Social & Emotional Development of the Gifteddemo.responsivelearning.com/Demos/Juntune/Documents/SocEmotHandout.pdfJoyce E. Juntune, Ph.D. Texas A&M University College Station, TX 77843

Joyce E. Juntune, Ph.D.Texas A&M University

College Station, TX 77843(979) 776-9347

[email protected]

Social & Emotional

Development

of the Gifted

What teachers need to know---

Understanding theSocial & Emotional

Aspects ofGiftedness

Social & Emotional Development of GT © J. Juntune, 2012 pg. 1

t. Asks mony guestions2. Possesses lorge omounts of informotion on specific things3. Wqnts to know "*hy" or "how"4. Concern qbout social ond politicol issues5. Hos own ideo obout how something should be done6. Enjoys deboting7. Hos a better reoson for not doing something thon you hove forr doing it8. Becomes impotient with work thdi is not "p6rf ect"'9. Finds routine ossignments unchollenging10. Thinks deeper ond longer obout things qnd incidents11. Thinks differently12. Loves obstract ideos13. Hos o sense of humor14. Shows unusualobility in o specific oreo15. Hos o vivid imoginotion16. Hos o long conCentrotion in oreos of own interest17. Combines ideos18. Hqs o high level of enerry ond octivity19. Sees relqtionsh ips belween ideos20. Hqs o good memory

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Affective Characteristics Associated With Giftedness

emotional sensitivity

unusual sensitivity to the feelings of others

heightened self-awareness

feelings of being different

idealism and a sense of judgment

early development of inner focus of control

high expectations

perfectionism

strong need for consistency between abstract values and personal actions

advanced levels of moral judgment

early concerns about death

high energy

aesthetic sensitivity


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GuidedDiscussion

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The 8 Great Gripes of Gifted Kids Connie C. Schmitz & Judy Galbraith

1. No one explains what being gifted is all about-it's kept a big secret. • What does giftedness mean? • Do people know how and why they are chosen for the program? • How are gifted people the same & different from others? • Ability vs. Achievement tests

2. School is too easy and too boring. • What does being bored mean? (I'm afraid to make the effort., I'm lonely., I

really don't know how to focus or get involved., I'm angry they're making me do this again., I'm mad about something unrelated.)

• Today's students are used to being passively entertained!

3. Parents, teachers, and friends expect us to be perfect all the time. • perfectionism • feelings associated with failure • what to do about expectations- ours & theirs

4. Friends who really understand us are few and far between. • aloneness vs. loneliness

5. Kids often tease us about being smart. • discuss reasons for teasing and how to respond. • sensitivity

6. We feel overwhelmed by the number of things we can do in life. • multipotentiality • goal setting

7. We feel different, alienated. • mentors • “cluster”

8. We worry about world problems and feel helpless to do anything about them.

• sensitivity vs. apathy • social responsibility


How Much of a Perfectionist are You? From “Perfectionism” What’s Bad About Being Too Good?” (Rev Ed)

M. Adderholdt-Elliott & J. Goldberg - 1999 Read each statement, then rate each one according to whether you-- strongly agree + 2 agree somewhat + 1 can’t decide 0 disagree somewhat - 1 strongly disagree - 2 Answer with your first thought to get the truest response. _________ 1. I’m critical of people who don’t live up to my expectations. _________ 2. I get upset if I don’t finish something I start. _________ 3. I do things precisely down to the very last detail. _________ 4. I argue about test scores I don’t agree with, even when they won’t

affect my final grade.

________ 5. After I finish something I often feel dissatisfied. ________ 6. I feel guilty when I don’t achieve something I set out to do. ________ 7. When a teacher hands back one of my papers, I look for mistakes before

looking for right answers or positive comments.

________ 8. I compare my test scores with those of other good students in my class. ________ 9. It’s hard for me to laugh at my own mistakes. ________ 10. If I don’t like the way I’ve done something, I start over and keep at it until I get it

right.


Perfectionist Continuum

If your total is between + 15 and + 20, you’re Too Good To Be True. If your total is between + 10 and + 14, you’re

Too Good For Your Own Good. If your total is between + 5 and + 9, you’re a Borderline Perfectionist. If your total is between + 1 and + 4, you’re a Healthy Pursuer of

Excellence. If you total is between 0 and - 5, you’re Used to Hanging Loose. If your total is between - 6 and - 10, you’re A Little TOO Relaxed. If your total is between - 11 and - 20, you’re Barely Breathing.


Characteristics of Perfectionism Adapted from Adderholt-Elliott (1987)

by Rimm and Davis (1998) in Education of the Gifted and Talented

People with perfectionist tendencies:

Stay up all night (or two nights) working on a paper and then turn it in late because it had to be absolutely perfect.

Make themselves sick trying to maintain straight A grades. They might

even cheat! Argue about test scores, even when they don’t affect final grades. Have sweaty palms and accelerated heart rate the morning of tests—

because there is a chance of missing a couple of questions. Compulsively compare test scores with those of other good students. Procrastinate—they study and write papers at the last minute. While

procrastination sounds inconsistent with perfectionism, it is not. Each new project contains the treat of failure, and so starting is put off. Procrastination also presents an ego-saving insurance policy—“If I don’t have enough time, I can’t do perfect work.”

Work alone, because no one is as good as they are. Are resentful of editorial changes to their work. Are critical of and refuse to associate with non-straight A students. Avoid new experiences, because they pose a threat of making mistakes or

failing. Get upset if something started cannot be finished. Are overly precise. Often feel dissatisfied with or even guilty about good work.


List of Feelings/Emotions

Joyce E. Juntune, 2001

1. surprised 2. lonely 3. compassionate 4. persistent 5. ambitious 6. energetic 7. sympathetic 8. frustrated 9. hopeless 10. hopeful 11. fascinated 12. curious 13. resigned 14. sad 15. ecstatic 16. depressed 17. encouraged 18. angry 19. rejected 20. desperate 21. ridiculous 22. wise 23. witty 24. secure 25. disgusted 26. charged-up 27. insecure 28. exuberant 29. fantastic 30. confused 31. bored 32. terrific 33. marvelous 34. elated 35. scared 36. embarrassed 37. interested 38. discouraged 39. joyful 40. delighted

41. amazed 42. superior 43. irritated 44. content 45. dizzy 46. successful 47. happy 48. skeptical 49. puzzled 50. thoughtful 51. pleased 52. light-hearted 53. perplexed 54. annoyed 55. overwhelmed 56. neglected 57. disgruntled 58. listless 59. playful 60. exasperated 61. determined 62. hyper 63. eager 64. frightened 65. nervous 66. afraid 67. supportive 68. important 69. inferior 70. up and down 71. jittery 72. sensational 73. warm 74. down-trodden 75. elegant 76. gleeful 77. surprised 78. flabbergasted 79. infuriated 80. soured

81. relieved 82. overbearing 83. mischievous 84. negative 85. aloof 86. apathetic 87. comical 88. sneaky 89. jealous 90. envious 91. weary 92. defeated 93. capable 94. independent 95. responsible 96. deceitful 97. negligent 98. grateful 99. doubtful 100. submissive 101. numb 102. reflective 103. obnoxious 104. unsure 105. proud 106. quiet 107. excited 108. disappointed 109. horrid 110. amazed 111. low 112. high 113. euphoric 114. conceited 115. satisfied 116. protective 117. resigned 118. neutral 119. incomplete 120. rewarded


Name

day feeling/emotion thoughts/reflections


Invent - a - Feelingbased on the work of Bob Eberle

1. Name the new feeling.(combine parts of the names of the two original feelings)

2. Define the new feeling.(combine parts of the definitions of the two original feelings)

3. Give an example of a time when we might experience this new feeling.

4. Make a simple illustration or sketch to representthe new feeling.


What is Bibliotheraphy?????

the use of books to help people solve problems

the practice of recommending books to students for guidance in solving problems

the use of selected reading materials as guidance in the solution of

personal problems

taking the power of the written word and constructively applying it to one’s own life

the use of books to assist in understanding of one’s self

the use of assigned or shared reading as the basis for discussion about

a situation or problem a person is facing

a process or activity designed to help individuals solve problems or better understand themselves through their responses to literature or media

a technique for using books to help gifted and talented children discuss and develop alternative approaches for meeting their special challenges and problems. (Frasier, 1981)


Elements of Bibliotheraphy

Universalization & Identification

- they are not the only ones with the problems, fears, or frustrations

- students may also identify with the animals in a story - students will sometimes identify other people or family

members with the characters Catharsis

- the students often live vicariously through the characters in the story - identifying with a fiction character and living through

experiences and feelings with the character can also be intense and painful

Insight

- authors of fiction generally are more trusted that peers and adults because they rarely impose judgment - through reading children may become more aware of human motivation and rationalizations for behavior


Recommendations for Making Bibliotheraphy Work

1. One must be able to empathize without moralizing.

2. It is more than just the casual recommendation of a certain book to an individual student---it is a deliberate course of action that requires careful planning.

3. All books chosen should have literary merit---a poorly written novel with

stereotyped characters and simplistic answers to complex question will probably do more harm than good.

4. The book must be applicable to the situation the student is facing.

5. The book should be within the reading/comprehension level of the student.

Guidelines and Procedures

motivate with introductory activities

allow time for the student to read the material without rushing

allow for an incubation time

provide follow-up discussion time, using questions that take the student from literal recall to synthesis and “real-life” applications

direct the student towards closure---“What ideas do you have?

What would you like to try?”


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Frequently occurring problems . . .

difficulty with socialrelationships

- isolation from peers

boredom

-lack of sufficientchallenge inschoolwork

nonconformity

-resistence to authority

difficulty in acceptingcriticism

- sensitive

anxiety

- depression

conformity pressures

- hiding talents to beaccepted


excessivecompetitiveness

developing a satisfyingphilosophy of life

difficulty in selecting asatisfying vocation

(multipotentiality)

intellectual frustrationin day-to-day andlife situations

understanding the natureand significance ofindividual differences

poor study habits

refusal to do routine, repetitious

assignments


A Few Selected Books for Use With Bibliotheraphy J. Juntune, 2001

Cannon, J. (1993). Stellaluna. San Diego, CA: Harcourt. ISBN: 0-15-280217-7 Chibosky, S. (1988). Who owns the sun? Kansas City, MO: Landmark Publishing. ISBN: 0-933849-14-7 Cooney, B. (1996). Eleanor. New York: Viking. ISBN: 0-670-86159-6 dePaola, T. (1989). The art lesson. New York, NY: The Putnam & Grosset Group. ISBN: 0-698-11572-4 Kellogg, S. (1986). Best friends. NY, NY: Dial Books for Young Readers. ISBN: 0-8037-0829-7 Langley, J. (1991). Rumpelstiltskin. New York: Harper Collins. ISBN: 0-06-020198-3 Lepsck, I. (1992). Leonardo da Vinci. Hauppauge, NY: Barron's Educational Series. ISBN: 0-8120-1451-0 Morrison, T. (1999). The big box. NY, NY: Hyperion Books for Children. ISBN: 0-7868-1291-5 Richmond, M. (2001). Hooray for you. Minneapolis, MN: Waldman House Press. ISBN: 0-931674-44-1 Shannon, D. (1998). A bad case of stripes. New York, NY: The Blue Sky Press. ISBN: 0-590-92997-6 Winter, J. (1988). Follow the drinking gourd. New York: Dragonfly Books (Alfred A. Knopf). ISBN: 0-679-81997-5 Dreyer, S. S. (1994). The bookfinder. Circle Pines, MN: American Guidance Service. ISBN: 0-88671-169-X (for Vol. 5) Halstead, J. W. (2002). Some of my best friends are books (2nd ed.). Scottsdale, AZ: Great Potential Press. ISBN: 0-910707-51-0


Name ________________________________________________

Role Family Friends


Recommended Readings

Adderholdt, M., & Goldberg, J. (1999). Perfectionism (Rev. Ed.). Minneapolis, MN: Free Spirit Publishing.

Delisle, J., & Galbraith, J. (2002). When gifted kids don’t have all the answers.

Minneapolis, MN: Free Spirit Publishing. Delisle, J., & Galbraith, J. (1996). The gifted kids survival guide: A teen handbook.

Minneapolis, MN: Free Spirit Publishing. Galbraith, J. (1998). The gifted kids’ survival guide: For ages 10 & under. Minneapolis, MN:

Free Spirit Publishing. Greenspon, T. S. (2002). Freeing our families from perfectionism. Minneapolis, MN: Free

Spirit Publishing. Halstead, J. W. (2002). Some of my best friends are books. (2nd ed.). Scottsdale AZ: Great

Potential Press, Inc. Kerr, B. A. (1994). Smart girls (Rev Ed). Scottsdale, AZ: Gifted Psychology Press. Kerr, B. A., Cohn, S. J., & Webb, J. T. (2001). Smart boys: Talent, manhood, and

the search for meaning. Scottsdale, AX: Great Potential Press. Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). The social and emotional

development of gifted children. Waco, TX: Prufrock Press. Roeper, A. (2007). The "I" of the beholder. Scottsdale. AZ: Great Potential Press. Walker, S. Y. (1991). The survival guide for parents of gifted kids. Minneapolis, MN: Free

Spirit Publishing. Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1994). Guiding the gifted child. Scottsdale,

AZ: Gifted Psychology Press. Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005).

Misdiagnosis and Dual Diagnosis of Gifted Children and Adults. Scottsdale, AZ: Great Potential Press.

Webb, J. T., Gore, J. L., Amend, E. R., & DeVries, A. R. (2007). A Parent's Guide to Gifted

Children. Scottsdale, AZ: Great Potential Press.

http://www.freespirit.com/ http://www.giftedbooks.com/ http://www.sengifted.org/


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“One of the greatest gifts a counselor orteacher can give gifted young people is anappreciation of their sensitivities, intensities,and passions. Feeling everything more deeplythan others do is both painful and frightening.

There is often a secret fear, ‘ There must besomething wrong with me...Maybe I’m crazy-nobody seems to be bothered by this but me.’It doesn’t help when people say ‘Lighten up!’ or‘You’re too sensitive.’

What does help is a supportive adult whotakes time to listen to the student’s feelingsand who explains that such feelings are normalfor gifted persons—that they come with theterritory. A reassuring adult can dispel astudent’s fears and help them find ways ofcoping with their strong emotions. But thefirst step is honoring those emotions, in boysas well as in girls.

L. Silverman, Counseling the Gifted and Talented p.17

