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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.
Framework for understanding Social and Emotional Development
Self Concept of the Gifted Child
Myths around this area
The way forward

Published in: Education

Social & Emotional Sensitivities In Gifted Children

  1. 1. 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. 2. Dr.Colm O’Reilly Director,CTY Ireland Ms. Catriona Fitzgerald Academic Coordinator,CTY Ireland
  3. 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. 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
  5. 5. Copyright @2010 CTYI
  6. 6. Needs Issues Copyright @2010 CTYI
  7. 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. 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. 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. 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. 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. 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. 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. 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. 15.  Young people with diverse talents who could succeed at a high level in a number of fields. Copyright @2010 CTYI
  16. 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. 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. 18.  Underachievement is seen as a discrepancy between assessed potential and actual performance. Colangelo (2003) Copyright @2010 CTYI
  19. 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. 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. 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. 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. 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. 24.  Increase in self confidence.  Meeting intellectual peers.  Improved communication skills.  Made New Friends Copyright @2010 CTYI
  25. 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. 26. Dr. Colm O’Reilly Director Ms. Catriona Fitzgerald Academic Coordinator t. +353 1 700 5634 e. w Copyright @ 2010 CTYI
  27. 27. Thanks to . .
  28. 28. Connect . .