Transcript UNDERACHIEVEMENT: A COMPLEX PHENOMENON Vickie Mohnacky West Virginia Department of Education [email protected] OUTLINE  Defining Underachievement  Identifying Underachieving Gifted  Underlying Causes  Interventions  Future Steps.

UNDERACHIEVEMENT:
A COMPLEX
PHENOMENON
Vickie Mohnacky
West Virginia
Department of Education
[email protected]
OUTLINE
 Defining
Underachievement
 Identifying Underachieving Gifted
 Underlying Causes
 Interventions
 Future Steps
LEVELS OF ACADEMIC SUCCESS
3
• Learns with satisfaction and joy (student is on the
way to becoming a lifelong learner)
2
• Earns high grades on assignments that challenge
(completes assignments that require effort)
1
• Gets good grades with ease (completes
assignments with little effort)
DEFINING UNDERACHIEVEMENT
Three General Themes

Discrepancy between potential (ability) and
performance (achievement)
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A regression involving potential and
performance

Failure to develop potential or latent ability
DEFINING UNDERACHIEVEMENT
1. Discrepancy between ability
and achievement

Requires defining ability.

Requires defining achievement.
DEFINING UNDERACHIEVEMENT
2. Discrepancy between predicted
achievement and actual achievement
If a student performs more poorly on
measures of achievement than one would
expect based on measures of ability, then
he or she is underachieving.
DEFINING UNDERACHIEVEMENT
3. Failure to develop or utilize latent
potential without reference to other
external criteria.
No attempt to define or measure potential.
Underachievers viewed as individuals who
fail to self-actualize
DEFINING UNDERACHIEVEMENT
Discrepancy definition requires
defining ability and achievement
Ability: IQ test: WISC-IV or Stanford-Binet IV. Criteria
for giftedness?
Achievement: Standardized Tests - 1 year below
grade level? Should gifted students be above
grade level? Classroom grades – failing grades?
Time Period: Any drop over a short time period?
Achievement that has declined 3 years in a row?
DEFINING UNDERACHIEVEMENT
Type and Severity
o
o
o
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o
o
Chronic?
Episodic - temporary, situational?
Mild?
Moderate?
Severe?
In all areas?
In only some areas?
Coincidental with increased homework?
DEFINING UNDERACHIEVEMENT
Working definition:
Underachievers are students who exhibit an
observable discrepancy between
expected achievement (as measured by a
comprehensive test of cognitive or intellectual ability and
actual achievement (as measured by class grades,
teacher evaluations or standardized achievement tests).
Must NOT be the result of a diagnosed learning
disability and must persist over a one year
period.
IDENTIFYING UNDERACHIEVING GIFTED
Special Populations
Distinguish between a chronic underachiever
and a gifted student who has processing
deficits, learning disabilities or attention deficits.
Interventions that are appropriate for these
subgroups are radically different.
IDENTIFYING UNDERACHIEVING GIFTED
The non-compliant
 The working-hard-at-being-different
 The challenging-authority
 The angry/discouraged/frustrated
 The social/nonsocial
 The divergent “outside of the box”
thinker
 The complex

UNDERLYING CAUSES
 Social
Factors
 Culturally
 Family
Diverse
Dynamics
 Instructional/School
Factors
UNDERLYING CAUSES
Social Factors
o Peer influences?
o Socio-economic factors? (Not an
“achievement environment”)
o Gender?
o The only thing a child can control?
UNDERLYING CAUSES
Individual Factors
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Problems with competition?
Passive resistance?
Hypersensitivity/intensity?
Low cause/effect ability?
Inability to delay gratification?
Low self-esteem?
Dominant or dependent personality?
Developmental arrest? (leading to internal conflict)
Early power and attention (the only thing he/she can
control?)
Perfectionism? (Yes, perfectionism)
UNDERLYING CAUSES
Family Factors
o Lack of home enrichment
o No educational values
o Anti-school attitude
UNDERLYING CAUSES
Family Factors
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Economic pressure
Parental depression
Parenting behavior
Disruptive events
Parental attitudes
toward work, school
(models)
Trust issues
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Negative messages
Family Tension
Upset hierarchy
Substance abuse
Indifference
Health Issues
Conflict
UNDERLYING CAUSES
The Function for the Child
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Helps a peripheral parent to be involved
Represents loyalty to someone
Distracts parents fighting w/each other or
contributes to the fighting
Can help to unify parents to work with each other
Can communicate distress about a transition or
event or circumstance
Can help to involve outside help/open up a
“closed” family by engaging others
UNDERLYING CAUSES
Family Factors: The “Family Dance”
oThe "peripheral parent"-allies with child
oParent(s) live(s) through the child
oParent hostile to the child who "mirrors" them
oParent protects child against "ogre"
oParent threatened by "achievement"
oParents model anti-school attitudes
o"Achievement" theme dominates family
oParents' success "paralyzes" child
oHigh expectations generate rebellion
UNDERLYING CAUSES
Culturally Diverse
Achievement defined differently
 Attitude-achievement paradox
 Minority language background
 Different value systems
 Low expectations
 Inequity in educational opportunities
 Intimidated by majority culture

UNDERLYING CAUSES
School Factors
oIf no "environment for learning“
oIf low expectations
oIf no differentiation (interests/abilities)
oIf no support for special needs of child
oIf no support for teacher
oIf teacher hostile or indifferent
oIf focus is on weaknesses
oIf curriculum inappropriate
oIf experiences negative
oIf inflexible methods
oIf poor rapport with parent(s)
INTERVENTIONS
Two categories:
1. Counseling
2. Instructional
INTERVENTIONS
Counseling
Goal is to help the student decide whether
achievement is a desirable goal.
If so, then help reverse counterproductive
habits and cognitions.
WHAT TO AVOID
o "Fixing"
them
o Giving advice
o "That's nothing to be upset about."
o "You have no reason to feel that."
o "Don't you think it would be better if..."
o "When I was your age..."
o "Rescuing" them
o Ignoring them
o Being angry at their underachievement
o Being overly invested in their achievement
o Being so invested in them emotionally that the
ability to help, affirm them is lost
COUNSELING UNDERACHIEVERS
oHelping them become "unstuck"
oNot judging, criticizing
oFocusing on strengths, reframing
oHelping them "make sense" of
themselves, their situation
oHelping them "live more effectively"
oWorking on empowerment
oHelping them "be selfish" in the system
oStanding beside them
COUNSELING UNDERACHIEVERS
oChange family communication
oAlter family roles
oHelp parents understand self, child
oCreate an appropriate hierarchy
oClarify personal boundaries
oHelp strengthen family leadership
o"Be selfish-get what you need from the
system."
COUNSELING UNDERACHIEVERS
oHelp family adjust to change
oHelp all members feel heard, affirmed
oHelp all members affirm strengths
oRaise awareness of parental messages
oHelp parents "give permission" to achieve
oIdentify parent vs. child needs
oRaise awareness of developmental issues
oNormalize family transitions
o Empower the underachiever-in new ways
COUNSELING
Parent and teachers together “can adjust home
and school environments to compensate for
social impacts and can thus foster achievement
within their children.”
Sylvia B. Rimm, Ph.D. Underachievement
Syndrome Causes and Cures (1995)
Why Gifted Kids Get Poor Grades and What
You Can Do About It (2008) Great Potential
Press
COUNSELING UNDERACHIEVERS
What can parents and educators do?
Don’t rescue the child from a challenge. Instead
support him/her.
Help find and support interests outside of school
as well as in school that motivate and develop a
work ethic.
Advocate for continuous progress and
excellence at various levels of decision–making.
COUNSELING GIFTED UNDERACHIEVERS
Jean Sunde Peterson, Ph.D.
Purdue University
[email protected]
COUNSELING GIFTED UNDERACHIEVERS
WHAT TO BE ALERT TO
* Depression
* Suicidal ideation ("Should I worry about you--that you'll hurt yourself?")
* Thoughts of violence
* Our own feelings about achievement
* Responding only with a punitive approach
* Having only a simplistic view of a very complex,
idiosyncratic phenomenon
* Questioning whether they are "gifted" (teacher, child,
counselor, parent)
COUNSELING GIFTED UNDERACHIEVERS
INITIALLY…
*Alert to, but not preoccupied with, pathology
*Active listening, reflecting; credible feedback
*Collaborative--client active
*Alert to themes, patterns, strengths, personal
resources
*"Make sense" of emotions
*Here-and-now focus
COUNSELING GIFTED UNDERACHIEVERS
THE IMPORTANCE OF BEING “KNOWN” and
APPRECIATED
oAs a child, adolescent
oAs a complex individual
oAs more than "achiever," "underachiever"
oAs a son, daughter
oAs worth the attention
oAs having intelligence
COUNSELING GIFTED UNDERACHIEVERS
REFRAMING PROBLEMS
"It took hard work to get our (or someone else's)
attention."
"You're a survivor."
"You were smart enough to talk to someone."
"You had the courage not to achieve."
"Underneath you were very concerned about
your parents."
"It makes sense that you learned to manipulate
people."
COUNSELING GIFTED UNDERACHIEVERS
FORMULATING AN APPROACH
*Specific
problem to be solved?
(Brief, solution-focused approach)
*Multi-modal? (longer involvement)
*Goal: More effective living
COUNSELING GIFTED UNDERACHIEVERS
FORMULATING A TREATMENT PLAN
• If brief, solution-focused: relationship is
important.
• Ask "Miracle-question" early. “What would
your life look like…?”
• Explore how client could make problem
bigger/smaller; ask who will notice change.
• Invite client to determine one small,
concrete, feasible step toward more effective
living (i.e., lessening the problem) and a
definite time to make the step.
FLEXIBLE PLAN
FORMULATING A TREATMENT PLAN
* If systems approach:
determine whether individual only or
individual and family
determine whether brief, solution-focused
*If long term:
collaboratively prioritize presenting issues,
probably first working with the one with the
best prospects of change or the one most
critical to well-being
COUNSELING GIFTED UNDERACHIEVERS
COUNSELOR ATTITUDES/BIASES
*Self-reflecting
re: biases, attitudes, & stereotypes
related to giftedness
*Being able to be poised, comfortable, and secure when
working with gifted persons
*Being able to refrain from "putting them in their place"
or one-upping them with humor or expertise
*Recognizing that gifted individuals may feel inept,
inferior, uncomfortable--as well as guilty about gifts,
power, attention.
COUNSELING UNDERACHIEVERS
Recognize/Affirm Resilience to Foster Hope
oGood problem-solving skills
oAn ability to gain attention from others
oAn optimistic view of their experiences
oA positive vision of a meaningful life
oA proactive perspective
oRole models outside of the home--"buffers"
oPositive self-concept
oDon't blame self for family problems
oDon't feel responsibility for fixing family
oSocial support
oIntelligence
INTERVENTIONS
Instructional
Part-time or full-time special classrooms
for gifted
• Smaller student/teacher ratios
• Less conventional teaching strategies/
learning activities
• Affective education
STUDENTS WHO ACHIEVE A’S BASED
ON WHAT THEY HAVE ALREADY
LEARNED ARE GAINING DAILY
PRACTICE IN UNDERACHIEVEMENT.
Linda Silverman, “Do
Gifted Students Have
Special Needs?
INTERVENTIONS
Instructional
• More parental involvement
• Specific teacher
• Curriculum changes
• Opportunities to pursue of topics of interest
• Involvement in extracurricular activities
INTERVENTIONS - INSTRUCTIONAL
Renzulli’s Enrichment Projects
5 Features:
•Relationship with the teacher
•Use of self-regulation strategies
•Opportunity to investigate topics related to
underachievement
•Opportunity to work on an area of interest in a
preferred learning style
•Time to interact with an appropriate peer group
Curriculum Compacting
FOCUSING ON AFFECTIVE CONCERNS
*Discussion Group
for inclusion, support, comfort in school
* Sending messages of strength:
"You'll do what you need to when you're ready" (i.e., development!)
"You'll figure out how to get what you need."
"You have courage."
"You are a sensitive person."
" You're working at figuring out who you are---early!"
*Avoiding messages re:"defective"
*Resisting the urge to "fix" them
*Affirming them as they are
*Achievement not the most outstanding aspect
*Nonjudgmental
INTERVENTIONS
MOTIVATION
• Extrinsic - Values the reward or outcome;
not the activity itself.
• Intrinsic – Enjoys the activity itself. Neither
too easy nor too difficult. (Computer games)
• Self-confidence – Believes that he/she has
the skills to be successful.
• Safety – Trusts the environment. Expects to
be able to achieve in it.
INTERVENTIONS
Motivation Tips
• Compliment the skill
• Compliment specifics
• Be genuine in compliments
INTERVENTIONS
Environment
• Performance orientation – innate abilities
• Mastery orientation - acquired abilities
Balance between acknowledging ability
while recognizing that effort went into its
development.
INTERVENTIONS
Environment
• Friendly intellectual environment
• Engaging instruction
• Fair system
QUESTIONS FOR EDUCATORS AND
SCHOOL COUNSELORS TO PONDER
* Is academic achievement the most important thing?
* What do we tell parents, teachers, and coaches who
are wringing their hands over an underachiever?
* How can we explain that the phenomenon is so
idiosyncratic and complex that a single approach or
intervention is not likely to be effective?
* How can we apply an appropriately systemic
perspective?
* How can we convey respect? Non-judgment?
QUESTIONS FOR EDUCATORS AND
SCHOOL COUNSELORS TO PONDER
* How can we be embrace underachievers in
programs?
* How can we stop "being like every other adult"
in how we approach non-performing gifted kids?
* How can we avoid predicting the future on the
basis of one developmental stage?
CONCLUSIONS
•Need for clear, precise definition of
gifted underachievement.
•Further research and inquiry into
interventions.
SOURCES
*Reis,
S. and McCoach, D.B.; The
Underachievement of Gifted Students: What Do We
Know and Where Do We Go? National Association
for Gifted Children (NAGC), Gifted Child Quarterly
Summer 2000 Vol. 44, No. 3, pp. 152-170.
*Rimm, Sylvia B. “Underachievement Syndrome:
Causes and Cures.” Apple Publishing Company.
Sixth Printing, April 1990. (2008 now available at
Great Potential Press.)
http://www.sylviarimm.com/
SOURCES
*Roberts,
Julia (2008, Summer) Multiple Ways to
Define Academic Success: What Resonates With
You? The Challenge, 21, 12-13.
*Peterson, Jean Sunde, Ph.D. Responding To
Underachievement 2007 NAGC Convention, CDROM, Purdue University [email protected]
SOURCES
*Seeley, K.: Gifted Talented Students at Risk. Focus
On Exceptional Children, Vol. 37, N0. 4, December
2004.
D. and McCoach, D. B. “Making a
Difference: Motivating Gifted Students Who Are
Achieving” TEACHING Exceptional Children, Vol. 38,
No. 1, pp. 22-27. Copyright 2005 CEC.
*Siegle,