NRC/GT—Spring '98 Newsletter-Underachieving Gifted Students: A Mother's Perspective Pamela Hunter-Braden Boise State University Boise, ID I teach preschool. I have done so for long enough to watch a number of my students reach high school. Several have been identified as gifted, which came as no surprise since ability and potential often show themselves clearly at early ages. Several more have not been identified officially and I question what the school district has done to thwart what I considered obvious. I also parent. All studies comparing the characteristics of the achiever with those of the underachiever indicate that negative self-concepts are the central trait distinguishing underachievers from those who are achieving commensurate with their ability. Coil (1992) believes that "while signs of underachievement often begin by third or fourth grade, middle school or junior high usually marks the highest point of consistent underachievement" (p. 2). . . . come to realize that underachievers want school to be different. References Clark, B. (1997). Coil, C. (1992).
Dabrowski’s Theory and Existential Depression in Gifted Children and Adults Webb, J, Ph.D. When people undergo a great trauma or other unsettling event—they have lost a job or a loved one dies, for example—their understanding of themselves or of their place in the world often disintegrates, and they temporarily "fall apart," experiencing a type of depression referred to as existential depression. It's very hard to keep your spirits up. You've got to keep selling yourself a bill of goods, and some people are better at lying to themselves than others. When people undergo a great trauma or other unsettling event—they have lost a job or a loved one dies, for example—their understanding of themselves or of their place in the world often disintegrates, and they temporarily "fall apart," experiencing a type of depression referred to as existential depression. This spontaneous existential depression is also, I believe, typically associated with the disintegration experiences referred to by Dabrowski (Daniels & Piechowski, 2009; Mendaglio, 2008a). Background Life Meaning
Being Gifted It’s painful. It’s a blessing and a curse It’s what you are. The Pain Understand that the psychological / existential turmoil you’re suffering through is an aspect of being gifted. You don’t fit into the slots provided to you by society. You suffer because you see through the BS, but don’t know what you can do about it. You’re lost out there in the world. Why me? We are a byproduct of society’s dramatic evolution, and the chaos unleashed by it. We are adaptive, imaginative, and creative. We are the cure. It’s Not the Ideal Plan, but We’ve Been Left with no Alternatives Societal evolution created a ton of problems, but also countless areas of opportunity. We were sprinkled around the globe, and left with little to no support for development. However, we are out there. There is No “Path” for Us We have to seek out and find one another. We have to identify giftedness in other people when we see it, and reach out to them. We must help them to recognize, understand, and embrace what they are. Related
Rosenhan experiment Rosenhan's study was done in two parts. The first part involved the use of healthy associates or "pseudopatients" (three women and five men, including Rosenhan himself) who briefly feigned auditory hallucinations in an attempt to gain admission to 12 different psychiatric hospitals in five different states in various locations in the United States. All were admitted and diagnosed with psychiatric disorders. The second part of his study involved an offended hospital administration challenging Rosenhan to send pseudopatients to its facility, whom its staff would then detect. The study concluded "it is clear that we cannot distinguish the sane from the insane in psychiatric hospitals" and also illustrated the dangers of dehumanization and labeling in psychiatric institutions. The pseudopatient experiment Rosenhan and the other pseudopatients reported an overwhelming sense of dehumanization, severe invasion of privacy, and boredom while hospitalized. Impact and controversy
Overexcitability and the Gifted Overexcitability and the Gifted by Sharon Lind A small amount of definitive research and a great deal of naturalistic observation have led to the belief that intensity, sensitivity and overexcitability are primary characteristics of the highly gifted. OVEREXCITABILITIES Overexcitabilities are inborn intensities indicating a heightened ability to respond to stimuli. PSYCHOMOTOR OVEREXCITABILITY Psychomotor OE is a heightened excitability of the neuromuscular system. Allow time for physical or verbal activity, before, during, and after normal daily and school activities-these individuals love to “do” and need to “do.” SENSUAL OVEREXCITABILITY Sensual OE is expressed as a heightened experience of sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Show how to find the answers to questions. EMOTIONAL OVEREXCITABILITY Emotional OE is often the first to be noticed by parents.
Parenting Guide Gifted Children Ireland Dabrowski's by Stephanie S. Tolan Written for Hoagies' Gifted Education Page, February, 1999 Dabrowski talked about OE's - over-excitabilities ("superstimulatabilities"), and how the gifted were extremely sensitive in a variety of areas. The five areas are: Psychomotor This is often thought to mean that the person needs lots of movement and athletic activity, but can also refer to the issue of having trouble smoothing out the mind's activities for sleeping. Sensual Here's the "cut the label out of the shirt" demand, the child who limps as if with a broken leg when a sock seam is twisted. Imaginational These are the dreamers, poets, "space cadets" who are strong visual thinkers, use lots of metaphorical speech. Intellectual Here's the usual definition of "giftedness." Emotional This includes being "happier when happy, sadder when sad, angrier when angry," etc. Dabrowski believed emotional OE to be central -- the energy center from which the whole constellation of OE's is generated.
Gifted and talented education: using technology to engage students | Teacher Network | Guardian Professional Here we have collated some highlights and links from our recent live chat, in association with IGGY, that explored the role of technology in gifted education. To read the discussion in full, click here. Jackie Swift (@jactherat), head of English at a London secondary school, was the G&T co-ordinator at her previous school and has blogged for the Guardian Teacher Network on gifted and talented pupils: Just what is gifted and talented? Do gifted and talented pupils need gifted and talented teachers? I agree that G&T students do need exceptional teachers, ones who don't feel threatened by them, who are open to being challenged beyond the usual and open to many things. Ian Warwick, senior director, London Gifted and Talented It has become increasingly apparent to me through all of our learning networks that G&T learners are eminently capable of more devolved and self-directed learning wherever their environment allows them access to multiple bodies of knowledge. Links, videos and blog posts:
Exploring the Superconscious Interview with Dr Edward Bynum, author of Dark Light Consciousness Author: Jair Robles We are all familiar with its symbolic representations, be it from the caduceus used by modern medicine, the winged serpent of Prehispanic Mesoamerican cultures or the dragons commonly seen at most Asian celebrations. It is said to represent a dormant energy that lies within every one of us, at the base of the spine, and that when this energy is awakened and driven into the brain it opens up our access to higher states of consciousness and our connection to the divine. Much of the disciplines and practices developed by the ancient traditions and practiced at the mystery schools were geared to this sole purpose. It is refreshing and exciting to find that current scientists and scholars, such as Dr Edward Bynum, are making an effort to bring this knowledge back for the scrutiny and study of modern science. So those are the roots of my search as a seeker. Melanin and neuromelanin are biopolymers.
Teaching the Gifted and Talented: 33 Websites Where You Can Find Good Resources I wish the Internet was available to me as a kid in elementary school. In New York City, where I attended kindergarten through sixth grade, they called the gifted and talented class "SP". I remember being put into a class to learn French, but very little else. I figured out how ahead I was only when I entered junior high school in New Jersey. The French language I had studied for three years allowed me to coast through French class for the next four years. LESSON PLANS41 Ways to Go Beyond the Book Report Edsitement- from the National Endowment for the Humanities Gifted and Talented Education Lesson Plans Helpful Sites for Gifted Students Lesson Plan Resources- from Davidson GiftedMrs.
Exquisite Minds: Gifted and Creative Children | Exquisite Minds: Gifted and Creative Children « Support for Educators and Parents of Gifted and Creative Children "The problems that exist in the world today cannot be solved by the level of thinking that cr