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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

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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-

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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 atwilkesconsulting@comcast.net.

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 markszy@gmail.com