Welcome! We will begin in a moment. Please be ready to share about something positive happening in your child’s classroom/school. Quality Teaching and Learning for All… Equity in All We Do

Gifted children and adults are often misunderstood. Their excitement is viewed as excessive, their high energy as hyperactivity, their persistence as nagging, their imagination as not paying attention, their passion as being disruptive, their strong emotions and sensitivity as immaturity, their creativity and self-directedness as oppositional.

Many Needs of the Gifted… Intellectual Academic Artistic Creative Social-Emotional

Goals for Tonight Understand the assumptions of gifted children Discuss the personal factors affecting students and parents Time to reflect and connect with other families who may have intense children

Assumptions School is easy for gifted learners Raising a gifted child is easy Teaching gifted children is a dream job Gifted children are gifted in all ways – intellectually, academically, creatively, artistically, socially and emotionally

Personal Factors It is estimated that 20 to 25% of gifted children have social and emotional difficulties, about twice as many as in the general population of students. Gifted children possess more and stronger intensities as well. What are heightened sensitivities and how should parents and educators help students understand and nurture their intensities? Daniels & Piechowski, 2009

Dabrowski’s Overexcitabilities Kazimierz Dabrowski ( ) was a psychiatrist, psychologist and educator who developed the Theory of Positive Disintegration. Personality development Life conditions support or block potential Multi-levelness of emotions and behaviors Low emotional level (self-serving, power-seeking, etc.) High emotional level (caring, empathy, pos. self-concept, etc.) Overexcitabilities (OE) “spirited” = more intense, sensitive, perceptive, persistent and energetic Deeper, stronger, longer-lasting reactions to stimuli that is more acutely sensed.

How OE relates to GT “Please keep in mind that a child may exhibit heightened experience of one, several, or all of the OEs, and that each OE may imbue both advantages and challenges for the child. Generally, the brighter, more inquisitive, and more creative the child, the more likely the child’s OEs and related behaviors and needs will permeate and influence daily activities. It is helpful to remember that each OE, in some way, provides the energy or fuel that contributes to the development of a young person’s talent along with the advantages and challenges that fundamentally shape their ultimate development.” (Daniels & Meckstroth, 2008)

Five Overexcitabilities Psychomotor High energy Psychomotor response to emotional tension Sensual Enhanced sensual / aesthetic pleasure Sensual response to emotional tension Imaginational Fantasy and drama Imaginational response to emotional tension Intellectual Intense curiosity “Thirst and search” Metacognition Emotional Intense and sometimes extreme feelings Forms deep relationships Strong affective expressions Strong somatic expressions Strong self-judgment

Psychomotor Intensity Organic surplus of energy (can be misdiagnosis as ADHD) Augmented capacity for being active and energetic, love of movement Heightened excitability of the neuromuscular system, expressed as movement Restlessness and nervous habits (tics, nail biting) Compulsive talking and chattering Pressure for action Rapid speech

Accommodating for Psychomotor Intensities Allow for movement/standing/pacing during school and activities, especially during extended sitting times Exercise every day Wiggle seats, stability balls, etc. help Development of space that works to ‘stretch out the kinks’ Do not remove time to play outside for any reason! Encourage exercise at home before coming to school for the day Fidgets (like silly putty) and chewing help some children Teach students appropriate and effective ways to self-manage physical needs Suggest “IQ Sheets” for those with racing thoughts Practice relaxation techniques (music, deep breathing, etc.) “Your enthusiasm and energy can help you do many things!”

Table Discussion: Psychomotor Intensity What are some examples of psychomotor intensity or overexcitabilities do you observe in your child, if any? What is wonderful about having a psychomotor overexcitability? What are the challenges of psychomotor overexcitabilities? How do you help your child relieve the stress of psychomotor intensity?

Sensual Intensities Heightened sensory pleasure and over responsiveness: Seeing, Smelling, Tasting, Touching, Hearing Enhanced aliveness of sensual experiences Expression of emotional tension through: overeating, sensory seeking, wanting to be in limelight Aesthetic pleasures that other children may not even take notice in

Accommodating for Sensual Intensities Decrease offensive stimuli and increase comforting stimuli Address lighting issues, if needed, in living spaces Sound issues identified and addressed as necessary – allow child to use earplugs during work time or consider best placement in the room for maximum work efficiency Allow co-creation of sensual, soothing environment (nooks, etc.) Carry a favorite texture, dab a small scent/essential oil on wrist Provide time to delight in beauty Accommodate food and clothing issues Work on personal space and boundary issues as necessary Remember that extreme reactions are real for them “You experience the world in such deep and subtle ways!”

Table Discussion: Sensual Intensity What are some examples of sensual intensity or overexcitabilities do you observe in your child? What is wonderful about having a sensual overexcitability? What are the challenges of sensual overexcitabilities? How do you help your child relieve the stress of sensual intensity?

Imaginational Intensity Frequent use of image and metaphor Vividness of imagery and richness of association Facility for dreams, fantasies, and inventions Mixing truth and fiction due to fantasy life Love for the unusual Detailed visual recall Limitless possibilities

Accommodating for Imaginational Intensities Be careful of books and movies that include danger, fear inducement, characters who represent evil (Disney, Harry Potter, and so on – it’s everywhere!) Communicate to the teacher any imaginational intensities so movies/read alouds can be carefully chosen Feed imagination through arts and writing (journaling, poetry, fiction), and look for enrichment opportunities within and outside of school Suggest open-ended activities when playing Help them define the difference between real and imaginary world Help them find appropriate times to daydream (e.g. on the bus) “You view the world in a rich And fascinating way!”

Table Discussion: Imaginational Intensity What are some examples of imaginational intensity or overexcitabilities do you observe in your child? What is wonderful about having an imaginational overexcitability? What are the challenges of imaginational overexcitabilities? How do you help your child relieve the stress of imaginational intensity?

Intellectual Intensity Avid, accelerated search for truth and knowledge Discovery, questioning, and always asking probing questions Love of ideas and theoretical analysis, moral thinking, intuitive integration of ideas May worry about adult issues without the wisdom that age can bring Capacity for sustained intellectual effort Intense concentration and curiosity Highly introspective May have mastered a majority of the core curriculum before the school year begins

Accommodating for Intellectual Intensities Project-based learning and self-paced studies Give these kids substantial mental experiences and opportunities for optimum intellectual endeavors (chess club, enrichment courses or experiences, etc.) Understand the absentminded professor syndrome Help children record “deep questions” that can be considered or researched later Help them view potential for progress rather than all-right or all-wrong (perfectionism and dealing with their harsh inner critic) Teach tact and diplomacy if outspoken tendencies are perceived as too harsh or critical “Your curiosity fuels your intelligence!”

Table Discussion: Intellectual Intensity What are some examples of intellectual intensity or overexcitabilities do you observe in your child? What is wonderful about having an intellectual overexcitability? What are the challenges of intellectual overexcitabilities? How do you help your child relieve the stress of intellectual intensity?

Emotional Intensity Often first noticed by parents, it is the intensity of emotional life, intense positive and negative feelings, identification with others’ feelings and strong affective expression. Somatic expression of emotions (tense stomach, blushing, pounding heart) Can form deep relationships with people, places & things Compassion and empathy for others Heightened sense of responsibility Scrupulous self-examination and self-judgment Fears and anxieties – death, love, loneliness, fairness, etc Often accused of “overreacting” Their focus on relationships and intensity of their feelings may interfere with everyday tasks like homework

Accommodating for Emotional Intensities Prepare your child’s teacher for your sensitive child Help them identify the physical warning signs of emotional stress such as headache, stomachache, hair pulling, etc. and then better cope with emotional situations and not lose control. Create an environment which supports sensitivity rather than makes it a negative (especially highly sensitive boys) Find outlets for emotions: through journaling or talking with a trusted adult or friend, exercise, etc. Use a “time-out” space as a personal choice (learn how to anticipate emotions) Allow for relaxation time during the day Find activities that provide meaningful opportunities for empathy and social concern (service learning, etc.) Remember they are not just being melodramatic. “Your deep feelings add to your creativity!”

Table Discussion: Emotional Intensity What are some examples of emotional intensity or overexcitabilities do you observe in your child? What is wonderful about having an emotional overexcitability? What are the challenges of emotional overexcitabilities? How do you help your child relieve the stress of emotional intensity?

Last Words… Focus on the benefits of your child’s sensitivities. Point out the positives and celebrate the joy they bring. Suggest and/or choose literature for GT with intense GT characters (Ida B, for example) 52% of gifted teens (from a large survey) shared that they want to know how to better deal with intense feelings of sadness, depression, anger, frustration or anxiety. Don’t rescue intense children! Instead, support and encourage them to manage their heightened sensitivities and give them coping skills

Thank you! I hope tonight’s information and discussion was helpful. Please consider attending our next two parent sessions: Feb. 4:Perfectionism May 12:Underachievement

Daniels & Piechowski Fonseca Rivero Dawson & Guare Galbraith Galbraith & Deslisle

Coordinator of Gifted and Talented Services EDC