Family Conversations Social and Emotional Issues and AIG Learners Sneha Shah-Coltrane Director, Gifted Education and Advanced Programs NC Department of Public Instruction April 2013

Who are gifted children? Think about your own child or student(s). Describe characteristics.

Lots of theories, definitions and practical applications. State definition, Article 9B: Outstanding abilities compared with peers and need different than regular program. Local programming: Identification criteria

COGNITIVELY AND EMOTIONALLY INTENSE. Great way to remember…

Academic Needs AIG Learners Cognitive Needs Emotional Needs Social Needs

Social and Emotional Development of Gifted Children General Characteristics (Thomas Hebert, 2011) High expectations of self and others (perfectionist tendencies); Internal motivation; Emotional sensitivity, intensity and depth (over-excitabilities); Empathy, compassion; Advanced levels of moral maturity with consistency between values and actions; Strong need for self-actualization; Highly developed sense of humor; and Resilience.

How do these characteristics interact with a gifted child’s world? Multiple sides to every perspective. Same characteristics that support your child’s development in a positive way… may also be causing you and your child the most challenge!

CharacteristicBENEFITCHALLENGE High expectations; Perfectionistic tendencies Sets high standards for self; does well with goals/tasks Internal motivation Emotional Sensitivity, Depth Empathy Moral Maturity Sense of humor Resilience

Top 10 Thoughts Social and Emotional Needs of Gifted Learners 1.Gifted learners are multi-faceted. They need their academic and social/emotional needs addressed and cultivated. 2.Gifted children are incredibly diverse and have different needs even within the group; emotionally as well. 3.Gifted children have asynchronous “uneven” development. 4.Characteristics of gifted children may be see as positive traits and may also be challenging aspects. Two sides!

Top 10 Thoughts cont’ Social and Emotional Needs of Gifted Learners 5.Educators and families must support our children to regulate their affective domain. 6.Gifted children may be prone to more serious emotional challenges overtime, if not addressed. 7.Support student self-understanding at home. –Communicate is open and safe ways. –Discuss tendencies and experiences. –Prompt reflection for learning (and to prevent future issues).

8.Intentionally develop the affective domain. –Bibliotherapy, Role-play, Honesty, Habits of Mind 9.Realize your own tendencies as parents/caregivers and the role they play at home. 10.Cherish and understand your child’s academic and emotional intensity… and ADVOCATE! Work with school to ensure their needs are met. Top 10 Thoughts cont’ Social and Emotional Needs of Gifted Learners

Books for Review Emotional Intensity in Gifted Students, Helping Kids Cope with Explosive Feelings by Christine Fonseca On the Social and Emotional Lives of Gifted Children by Tracy L. Cross Parenting Gifted Children by Jennifer Jolly, Donald Treffinger and Tracy Inman and Joan Franklin Smutney Raising a Gifted Child by Carol Fertig The Social and Emotional Development of Gifted Children: What Do We Know? edited by Maureen Neihart, Sally M. Reis, Nancy M. Robinson, and Sidney M. Moon Social & Emotional Teaching Strategies by Stephanie K. Ferguson, Ph.D. Some of My Best Friends are Books by Judith Wynn Halsted Teacher’s Survival Guide Gifted Education by Julia Link Roberts and Julia Roberts Boggess

Online Resources Supporting Emotional Needs of the Gifted Website: NAGC website, National Association for Gifted Children onal Unwrapping the Gifted – Blog by T Fisher sing_bibliotherapy_with_gifted_children.html Hoagies Gifted

In order to optimally develop your child, our goal is: AIG: All Day, Everyday!