Transcript Slide 1

Heal the Past,
Embrace the Present,
Plan for the Future
Agenda
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Intro / disclaimers
Psychology & Giftedness
The past: What’s there to heal?
The present: Middle School? High School? College?
The Future: Giftedness in adults: Beyond school, into the
world
• Summary
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INTRO / DISCLAIMERS
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Today’s Presentation
• Presents various ideas and theories about human
consciousness and how they may apply to Gifted
individuals
• Is in the spirit of ‘Take What You Like, and Leave the Rest’
• May provide fodder for thought, grist for the mill
• Offers possibilities that may help in the process of making
meaning of one’s life (philosophical, spiritual, practical)
• Addresses the lifespan to some extent, because who we
become as adults is impacted by who we are as children
• Hopefully contributes to an ongoing dialog about the
impact of Giftedness on your childrens’ / students’ lives
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Today’s Presentation
Does Not
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Try to tell you who your children / students are
Try to tell you what to do
Suggest who your children / students should be
Claim in any way to be more expert about your children /
students life and identify than you are or they are
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PSYCHOLOGY &
GIFTEDNESS
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Psychology in Context
• Biology: structure & anatomy of the brain (What is Where)
• Physiology: working of the brain (How and When)
• Psychology: intersection of behavior and information (Why)
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Implications re: how information is synthesized and internalized
Coaching, counseling, therapy, psychotherapy, psychoanalysis
Blends both science and art
Increasing thought to be influenced by neurophysiology
A young science: integration with ancient wisdom traditions helpful
• An exploration of consciousness
– “The unexamined life is not worth living” – Plato / Madonna
– Can expand potential
– Fosters greater self-awareness, self-esteem & self-acceptance
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Brain Development
What’s Happening Inside You
Time-lapse MRI: brain
development between
ages five and 20 show
growth & then gradual
loss of gray matter:
cells that process
information. Thinning
of gray matter that
starts around puberty
corresponds to
increasing cognitive
abilities. Probably
reflects improved
neural organization
and increases in white
matter that helps brain
cells communicate.
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Gifted: Definitions3,7
• People of high intelligence, as verified by test
• Various professionals measure this differently
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I.Q. above 130
Test score two or more standard deviations above norm
Standardized intelligence measure in the top 2.5%
A particular skill or ability well beyond the norm
• Gifted children
– 2 or more grade levels above his or her age
– Work that approaches adult-level
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Debrowski: Overexcitabilities
(OEs)11,12
• Overexcitability: fundamental attributes
– Directly correlated to the physiological sensitivity of the nervous system
– Seen as above-average responsiveness to stimuli
– Biologically correlate greater intelligence to great excitability
• OEs have five manifestations
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Intellectual: avidity for knowledge, learning, questioning; love ideas, theories
Psychomotor: movement; restless; driven; capacity for energy
Imaginational: vivid imagery; rich associations; facility for fantasy, invention
Emotional: depth / intensity; wide emotive range; compassion; heightened
responsibility; self-examination
– Sensual: enhanced differentiation and aliveness of sensual experience
• OEs “often cause a person to experience day to day life more intensely
and to feel the extremes of the joys and sorrows of life profoundly” 12
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Intellectual
Overexcitability
• Curiosity: intense, focused, unquenchable
– Can be fatiguing for others
– May lead to being more knowledgeable than others
• Probing questions
– Seeing beyond what others
• Concentration
– Over focused; under-focused (preoccupied)
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Problem solving
Theoretical thinking
Moral Concerns / Fairness
Captivated by topics of interest
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Psychomotor
Overexcitability
• Augmented capacity for being active and energetic
• Drawn to movement / action
– Rapid speech, enthusiasm, intense physical activity, need to act
• Can physically act out tensions
– Talk compulsively, act impulsively, nervous habits (fidget, twitch)
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Intense drive (workaholism)
Compulsive organization
Competitive
Misbehave / act out
Managed via vigorous exercise, doodling, knitting, fidgeting
High potential for misdiagnosis with ADD / ADHD
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Imaginational
Overexcitability
• ¾ have imaginary playmates in preschool
– With imaginary pets on imaginary planets……
• Rich imagination, fantasy play, animistic thinking, metaphor
• May not be clear about fact vs. fiction, esp. when young
– May not understand limitations of some logical arguments
• May be dramatic in presentation (Robin Williams)
• Day-dream
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Emotional
Overexcitability
• Intensity
• Heightened concern for & reactions to environment
– Social justice
– Strong attachments to people, places, things
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Ethical concerns
Compassion for others
May appear extreme to others
Can be idealistic
– Cynical, angry when disillusioned
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Sensual
Overexcitability
• Over-responsive to physical stimuli
– Textures, tastes, lights, odors
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Can exhaust them & others
Easily misunderstood, ‘finicky’
Many try to avoid or control some over-stimulations
Intense pleasures can be quite stimulating / alluring
– Music, language, art, foods, sex
– Alcohol, drugs
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Asynchronous
Brain Development
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Different parts of the brain develop at different rates
Many ages at once
Out of step with peers and within ourselves
Often confusing to oneself & others
– Others don’t think as we do
– Expected to be equally advanced in all areas
• Physical “growth spurt” gawky, clumsy; similar mental effect
– Inability to see others’ perspective
– Difficult to articulate feelings
– Non-verbal communication difficult to understand
• Seems to increase with degree of Giftedness
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Asynochronous
Brain Development
• Substantial variations in abilities
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Intellectual vs. social or motor
Puzzles / machines vs. verbal or math
Intellect vs. judgment
Variance in subtest scores
• Often, some leveling with age
– Persistence may mean learning disability
• Can lead to great frustration
– Poor self-regard, depression
– Awareness / normalizing may help give context, hope
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Linehan
Emotional
Mind
Wise
Mind
Rational
Mind
• Intelligence <> Wisdom
• Intersection of intelligence and emotion is wisdom
• Emotional Mind – understanding, verbalize, social cues
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Gifted: So Much More than
Smart2
Reasons well (good thinker)
Has extensive vocabulary
Has a long attention span*
Shows compassion
Intense
Has strong curiosity
Has high degree of energy
Has a wide range of interests
Concerned with justice, fairness
Judgment mature for age at times
Has a vivid imagination
Shows ability with numbers
Learns rapidly
Has an excellent memory
Sensitive (feelings hurt easily)
Perfectionistic
Morally sensitive
Perseverant when interested*
Prefers older companions/adults
Has a great sense of humor
Tends to question authority
Is a keen observer
Is highly creative
Early or avid reader
* In areas of interest
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THE PAST:
WHAT’S THERE TO HEAL?
– ALSO KNOWN AS –
NO BIG DEAL
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More than an Attribute
“Giftedness impacts and underlies everything because it is a
quantitatively, qualitatively, and motivationally different way
of experiencing life” 8
“Everyone admires and reveres Einstein, but no one likes a
know-it-all.”10
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Impacts of Asynchrony
• Brain more developed in some ways, not in others
• Bored or pre-occupied in classroom; can be misinterpreted
– Acting out frustrations -> exclusion / punishment
– Lack of stimulation may slow potential brain development
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Different = bad / something wrong with me / inadequate
Confusion, not fitting in
Social comparisons can lead to poor self-image
Can easily lead to sense of inferiority, confusion
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Linehan & Asynchrony
Emotional
Mind
Rational
Mind
Wise
Mind
• Often, prodigious development in cerebellum first
• Limbic and corpus collosum (inter-hemispheric) growth slower
• Confusing to many: advanced rational skills appear adult but
emotional skills lag far behind
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Linehan & Asynchrony
Emotional
Mind
Rational
Mind
Wise
Mind
• Often, prodigious development in cerebellum first
• Limbic and corpus collosum (inter-hemispheric) growth slower
• Confusing to many: advanced rational skills appear adult but
emotional skills lag far behind
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Some Differences:
Girls & Boys
• Boys and girls can manifest giftedness very differently
– sometimes challenging to detect
• Gifted girls
– Hide abilities and learn to blend in with other children
– Elementary school: direct energy to developing social relationships
– Junior high school: valued for appearance and sociability, not
intelligence
• Gifted boys
– Sometimes easier to ‘spot’ as intellect often more praised
– May be held back in school if they can’t socialize with children their
own age with whom they have no common interests
– Often considered “immature"
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What Being Gifted
May Feel Like
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Things come more easily than for same-age peers
Don’t have to study
Interested in things that are not of interest to age-peers
Feeling more comfortable in company of older youth and
adults
• Not interested in working in subjects that aren’t of interest
• Enjoy challenges in areas of interest
• …..
… Feeling Different
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Overexcitabilities
Out of Context
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Misunderstood
Diagnosed / pathologized / seen as problematic
Coping mechanisms can distract others (foot jiggling)
Behaviors others see as problematic
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Blurt out in class
Questions that appear irrelevant or off-topic
Strong-willed behavior (can be seen as defiance)
Power struggles re: focus / areas of work
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Idealism
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Can envision how things ‘ought to be’
Can see clearly how things are
Discrepancies can be painful (hypocrisy)
Disappointment, dismay, cynicism, anger, depression
May act out, isolate, become depressed
Can be seen as overly sensitive, too serious, pessimistic…
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“Push My Buttons”
• Buttons:
– Past experiences in which we felt wronged, unheard, judged
– Create a sensitivity to similar situations
– Can cause a tendency to overreact
• Trauma: painful incident or persistent patterns
– Reinforced neural pathways = autopilot
• Healing the past = more in control, more conscious choice
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Building new neural pathways
Options more easily seen
Other people’s attitudes more easily seen as theirs
Great freedom
• Everyone has “buttons”: learn yours
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THE PRESENT:
ELEMENTARY SCHOOL?
HIGH SCHOOL?
COLLEGE?
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Unique Opportunities
Gifted Program / Peers / Mentors
• Staff
– Interested in supporting you
– Interested in what makes you different / unique
– May have been there themselves
• Freedom to explore or find your limits
• Integrating your intellect / gifts into your identity
• Examine current coping mechanisms
– Make conscious choices
• Learn how to learn
– When things don’t come easily
– In areas that aren’t as interesting to you
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Peer Relations
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Perhaps most common concern
Import: “others like me”, not alone, not terminally unique
Early peer rejection -> emotional challenges later22
Finding peers can be difficult
– Same-interest peer environment has long-term benefits
– Diversity among gifted can make it still difficult
• Coping tools: books, older friends / adults,
• Conformity lure: “underperforming”, gender codes, A&OD
• What is a (same-interest) peer?
– Shared interests, shared skill levels,
– Compatible emotional development
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Peer Group Opportunities
• Same-interest peers: seek them
– In greater quantities
– Potential for wider social acceptance / less isolation
– School GATE program, networking, relatives, honor societies,
MENSA (children & adults)
• Similarities with other students
– Challenges in the past
– Individual quirks / interests / personalities
• Differences
– How to tolerate / understand one another
• Not so different … not as alone
• Explore, take social challenges, be yourself
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Gifted Self-Inventory
Radical Acceptance
• Linehan, draws on Buddhism
• Debrowski’s disintegration & reintegration
• Know yourself : accept yourself
– Teach & model this approach
– Acknowledge pain
• OEs?
• Maximize & leverage skills
• Identify and work on other areas as necessary / desired
– Choices & priorities
– When required by school / work . Life
– When contribute to greater happiness
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Gifted at School / Work
Does (s)he do this? May not need To …
• Often deny exceptionalness as they mature8
• “Not enough” = not gifted8
– Dissatisfaction due to high standards, perfectionism20
– Despite many accomplishments
– De-motivating
• The “Too-Problem”: “Too much” (for others, for self) 8
– Too excitable, too intense, too conscientious, etc.
• Often never feel they have reached their potential20
• Self-knowledge can contribute to success
– Non-judgmental inventory of skills, attributes, challenges
– Intensity, complexity, drive9
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Developing Habits & Skills
• Gifted often under-achieve
– Mask intelligence to be socially accepted; very poor self-image
• Past: limited or nonexistent intellectual peer group
– Peers can make it easier to neither over- nor under-value intellect
• Told you could achieve any goal you chose?
– You can get support in sorting out desires vs. talents
– Do you want help in understanding how to turn dreams into realities?
• Learn how to learn, in areas of relatively less interest
• Often, higher than average relationship difficulties (esp. men)
– Difficulty balancing intellectual and emotional needs
– Challenged social skills: develop them through exercise
• Grow beyond formative hurts (“buttons”)
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SavantMultipotentiality
• Savant
– Amazing skills in a particular area (memory, math, etc)
– Very focused
– Often are socially under-developed / autistic
• Multipotentialed17
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Characterized by multiple interests
Can be perceived as unspecialized (and therefore less valued)
Can be a barrier to occupational choices and career progression
“Overchoice syndrome”: can create high confusion and anxiety18
Often, struggles with career & identify
• Know yourself
– Discernment: non-judgmental exploration
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THE FUTURE:
GIFTEDNESS IN ADULTS:
BEYOND SCHOOL, INTO THE
WORLD
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What’s Next: College / Work
• What subject(s) to study
• Where to go
– Cost
– Entrance requirements
– Scholarship requirements
• What jobs to pursue?
– What subject / area / focus?
– Where?
– Preparation
• What do you want?
– How to decide
– What do you like to do vs. what do you do well?
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Beyond College: Work
• Fewer opportunities for intellectual recognition
– Outside of academia
– Not gifted any more8
– Lack of external acknowledgment, de-motivating
• For recognition, must apply learning to achieving
• How to translate abilities to happiness
– Know yourself: honest inventory of skills, needs, desires
• Dealing with others’ & their own expectations
• Adjusting our own expectations
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Work challenges /
opportunities
• Inventions / explorations: making space for nonconformity
• Dealing with boredom: adaptation & variety
• Think about OEs, how to turn potential liabilities into assets
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Intellectual = Focus: research, academia, expertise
Imaginational = Creativity: arts, inventions, intellectual property
Emotional = Empathic: arts, healing, non-profits, social justice
Psychomotor = Energy: diversity, sports, arts, corporate climb
Sensual = Differentiation: culinary, empathic bridge, massage
• Working with others
– Communication, empathy
– Leadership, team player
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Gifted Life /
Work Strategies16
Strategy
Place of Giftedness in Life & Career
Inconspicuousness
Keeps low profile, which results in restricted personal
development. Often unaware of intelligence, works at
simple jobs. Can develop with insight / information.
Accepted
Establishes connection with peers at early age, which is
stimulus. Often works in gifted environment, has unique
task / position, or starts company.
Social
Discovers intellect alone isn’t enough. Has actively
raised social skills to high level. Often functions well in
multidisciplinary jobs.
Confrontational
Checkered career history, rife with conflict. Emphasizes
quality of work to survive.
Isolation
Operates almost exclusively alone. Runs risk of losing
social contact.
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Work Adaptation
Problems/Perspectives16
Work environment notices
Gifted employee states
Many conflicts with management
I have a great sense of justice
Cannot listen to what others say
I’m not understood; I’m usually right
Difficult to place motives.
Apparently I’m a threat to my colleagues
Bad timekeeping, e.g. in
meetings
I’m held back all the time; it’s all so slow
Strongly fluctuating performance,
without apparent cause
I have no idea what I want; I find almost
everything interesting.
Optimal position? Concerns self
with everything
I get too little appreciation; people don’t
see what I’m capable of.
Lack of perseverance & discipline
I’m easily distracted
Difficult to approach, not social
I hate small talk
Demanding re: work environment
How can you work in all that noise?
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School Adaptation
Problems/Perspectives/Precursors
School environment notices
Gifted student states
Many conflicts with staff
They teased me first; don’t like it; so slow
Cannot listen to what others say
They don’t understand; I’m usually right
Difficult to place motives
Apparently I’m a threat to my colleagues
Bad deadlines, e.g. in class
I’m bored; it’s so slow; I don’t like it
Strongly fluctuating performance,
without apparent cause
I’m just sad / tired; I don’t like that ; I
don’t understand; I’m bored
Optimal position? Concerns self
with everything
They don’t understand; I’m not interested;
people don’t see what I’m capable of.
Lack of perseverance & discipline
I don’t like that; I’m bored
Difficult to approach, not social
They tease me; they’re boring; I don’t like
Demanding re: environment
There’s too much (noise; action; people)
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Skills in the Workplace19,21
Identify early
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Can see through veneers and confusion to root of problem
Verbalize abstractions and images
Simultaneously consider several options
Drawn to complexity and ambiguity
Enjoy delving into multifaceted problems
Move quickly to creative solutions with practical results
Often are perceived as thinking “outside the box”
Requires awareness of one’s abilities in order to apply them
Demands self-confidence and possibly self-marketing
– Proving oneself, using past successes as examples
– Non-conformists can be misunderstood, under-valued
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What’s Next: Relationships
• Dating: What’s important in a partner?
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Intellectual compatibility
Emotional compatibility
Temperament
Balance / complementing vs. homogeneity
• Chemistry
– Instinct: an accumulation of experience & responsiveness
• Learning communication skills & empathy
– Negotiating conflict
– Skills: Acknowledging others’ perspectives
– Not about right / wrong, about understanding & negotiation
• Relationship structure
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Gifted Adults3
• Better social adjustment with peer group or past peer group
– The brighter the child, the lower his or her adult social self-concept if
most socializing occurred in regular classroom.
– Social self-concept improves when children are placed with true
peers in special classes
• Perfectionism, sensitivity & intensity a part of Giftedness7,9
– Derived from complexity of cognitive and emotional development
– Often creates stress; sense of never meeting one’s own standards
– Learn to channel them, not be ruled by them (turn them off)
• Immense capacity to care
– Complexity, intensity, heightened awareness are lifelong attributes
– Often extraordinary conscience, a need to make life meaningful
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SUMMARY
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Reflections
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Gifted individuals are biologically & physiologically different
How could we not be psychologically & emotionally different
These differences also cause psychological differences
Unique key factors in understanding development
– Asynchrony
– OEs
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Emotional needs usually differ from same-age peers
Research is young, but growing
Known theories have distinct implications
Self-growth is always possible
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Gifted Self-Inventory
Radical Acceptance
• Know yourself : accept yourself
– Teach & model this approach
– Acknowledge pain
• OEs?
• Maximize & leverage skills
• Identify and work on other areas as necessary / desired
– Choices & priorities
– When required by school / work / life
– When contribute to greater happiness
• Learn & teach communication skills
– Conflict management: non-violent communication, “Getting to Yes”
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Common Gifted Traits2,16
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Speed of thought; associate rapidly, process quickly
High sensitivity; part of excitable nervous system
Introverted: easily hurt, often misunderstood, lack of peers
Emotional Development: often undeveloped at early ages
Creativity: identify & predict trends, imaginal, intuitive
Independent: non-conformist, often judged inappropriate
Perfectionism: high expectations, shame at imperfections
Learning style: exploratory, visual-spatial, hate memorizing
Fear of failure and underperforming: possible bad work
habits, lack of self-knowledge
• Possible heightened depression &/or anxiety
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Gifted Concerns
Know Yourself
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Heightened empathy in a callous world (Debrowski)
Hyperawareness
Multipotentiality: too many gifts, don’t know how to choose
Expectations: living up to our own and others’ ideals
Giftedness coexistent with ADHD, depression, bipolar, etc
False feedback: negative input from others who
misunderstand
• Fitting in; dealing with flawed environments
• Loneliness: where is my peer group?
• Authenticity and self-actualization as life-long quests
– Who am I? Where am I going? More of an ongoing focus
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Unabashed
Plug for Self-Exploration
• Self-knowledge is a plus
– Better ability to understand possibilities and challenges
• Learn about your children / students
– Teach self-reflection
– Encourage them & help them know themselves
• The past influences us, but need not determine our future
– Healing emotional wounds
– Finding help when needed
– Growing beyond
• Influencing by example:
– Self-respect
– Humility without undervaluing
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QUESTIONS?
…. DISCUSSION
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For More Information
Contact me
Cal J. Domingue, MFT
Psychotherapy
Consultation
Training
Children, Adults, Couples, Families
Licensed Marriage & Family Therapist MFC 39338
415.377.0544
3896 24th St.
San Francisco, CA 94114
http://www.caltherapy.org
[email protected]
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For More Information
• National Association of Gifted Children http://www.nagc.org
– Pages on parenting, publications, special programs, etc.
– Pages / programs by state
• Supporting Emotional Needs of the Gifted http://www.sengifted.org
– Pages addressing parenting, diagnosis, finding a qualified psychotherapist,
gifted adults, and multicultural outreach
• Hoagie’s Gifted Pages http://www.hoagiesgifted.org/
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Education–focused
Articles: home schooling, advancement, enrichment programs, etc
Frequent updates
Scholarships available for the gifted
Links to many other web pages
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Footnotes
1- The Columbus Group, 1991, cited by Martha Morelock, "Giftedness: The View
from Within", in Understanding Our Gifted, January 1992
2- Silverman, Linda Kreger, Ph.D. “Characteristics of Giftedness Scale”, Colorado
Association for the Gifted and Talented Newsletter, 1978.
3- Silverman, Linda Ph.D. “What We Have Learned About Gifted Children, 1979 2007”, 2007. Online publication:
http://www.gifteddevelopment.com/What_is_Gifted/learned.htm.
4- Ivanka Savic and Per Lindström. PET and MRI show differences in cerebral
asymmetry and functional connectivity between homo- and heterosexual
subjects. Proceedings of the National Academy of Sciences, 2008; DOI:
10.1073/pnas.0801566105
5- Diamond, Marian, PhD. “Why Einstein's Brain? “ Lecture, Doe Library, January
8, 1999. http://www.newhorizons.org/neuro/diamond_einstein.htm
6- Roeper, Annemarie. “Growing Old Gifted”
http://www.gifteddevelopment.com/PDF_files/argrowold.pdf
7- Silverman, L. K. (1993b). The gifted individual. In L. K. Silverman (Ed.),
Counseling SENG
the gifted
and talented (pp. 3-28). Denver: Love.
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Footnotes
8-Jacobsen, Mary Ellen. Giftedness in the workplace: Can the bright mind thrive
in today’s organizations?” In Mensa Research Journal, Vol 39(2)
9- Jacobsen,M.E. (2005). Perfectionism vs. the urge to perfect in gifted adults and
children: Problem of the foundation of excellence? Winston-Salem Children’s
Museum, Junior League sponsored invited presentation, Winston-Salem, NC.
10- Suzuki, Shunryo. Zen Mind, Beginner’s Mind. Shambhala Publications, Inc.,
Boston, MA
11- Mendaglio, Sal. “Dabrowski's Theory of Positive Disintegration: Some
implications for teachers of gifted students”. From AGATE. Fall 2002 15(2) 1422.
12- Tillier, W. "A Brief Overview of Dabrowski’s Theory of Positive Disintegration
and Its Relevance for a Gifted Population." SAGE Conference Proceedings.
Calgary: Centre for Gifted Education, University of Calgary, 1998, 49-58.
13- Maxwell, Elizabeth, M.A., Silverman, Linda Kreger, PhD. Inner Conflict as a
Path to Higher De velopment: Mid-Life Crisis Reexamined. Advanced
Development Journal, 1994.
14- Harder, Arlene F. MA, MFT. The Developmental Stages of Erik Erikson.
www.learningplaceonline.com, 2002.
15- Erikson, Erik H. Identity and the Life Cycle. New York: International Universities
Press, 1959.
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Footnotes
16-Nauta, Noks and Corten, Frans. (2002) “Gifted adults in work”. From Tijdschrift
voor Bedrijfs-en Verzekeringsgeneeskunde (Journal for Occupatiolnal and
Insurance Physicians), 2002 10(11), 332-335. Translated version from SENG,
www.sengifted.org; reprinted in Mensa Research Journal, Vol 39(2).
17-Mencl, Jennifer (2008) “Multipotentiality in the Workplace” From Mensa
Research Journal, Vol 39(2).
18-Pask-McCartney, C. & Salomone, P.R. (1988) Difficult cases in occupational
counseling: III. The multipotentialed client. Occupational development
Quarterly, 36, 231-240.
19-Siekansa, Malgorzata. (2006). “Job satisfaction and temperament structure of
gifted people.” In High Ability Studies, Vol. 17, no 1.; reprinted in Mensa
Research Journal, Vol 39(2).
20- Lupart, Judy L., Barva, Charlene J., Cannon, M. Elizabeth. (2008) “What
happens when girls, gifted in science, grow up?” in Mensa Research Journal,
Vol 39(2).
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Footnotes
21- Jacobsen, M.E. “Giftedness in the workplace: Can the bright mind
thrive in today’s organization?” Revised in Mensa Research Journal,
Vol. 39, no. 2, Summer 2008; originally presented May 2008, Wallace
National Research Symposium on Talent Development.
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