3. A paucity of professional knowledge
regarding exceptionalities and educational
/social emotional needs - often encountered.
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 3
4. Holistic
• Comprehension of parts of something as intimately interconnected
and explicable by reference to the whole
• Treatment of whole person, taking into account mental and social
factors
• Psychosocial portrait of the whole person, taking into account
heritable, mental/cognitive, behavioral and social factors, cf. one
aspect, or condition -------
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 4
5. A holistic approach helps expand
knowledge and deepen understanding
in homes, schools, health centers and
wherever else highly able/creative
individuals – child or adult - are found
in need of social emotional and
educational support.
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 5
6. The Chandelier system is founded on years of
action-research, e.g., interviews with many young
people, parents, teachers, school psychologists
and professionals in educational and clinical
settings; conducting comprehensive holistic
psychological evaluations and writing positively
didactic reports.
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 6
7. Important result of research - a growing number
of better accommodated, challenged and more
fulfilled clients, relieved parents, professionals
and/or advocates sustained by a new
understanding.
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 7
8. Further results –
methodology
supportive software program developed in
collaboration with the Institute of Gifted Child in
Ukraine.
Both promote multiple benefits derived from
gathering, presenting and explaining rich academic
and non-academic data to key players and decision
makers alike
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 8
9. Bandura
Wisdom =
broad social & temporal perspectives on
matters & concerns for human well-being
Bandura, Albert (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 9
10. David Perkins
Without the whole picture …
… there can be no whole child
http://leading-learning.blogspot.co.uk/2009/01/advice-from-david-perkins-to-make.html
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 10
11. Heller & Perleth
High ability =
interaction between genetic &
environmental factors
Munich High Ability Test Battery (MHBT) -
a multidimensional, multimethod approach
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 11
16. Kaufman
Ultimately … IQ tests
are not about numbers
they’re about people
- but -
Numbers become data
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 16
19. Strength-based methodology &
powerful technology combine to
allow assembly, management and
analysis of multiple sets of
psychological and other rich data
via holistic ‘portraits’
Dr. Trevor J. Tebbs, Ph.D.
Author
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 19
20. Provides synthesized and organized rich data which:
•‘Casts light’ on single or multiple issues - different
perspectives, at different times
•Ultimately allows clear case examination: in-case or
between-case comparison
•Not intimidating or hard to understand
•Has capacity to generate critical thinking & mental
images - contributes to more profound understanding
of issues pertinent to the case/cases
Chandelier Methodology
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 20
21. Two Stories
1. Very personal about my colleague - Winter
Thayer
2 & 3. Professional perspective – Trevor Tebbs
All illustrate benefits of holistic assessment
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 21
29. Traumatic Brain Injury
(TBI)
What is TBI?
TBI is the result of a concussive blow or penetrating injury
that disrupts the normal function of the brain. TBIs range in
severity from “mild,” i.e., a brief change in mental status or
consciousness to “severe,” i.e., an extended period of
unconsciousness or amnesia.
Who has TBI?
• International rate of TBI ≈ 235/100,000 people
• TBI affects 1.7 million Americans annually
• Almost half a million (473,947) emergency department
visits for TBI annually are made by children aged 0 to 14 years.
9/7/2015 Copyright: Trevor J Tebbs PhD, chandelierassessments.com 29
This PowerPoint is based on material presented in several different locations in Europe during the summer of 2015, including Poland (ICIE conference) and Denmark (WCGTC conference)
Why is the adoption of such thought and action so important? Because our understanding grows in depth and breadth, opportunities for critical and creative thought are increased and therefore our ability to make more appropriate decisions for the benefit of another, e.g., our client, patient, student, is greatly enhanced. Our holistic perspective provides us with more realistic direction/s to place our effort, make changes, align curriculum, determine interventions of any sort, and ultimately to offer support to help the individual achieve his or her optimal success.
There is very little – if any - training provided prospective teachers, counselors, psychologists, pediatricians – worldwide. Some states in the USA and other countries have policies that encourage financial and material support for gifted education. Most do not. Preparation to work with exceptionalities of any sort tends to be focused on disability not ability. There is little regard for or understanding of relationships between cognitive ability, creativity, personality and social emotional concerns of highly able/creative individuals – children or adults.
We consider a practical and vital outcome of such wisdom, whether associated with a client in school, or patient, or some other individual, is the habitual engagement of holistic thought and actions taken in consequence to that thought process.
Alan Kaufman has underlined the fact that the individual can not be defined by a number, e.g., an estimated level of cognitive ability. It is evident that there is so much more to a human being. At a professional level and for legitimate reasons, knowing as much as is reasonable about, for example, behavior, dispositions, interests, strengths, and environmental circumstances in addition to cognitive abilities contributes to more reliable diagnosis, interventions, helping strategies and ultimate realization of developmental potential in its widest sense.
Not just years of action-research, but also years of study and field-based practice in the context of high ability.
It should be noted that the Chandelier system is not in anyway exclusive to populations of highly able/creative children. The system functions are designed to accommodate data and information relevant to any individual or group of individuals. It is also important to note that the system accommodates data obtained by tests, measures and information obtained anywhere, regardless of language.
In an educational context, during the last twelve months all children evaluated at my clinic have either been fully accelerated, i.e., they skipped a grade; subject accelerated, e.g., shift from 2nd – 3rd/4th grade math; provided with classroom accommodations, i.e., provided with well-defined curriculum differentiation designed for advanced learning capabilities; a personal learning plan; an more appropriate IEP (Individual Education Plan), e.g., not based on behavioral issues alone (See: Charlie’s chart)
The software has been engineered by BasicGroup (BG) in Kiev. BG is a world class enterprise that has worked on many project at home and abroad. The engineers have developed a powerful framework and now are interested in appropriate upgrades of the system which enable clients gather, manage and ensure data is put to the best possible use in a variety of fields.
Before making a judgement or a decision about others in the context of health and welfare, their needs and strengths must be viewed from several points of view.
It is important we take into consideration as much information as we are able or have any right to know. For example, in a school situation, we need to make judgements, diagnose some concern and, or develop some intervention to help a child realize optimal potential, only after, for example, we do our best to understand age, level of development, patterns of behavior, levels of cognitive ability and academic achievement, interests and other important matters that might either help or hinder full development.
David Perkins is well known in the world of education, critical thinking, human development and other aspects of learning. This statement is completely in line with our own conception … only not in regard to a child but to human beings in general, i.e., we say without the whole picture there can be no whole person. If we see only part of person, there is the danger we only make decisions based on some small aspect of the individual … not the whole person.
There are a number of theoretical models available especially associated with social –emotional and educational of highly able and creative individuals . The model noted above is proposed by Drs. Kurt Heller & Christoph Perleth. The work of Francoise Gagne and Joseph Renzulli is equally formative. If we follow the thinking of Heller and Perleth it is essential our ‘whole picture’ includes information relating to both emergenic and epigenetic elements of life. These two aspects are covered in the Chandelier system by the Predispositional and Modifying sections of the following chart.
13
The ‘Circus Maximus’ chart-form above is known as the Chandelier because the holistic data gathered together is metaphorically and collectively described as ‘points of light.’
The intensity of color in the center of the chart is indicative of the value of data more centrally placed in terms of support for development … and so, in this example, it is easy to see the individual referenced in chart has many strengths from which to draw and upon which we can focus.
Less strong– possibly attributes detrimental to realization of developmental potential – are closer to the less intense colored part of the chart.
The fate of a young person, e.g., perhaps an outlier in school, often hangs in the balance. He or she may drop out, get into trouble, simply ‘coast through’, underachieve and, or begin to find unhealthy / anti-social distractions with which to occupy time in school and beyond the boundaries of school.
In order to avoid this sort of situation we believe it wise and important to have good sets of academic and non-academic data to contribute to the best understanding of the individual and the most helpful decisions to ensure his or her health and welfare. (Contributed by Dr. David St. Germaine, College of St. Joseph the Provider, Rutland Vermont USA )
Numbers constitute data, but numbers do not always capture the humanity of an individual. We need to know the meaning and implication of those numbers – it is very important. Numbers – by themselves - do not always tell the whole story. Data need to be interpreted in conjunction with other data. Much data may be involved and this process may take time and effort.
Use of Chandelier methodology implies use of time and effort by those supervising collection and management of data. The Chandelier system however, is designed to simplified that task while not discounting the array of benefits inherent to the methodology.
It is often the case – especially in an institution, e.g., a school, many forms of data are collected. However, this data may never be accessed. Even it may be considered very important and perhaps even essential to decision making in individual cases, it is stored away never fully read, understood, or used in any beneficial way. It simply accumulates over the years on the shelves of some institutional office (contributed by Dr. David St. Germaine, College of St. Joseph the Provider, Rutland Vermont USA)
Go to chandelierassessments.com website to learn more of what the Chandelier system is and what it provides
Real cases are very important to us. They demonstrate how the Chandelier system may be used to gather, store and retrieve data which will eventually enhance our understanding of an individual. Winter has a deeply powerful and personal story. Two other stories that come from recent clinical experience will be presented in brief.
The following nine slides have been contributed by Winter Thayer, as of August 2015, a graduate student of Johns Hopkins University in Baltimore, USA. He tells the story of his struggle as a high school student suffering from Chronic Kidney Disease (CKD) which ultimately necessitated a recent kidney transplant.
He tells of “hidden disadvantages” i.e., meaning very detrimental situations not immediately apparent and often misunderstood by people, including parents, teachers, doctors, psychologists. Before his transplant, he was in regular school. The impact of his illness was diverse.
The table shows a set of poor or failing final grades. For those teaching at Winter’s school, the set of grades pegged him as a ‘poor’ student.
It took a while to get authorities to fully understand the implications of the physical struggles Winter was facing. They remained seemingly unaware of the enormous impact they had on his academic achievement and thus, also, perceptions of his ability and development potential – by himself, his family and others who knew him.
Winter was given a psychological evaluation (WISC-III). As is typical, data gathered by psychologists and others are presented isolation, in pages of notes and in tables.
Information is not typically read by teachers and others who need to know. Often the data is hidden away in files, not visible, becoming almost irrelevant.
Despite important data being available designed to help Winter with his serious, potentially fatal illness he is only seen as failing academically.
Little attention was given to him as a person with problems – his fatigue and weakness, his decreased mental sharpness in school was not generally noticed or taken into consideration in his educational environment. Only his grades were noticed Consequently he was judged as lazy, disengaged and demotivated. In other words, despite the fact that he has now easily demonstrated the opposite, at that time he was considered a poor, failing, underachieving student.
This mindset was unhelpful to Winter as he struggled with increasingly difficult physical conditions and family distress.
Now, as a graduate student studying at a university enjoying worldwide recognition for recruiting top level students, he expresses the opinion that things could have been different.
He wonders if, had the school been in possession of a comprehensive set of data such as may be collected, managed and made accessible by way of the Chandelier system, many of the social emotional and educational difficulties he faced would have been avoided.
The question underlines his passionate interest in the Chandelier system and the part he has played in its development to this date.
Since becoming closely involved in the development of the Chandelier system Winter created his own Chandelier chart. It is populated with holistic data gathered as the Chronic Kidney Disease progressed. Data is displayed that was available during his high school years but which was hidden away in files.
Winter is convinced that had data been made accessible to others in this clear and visual form during time in school, many mis-understandings would have been avoided. He, his parents and all others involved would have had a better understanding of the physical and emotional barriers to learning he faced at a critical time in his life.
Our system facilitates attachment of important notes, additional data and information to any data point. Each individual chart has the capacity to ‘carry’ multiple reports, computer file and website links, photographs, and sound bites from clinicians, doctors, parents, teacher and, or psychologists.
Winter is convinced that with this unique facility, professionals could have become far more knowledgeable, contribute in different ways and benefit from a greater awareness of what was happening in his life. This would have provided even better insight into what was influencing his approach to school, his behavior and poor academic profile.
Winter is extremely interested in (TBI -Traumatic Brain Injury). There are multiple levels of brain injury. It occurs with direct injury to the cranium, lack of oxygen at some stage of a severe illness or treatment, tumors and other complicated conditions. It is a global problem. Sadly, we know many brain injured people are among those whose injury is either not seen, not recognized or not understood.
We believe that with our Chandelier system some of the puzzling issues associated with TBI, its prevention and its treatment might be better addressed worldwide..
This Psychometric section of the Chandelier chart of a seriously injured TBI patient. It shows data from 4 sets of psychological evaluations (WIAS-III) gathered over a number of years after a car/bike accident. The first data (1) display levels of psychological functioning at the time of the event. Other sets show recovery taking place subsequently (2 – 4).
We are of the opinion that experiencing such a powerful visual display of progress can only be positive. Everyone involved is informed and thus empowered in a number of healthy ways.
31
The Chandelier system is sensitive to potentially important differences among and between cases. It helps determine exactly where differences occur and to what degree data may differ. Please note the differences outlined above.
Question 1:Why the difference between the personalities of identical twins?
Tom was born first by natural means. As Tim waited he began to turn blue and the delivery team became very concerned for his healthy survival. Ultimately Tim was rushed into the world via a Caesarean delivery.
Tom was taken home, cuddled and cared for in the usual loving way. Tim was immediately placed in Intensive Care and kept in an incubator for 3 weeks. He received minimal human contact in comparison to his brother.
Question 2 A: (one of many possible questions arising): What difference did mode of birth make in this case?
Question 2 B: What might personality differences make in terms of social emotional and educational interventions?
Data points at the outer edge of the chart and ringed in red are very informative. They indicate kindergartener Charlie has behavioral and cognitive/academic problems. The cognitive/academic problems appeared to explain his behavior and poor academic progress – belligerent non-compliance, refusal to work and withdrawal from learning environment.
Problems included: poor processing skill, very low levels of writing fluency and poor cognitive proficiency.
In addition to dysgraphia, optometrist found evidence of esophoria (over-convergence) and color blindness.
Question: When examined holistically, how might all this data help parents, teachers, psychologists, counselors and other agencies understand, and therefore better provide for Charlie’s social emotional and educational needs?
Charlie is found in need of glasses engineered specially to correct overconvergence. He is provided a special educational plan based on a diagnosis of twice exceptionality (2e) and not behavior disturbance. Poor school climate changes for the better. Teachers approach Charlie’s educational and social needs differently, Charlie feels better about himself and indicates a desire to learn and parents feel greatly relieved.
Data obtained at a later date and entered into Chandelier system will provide evidence of progress via the layering facility.
