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Can You Hear the Flowers Sing? Issues for Gifted Adults

Can You Hear the Flowers Sing? Issues for Gifted Adults
Can You Hear the Flowers Sing? Issues for Gifted Adults Author: Deirdre V. Lovecky Citation: Copyright © American Counseling Association. Reprinted with permission from Journal of Counseling and Development, May 1986. There has been comparatively little focus in the literature on the characteristics and social and emotional needs of gifted adults. Although the personality traits and social and emotional needs of gifted children have been widely described (Erlich, 1982; Terman, 1925; Torrance, 1962; Webb, Meckstroth, & Tolan, 1982), there has been comparatively little focus on gifted adults. In studies of male scientists (Roe, 1952), creative artists and writers (Cattell, 1971), female mathematicians (Helson, 1971), and architects (MacKinnon, 1962), among others, the predominant characteristics found included impulsivity, curiosity, high need for independence, high energy level, introversion, intuitiveness, emotional sensitivity, and nonconformity. Trait Descriptions Divergency.

Intellectual Giftedness Intellectual giftedness, often referred to as high IQ, is usually given short shrift when it comes to considerations of the special needs of exceptional people. Because giftedness appears on the surface to be nothing but an advantage, the challenges it presents are often ignored and unknown. Giftedness is not about being better, it's about being *different*. I'm of the opinion that, despite our desire for simple quantification of intelligence, noting characteristics of giftedness is perhaps a more useful, or at least complementary, method of detecting the intelligent. Energy Curiousity Speed Concentration Sensitivity, empathy, insight and intuition Sophistication of thinking, highly developed moral sense Nonconformist/Independent Persistence Humour Uses up jobs Almost all those characteristics, while pretty general, are present in every really smart person I know.

Stimuler la douance adulte Sharon Lind Stimuler la douance adulte : Reconnaître et adresser les besoins affectifs des adultes doués. Citation : From CAG Communicator. 1999 summer 30(3). Auteur : Sharon Lind Traduction : douance.be, 2004 Récemment, j’ai eu le plaisir de participer à une conférence internet avec des parents en Australie à propos des besoins socio-émotionnels des enfants doués. Pendant les deux semaines de dialogue, une mère, Michelle, dit un jour : « Ma propre expérience (et, je le soupçonne, celle aussi de nombreux parents d’enfants doués) est que la prise de conscience de sa douance survient lorsqu’on est devenu parent. Dans le processus d’apprentissage de « comment répondre aux besoins de l’enfant », nous, parents, nous prenons souvent à découvrir des tas de choses sur nous-mêmes et même, peut-être, à devoir gérer quelques douloureux souvenirs de nos propres expériences dans l’enfance. » Les commentaires de Michelle ne sont pas inhabituels. Admettre ses propres dons Enrichir son propre développement identitaire

Discovering the gifted ex-child Discovering the Gifted Ex-Child Abstract Most of the attention given to the gifted over the years has been devoted to gifted children, a population identified by unusual mental processing that sets them apart from the norms. Gifted adults, however, are recognized in our society solely by their achievements. The innate qualities of mind that are found in gifted children do not disappear as the children grow up. The unusual developmental trajectory of the gifted creates an extraordinary experience of life for the individual at any age, whether or not that individual is able to achieve in ways society recognizes and values. The achievement orientation that has always existed for adults and is now taking over the field of gifted education, makes it difficult for the gifted to understand the qualities of mind that make them different. Stephanie Tolan (Stephanie Tolan is a consultant, writer, and a Contributing Editor of the Roeper Review.) Who am I? Where Have the Gifted Children Gone?

The Self-Education of Gifted Adults The Self-Education of Gifted Adults Author: Lisa Rivero Citation: First published in the SENGVine, Gifted Adult edition, January 2012 “Somewhere along the line of development we discover what we really are and then make our real decision for which we are responsible. What are you, really? In short, do you know if you are living up to your potential? Does the very question provoke a rush of anxiety? Now that our son is in college, I watch my friends, like my husband and myself, work to figure out who they are apart from being parents, at least apart from being parents who parent on a daily basis. Grown-up Potential: Beyond Overexcitabilities One of the reasons we are so fascinated by biographies of people like Steve Jobs is that we are searching for clues to potential. We often talk about children’s potential, especially that of particularly bright, talented, or gifted children, as if such potential is either fulfilled or wasted by the time we grow up. Intellectual OE. Growing Pains Books

Fostering Adult Giftedness: Acknowledging and Addressing Affective Needs of Gifted Adults Fostering Adult Giftedness: Acknowledging and Addressing Affective Needs of Gifted Adults Recently I had the pleasure of participating in an Internet conference with parents in Australia about the social and emotional needs of gifted children. During the two weeks of dialogue one parent, Michelle, said: My own experience (and I suspect that of many other parents of gifted children) is that my awareness of giftedness came about after becoming a parent. She went on to say: It’s something I’ve noticed in my discussions with other parents — while many of them accept their child’s giftedness and associated traits, they seem to be in “denial” about their own giftedness, or at varying stages of dealing with it. Michelle’s comments are not unusual. Giftedness in adults can be viewed through a number of lenses. Acknowledge Your Own Gifts The first step towards building a strong social and emotion base is to recognize and acknowledge one’s own strengths or gifts.

Beyond the couch The Examined Life: How We Lose and Find Ourselves Stephen GroszChatto & Windus, 240pp, £14.99 What, exactly, is an “examined life”? One that is worth living, according to Plato’s Apology, in which he records Socrates, on trial for his life, arguing that “the unexamined life is not worth living”. The American-born psychoanalyst Stephen Grosz borrows the philosopher’s aphorism-in-extremis for the title of his book of case studies or “episodes”. Classically, the psychoanalyst is the blank surface on to which the client’s anxieties are projected. Grosz, true to type, relays a minimum of personal information. In his preface, Grosz writes that the book is about “our desire to talk, to understand and be understood. At its most primitive, the act of self-examination is what makes us human. The writer and philosopher Julian Baggini has argued that the Socratic maxim about the examined life is profoundly elitist. Psychoanalysis, however, has not.

Thinking like a genius: overview Thinking and recall series Problem solving: creative solutions "Even if you're not a genius, you can use the same strategies as Aristotle and Einstein to harness the power of your creative mind and better manage your future." The following strategies encourage you to think productively, rather than reproductively, in order to arrive at solutions to problems. "These strategies are common to the thinking styles of creative geniuses in science, art, and industry throughout history." Nine approaches to creative problem solving: Rethink! Exercise #2 illustrates how famous thinkers used these approaches. Exercise #1: illustrates applications of the nine approaches. Text of exercise:Nine approaches to creative problem solving: Rethink! Thinking and recall series

La Légende de l’homme à la cervelle d’or - Alphonse Daudet.org Première édition Le conte tel que nous le connaissons aujourd’hui dans les Lettres de mon moulin a été publié pour la première fois dans L’Événement du 29 septembre 1866. Cependant, Daudet avait déjà traité ce mythe moderne six ans auparavant dans « L’Homme à la cervelle d’or » paru dans Le Monde illustré du 7 juillet 1860. Repris dans le recueil des Lettres de mon moulin (1869). Résumé « Il était une fois un homme qui avait une cervelle d’or. » Enfant, il ignorait la composition de son étrange cerveau ; il apprit la vérité de la bouche de ses parents à dix-huit ans seulement. Extrait À quelque temps de là, l’homme à Ia cervelle d’or devint amoureux, et cette fois tout fut fini... Entre les mains de cette mignonne créature - moitié oiseau, moitié poupée -, les piécettes d’or fondaient que c’était un plaisir. « Nous sommes donc bien riches ? « Mon mari, qui êtes si riche ! Cela dura ainsi pendant deux ans ; puis, un matin, la petite femme mourut, sans qu’on sût pourquoi, comme un oiseau...

The Science of Sleep: Dreaming, Depression, and How REM Sleep Regulates Negative Emotions by Maria Popova “Memory is never a precise duplicate of the original… it is a continuing act of creation. Dream images are the product of that creation.” For the past half-century, sleep researcher Rosalind D. Cartwright has produced some of the most compelling and influential work in the field, enlisting modern science in revising and expanding the theories of Jung and Freud about the role of sleep and dreams in our lives. In The Twenty-four Hour Mind: The Role of Sleep and Dreaming in Our Emotional Lives (public library), Cartwright offers an absorbing history of sleep research, at once revealing how far we’ve come in understanding this vital third of our lives and how much still remains outside our grasp. One particularly fascinating aspect of her research deals with dreaming as a mechanism for regulating negative emotion and the relationship between REM sleep and depression: The more severe the depression, the earlier the first REM begins. Donating = Loving Share on Tumblr

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