Slideshow from a presentation I attended.

1. 27 STRATEGIES
FOR OPTIMAL WELL BEING
IN OUR BRILLIANT INTENSE AND
ASYNCHORNOUS KIDS

2. P. SUSAN JACKSON
DAIMON INSTITUTE
While Rock, B.C., Canada
daimoninstitute@shaw.ca

3. DAIMON INSITTUTE: Body-Mind Practices 3
11/30/2012

4. 11/30/2012
BY WAY OF PREAMBLE . . .
4

5. WHY 27?
the highest level of knowledge in
rupaloke (Buddhism)
Pythagoras and Plato number 3 in
the cubed (ie 27) and number 2 in
the cubed (ie, 8) represent the
Cosmos.
5

6. For the first time in history we have access to all of the collected
accumulated information about human consciousness and its
potential (in which the concept of giftedness is nested)
6

7. Is a complex
discipline-
transcendent
phenomena

8. 11/30/2012 8

9. THERE IS A DOMINANT UNDERSTANDING OF GIFTEDNESS
AS A PURELY ACADEMIC ASPECT OF LIFE

10. Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into i ntellectual and emotional experiences.
Giftedness is
Annemarie Roeper a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into i ntellectual and emotional experiences.
Annemarie Roeper
GIFTEDNESS
Annemarie Roeper

11. Giftedness is
A way of being that
encompasses the
whole body and
life; a way of
experiencing the
world, of moving,
thinking, and
creating that is
fundamentally
different from the
typically accepted
human experience

12. THIS GIFTED CHILD
Rage and capacity to learn
Idiosyncrasies
Extraordinary creative capacity
Wonder and awe
Fierceness
Intensity
Sensitivity
Staggering Insight
Fearsome will
Anticipation
Imaginative
Playful
Depth
Complexity
Doggedness
Single-mindedness
Other worldliness
Capacity for advanced morality
Capacity for great awareness
Capacity for advanced development in many spheres of experience
Develop in wild leaps and in uncommon ways
12

13. DAIMON INSTITUTE: IPG 11/30/2012 13

15. Developmental
lines operate
There are many independently
developmental of each other at
lines operative in different rates
any individual with a different
dynamic and on a
different time
schedule
is the seat of
consciousness: its
capacity and function
determines the
workings of any
individual
15

16. Development moves from less aware (and capable) to increasingly self-aware
(more deeply conscious) as the gifted child ascends to greater capacity and
awareness.
16

17. Gifted children are endowed with the most amazing radar for their own
development : a sixth sense that informs them both about the world around them
and their inner world. This is not limited to the obvious and the known. Instead it
revels in possibilities and, in optimal circumstances, operates with surety and
confidence, even in discovery and exploration.
This vital force directs life and growth to become all the child is capable of being ,
and needs to be nurtured, respected and fully supported.
P. Susan Jackson
Daimon Institute for the Highly Gifted

18. 1. WHOLE PERSON FIRST
Before academics, before talent development …

19. 2. ALL IN IT TOGETHER

20. 20
DAIMON INSTITUTE: IPG 11/30/2012

21. 3. HUMOUR
HUMOUR
HUMOUR, ALWAYS
HUMOUR . . .

22. XKCD COMICS
Humor allows man to create perspective, to put distance between
himself and whatever may confront him. Humor allows man to
detach himself from himself and thereby retain the fullest possible
control over himself.
Viktor Frankl

23. 4. GET TO KNOW THE IDIOSYNCRASIES OF YOUR CHILD
Personality Type:
Extravert or Introvert? Intuitive or grounded processor?
Makes sense through logic or through feeling? Closer or endless
Processor?

24. 24
The judging
types believe
that life should
be willed and
decided, while
the perceptive
types regard life
as something to
be experienced
and understood
UNDERSTANDING AND RESPECTING
DIFFERENCES

25. We know that each gifted child is an extraordinary gestalt. In
this, the sum of the parts far exceeds the individual weight and
power of any single dimension of the
developing child.

26. Know the child
ESSE EST PERCIPI
(TO BE IS TO BE
PERCEIVED).

27. 5. LEARN EVERYTHING YOU
CAN ABOUT GIFTEDNESS BUT
10 More Websites for Parents of Gifted & Talented
http://brooklyn.about.com/od/Brooklyn-Public-School-K-to-12/a/10-More-Websites-
For-Parents-Of-Gifted-And-Talented-Kids-From-Us-Doe.htmKids, from US DOE
AGATE :a New York State statewide nonprofit organization of concerned parents and
educators.
National Association for Gifted Children (NAGC)
Hoagies' Gifted Education Page is a resource guide: "resources on nearly every aspect of
gifted education available on the Internet," .
National Parent Information Network (NPIN) general research and information, administered
by the National Library of Education and the U.S. Department of Education.
The Council for Exceptional Children (CEC): a professional organization: "improving educational
outcomes for those with exceptionalities, students with disabilities, and gifted."
Parental Support
GT World : a n on-line support community for parents of gifted and talented kids.
Supporting Emotional Needs of the Gifted (SENG) focuses primarily on role of adults in the
lives of gifted children. It "provides information on identification, guidance, and effective ways
to live and work with gifted individuals."
Gifted Development Center serves parents, schools, and advocacy groups with information about
identification, assessment, counseling, learning styles, programs, presentations, and resources for
gifted children and adults.

28. 6. HONE AND ALWAYS TRUST
YOUR INTUITION, YOUR GUT

29. 7. BE WILLING TO LOOK AT YOURSELF, AT LEAST A LITTLE

30. Your children and the act of
parenting is an invitation to a dance
of discovery.

31. ADULT GIFTEDNESS
"Giftedness was not commonly identified in
children until recently, so many adults are
unaware that they were gifted as children. But
even those who were identified tend to believe
their giftedness disappeared before adulthood .

32. CHARACTERISTICS OFTEN EXPERIENCED BY GIFTED INDIVIDUALS
Are you a good problem solver? Can you concentrate for long periods of time? Are you perfectionistic?
Do you persevere with your interests? Are you an avid reader? Do you have a vivid imagination?
Do you enjoy doing jigsaw puzzles? Often connect seemingly unrelated ideas? Do you enjoy paradoxes?
Do you set high standards for yourself ? Do you have a good long-term memory? Are you deeply compassionate?
Do you have persistent curiosity? Do you have an excellent sense of humor? Are you a keen observer?
Do you have a love of mathematics? Do you need periods of contemplation? Do you search for meaning in life?
Are you aware of things that others are not? Are you fascinated by words? Are you highly sensitive? Do you have
strong moral convictions?
Do you often feel out-of-sync with others? Are you perceptive or insightful? Do you often question authority?
Do you have organized collections? Do you thrive on challenge? Do you have extraordinary abilities and deficits?
Do you learn new things rapidly? Feel overwhelmed by many interests/abilities? Do you have a great energy?
Often take a stand against injustice? Do you feel driven by your creativity? Love ideas and ardent discussion?
Were you advanced developmentally in childhood? Have unusual ideas or perceptions? Are you a complex person?

33. Many gifted adults do not live and work in
an atmosphere of understanding and
support that allows them to feel valued and
to make full use of their talents.
Mary-Elaine Jacobsen*[Advanced Development, Volume 8, 1999]
Her book: The Gifted Adult: A Revolutionary Guide for
Liberating Everyday Genius

34. 9. Change begins with awareness:
1. What are three things that you were fascinated by as
a child?
2. Think of an experience you had as a child where your
intelligence and/or insight was totally overlooked or
disregarded . . .
3. Did you have a role in your family that was expected
and reinforced but may not have reflected your true
nature?

35. 35
11/30/2012

36. THERE IS A WAY BETWEEN VOICE AND
PRESENCE WHERE INFORMATION FLOWS. IN
DISCIPLINED SILENCE IT OPENS. WITH
WANDERING TALK IT CLOSES.
- RUMI

37. 11. State of
mind
Whatever you are
doing, ask
yourself, “What’s
the state of my
mind?”
Dalai Lama, 1999
11/30/2012 DAIMON INSITTUTE: Body-Mind Practices 37

38. Neuroscience: Mindfulness Meditation
• Texas Tech University scientist studying
integrative body-mind training
(IBMT)
– confirmed and expanded on changes in structural efficiency of
white matter in the brain related to positive behavioral changes
in subjects practicing the technique for a month and a minimum
of 11 hours total.
• "When we got the results, we all got very excited because
all of the other training exercises, like working-memory
training or computer-based training, only have been shown
to change myelination," Tang said. We found a different
pattern of neural plasticity induced by the training."
11/30/2012 DAIMON INSITTUTE: Body-Mind Practices 38

39. 12. BITE OFF WHAT YOU CAN
CHEW AND FIND A TEAM

40. 13. ALWAYS ALWAYS LISTEN TO
AND TRUST YOUR CHILD
But….

41. 13. NEVER EVER MAKE YOUR GIFTED CHILD
THE EPICENTER: THEY KNOW BETTER

42. FIVE KEY ELEMENTS OF MINDFUL COMMUNICATION
42
Choose the right time.
Choose the right place.
Remove distractions
Be clear. Make it clear what you're wishing to convey from the
outset. For example, your purpose could be to inform others, obtain
information or initiate action.
Organize and clarify ideas in your mind.

43. ALWAYS REMEMBER RULE 3. HUMOUR
HUMOUR, HUMOUR,
ALWAYS HUMOUR
To be playful and serious at the same time is
possible and defines the ideal mental condition.
John Dewey
Stress and humor must exist in order to create
the dynamic force that propels the human animal.
It is in learning to accept and utilize both, that
people are able to advance beyond the fear of
living and find the joy of life.
Dan Holt

44. DAIMON INSTITUTE: IPG 11/30/2012 44

45. 11/30/2012
14. PLAN FOR A LIFESTYLE
that aims to develop many aspects
of your gifted child and your family
45
DAIMON INSTITUTE: IPG

46. BALANCE IN ALL THINGS
46

47. 47

48. 48
BALANCE IN ALL THINGS

49. DABROWSKI, 1972
49
...she should be given assistance in
her education, above all self-
development, which should aim at
positive, perhaps accelerated
growth...Of fundamental value, also,
would be the formation of deeper
intellectual capacities which would
bring discrimination into the
emotional and moral aspects of her
life. Of great importance would be a
friendly...interest taken in her total
development...... In this
connection, it might be essential
to discover and develop some of her
more important interests and
abilities.

50. 15. REST, QUIET TIME, NATURE AND NOODLING ARE ALL ESSENTIAL

51. 16. GOOD SLEEP IS RESTORATIVE
Clean, clutter-free space to sleep in
Fresh air
No stimulants
Comfort items
Time to decompress before actual sleeping time
Every child needs different amounts of sleep
Every child helps maintain their space

52. 17. RESPONSIBILITY, AUTONOMY AND COMMUNITY INVOLVEMENT
• All members of the family participate in family life
• Each according to his capacity to contribute
• Provide opportunities to engage new capacities
• Model and allow for growth through risk taking and
experiencing consequences
• Order, clean spaces and systems for maintenance all
essential

53. 18. SUPPORTING THE LEARNING
NEEDS
Every gift contains a danger. Whatever gift we have we are compelled to
express. And if the expression of that gift is blocked, distorted, or merely
allowed to languish, then the gift turns against us, and we suffer. –
L. Johnson

54. 19. APPROACH ADVOCACY AS A WIN~WIN
1. Assume everyone is doing the best they can
2. May be well informed; May be ignorant
3. May be limited by biases or filters that interfere with perception
and communication
4. May lack the resources or the confidence to engage effectively
5. Find common ground and strengths FIRST
6. Do your research: funds, philosophy, practice
7. Involve your child always
8. Choose specific goals for each meeting: limits are essential as is the
big picture
9. Start with those on the front line and build relationships
throughout the system

55. 20. HELP YOUR CHILD DEVELOP THE NON-
ACADEMIC SIDE OF LIFE
People with good emotional health are
aware of their thoughts, feelings and
behaviours.
55

56. Gifted children
prone to
cognicentricism .
All gifted kids need to be
encouraged, taught and
reinforced for paying
attention to and
cherishing their physical
body
11/30/2012 DAIMON INSITTUTE: Body-Mind Practices 56

57. intelligent
life Flexible
attunement
to who we are,
who we are
becoming and
where we find
ourselves.
57

58. Emotions
are specific
entities and
precise
messengers
from the
instinctive
self
58

59. EMOTIONAL LITERACY IS THE FOUNDATION OF
GOOD MENTAL HEALTH
59

60.  We need to get to know our emotions
 Pay attention to them and honor them, however subtle
 Do not name them like street signs and manage them like
symptoms of disease
 Bring all the parts of us into the process and into balance
 Begins with our strengths and our comfort zone
DAIMON INSTITUTE: IPG 11/30/2012 60

61. Emotions are
necessary
expressions
of what are
perhaps
unspeakable
inner truths
61

62. Give kids room to simply experience a feeling, in the right
context. Can we model this, even a little, according to our
own style.
 Provide boundaries and a framework for this
 Some kids need immediate outlet in the form of action
 Many gifted kids rely on metaphor, symbol to indirectly
express complex feelings (safety and container for
complex, abstract, multi-themed feelings)
 They need to know we can just LISTEN, be present and
sometimes reflect feelings, sometimes not
DAIMON INSTITUTE: IPG 11/30/2012 62

63.  Places them into simplistic categories Based on early socialization about which
emotions are right, wrong, acceptable and unacceptable
 Stops the natural flow
 Intellectualizes emotional experience: removes the complexity and dynamic of
emotional experience
 Tells us that rational logical thought is preferable /more reliable
 Instills fear about emotional contagion: strong emotions are catching and
unpredictable: SQUELCH THEM
 Tells us that in-depth emotional experience or dynamic expression of emotions is
undesirable: TOO TRICKY
 Offers us wholesale denial, medication and treatment to remove them
RESULTS: Emotionally constipated, over regulated or
inauthentic expression
DAIMON INSTITUTE: IPG 11/30/2012 63

64. 22. Afford
opportunities to
play, to compete,
in structured and
unstructured
forums
64

65. 23. Ω : anytime, anywhere:
Stop and Think: Begin by interrupting your normal daily thoughts. Think
about what is going on around you. Then switch your thoughts to yourself
and your breathing. Take a few deep breaths, exhaling slowly.
Body scan: Mentally scan your body. Notice areas that feel tense or cramped,
such as your neck or shoulders. Loosen up these areas. Let go of as much
tension as you can.
Head moves: Slowly rotate your head to the left in a smooth, circular motion,
leaning your left ear to your left shoulder. Rotate your head to the right in
a smooth, circular motion, leaning your right ear to your right shoulder.
(Stop any movements that cause pain.)
Letting go: Roll your shoulders forward and backward several times. Let all of
your muscles completely relax.
Remember when: Recall and focus on a pleasant memory.
The breath that cleanses: Take another deep breath and exhale slowly. You
should feel more relaxed.
11/30/2012 DAIMON INSITTUTE: Body-Mind Practices 65

66. 1. What happens in your body when you think about _______?
2. What happens in your body when you are ____________ (in a specific environment,
or thinking about going to a specific environment?)
3. What happens in your body when you sit quietly and take deep, slow breaths?
11/30/2012 66

67. 25. Understand the
1. increased cerebral blood flow
physiological effects and oxygen to the brain;
of Physical Activity
2. the development of capillaries,
which permit collateral
circulation;
3. the release of dopamine and
serotonin, two essential
neurotransmitters that help
sustain attention and the
ability to concentrate;
4. the increase of BDFN, which
facilitates neuroplasticity -- the
ability of the brain to continue
to grow and change
throughout our life span.
67

68. • Aerobic exercise
program
decreases
depression and is
as effective as
clinical trials with
anti-depressant
medications
• Physical activity
is related to
better cognitive
health and
effective
functioning
across the
lifespan.
68

69. Part of the routines of life:
walking, biking to school, breaks
in screen time
Martial arts
Dance of all kinds
Nature walks, hiking
Fencing/archery
Swimming water sports
Organized sports: bball, soccer,
football
Routines in the home

70. Nutritional neuroscience is one of the hottest
areas of current scientific investigation
Regrettably most clinical mental health people
and educators are unfamiliar with the profound
impact food has on the brain and body

71. Brain Food
• The most powerful tool we have to change our brain
function and overall health is our forks!
• Food is NOT just calories or energy
• Food contains information that talks to your genes
turning them on or off and affecting their function
moment to moment
11/30/2012 DAIMON INSITTUTE: Body-Mind Practices 71

72. “The modern
Western diet is
completely
incompatible
with optimal
health and good
brain function”
Lyon, 2002
11/30/2012 DAIMON INSITTUTE: Body-Mind Practices 72

73. Environmental factors contribute to this
downturn:
1. Breakdown in traditional family supports
2. Sedentary lifestyles
3. Increased exposure to processed food
4. Pesticides and pollutants
5. Dramatic dietary changes
11/30/2012 DAIMON INSITTUTE: Body-Mind Practices 73

74. • Water mainstay of liquid (juice becomes the treat)
• Eliminate or reduce significantly foods high in fat and sugar: eliminate fried foods
• Avoid refined foods wherever possible: whole grain bread, brown rice preferable
• Mainly fresh vegetables, fresh fruit, lean meat and chicken (preferably organic or
free range), fish ( especially oily fish), organic or free range eggs, beans, nuts ,
seeds, whole grains, organic milk and cheese. Fiber and unprocessed foods key!
• If using a lot of sodas, sugary foods and French fries, take it slowly and gradually
with the substitutions.
• Enjoy creating new healthy eating habits together; enjoy a treat once in a while
11/30/2012 DAIMON INSITTUTE: Body-Mind Practices 74

75. SCREEN TIME
The costs of excessive screen time are too
enormous to ignore. They include
• poor school performance
• childhood obesity
• problems with attention to name a few

76. LIMIT SCREEN TIME AND AFFORD OTHER OPTIONS
•School-age children spend nearly twice as many hours with screen media
(television, video games, computers, and hand-held devices), as they do in
school.
•Screen media use is at an all-time high among preschoolers (ages 2-5).
•Nielsen reports, young children spend, on average, more than 32 hours a
week watching television, playing video games, and using computers.
•47% of babies one year old and younger watch TV and videos for an average
of almost 2 hours a day—even though the American Academy of Pediatrics
recommends no screen time for children under two.

77. 27. LIMIT SCREEN TIME AND AFFORD OTHER
OPTIONS
1.Craft & Puppet Night-
2.Host a family game night-
3.Kids in the Kitchen Family
4.Olympics in the Neighborhood
5.Family Art Gallery