Gifted Students And Social Stigma Essay

Gifted Students and Social Stigma Essay
Gifted Students and Social Stigma
Philosopher Benedict Spinoza said, "Man is a social animal" (Kaplan 278). The desire for social
acceptance, whether recognized or denied, is part of human culture. People yearn for it, obsess over
it, and alter themselves to obtain it. Humans can spend their entire lives unsuccessfully attempting to
achieve a level of social status they believe will validate them. Acceptance is denied for superficial
reasons varying from clothing to cliques. However, it is also denied due to innate elements of
personality. Stigmatizing others for a natural characteristic not only seems unwarranted but also
unfair. Yet, a stigma is imposed daily on gifted adolescents who neither deserve, nor know how to
deal with, the ... Show more content on Helpwriting.net ...
They want to know what something is but also why it is that way. Teachers can take this curiosity to
be offensive and oftentimes the student is viewed negatively by their peers due to an adoption of the
teacher's negative attitude, thus beginning the social stigma (Johnson 27).
Another standard, "educational" treatment of gifted students is to separate them from the class.
Because the gifted student has surpassed the majority the teacher isolates the child with a separate
advanced activity and returns to the majority. In these situations the gifted student and his/her peers
become accustomed to this "different" status. The gifted student becomes an outsider in relation to
the group by default, due to his/her above average abilities. Educational treatment of the gift denies
the student the opportunity to learn to socially interact at a young age. Gifted students never become
accustomed to peer interaction because this system is perpetuated upward throughout the grade
levels. And unfortunately, in an educational atmosphere where grades are a primary focus, poor
interpersonal skills are more likely to be tolerated than poor work–related skills (Wolfle 3). It
becomes a norm for the student to work alone and his/her social and psychological needs are
ignored.
The students themselves report that one prevailing stigmatism of being gifted is being neglected, not
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The Origins And End Of Giftedness Summary
Ellen Winner also authored a very relevant article in 2000, titled The origins and ends of giftedness.
This article is essentially a supplemental piece to her book, cited above. This article was written four
years after it, and her perspective on the origin of giftedness in children has begun to lean a bit more
toward the growing psychological opinion that giftedness most often arrives from goal directed hard
work, otherwise referred to as deliberate practices. Winner also continues with a cautionary focus on
parents who are over eager and often overbearing when pushing their young children to learn, and in
turn negatively affect them emotionally and behaviorally. In the article she notes, though, that
parents of high–performing children tend

Social And Emotional Development Of The Gifted
Social and Emotional Development of the Gifted 1
Running head: SOCIAL AND EMOTIONAL DEVELOPMENT OF THE GIFTED
Social and Emotional Development of the Gifted
Emily Medford
Arkansas State University
Social and Emotional Development of the Gifted 2
Social and Emotional Development of the Gifted
When dealing with gifted children, there are often many social and emotional problems that are
underlying. Gifted students are not like other students. These students are often referred to as the
ones that are smart with good grades and have superior test scores. Gifted students are envisioned as
the students that are extraordinary in many aspects! What is not always ... Show more content on
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These characteristics can also cause the already identified students to not achieve to their fullest due
to stress and lack of motivation.
It is very hard to understand why students don't perform to their full potential when you know they
are capable. This is known as underachievement. "Both early researchers and more recent authors
have defined underachievement in Social and Emotional Development of the Gifted 3 terms of a
discrepancy between a child's school performance and some ability index such as an IQ score."
(Delisle & Galbraith, 2002). "Gifted children who do not succeed in school are often successful in
outside activities such as sports, social events, after–school jobs, talent or hobby interests." (Delisle
& Galbraith, 2002). So we wonder what causes the underachievement.
Bainbridge (2014), believes these problems result from gifted children being able to intellectually
understand abstract concepts but are then unable to deal with those concepts emotionally. Ones
physical development may also lead to an inability to complete a task that they are capable of
intellectually envisioning. "Perfectionism can lead to fear of failure, in turn causing a gifted child to
avoid failure by refusing to even try something." (Bainbridge, 2014). This often leads to a lack of
motivation among students.
McCoach & Siegle (2005), believe that motivated students appear to

Arguments Against Standardized Testing
David Kiley
Mrs. Pritchard
Language Arts
3/18/2016
Put to the Test TEST
Microsoft founder Bill Gates, Nobel Prize winning Physicist Albert Einstein, former Vice President
Dick Cheney, light bulb inventor Thomas Edison, Oscar winning director Steven Spielberg, creative
genius Walt Disney, and Steve Jobs, the visionary behind Apple; these iconic figures are often
associated with genius, but were viewed as "slow" or "dumb" during school. These individuals were
expelled or dropouts of school, because they were not meeting standards. After years of failing in
school, these people went on to revolutionize the world, while inspiring many others to make a
difference.
Intelligence has been defined in many different ways. Each person has their own unique ... Show
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One reason is standardized tests play a crucial role in providing students with personalized support,
encouraging healthy study habits, and helping students to be more competitive. Standardized tests
can directly assist students through providing the information of their knowledge on the current
material. This allows both teachers and students to see their strengths and weaknesses, in
comparison to others. Testing can encourage students to meet standards and learning goals, which
can help better prepare students for their professional goals in life. As students see their
advancement towards tests, stress is relieved and motivation is created through progress; allowing
students to feel satisfied and responsible for their work. Because cheating is not permissible on
standardized tests, students who are diligent and prepared are rewarded, while being separated from
others. Furthermore, standardized tests help students to be more competitive. Countries which
require standardized tests obtain higher scores on international tests than countries who do not
require national testing (Bishop). Through standardized testing, students are given the means to
reach

An Essay About Creativity And Intelligence
Tata Institute of Social Sciences,
Mumbai
M.A Elementary Education
(2014–2016)
Term paper
What is creativity? Is there any connection between creativity and intelligence? What are the role of
creativity in classroom and their educational implications? What suggestion can we think of
increasing its role in teaching learning practice?
For better understanding of creativity I interview few people (may include parents, teachers and
students (post graduate level). Which help me know about various people understanding of
creativity and the importance according to them?
Subject:–BC5 cognition and learning II
Guided by:–Prof. Rajani konantambigi & Mr. Prajakt pande
Prepared By: – Veji Chavda
"Creativity and education"
Introduction: – Everyone is born with some creativity. We know that everyone have some specific
ability to perform something. Creativity is not limited it is very wide in nature, each and every field
we find creativity. Creativity not only helps to get better status in society but also helps to earn
livelihood. There are many types of creativity, for example people have creativity like, creative in
writing, creativity in art and craft, creativity in teaching, creativity in play etc. there are various type
of creativity people have. There are many scholars who gave different definition of creativity and
many researches done on creativity.
As above discuss everyone is familiar with creativity but, when questions like what is creativity? Is
there any

Success And Success In George Gladwell's The Trouble With...
I think Gladwell's purpose for writing "The Trouble with Geniuses," is to open our minds to a topic
that a lot of us have a major misconception about. Gladwell presents his ideas with great examples
throughout chapters 3 and 4 of the outliers. His topic is about success and how it is obtained. He
talks about a scientist by the name of Turmin who did an experiment and selected a group of
geniuses and watched their progress and downfalls throughout their lives.
Turmin did not get the results he expected he thought they would be exceptionally successful in
winning the Nobel prize or coming up with major inventions. But that was not the case, yes some of
them did well but then again some of them did not. So Gladwell brings this experiment to show us
that our idea about the connection between geniuses and success is incorrect, that they are not
automatically going to be successful because there are other factors that either help or prevent
geniuses from being successful.
In my opinion, Gladwell's target audience is all genders from the age group of teens up till young
adults. This book and these chapters specifically are great for those who just about embrace the
world. The book can give them guidance and encouragement about being successful and how you
have to work at things, that being a genius is not enough and there are some things that are not
genetic and you have to acquire them. An example from the book is
Oppenheimer and Langon both were geniuses but only Oppenheimer was

Special Needs Involved With Teaching Gifted
Running head: TEACHING THE GIFTED 1 Teaching the Gifted Terri L. Bischke Florida Gateway
College Professor Angela Jones 201530 Intro to Exceptional Child Ed. SEC.0I1 Summer A 2015
June 17, 2015 TEACHING THE GIFTED 2 Abstract This paper will address the special needs
involved with teaching the gifted. First it will identify exactly who is considered gifted and the
process of evaluating and creating a plan to meet these children's educational needs. Then it will
address the methods that need to be put in place to teach gifted children in the classroom. Some of
these things include dealing with underachieving gifted students and the area of twice exceptional
students. It will cover the problem with properly accessing children of all ethnic backgrounds and
how alternate methods of testing should be employed. It will deal with cultural acceptance of girls in
gifted programs. It will also consider developing stem programs and enlisting corporate support for
such programs to support the gifted child. Running head: TEACHING THE GIFTED

My Brother : A Short Story : My Little Brother
Let me begin by telling you a bit about my little brother. David Lee is exceptional in every way; he
is exceptionally intelligent, talented, and hilarious. As a gifted child, he is also exceptionally
difficult, uncooperative, and short–tempered. I've always understood and appreciated David in a
way others did not, and over the years we've become inseparable. I am very active in musical theatre
productions and competitions, and as David grew up, he realized he shared my love of performing.
While I practiced singing and acting 'Poor Unfortunate Souls' David would sing along with me and
stumble through my dances. When it came time for the show he knew every word to my song! I
wasn't the least bit surprised when he asked our mom this past summer if he could join Elementary
drama club. There was just one problem – directors in the past had experienced a lot of trouble with
him not sitting still, wanting to talk to the other kids, and having difficulty following direction.
Because of this, our school director was hesitant to allow him to audition, and he was crushed. My
mom and I tried to come up with a solution to the problem; nothing we suggested to our director
seemed to convince him to let David join. We took David to see behavioral therapists and child
psychologists to try to figure out what might be causing his inability to cooperate and interact with
the other students in a normal, friendly way. Every doctor said the same thing: David is so
intelligent he does

Gift Movie Essay
When society determines that one is "gifted," the pressure of surroundings can be unbearable. With
the intimidation from,friends, family, and self to succeed, the weight of poor self–esteem can be
unbearable. Society continues progressing the need to be special by ostracizing those that have
talent and demanding that they must do something valuable within their life, regardless of age.
Throughout the movie Gifted, the parent–child conflict between father Frank Adler, a de facto
guardian, and Mary Adler, his seven–year old niece, develops the plot and thematic purpose of the
story. For example, Frank attempts to give his niece a normal life compared to that of her mother––a
mathematician pushed to suicide. When Mary's first–grade math teacher ... Show more content on
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When Mary is sent into a foster home, she feels as if her only support was taken away from her. Her
grief progresses to the point that even though Frank is allowed visitation rights, she does not want to
see him. Even though she was placed in the foster home so that she was with a neutral party, Evelyn
pays off the family to force her to study mathematics. Mary blames this pressure on Frank, as the
family put her cat up for adoption and are forcing her to change the morals she learned from Frank.
Mary represents a prodigy in society that is a mathematical genius, but the mother is refusing to
allow Mary the right to be a child. However, when Frank confronts Evelyn in the middle of a
tutoring session of her toxic relationship with Diane, Mary returns to his custody as she realizes the
negativity fostered by her attitudes. Even though Mary lost trust in Frank during the fostering, she
regains this relationship, as he did not abandon her and returned for her in the end, developing the
theme that trust in each other surpasses all external forces. Hence, the tense relationship that eases in
the end between Frank and Mary concludes the story by contributing a theme––everyone needs a
strong support system, regardless of

Mark Zuckerberg Vs Smart People
There are many intelligent people in the world. One would assume that all of these intelligent people
are very successful because they are smart, but this isn't the case. There are many intelligent people
who are not wealthy, well educated, or successful. To be smart and to be intelligent are two very
different things. Many students who get good grades are smart, but not intelligent. There are doctors
who are smart, but not very intelligent. There are construction workers who are not smart, but they
are intelligent. There are college dropouts who are not smart, but they are intellegent.To be smart is
to be able to retain knowledge. To be intelligent is to be able to think in an abstract fashion and see
things beyond the superficial. To ... Show more content on Helpwriting.net ...
Many times a student will "memorize" what they need to know on the test. They will not truly
memorize the material because they will soon forget it after the test. Since test taking is generally
the only way that people are evaluated upon, this leads to society having more smart kids than
intelligent ones. Kids will often get into college because they are smart, but many times they can't
solve a complex problem because they lack that intellect to do so. There are many intelligent people
who never go to college because they have an idea that they need to get out to the world. This is
possibly why many inventors and successful college dropouts are innovative individuals that start a
business to help them gain wealth. There are far more smart people than there are intelligent ones.
Even though being smart is different from being intelligent, individuals can be both smart and
intelligent. Individuals can also be neither smart nor intelligent. There are people like Dr. Ben
Carson and Karl Marx who are both smart and intelligent. There are also people who are neither
smart nor intelligent like like Mike Tyson. Dr. Carson was an individual who grew up in the ghettos
of Detroit and through books he was able to gain much knowledge and do well in school. He
eventually used his intelligence to become the first neurosurgeon to split up siamese twins
successfully. Karl Marx was also very smart and intelligent. He was a German economist and
philosopher. He was incredibly

Gifted Flaws
People say that being smart or gifted is a superb kind of ability. However does society even know
the basic definition of giftedness? For example, "Albert Einstein's name is associated with the term
genius in pop culture" (Cohen), but people still don't know how the mind of a genius thinks or what
it goes through. This is a problem with society itself for not accepting different people just because
they are greater. Being a gifted has its advantages and its flaws such as how gifted person can mean
conflict with society, being gifted can mean things such as a higher IQ, and gifted people contribute
many important factors to innovation. PROBLEMS WITH A GIFTED. There are many problems
that come with being a gifted. The gifted students those with high IQ usually have to wait on other
students when doing classwork, there are also times ... Show more content on Helpwriting.net ...
Innovation is turning an idea into a solution that adds value from a customer's perspective. This
means that a gifted persons ability to tell the difference between the goals,assignment and & mission
is crucial to innovation because they can focus on each aspect of innovation (Hoeller). They can also
make fabulous leaders because they can identify habits,traditions, and social pressure ("Hoeller").
However the people with these habits and traditions might hate the gifted leader. Furthermore
creative thinking is second nature for the gifted especially for innovation where you need creative
ideas. Another contribution they make is being versatile they can switch their jobs if they need to
and not just have one or two skills (Hoeller). The gifted may also have high passion and
commitment to a project or work (Hoeller). Lastly gifted people make their own solutions to a
problem and a higher authority's opinions doesn't matter to them. That is what a gifted contributes to
innovation in the

You Know Your Child Is Gifted When By Judy Galbraith
The world is full with people and blogs, trying to convince you things they don't really know
themselves.
Before you freak out and send your child to the closest "Child Genius" reality TV show, you need to
break to square one and know some basic terms; what does a gifted child really mean? Furthermore,
what kinds of gifted traits are there? In the booklet "You Know Your Child Is Gifted When..."
written by Judy Galbraith, you can find these exact things.
In the article, the term "gifted" is a very precise, yet very broad; it is more than a number on an IQ
test, hence is termed by the U.S Department of Education as children and youth with outstanding
talents and accomplishments, in comparison to others of their age, experience of the environment.

The Success Of A Circle Time
Successful Circle Time Circle time is one of the most fun and creative times of the school day.
Preschool children, typically ages three to around six, are very hands one and mobile. They want to
move about and explore things around them. For any teacher struggling with circle time and keeping
the attention of their students I would suggest multiple tips on how to keep students engaged. One is
to make circle time interactive and get the students involved in the circle time. An example would be
giving each student a part in a song or a story to act out. Another suggestion would be to start each
circle time with a song and dance so that students can release some of the energy that they have and
be ready to focus during circle time. It is also a great idea to have students move around during
circle time so they are not getting restless and moving in anyway they want (). Two very key things
for circle time to be a success is to be consistent with circle time and have it daily so that students
know what to expect. I have observed activities like reviewing the calendar, weather, and reading a
short book. Finally, one must be aware and patient of the disturbances that will pop up during circle
time. Know that students are all developing in different ways and not one is like the other. While
one student may sit attentively for a prolonged period of time, another may not be at that point yet.
Plan circle time around your students needs and it will be a very happy experience for

EQ vs. IQ
EQ vs. IQ
You are four years old and are seated by yourself at the kitchen table. Your mom places one piece of
your favorite candy in front of you. She explains that you can eat it right now, but if you wait while
she leaves the room to do a quick chore, you can have two pieces of candy when she returns. She
leaves the room. What do you do? Do you grab the gooey goody the minute she's out the door? Or
do you patiently sit there resisting temptation hoping to double your treat upon her return? Do you
know that your our reaction to this situation may very well determine the degree of your success in
life? A similar study with children was actually conducted by a psychologist using marshmallows.
The study showed that children ... Show more content on Helpwriting.net ...
He states that his goal is to redefine intelligence and success. He believes that EQ is the equivalent
to what we used to call "character" and contributes more to a person's success than brainpower,
measured by IQ tests. He claims that IQ is not everything, that high IQ people are not always the
most successful, and that it does not determine one's course in life. Emotional factors could be
important. He states that there are five main "abilities" involved. A high EQ involves knowing one's
emotions. It involves managing one's emotions. It involves motivating oneself. It involves
recognizing emotions in others, or empathy. It involves the ability to handle relationships. Hans
Eysenck in his book A New Look Intelligence states that this whole theory is "built on quicksand"
and that there is no sound scientific basis. Goleman insists that this is no abstract study. He is
looking for solutions, which will restore "civility to our streets and caring to our communal life." He
sees practical applications everywhere for how companies should decide whom to hire, how couples
can increase the odds that their marriages will last, how parents should raise their children and how
schools should teach

Finding The Teachers ' Perception About The Giftedness...
III. Methods 7 My goal is to discover the teachers' perception about the giftedness in early
childhood. I will conduct a qualitative study to comprehend how preservice early childhood
education teachers identify giftedness in early years and how they construct their perceptions during
their student teaching experience. Applying qualitative research will enable me to grasp array of
perspectives and multiple interpretations of the individuals regarding the issue I am investigating
(Glesne, 1999). Researcher Reflexivity Everything started when I realized my misconception about
one of my students. Let's start from the beginning of my short but eye opening teaching career. It
was seven years ago, when I started working as a kindergarten teacher in a public elementary school
in my country, Turkey. I had several internship experiences for four semesters in different settings
such as in a kindergarten, a preschool, and a Montessori classroom during my bachelor degree, I
finally had my own classroom that I can mold and educate my students based on my paradigms.
Even without knowing the paradigms as much as I comprehend right now, by just knowing the
eminent child development theorist and their theories, I always believed that every second of child's
life can be utilized as a teaching moment to help them to construct their knowledge. Therefore, most
of the activities I created were coming from my students' interest. Even though I had a little bit
crowded classroom, in which I had

Mary Meeker Biography Essay
Born in the early 1920's, Mary Meeker's father saw great potential in his creative little girl. He
vowed to make sure she got to college, something which he had been unable to do. He fancied
himself a business man, so the family moved from place to place as he looked for the elusive perfect
opportunity. Every new school brought another Intelligence Test and eventually Mary skipped a
grade. Mary's sister who was learning disabled was often mistreated by the Nuns at one of the
schools, causing Mary to turn away from her religion. Her mother did not see her talent or creativity
and was often mean and abusive toward her children. As a result of these events, and recognizing
that she and her sister were at different ends of a spectrum, Mary vowed to advocate for the
development of diverse intellectual abilities. Educationally, Mary more than fulfilled her father's
hopes as she gained a Bachelor of Science, a Master of Science, a Doctorate in Educational
Psychology and continued with post graduate studies.
In a desperate need for teachers, California offered provisional teaching certificates to those with a
related degree, and Mary accepted. She was immediately assigned to students with severe
developmental delays. She didn't know how to teach them and there were no resources to draw
upon. Eventually she motivated the children's creativity by dancing and singing for much of the
school year. When Mary was re–assigned, she got a Special Education Class and found that it had a

Growing Up In New York Public Schools
Growing up in the New York Public Schools system, I realized many similarities and differneces
today. In 1993 all 50 states had formulated policies (legislation, regulations, rules, or guidelines) in
support of gifted education. The study portrayed state policy as uneven and called for a re–
examination of present policies in light of research, experience, and developments in education,
psychology, organization, and related fields. Further support for this reexamination included the
climate of school reform and restructuring, the changing environment of society and schooling, and
the diverse ways that local districts interpret and implement state rules. These findings still resonate
today. I graduated high school in 1994 and the gifted and ... Show more content on Helpwriting.net
...
To provide curriculum, instruction, and assessment that maximize the potential of the identified
students, educational programming for the artistic gifted and talented students must reflect the
following characteristics: (a) content, process, and product standards that exceed the state–adopted
arts standards for all students and that provide challenges at an appropriate level for the strengths of
the individual students; (b) goals and indicators that require students to demonstrate depth and
complexity of knowledge, creative and critical thinking skills, and problem–solving skills; (c)
instructional strategies that accommodate the unique needs of gifted and talented learners; (d)
opportunities for global communication and research using available technologies; and (e)
evaluation of student performance and programming effectiveness as related to the goals of the
programming submitted in the local gifted and talented five–year

Benefits Of Gifted And Gifted Students
Introduction
According to the National Association for Gifted Children, "The term 'gifted and talented," when
used with respect to students, children, or youth, means students, children, or youth who give
evidence of high achievement capability in such areas as intellectual, creative, artistic, or leadership
capacity, or in specific academic fields, and who need services or activities not ordinarily provided
by the school in order to fully develop those capabilities" (Definitions of Giftedness, 2017, pg. 1).
Gifted and talented students require learning that challenges them but also allows them to explore
their creativity and come up with their own conceptions on what they are learning about and how it
relates to their lives. While gifted and talented students are on a higher learning level and need to be
challenged you still have to understand that they are also still children. Gifted and talented students
can struggle just like other students and also might have behavioral problems like other students as
well.
Camp Appalachia
For my observations and field experience I got to volunteer with a program called Camp
Appalachia. Camp Appalachia is located at the Vickory House at University of North Georgia's
Dahlonega campus and is put on by Dr. Donna Governor who is a UNG professor who runs part of
UNG's Appalachian studies center along side Dr. Rosann Kent. Camp Appalachia is a challenge
camp for rising fourth through sixth grade gifted and talented students. It is a weeklong

The Child 's Home And School Life
An intellectually gifted student is characterized by being developmentally advanced in language and
thought. They also have a higher mental age than their chronological age. Intellectually gifted
students can be classified as having an excellent comprehension, being high in curiosity, motivation,
independence, and having superior humor (Davis, Rimm, & Siegle, 2011). In order to understand
how the home and classroom environments foster, create, and hinder the growth of my intellectually
gifted student, it is important to consider the different relationships in the child's home and school
life. Urie Bronfenbrenner created the ecological model of human development in which he
considered the relationships of the child's different environments as a part of their development
(Bronfenbrenner, 1994). The microsystem is composed of the relationships and interactions that the
child directly is involved with. These interactions for my intellectually gifted student would include
his relationship with his parents, his classmates, and myself. Each of these relationships affects my
student and his academic success and growth. After meeting my student's parents, it was clear that
they did not set high standards for their child based on his high intelligence. Although they support
and love their child, they seemed fine with his current academic performance. My student's peers
also have a direct influence on his academic and personal growth. In my classroom, most of the girls

Intelligence Test and Gifted Requirements Essay
Intelligence Test and Gifted Requirements
The Gifted program exists to provide more academic opportunities for those who qualify as "gifted."
"'Gifted means performing or demonstrating the potential for performing at significantly higher
levels of accomplishment in one or more academic fields due to intellectual ability, when compared
to others of similar age, experience, and environment'" (Quoted in "Gifted"). In order to make it into
the program the student must show higher intellectual ability than the average student at his or her
age, but what determines that factor? The student must take a multidimensional test and score in the
98th percentile. However, the most weighted part of the test remains an average IQ test. ... Show
She states, "In my 24 years as a gifted facilitator, there have been a handful, (3–5) students whose
IQ tests did not accurately reflect their intelligence." She also informed that if a student is close to
making the cut, they are given a second test in a year or two (Sebelius 1). Intelligence tests should
not remain the primary qualification to gain admittance in the gifted program because it allows
minorities and the economically disadvantaged to remain underrepresented in the program. The
minorities and the economically disadvantaged tend to score lower than the average gifted student;
as a result, they fail to gain admittance when they have actually proven qualified. The tests also
effect how they are feeling (sebuleus). If under privileged students feel negatively about their
situation it may affect the score of their test. Under their circumstances, they are not presented with
the same opportunities as other gifted students due to financial or environmental problems. These
problems can alter their psychological state ultimately undermining their score. However, they do
better on the test overall, as opposed to just the IQ segment of the test, but the IQ test still remains
more heavily weighted than other means of testing, when those other means of testing play a more
important role than given credit

The Challenges Of Underachievement In Gifted Students
Underachievement in gifted education can be attributed to a number of challenges that gifted
students face. Gifted students are capable of achieving, but factors such as learning disabilities and
poor self–efficacy, prevent them from performing adequately. There are interventions that teachers
and parents can work together to implement to help work against these factors of underachievement.
According to the article, "Underachieving gifted students: Two case studies", gifted students need
specific interventions to help them be successful in the gifted classroom. Through the
implementation of a Creative Writing Program, it was found that positive reinforcement, one to one
teacher support, and differentiation are interventions that help to alleviate gifted underachievement
(Bennett–Rappell & Northcote, 2016). I personally loved this article because it spoke from the
honest application of specific interventions within a realistic classroom situation. The specificity of
interventions and honest reports of success when implemented were extremely helpful in
determining effective instructional decisions when working with this niche student group. As a new
teacher, it is intimidating to see a pattern happening amongst your students and not know the best
practices that I should implement to help alleviate the pattern. In addition, the article "Exploring
Teachers' Experiences of Working with Gifted Students Who Underachieve", explored a different
side of underachievement in gifted

Harrison Bergeron By Kurt Vonnegut
Harrison Bergeron by "Kurt Vonnegut" is set in the year 2081, where all the people have been made
equal through mental and physical handicaps. No one is slower, weaker, or smarter than anyone else.
Harrison Bergeron who is taken from is family when he was fourteen years old has escaped. He
takes off is handicaps, declares himself emperor and chooses one of the ballerinas to become his
empress. After dancing and flying, Handicap General Diana Moon Glampers shoots them both dead.
The theme of this story is total equality is not ideal as people may believe. It's a mistaken goal that
can result into a dangerous outcome. To achieve mental and physical equality, the government use
handicaps to torture their citizens. The strong "were burdened ... Show more content on
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In the story the author form of equality will be questioned by the people many times and will
eventually fail. Harrison is used in the story to show that people will work nonstop against the
handicaps until the system is taken away. "Harrison tore the straps off his handicap harness like wet
tissue paper, tore straps guaranteed to support fire thousand pounds," (198). There is no competition
due to the handicaps that prevent anyone from being equal. There cannot be no improvement
anywhere without competition. All critical thinking will end, and all progress that requires thought
will be stopped. The author form of equality will never work in any way, because it causes humans
to lose confidence and hope and stops all creativity.
The forced equality in Harrison Bergeron is wrong. We are taught to use what we are blessed with.
Everyone with some sort of gift is handicapped, to stop them from being better than anyone else.
Harrison's dad is blessed with intelligence, and he is forced to wear a headset to keep him from
using his intelligence. The government don't want him to overcome others that are not as smart as
him. The handicaps are holding back the potential that he is given. "He flung away his rubber–ball
nose, revealed a man that would have awed Thor, the god of thunder," (198). Harrison Bergeron
must wear large glasses, heavy weights, and an earpiece because he is strong, smart, and he has
good eyesight. The gifts he was given

Reflection Paper On Intelligence
During high school, I read world renowned Stanford University psychologist Carol Dweck's
research on achievement and success and I have been immediately fascinated by her growth versus
fixed mindset findings. Dweck conducted research where she gave fifth graders problems that were
too hard for them and monitored their reactions; some students understood that they weren't good at
the problems yet, but they would learn from the challenge. Other students felt their intelligence had
been up for judgement and they didn't believe they could improve so they failed. I became intrigued
by why some students possess a view that intelligence is incremental based on effort and some
believe that intelligence is unchanging. I came to the realization that I was one of the students with a
fixed mindset and worked incredibly hard to adopt a growth mindset.
Now, as a college student, I've read the research by Leah Lessard, Andrew Grossman, and Maggie
L. Syme on "Effects of Gender and Type of Praise on Task Performance Among Undergraduates",
which led me to acknowledge the relationship between praise, intrinsic versus extrinsic motivators,
and growth versus fixed mindsets. I began to register that receiving person praise my whole life was
what led me to develop a fixed mindset, I didn't accept that intelligence was incremental due to
being told I was smart from the start of my educational journey. Lessard, et. al conducted an
experimental study using 48 undergraduates who completed puzzles and

Can The Regular Inclusive Classroom?
"Many students who are gifted require differentiated programming and supports to meet their
exceptional learning needs" (Alberta Education, p.172). Can the regular inclusive classroom, a
heterogeneous program, be enough of a challenge to stimulate the thinking to reach the gifted
learner? Or, is a homogenous classroom, comprised of only gifted individuals, be the best academic
solution for these exceptional students? As of June 2014, in the Catholic District School Board of
Eastern Ontario, there were only 40 exceptional students identified as gifted (CDSBEO, p.6), which
is only 2% of students of all exceptional learners. With a limited portion of the exceptional students
being gifted, educators may find it difficult to provide a balanced ... Show more content on
Helpwriting.net ...
"The homogeneous grouping is typically one that is usually consistent with the idea of accelerated
learning" (Department of Psychology, p.3). In this setting, you may find that the expected
curriculum content is achieved quite quickly, it may even mean skipping grades (Department of
Psychology, p.3). The heterogeneous grouping would refer to students who have the gifted
identification, and those who do not. In these classrooms, teachers can use forms of differentiated
instruction, flexible groupings or problem–based learning which would challenge and promote
critical thinking skills in all the learners in the classroom. There are advantages and disadvantages to
both settings. Although many advocates of gifted education are hesitant with the push for full
inclusion, this is likely a common practice in many smaller boards across the province. In a
heterogeneous program, gifted students would have social benefits, engaging learning opportunities
and exposure to diverse classroom settings. Jacques St–Arnauld, an elementary teacher teaches in an
inclusive school, where he feels that their, "inclusive approach may have some social advantages.
I've never seen the gifted [students] be ostracized by other [students] in the school – they're treated
the same as everyone else." (Educational Leadership). In our board, there is a gifted program which
can be provided by resource teachers at schools, but the youngest

Total School Cluster Grouping Model Analysis
Definition of Giftedness:
We are committed to serving all students of our community among all ethnic, racial, and socio–
economic backgrounds, including our ESOL and Special Education population, and recognize that
there are students who have abilities and academic aptitudes that differ from their school–aged
peers. Therefore, they require special instruction, services, and experiences, which go beyond the
general curriculum to further develop their potential. A committee of professionals within the school
building will work together to analyze multiple forms of evidence including, but not limited to,
assessment scores, referrals, student work samples, and teacher and parent narratives to determine
eligibility based on the interactions between ... Show more content on Helpwriting.net ...
The TSCGM promotes flexibility and movement between clusters. Our definition recognizes the
need to identify and further develop students who are potentially gifted. The TSCGM's value of
fluency, and the concept that there is no limit to the amount of high–achieving students identified,
would allow teachers to move students to the high–achieving cluster easily (Gentry &Fugate, 2013,
p. 221). According to the research done Gentry & Owen (1999) this model also provides more
students that move up to become high–achievers. Our definition states that gifted students will "be
given differentiated educational services and experiences to meet their needs and abilities". The
TSCGM places importance on providing teachers with professional development opportunities that
focus on differentiation and gifted education strategies. Therefore, teachers will be given the
expertise and resources needed to provided these "educational services and experiences" within the
general classroom. Our definition also requires school staff to annually review and report on the
progress of gifted students. This fits in with the TSCG model because it requires teachers and
administration to review student data yearly to create new cluster groups (Gentry & Fugate, 2013,
p.218). I think by using TSCG, more gifted students in our district will be receiving services during
most, if not all, of all of their instruction time, and all of our students will be positively

Negative Effects Of Technology And Addiction
Technology & Addiction. According to the ¨Americans–are–addicted–to–smartphones¨ 58 percent of
U.S. smartphone owners check their phones at least every hour – and a large share check their
phones while in bed or in the bathroom. If in some catastrophic event they were to lose their device,
73 percent of people admit they would feel "panicked" while another 14 percent would feel
"desperate" (Fitzgerald). This shows much smartphones and technology in general has taken over
the lives of people considering that phonesmart phone were not popular until the late 2010.
Technology has become the backbone of society in this day and age.people seemingly cannot live
technology ,it helps people backup data , plan their days and even drive their car.Although
technology has a lot of good uses, it also has a lot of adverse effects. Technology has come along
way since the dawn of time. Even back then their technology had a lot of adverse effect. For
example in the fourteenth century people used to use lead" In ancient times, technology mainly
involved practical advancements to help people survive in a dangerous world. As people and
societies progressed, technology conformed to the increasingly settled and sophisticated state of
civilization. Much of modern technology is complex and idea–based and aims to increase
abundance, comfort, and ease of life". (dziak).This show how much technology has advanced to
contour to lives.although in some cases people doing the work themselves

Diversity Of Gifted Students
seen a widening of white–black and white–Hispanic achievement gaps (Reardon, et al, 2013). A
broad, sweeping federal definition would, I feel, achieve similar outcomes.
Some gifted students, in particular students of minorities and subgroup populations, may not be
easily identified for reasons that can be attributed to cultural or socio–economic differences, to
differences in opportunity to learn, to disabling conditions that may mask giftedness, or to biases in
the identification process (p. 329). The differences among these subgroups of students can affect
student engagement, achievement, and the ultimate probability of them achieving their full potential
(p.330). For example, a gifted African American student from a low socio–economic ... Show more
content on Helpwriting.net ...
Teachers, administrators, parents, students, and community members in a district are by far the most
aware of the diversity present in those areas and how best to serve their gifted student populations,
specifically in relation to ethnic, racial, and socio–economic concerns. A local definition of
giftedness allows for policy making to occur on home turf, where best practices catering to specific
groups of gifted students can be utilized and the scope of the definition is able to be more succinct in
targeting certain student needs. As the National Association for Gifted Children (NAGC) states, the
goal of a definition of giftedness is to "provide the framework for gifted education programs and
services, and guide key decisions such as which students will qualify for services, the areas of
giftedness to be address with programming, when the services will be offered, and even why they
will be offered (NAGC–Def). Districts have the advantage of knowing their students, populations,
and communities. There are, however, some downsides in allowing localities to write their own
definition of giftedness and the ramifications of what follows. First, the school district must have
qualified administrators and educators creating the policies. According to a study done by the
NAGC for the 2012–2013 school year, 43 percent of states responding to a survey do not require
professionals working in gifted and talented programs to have certification or endorsement in gifted
and talented education. Fairly bleak numbers, although a federal mandate requiring gifted programs
in every school district will most likely change this fact. Next, locally defined characteristics of
giftedness

Gifted And Talented In Ender's Game
In society, there are a limited amount of individuals who are given the title "Gifted and Talented". In
Ender's Game, Card accurately displays the aspects of the gifted and talented and their relationship
with society. The type of gifted and talented individuals, the way they conform to society, and the
way they are treated are key to this relationship.
One important characteristic of gifted and talented individuals is their level of intelligence. The
gifted and talented are "children who have potential to develop significantly beyond what is
expected of their age", which means their intelligence is above average for their age (BBC News).
Ender not only shows the characteristics of a gifted child, but he also shows the traits of being a
highly gifted child. Aspects of the highly gifted include "processing material at a much greater
depth, and show incredible intensity in energy, ... Show more content on Helpwriting.net ...
Ender displays intellectual prowess when he effortlessly double numbers inside his head (Card 44).
Since the gifted and talented develop more intellectually at a quicker rate, these individuals are more
prone to becoming leaders in a society. Leaders of societies have the capability of greatly
influencing the futures of members present in the society through their knowledge and experiences.
Although the gifted and talented possess the potential to change society, they must also conform to
the demands of society at times. In the book, Ender goes through many phases that change him in
order to hone the aspects needed by society. Ender evolves from a sensitive boy to a war leader and
savior. His evolution is the result of the lengthy training he had to undergo after arriving at Battle
School. Society

Intelligence : Effects Of Genetics, Environment, And...
Talitha J. Dryer
Teacher Vonda Ford
English 6
5 February 2015
Intelligence: Effects of Genetics, Environment, and Outside Influences
Many people often wonder what makes them who they are––what creates their identity. Part of a
person's identity is his or her ability to succeed in school, comprehend complex concepts, and invent
creative ideas. This is intelligence––a complicated trait that involves and is affected by many
different factors. A person's intelligence is his or her general cognitive ability, including abstract
reasoning, sensory reception, planning, problem solving, understanding, and the ability to learn
(Plomin). Not only does intelligence involve these abilities, but it is also dependent upon a person's
willingness to act on his or her capabilities and function to his or her full potential. Intelligence can
be measured by "Intelligence Quotient" tests, but because of the way these tests function, results are
depended upon a person's willingness––rather than ability––to perform the requested tasks. It is
important today to recognize the various influences on intelligence so that a person can face the
modern world knowing that his or her abilities are not solely the result of genes inherited from his or
her parents but can be manipulated in several different ways. Intelligence is a complicated part of a
person's identity that begins to develop from the moment of conception and continues through that
person's life, being influenced by genetics, environment,

Task Force For Gifted And Talented Education
Today's society is governed by one simple mantra: we all have our gifts. While this is a relatively
vague saying, there is one concrete definition of giftedness that is seemingly undeniable, and that is
the intellectual giftedness of young children. As elucidated by the Federal Government, "the term
'gifted and talented," when used with respect to students, children, or youth, means students,
children, or youth who give evidence of high achievement capability in such areas as intellectual,
creative, artistic, or leadership capacity, or in specific academic fields, and who need services or
activities not ordinarily provided by the school in order to fully develop those capabilities" (Title IX,
Part A, Definition 22). At first glance, this definition ... Show more content on Helpwriting.net ...
A paper presented in 2005 at the Australian Association for Research in Education reports that
"...gifted students and high achievers will experience an enhanced school self–concept due to the
BFLP (big fish, little pond) effect through a comparison with their average–ability peers, their
school self–concept will be lowered due to an assimilation effect when they affiliate themselves
with their less able peers" (Yeung 4). This finding is particularly interesting because it calls the
efficacy of pulling gifted children out of regular classes and grouping them together. In regular
classes, the gifted student has an inflated sense of self worth, and yet as soon as he is put into a room
with like–minded people, he begins to feel less adequate and may fall back to an "ordinary" learning
ability. This then results in the student's frustration with his inability to grasp new material, and with
the routine, repetitive nature of daily life (Farmer). These feelings can persist throughout a lifetime,
even as gifted ability fades, resulting in feelings of depression, displacement, and the dreaded
phenomenon of "burnout" (Kesner

Worrell's Statement Analysis
1) Do you agree with Worrell's (2013) statement that "Rather than asking if a student is gifted–a
question that suggests some general, innate capacity–the question would be better focused on
identifying the academic domains in which the student performs very well" (p. 140). Why or why
not?
I agree with Worrell's (2013) statement. We should be asking and assessing not only if the student is
gifted, but how are they gifted? As Worrell point out "most gifted and talented programs in
elementary and middle school involved a broad range of enrichment activities, which may have no
relationship to the talents of the students in the program" (Worrell, p. 140). Many students are
placed in a "one size fits all" G & T program, and are not gaining the special instruction and ... Show
142). What is the problem with the question? What question should be asked instead?
Worrell points out throughout chapter 14 that non–verbal assessments should be used as part of the
identification process. They aid in eliminating test bias for underrepresented populations and for
students with speech, language, and hearing impairments (Worrell, p. 135). They are also considered
to be a good measure of cognitive intelligence, which is the second best predictor of success for
students (p. 137). A better question to ask if the non–verbal test will show giftedness is the specific
domain that one assesses for a particular student, or will it point "skills and aptitudes" for success in
a specific domain. One can look at the unique variance component of the test score to find this
information, which shows reliable components of reasons that aren't considered general intelligence
(e.g. short–term memory or quantitative reasoning). Worrell says, "Not all scores are created equal";
finding the test, and interpreting the score is dependent upon what you are looking

The Inclusive Practice During Childhood Education Context...
This essay will focus on the inclusive practice in relation to the early childhood education context
and particularly to the special educational needs of the gifted children. This will also cover the
policies/legislation, current research, national and international perspectives of inclusive practice in
early childhood education. The complexities and practicalities of inclusion in terms of learning
opportunities and experiences, environmental considerations and peer relationships would be
critically examined. The role of the teacher and the teaching strategies, practices and theoretical
prospective and the positive involvement of parents/families would also be evaluated to support the
children with giftedness abilities and extra talented skills. In general, inclusive practice is also
known as special education. According to Ministry of Education [MoE], (2000), "Special education
means the provision of extra assistance, adapted programs or learning environments, specialized
equipments or materials to support young children and school students with accessing the
curriculum in a range of settings." Whereas, Education Review Office (2012) also defines inclusion
as the identification that all children and their families have equal rights to access high quality early
childhood education without any barriers, full participation and learning for all children. Moreover,
the four principles of Te Whariki such as empowerment (Whakamana), holistic development
(kotahitanga), family and

Negative Effects Of Technology And Addiction
Technology & Addiction. According to ¨Americans–are–addicted–to–smartphones¨ 58 percent of
U.S. smartphone owners check their phones at least every hour – and a large share check their
phones while in bed or in the bathroom. If in some catastrophic event they were to lose their device,
73 percent of people admit they would feel "panicked" while another 14 percent would feel
"desperate" (Fitzgerald). This goes to show just how smartphones and technology in general have
taken over the lives of people considering that smartphones were not popular until the late 2010.
Technology has become the backbone of society in this day and age. People seemingly cannot live
without technology as it helps them backup data, plan their days and even drive their cars. Despite
all its good uses, technology like most things has of adverse effects. Technology has come along
way since the dawn of time. Even though most of its negative effects had yet to be discovered. For
example, in the fourteenth century people used to use lead to treat diseases and for a while both lead
and radium were used in medical technology and aided as treatments. " Technology mainly involved
practical advancements to help people survive in a dangerous world". As people and societies
progressed, technology conformed to the increasingly settled and sophisticated state of civilization.
Much of modern technology is complex and idea–based and aims to increase abundance, comfort,
and ease of life". (dziak). Technology in ancient times was use to make work easier protect people
from dangerous activities,but now technology has started to replace even us in the workplace.The
invention of robots and automated services has rendered the need to teach, hire or even retrain
people ineffective. Technology has advanced to suit our lives.Although in some cases people, doing
the work themselves might be more practical while others seem to think that using technology
would be a better, error free option.this could be bad for people looking for a job, because employer
would think using robot would be a more efficient way.this is an adverse effect of
technology,because of this mental state unemployment would increase exponentially and due to that
crime rates

elizabeth's Essays
Study of Gifted Person
Introduction A few months ago, my family watched the movie, "Gifted Hands". Although I had
never heard of the movie or the man, Dr. Ben Carson, I found his story and life inspirational. I felt
drawn to know more about him. Following the movie, my daughter, Elizabeth, and I goggled Dr.
Carson. Since the movie begins with Ben Carson as a poor child who is bullied and made fun of due
to his poverty, poor grades in school, and lack of friends, Elizabeth could relate to his insecurities,
fears, and anger. As the movie moved through the life of Ben Carson, we saw how he overcame all
the obstacles in his life. Through his mother's strong belief in God and that he and his brother were
capable of being very ... Show more content on Helpwriting.net ...
Consequently, I believe Ben Carson is "gifted" and a study of him would be an inspiration to me and
my family.
Evidence of Giftedness
"There is no such thing as an average human being. If you have a normal brain, you are superior.
There's almost nothing that you can't do." Ben Carson
Although Ben Carson is world renowned in the medical field as a gifted Neurosurgeon, Ben Carson
began a humble life. According to bio.True Story, (Ben Carson, biography), Ben's mother, Sonya,
dropped out of school in the third grade and at the age of 13 married Robert Carson, a Baptist
minister. The couple moved to Detroit, Michigan where Ben and his older brother, Curtis, were
born. However, when Ben was 8 and Curtis was 10, Sonya Carson's husband left her to raise the
boys on her own. With little education, Sonya struggled to provide for her boys. She worked two or
three jobs at a time as a domestic servant. As a family, they would pick vegetables for local farmers
in exchange for a part of the crop. Ben's mother's diligence and creativity to provide for her boys
had a tremendous influence on, Ben and Curtis. (Ben Carson, biography) Gregg and Deborah Lewis
state (2002) "Sonya Carson also provided a strong support system for the boys with their church
family by attending church regularly. One Sunday as the pastor gave the message, Ben felt God call
him to become a missionary doctor." (p. 16) After

Gifted and Talented Program Admissions: Needed...
Gifted and Talented Program Admissions: Needed Improvements and Reforms
Gifted and talented programs are intrinsically valuable to many children's education as they provide
a system in which all students involved are engaged, challenged, and intellectually stimulated. In
"How People Learn", Donovan, Bransford, and Pellegrino (1999) stress the importance of each
student being given reasonable and appropriate goals based on his or her level of understanding and
competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all
student's needs by providing uniquely appropriate challenges which aim to keep every student
engaged, thus receiving the best chance at success. Although there are many valuable and ... Show
These areas are:
General intellectual ability
Specific academic aptitude
Creative or productive thinking
Leadership ability
Visual and performing arts
Psychomotor ability (Eby and Smutny, 1990, p. 4)
The United States Congress has slightly altered the definition of giftedness presented in 1972,
mainly to remedy the problem that talent was being too narrowly defined, but even in recent
revisions the first five characteristics listed in the Marland Report remain almost exactly the same,
the only one that has been removed is the sixth: psychomotor ability. This last characteristic was
removed from the list because officials felt that school athletic programs could meet students' needs
in that specific area and that gifted and talented programs should be instituted to help develop skills
and capabilities which are not being satisfactorily provided by a school's standard curriculum and
programs (Eby and Smutny, 1990, p. 5). Defining these five or six areas as the guidelines for
evaluating talent is not problematic. What is troublesome is that most gifted and talent program
admissions are based on a high stakes type of IQ test, rather than any combination of the
characteristics decided by US officials to define talent (Shore, Cornell, Robinson, and Ward, 1991,
p. 42).
Although using one IQ based test for admittance

Renzulli's Three-Ring Conception Of Giftedness '
1.) How does the main character (or main characters) exemplify someone with gifted abilities?
I chose the movie "Hidden Figures". This exemplifies women mathematicians that work for NASA
with gifted abilities. After reading different articles in this class, gifted is defined as having
exceptional talent or natural ability. The article "Renzulli's Three–Ring Conception of Giftedness"
states that "Renzulli considers three factors important for the development of gifted behavior: Above
average ability, creativity, and task commitment." These women had all three abilities. Katherine
Johnson, a brilliant mathematician in this movie was able to be creative and calculate the launch
coordinates and trajectory needed to launch U.S. astronaut John Glenn into outer space. Dorothy
Vaughan creatively finds a way to teach herself how to program. Mary Jackson, another NASA
employee became an engineer. ... Show more content on Helpwriting.net ...
I think intelligence along with the creativity allowed these traits to be dismissed. "The article
"Creativity as an Elusive Factor in Giftedness", "stated that creativity is elusive precisely because
like intelligence it has many different manifestations, conceptions, and interpretations. Because the
women of colored had these gifted abilities they were treated as unworthy. Their jobs and
promotions were in jeopardy. 3.) What are the various perspectives of other characters in the movie
when relating to this character (these characters)?
The other characters in the movie thought these women were strange, worthless and didn't know
what they were doing. These women were always doubted and questioned about their work and
abilities.
4.) Think of a student (or former student) that reminds you of the main character(s) exhibiting
giftedness in this movie. Reflect on possible actions that you or others involved with this student
could take that would be

Myths Surrounding The Education Of Gifted Students
There are many myths surrounding the education of gifted students. According to Cross (2002),
some of these myths include: gifted students should spend time with their age peers, gifted students
should be well rounded, giftedness is a natural occurrence, professionals who work with gifted
students understand the their social and emotional needs, adults truly understand what it is like to be
gifted in today's society, messages about being too smart, and the age old statement that all students
are gifted. While these myths are prevalent in education, they are myths and we need to be
enlightened and dispel these myths.
Myths one and two are connected and both embody the ideas surround gifted students and working
with peers (Cross, 2002). I have

Analysis Of ' Superboy And The Invisible Girl '
For my song analysis I chose a piece for a musical which is called Next to Normal. The song in the
musical is called Superboy and the Invisible Girl. The musical features an average American family
trying to hold itself together. The dad goes to work, the daughter, Natalie is a genius, but the mother,
Diana, struggles with bipolar disorder and hallucinations. Their son Gabe, died as an infant, but the
mother has been hallucinating him, growing up with the rest of the family as if he never died. So
Gabe, in a strange way, is actually one of the main characters. This is a key song in the storyline
because it is the first time that Natalie attempts to express her true feelings. The song starts off with
Natalie singing what becomes the chorus of the song, "Superboy and the Invisible Girl... Son of
steel and daughter of air. He 's a hero, a lover, a prince– She 's not there". Natalie struggles with how
to find a place in her family where she is content. She grapples with how she can surpass her
brother's shadow, when her mother puts him on a pedestal. How do you compete with a dead
person? She feels like he is this person that can do no wrong and that she just doesn't exist, despite
how hard she tries to be perfect to earn her mother's love and approval. Even though Gabe is
technically dead, he does still have a type of relationship with his sister. We talked about some of
these as being the effect on an adolescent's relationship with their siblings and their parent(s) when

Perfectionism Essay
Perfectionism is defined by Kerr (1990) as a complex of characteristics and behaviors, including
compulsiveness with regard to work habits, over–concern for details, unrealistically high standards
for self and others, indiscriminate acquiescence to external evaluation, and rigid routines. Lightcap
(1985) defining perfectionism as 'dark side of giftedness'. Many theorists explain perfectionism with
two different ways; positively and negatively. Hamachek (1978) described perfectionism as a
positive characteristic: The student is intrinsically motivated, earns high grades, and performs well
on tasks. It can lead to achievement, self–confirmation, high self–esteem and responsibility. On the
other hand, Parker (2000) stated that feelings of ... Show more content on Helpwriting.net ...
Individuals with unhealthy perfectionism suffer from low self–esteem and low self–worth because
they feel they are never good enough.
Many theories exist regarding the causes of perfectionism. Some believe that perfectionism is inborn
in the individual, while others maintain that perfectionists are products of an overbearing
environments such as authoritarian or perfectionist parents. These are possible causes of
perfectionism:
Birth Order– Firstborn children and the "eager beaver" phenomenon.
Perfect Parents/Family– high expectations; teaches children that "Our love and affection depend on
your ability to do well."
The "Workaholic Kid"– According to Erik Erikson, children are more prone to be workaholics if
they are rewarded only for the things that they do vs. the personal qualities they have been
developing.
Media/Social Messages– TV/magazines, advertising the "perfect job", "perfect car", "perfect
marriage", etc.
This figure shows a tentative model highlighting the key aspects linked to childhood perfectionism
(Morris & Lomax, 2014). It clearly demonstrates how parents effects perfectionism in early
childhood.
Hamachek (1978) stated that there are six specific, overlapping behaviors associated with
perfectionism that describe both normal and neurotic perfectionists. The difference lies in the
duration and intensity of these behaviors. These behaviors; (a)

Gifted Students And Social Stigma Essay

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