [email protected].
Positive Gifted IdentityDevelopment Resources
Habits of Mind web site (www.habits-of-mind.n
MindWare Games (www.MindWare.com) (FlowExperiences)
Aron, Elaine. (2002). The highly sensitive child.
New York: Broadway Books.
Aron, Elaine. (1996). The highly sensitive persoHow to thrive
when the world overwhelms you.
Bridgewater, New Jersey: Replica Books.
Belknap, Martha. (2006). Stress relief for kids:Taming your
dragons.Duluth, MN: Whole PersAssociates.
Biel, Lindsey and Nancy Peske. (2005). Raising asensory smart
child.New York: Penguin Books.
Brooks, Robert and Sam Goldstein. (2003).Nurturing resilience in
our children.New York:Contemporary Books.
Brooks, Robert and Sam Goldstein. (2001). Raisresilient
children.New York: Contemporary Boo
Buckingham, Marcus and Donald Clifton. (200Now, discover your
strengths.New York: Free P
Chopra, Deepak. (1997). The seven spiritual lawfor parents:
Guiding your children to success &fulfillment.New York, NY:
Three Rivers Press.
Costa, Art and Bena Kallik. (2009). Leading andlearning with
habits of mind: Sixteen essentialcharacteristics for success.
Alexandria, VA: ASCD
Daniels, Susan and Michael Piechowski. (2008).Living with
Intensity: Understanding the sensitity, excitability, and the
emotional developmengifted children, adolescents, and adults.
ScottsdAZ: Great Potential Press, Inc.
Desetta, Al. (editor). (2005). The courage to beyourself: True
stories by teens about cliques,conflicts, and overcoming peer
pressure.
Minneapolis, MN: Free Spirit Publishing.
Halsted, Judith. (1994). Some of my best friendare books.Dayton,
OH: Ohio Psychology Press.(Bibliotherapy; annotated
bibliography)
Hanh, Thich Nhat. (2008). Mindful movementsTen exercises for
well-being.Berkeley, CA: Para
Press.
Heller, Sharon. (2002). Too loud, too bright, toofast, too
tight.New York: Broadway HarperColl
Publishers.
Laney, Marti Olsen. (2005). The hidden gifts of introverted
child.New York: Workman Publishin
Lerner, Stephanie. (2005). Kids who think outsithe box: Helping
your unique child thrive in acookie-cutter world.New York:
AMACOM.
Piechowski, Michael. (2006). Mellow out, theysay. If I only
could. Intensities and sensitivities othe young and bright.Madison,
WI: Yunasa Bo
Welsh, David. (1997). The boy who burned toobrightly.Fort Worth,
Texas: Alisam Press.
Zeff, Ted. (2004). The highly sensitive personssurvival guide.
Oakland, CA: New Harbinger
Publications, Inc.
Mark Szymanski, PhD, isan associate professor in
the College of Educationat Pacific University inOregon. His
researchfocuses on learning andtechnology in the class-
room, and supporting the learning, socialand psychological needs
of gifted stu-dents. Szymanski taught high school inMilwaukee,
Wisconsin. Szymanski can becontacted at [email protected]
