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.
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
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.
How to Charm Gifted Adults into Admitting Giftedness: Their Own and Somebody Else’s The Loneliness of Being Misinformed about Giftedness In my current experience and view, the biggest “social issue of the gifted” is the painful misfit between implicit beliefs about giftedness by the non-gifted and the gifted alike and the actual or perceived reality of very many gifted adults. That misfit leads to utter loneliness: It impedes the sharing of one’s deep feelings and experiences related to giftedness with others because of the belief that these have nothing to do with being gifted. It also leads to avoiding calling oneself gifted – even if the direct question is asked – because of strong inner convictions about not qualifying for that seemingly outstanding state of being. I feel this is strongly connected to the dominant belief that for adults their giftedness is defined by actual eminent achievement, with the tacit assumption that only something like a Nobel Prize will be sufficient proof of eminence. In the summary of his article Mahoney states: Xi and Giftedness Compared
Creativity across the life-span: A systems view Csikszentmihalyi, M. Talent Development III, pp. 9-18 Gifted Psychology Press 1995 This article by Mihaly Csikszentmihalyi looks at three major issues related to creativity over a lifespan. They are: what can be learned about creativity; a model of optimal aging; and how to work with creative children. The author based this work on six years of interviews with scores of older adults who are still actively creative. I am going to talk about a set of studies on creativity which focuses on adults and which will result in a book scheduled to appear next year (Csikszentmihalyi, 1996). Most of you are interested in creativity in children, and of course that makes sense, because that's where the long process of creative development begins. In this paper, I want to bring up three major issues, which are among the topics of our study. The third issue is to use what we have learned about creativity in later life as a model for how to deal with creative children.
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.
Gender and Genius Kerr, B. Center for Gifted Education The College of William & Mary This article by Barbara Kerr discusses what has shaped modern gender identity in the Western world. She also examines its implication on gifted young people. Our ideas about what is gifted behavior for a boy or for a girl are imbued with society's notions of appropriate gender identity. Sigmund Freud's (1933) theory of gender identity development is still one of the most influential theories, despite its lack of empirical support. Freud also gave us the idea that girls and women are incomplete men. Despite the hostility with which the psychoanalytic establishment greeted disagreement, Karen Horney (1939) disputed this model of gender identity development. I would not go into such detail here about a theory which has received little support and which has been thoroughly disproven if it had not had such profound influence on the ways in which we teach and guide gifted boys and girls. For girls, the pattern is different.
Understanding Giftedness Who are the Gifted? You may be wondering whether or not your child is gifted, or whether you yourself are gifted. It is especially confusing since there are many definitions of giftedness, and many characteristics associated with giftedness. Categories of definitions generally include IQ definitions (usually 125 or 130 cutoff), percentage of population definitions (ranging from the top 1% to the top 15%), talent definitions (music, science, leadership, etc and creativity definitions (based on creative products or creativity tests). Here's one simple way to think about the definition: "If a child is gifted, one or more of the following phrases will most likely describe their gifts and talents: the gifts and talents are comparatively rare, appear considerably earlier, and/or are significantly more advanced." The following description of giftedness speaks of asynchronous development: The good news about the passage of this law is that Vermont officially recognizes that gifted children exist.
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
Paternal Influence on Gifted Males Hammond, D.R., Hébert, T.P., & Pagnani, A.R. Journal for the Education of the Gifted Prufrock Press Vol. 33, No. 2, pp. 241–274 2009 This study examines the father-son relationships of 10 prominent gifted men of achievement to identify factors influencing talent development. Through biographical analysis, 6 significant themes were identified: unconditional belief in son, strong work ethic, encouragement and guidance, maintaining high expectations and fostering determination, pride in son’s accomplishments, and mutual admiration and respect. “My father didn’t tell me how to live; he lived and let me watch him do it.” It is a challenging time to be a boy in this country. While concerns about boys are becoming part of the national conversation, a parallel phenomenon is evolving. Although the dialogue regarding the problems facing boys and the role their fathers should play in their lives continues, little attention is being drawn to issues specifically facing gifted young men. Findings
The intellectual and psychosocial nature of extreme giftedness Powell, P. & Haden, T. Roeper Review Volume 6, No. 3, pp. 131--133 February 1984 This article by Philip Powell and Tony Haden compares the differences of average, moderately and extremely gifted individuals. The authors explore the psychological difficulties of the highly gifted, especially in terms of self-esteem and self-conception. The article discusses the difficulties the extremely gifted have in obtaining consistent, accurate and valid feedback in regard to their self-concept. The information provided has implications for educators, parents, and psychologists. The highly gifted create structure, generate ideas, and efficiently process information in ways that are qualitatively superior to moderately gifted and average ability individuals. The highly gifted are rare in the population. General intelligence Desire to know Originality Common sense Torrance (1965) has argued that the gifted are independent thinkers. Another important difference is in the desire to know complex ideas.
Is the sound of silence the end of the self? – Tim Parks Years ago, in my novel Cleaver (2006), I imagined a media man who is used to frantic bustle and talk going in search of silence. He flees to the Alps, looking for a house above the tree line – above, as he begins to think of it, the noise line; a place so high, the air so thin, that he hopes there will be no noise at all. But even in the South Tirol 2,500 metres up, he finds the wind moaning on the rock face, his blood beating in his ears. Then, without any input from his family, his colleagues, the media, his thoughts chatter ever more loudly in his head. As so often happens, the less sound there is outside, the more our own thoughts deafen us. When we think of silence, because we yearn for it perhaps, or because we’re scared of it — or both — we’re forced to recognise that what we’re talking about is actually a mental state, a question of consciousness. Silence, then, is always relative. Such a mental voice is also a source of self-regard. 26 July 2013 Comments
Unlocking the Mysteries of The Artistic Mind Consider the flightless fluffs of brown otherwise known as herring gull chicks. Since they're entirely dependent on their mothers for food, they're born with a powerful instinct. Whenever they see a bird beak, they frantically peck at it, begging for their favorite food: a regurgitated meal. But this reflex can be manipulated. Expose the chicks to a fake beak—say, a wooden stick with a red dot that looks like the one on the end of an adult herring gull's beak—and they peck vigorously at that, too. The Truth in the Lie In 1906, Pablo Picasso was determined to reinvent the portrait and push the boundaries of realism, and one of his early subjects was Gertrude Stein. What Picasso saw there that affected him so deeply has been debated—the ancient Iberian art, the weathered faces of Spanish peasants—but his style changed forever. Despite the artistic license, the painting is still recognizable as Stein. Reverse-Engineering the Mind