1. 1 The Secondary Gifted Program Considerations for an effective program Betsy Hermann Nanda Mitra Itle

2. 2 Essential Questions What are the outcome of gifted children? What are current district practices? What are their needs? What program obstacles are there? What instructional strategies are most effective? What about acceleration? Future directions?

3. 3 OutcomeOutcome What happens to them after they grow up?

4. 4 So Where are they now? Based on Kauffman, F (1981) study of Presidential Scholars: 97% received college degrees 23% doctorate degrees, 21% masters degrees. Degrees most frequently reported were in biological sciences, humanities and political science. Majority of subjects chosen profession that reflected a high level of education and intellectual ability.

5. 5 Problems surface Socially isolated Feelings of failure High levels of anxiety, stress or depression More likely to self medicate High levels of suicide Dissatisfaction with self Trend of schools now toward achievement numbers and increased devaluation of individual. Lack of skills (i.e. study, social etc).

6. 6 Problems cont…. Become frustrated adults Find their drive/creativity thwarted by people who regard them as silly or threatening. Lack basic knowledge about their own nature Balancing gender stereotypes and being gifted

7. 7 Current Practice What districts are doing now?

8. 8 Current District Practices Just starting, no program now Enrichment Seminar Advanced seminar SEE programs at IU Compacting/Acceleration per student Course for credit Individualized GIEPs Independent Study Gifted teachers/facilitators have other responsibilities

9. 9 Needs/ProblemsNeeds/Problems How does this affection education?

10. 10 Roots of Problems External product is soul indicator in society of successful achievement. Difficulty with transition expectations from children (learning ability) to adulthood (product) Lack of copying strategies to deal with changing expectations as they grow Lack of understanding their own giftedness. High level of emotional intensity High level of moral sensitivity Social frustration

11. 11 Issues start in childhood Poor social skills Perfectionism Advanced moral reasoning Emotional Intensity Added pressures to succeed Increased Excitability Individual Gifted Identity. Divergent thinkers

12. 12 Poor Social Skills Feelings of loneliness, left-out, being different Lowered level of empathy Inaccurate perception of their communication with others. Less developed emotional intelligences. Difficulty coping with conflicting messages to conform and be who you are. Poor ability to read nonverbal social cues Hiding talents to fit in with peers Nonconformity and resistance to authority Social isolation

13. 13 Perfectionism Pessimistic beliefs, feelings and actions Depression, distress over goals and achievement, suicide Difficulty accepting criticism Low frustration tolerance Decreased performance Feelings of inferiority Critical self evaluation

14. 14 Advanced Moral Reasoning Judgmental of others Intense criticism of others Feelings of frustration, depression, anxiety about world issues Feeling of helplessness

15. 15 Emotional Intensity Take on too much personal responsibility Avoid people or situations-social isolation Overreaction to feedback Overwhelmed by experiencing emotional states of others Depression, concerns with death Feelings of inadequacy Loneliness Timidity/shyness Strong attachment to others Anxiety, stress, guilt, fears etc Intolerant of the needs when see as superficial.

16. 16 Added Pressures to Succeed Failure Withdrawal Depression, anxiety suicide Withdrawal Aggressiveness Increased rebelliousness or conformity Low self concept Avoidance of new ventures Stress Misunderstanding on what being gifted means

17. 17 Excitability Finding satisfaction with creative endeavors and intellectual pursuits Self regulation and control Hyperactive Easily bored Difficulty completing projects Anxiety/phobias Anger, resentment, stress Competitive Workaholics Sensory excess (over eating, buying sprees etc) Withdraw Maintaining comfortable levels of arousal.

18. 18 Individual Gifted Identity Peer identity confusion Thinking giftedness depends on achievement Repressed in non accepting environment Social Isolation Confusion over identity in adulthood Frustration, lack of fulfillment, etc

19. 19 Divergent Thinkers Curious questions Digressions Dislike of group work Rebellious Non conformist Difficulty supporting some ideas Disorganized and absentminded Social rules ignored

20. 20 Program Obstacles What barriers do districts need to overcome

21. 21 Common Barriers Breaking the myths surrounding gifted students Recognizing gifted as a type of disability Recognizing that gifted students need help too. Individualizing the gifted program for the students Lack of funds Lack of information Lack Focus on gifted issues in education Achieving gifted students emotional needs ignored Gifted/LD dynamic Balancing needs with realities Individualized GIEPs

22. 22 Case Examples Video Clips

23. 23 Middle School Students Speak out about what stresses them out Friends who are not gifted don’t get me. I am bored in school People make me feel guilty about being gifted I may be gifted but I ‘m still not good enough People have lots of stereotypic thoughts about us Self pressure What my future is as a gifted student Gifted means more responsibility and that’s bad

24. 24 Middle School Students Speak out about what stresses me out cont…… Extra work Non gifted peers expect you to know everything Over thinking stuff I have all these emotions and need to express them. Teachers think that you will always understand even if you don’t. More homework than than non-gifted peers

25. 25 Instructional Strategies What works?

26. 26 AccelerationAcceleration Considerations?

27. 27 Future Direction So now where do we go?

28. 28 Future Directions Helping students to recognize that giftedness exists through ones life Help students understand what being gifted really means.

29. 29 References Ackerman, C.M. (1998). Intensity in gifted students. SAGE. Freedman, J. & Jensen, A. (1999) Joy and loss: The emotional lives of gifted children. KidSource Kaplan, L. S. (1990). Helping gifted students with stress management. ERIC Digest Kauffman, F. (1981). The 1964-1968 Presidential Scholars: A follow up study. Exceptional children, Counsil for Exceptional children. 48(2) 164-169. Lovecky, D.V. (1986). Exploring social and emotional aspects of giftedness in children. SENG Mendaglio, S. (1998). Understanding gifted children intense emotionality: sensitivity. SAGE. Olenchak, F. R. (1994). Talent development: accommodating the social and emotional needs of secondary gifted/learning disabled students

30. 30 References cont. Pruett, G.P. (2004). Intellectually gifted students’ perceptions of personal goals and work habits. Gifted Child Today 24(4). 54-57. Schuler, P.A. Gifted kids at risk: who’s listening. SENG Silverman, L.K. Promoting positive social development. SENG Streznewski M. K. (2000). Unrecognized giftedness: The frustrating case of the gifted adult. Gifted Education Press Quartery. 14(1). 2-6. Sword, L.K. Emotional intensity in gifted children. SENG Van tassel-Baska, J. (1992). Developing learner outcomes for gifted students. ERIC Digest. Tillier, W. & Justice, A. (1998). A brief overview of dabrowski’s theory of positive disintegration and its relevance for a gifted population. SAGE Tolan, S. Supporting emotional needs of the gifted. SENG. Whitesell, K. Counseling the gifted. Power point.

31. 31 Questions?Questions? Thanks and Goodbye