Dr. Colm O'Reilly, Director, the Irish Centre for Talented Youth and Catriona Fitzgerald, Academic Co-Ordinator, look at the complex area of social and emotional issues in gifted children during a webinar held on November 18th 2010.
Summary:
Framework for understanding Social and Emotional Development
Self Concept of the Gifted Child
Myths around this area
Multipotentiality
Underachievement
The way forward
Social & Emotional Sensitivities In Gifted Children
1. Giftedkids.ie Webinar Series
Social & Emotional
Sensitivities in
Gifted Children
Presented by
Dr. Colm O’Reilly,
Director
&
Catriona Fitzgerald,
Academic Co-Ordinator
Irish Centre for Talented Youth
Supported by
Social Entrepreneurs Ireland,
C.T.Y.I. & N.C.T.E.
3. Overview of the area.
Framework for understanding social and Emotional
Development
SelfConcept of the Gifted Child
Myths around this area
Multipotentiality
Underachievement
The way forward
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4. Terman studies and the growth of IQ
Renzulli and theThree Ring Concept
Gardner’s Multiple Intelligences
Sternberg’sTriarchicTheory of Intelligence
Gagne’s Differentiated Model of Giftedness
andTalent.
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Self-Concept
includes “cognitive, perceptual, affective and evaluative
facets” (Hoge & Renzulli, 1993, p. 449).
“a person’s self-perceptions formed through experience with
and interpretations of one’s environment … (and) are
influenced especially by evaluations by significant others,
reinforcements, and attributions for one’s own behaviour”
(Marsh & O’Mara, 2008, p.543).
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Global Self-Concept
Academic SC
Achievement
Ability
Classroom
Non-Academic SC
Social
Family
Peers
Self-presentation
Confidence in
Self
Physical
Physical
Appearance
Physical
Skills
Song & Hattie’s Hierarchical Model (1984)
10. Need to be challenged
Need to be valued
Need to find peer group
Need to be accepted as an
individual
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11. Gifted students should be with students their
own age
Being well rounded should be the primary
goal for gifted student development
Adults and teachers know what gifted
children experience.
Everyone is gifted or nobody is gifted.
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12. Gifted students development is often out of
synch
They demonstrate advanced academic
aptitude but often are unable to deal with the
social implications of this.
There is a need to fit in but this can be
difficult.
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13. Studies have shown that secondary school
students are uncomfortable with the term
gifted to describe their ability.
Can lead to high expectations from parents
and teachers.
Classmates in school often unsupportive.
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14. Almost 50% of gifted students are introverted
compared to 25% of regular population.
This does not mean gifted students are anti-social
rather that they use an internal frame of reference
when generating ideas.
This can cause problems when they need to
communicate these ideas.
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15. Young people with diverse talents who could
succeed at a high level in a number of fields.
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16. Hard to narrow down options to a single
career
May suffer from perfectionism
May be coerced by parents and teachers to
take high points courses.
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17. A future career explored as a way of life.
Not just limited to one career.
Use leisure activities to pursue interests.
Talk with peers!!
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18. Underachievement is seen as a discrepancy
between assessed potential and actual
performance.
Colangelo (2003)
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19. Temporary underachievement is often in
response to a situational stress or event.
Chronic underachievement is where someone
has a pattern of underachievement across a
variety of situations.
Reis (1998)
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20. Aggressive students demonstrate disruptive
and rebellious behaviour.
Withdrawn students seem bored and
uninvolved.
Rebellious students combines aggressive and
withdrawn behaviours.
Whitmore (1980)
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21. To GainAttention
Can be solved by rewarding good behaviour.
To Gain Control of a Situation.
Involves a power struggle with parents and
teachers.
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22. Make curriculum more interesting.
Being part of a good peer group can prevent
underachievement.
Being part of clubs and extra-curricular activities
help reduce underachievement.
Be vigilant! Even though it’s not happening now
doesn’t mean there won’t be a problem in the
future.
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23. Helped with subjects at school
Challenged students intellectually
Broadened the mind
Gave a better outlook on school
Allowed students to be creative
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24. Increase in self confidence.
Meeting intellectual peers.
Improved communication skills.
Made New Friends
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25. Encourage controlled risk taking
Provide a variety of social experiences.
Read biographies of eminent individuals.
Get mentorship opportunities.
Allow them to be who they want to be.
Struggles and emotional turmoil happen to
everyone.We can’t avoid them, it’s dealing with
them that matters.
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26. Dr. Colm O’Reilly
Director
Ms. Catriona Fitzgerald
Academic Coordinator
t. +353 1 700 5634
e. ctyi@dcu.ie
w dcu.ie/ctyi
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