Overthinking. The irony in writing about this topic is that I kept overthinking it. What direction should I take? What tips should I offer? Where can I find the best research? What if my post doesn’t hold up against the others?

Overthinking, along with its siblings and , is common in gifted kids. and the mind not being able to ever really turn off. Gifted kids also tend to have lots of channels in their brains, meaning more information to mull over and think about, easily leading to overthinking.

As a chronic overthinker, I wanted to explore the reasons behind overthinking, how it can hurt and what we can do to rein it in.

Why do we overthink?

Why does this happen in the first place? Why do our brains run wild? In an article published in entitled “Why We Worry,” science writer Victoria Stern did a deep dive into the causes behind chronic overthinking. In summary: it’s all about control.

“Chronic worriers operate under the misperception that their overthinking and attempts at controlling every situation allow them to problem-solve and plan for the future,” said Stern. “Instead their thought pattern hinders cognitive processing and also causes overstimulation of emotion- and fear-processing areas in the brain.”

Overthinking and worrying trick our brains into believing that we are preparing for any situation, that we can handle any outcome, positive or negative. In reality, while this may work in the short-term, it ultimately harms us.

Dr. Michael Stein, a psychologist based in Denver, . When we experience this fear our brain jumps into “analysis mode” and starts beginning to prepare and think over every outcome. This thinking ignites our minds and creates a temporary comfort to deal with uncertainty.

The Problem of Overthinking

In addition to driving us bonkers, overthinking has negative effects on our mental and physical health.

A study from the Journal of Abnormal Psychology noted that , increasing the risk of mental health problems.  This can often cause the overthinker to fall into a viscous cycle of ruminating more and more while their mental health is declining.

Unsurprisingly, . To self-treat that distress, some overthinkiners resort to unhealthy coping strategies, like alcohol, food or addictive substances. It can also lead to a negative mood, anger and irritability. Overthinking can have physical effects, as well. , since the mind often won’t turn off even for sleep. It can also lead to an increased heart rate and other .

How Do We Stop?

If only I knew! Breaking the habit of overthinking is difficult, but here are some strategies you can try.

• Take Action
  If you are a chronic overthinker, you probably have a tendency to get stuck in the “analysis” phase of a situation. , even if it’s small, can help bust the overthinking cycle. For example, if you are overthinking about applying to college, start drafting an essay or working on your resume or even filling out a practice application. The act of doing something can get you out of your thoughts.
• Mindfulness
  Mindfulness takes practice, but has many benefits, . This meditation practice emphasizes focusing on the present moment, not the future or the past, which can help us disconnect from worry. Mindfulness has known to be in calming intensities. Try bookending your practice with .
• Busy Yourself
  Sometimes simply can do the trick to calm a busy mind. Absorb yourself in a hobby, whether that be exercise, crafting or playing with your family. Or get some household chores done to engage your attention elsewhere. Even getting lost in a book or movie (especially if it’s theme is disconnected from your worries) can help.
• Rename Your Thoughts
  Rename your thoughts with what they really are: self-doubt, anxiety, fear. This may help you to and bring your thinking down a level to really focus on the actual problem at hand.

Like this post? to receive more stories, information, and resources about gifted youth straight to your inbox.

This post is part of the . Please click the image below to keep on hopping!

Executive skills are those cognitive abilities and habits that allow us to be organized, to plan and implement action.  They are essential to being productive and to completing goals and projects.  We learn these very early on, from rote (A-B-C’s and colors) helping us to strengthen our memory, to learning to play well with others in the proverbial sandbox.  But what do these skills have to do with our success later in life?  How do they translate to a professional environment, aka, “Why do I need to learn this?”

A quick survey of professional development experts and their websites tells us that many executive skillsets are common among the differing methodologies.  This suggests that improving these functions is precisely what leads to great leadership qualities.

Understood.org¹ lists 8 Key Executive Functions:

Impulse Control

Think before you act, envision the consequences of your actions before the action is taken.  Stephen R. Covey, in his seminal work The 7 Habits of Highly Effective People², suggests that we have a choice in how we react to a given situation, and that decision determines the outcome of that experience. This also plays a part in “doing what we want” vs. “doing what we need to.”

Emotional Control

Remain Calm. It helps to separate emotion from experience; learning to take constructive criticism and alter one’s trajectory is a huge growth opportunity. Being able to communicate without excessive emotion helps develop trust. It can be seen in Covey’s tenet, “Think Win-Win,” which allows us to consider a circumstance as an opportunity for all parties to be happy with the outcome, rather than a win-lose mentality.

This is also what allows us to Synergize, to work with others for a result that is stronger than if we each acted alone. This skill is of utmost importance in teamwork.

Flexible Thinking

Being flexible, adaptive, and able to modify course based on new information allows us to capitalize on changes to create the best outcome in a project. It helps to Clarify³ the project’s goals, and then modify as you go based on new information.  Another area where being flexible helps one to excel is in listening.  Covey recommends that we “Seek First to Understand – then to be Understood.”  This enables us to get to the heart of the matter quickly, offering valuable insight for a project’s completion.

Working Memory

Practicing remembering facts, learning new subject matter, and developing mnemonic devices to assist with retention and recall are excellent ways to develop a stronger working memory.  In addition, being organized and utilizing tools and methods to help you remember will make it easier to access key information.

Organization

This, in turn will help you organize your thoughts, to be able to effectively communicate an idea or to plan a project.  The first step in David Allen’s “Getting Things Done” method is to Capture and then Organize information³.

Planning and Prioritizing

Franklin Covey once published a booklet titled How to Eat an Elephant.  The booklet outlined steps for success starting with Covey’s “Begin with the End in Mind.” Being able to envision the end result will help construct a plan for achieving a large or long-range goal.  Consider goals and break them down into smaller, bite-sized pieces.  Simon Sinek’s Start with Why⁴ and Brian Tracy’s “The Seven Leadership Qualities of Great Leaders”⁵ both speak of Vision.  In addition to Strategic Planning, prioritizing and thinking with the big picture in mind, beginning the process with value-based goals helps us Focus on mission-driven decisions, so that our activities will ultimately be effective and satisfying.  Covey expresses this by reminding us to “Put First Things First.”

Task Initiation

Once all the pieces are in place, one must actually take action!  Allen recommends that we Engage³.  Covey recommends that we Be Proactive².  Sinek and Tracy state Action is the final necessary ingredient for success.  Yvon Choinard, founder of Patagonia said, “There is no difference between a pessimist who says, “oh, it’s hopeless, so don’t bother doing anything,” and an optimist who says, “don’t bother doing anything, it’s going to turn out fine anyway.” Either way, nothing happens.

Self-Monitoring

Allen recommends that we Reflect on the outcome of our activity.  Did what we do create the result we expected?  Are there ways to be more efficient?  Regular, routine check-ins allow us to monitor our progress and decide whether we have met milestones on the way to our goals. Covey also advocates for us to take care of ourselves by Sharpening the Saw, as we cannot provide or contribute if we are not healthy mentally and physically.

1. Morin, Amanda. “At a Glance: 8 Key Executive Functions.” Understood.org. Web. 27 Jan. 2017.
2. Covey, Stephen. ” 7 Habits of Highly Effective People.” StephenCovey.com. Web. 27 Jan. 2017.
   1. https://www.stephencovey.com/7habits/7habits.php
3. Getting Things Done®. Web. 27 Jan. 2017.
   1. gettingthingsdone.com
4. Sinek, Simon. “Start with Why.” StartwithWhy.com. Web. 27 Jan. 2017
5. Tracy, Brian. “7 Leadership Qualities and Attributes of Great Leaders.” BrianTracy.com. 14 Oct. 2016. Web. 27 Jan. 2017.

Like this post? to receive more stories, information, and resources about gifted youth straight to your inbox.

Most of us know the incredible story of Malala Yousafzai who, after being shot while trying to attend school, became a world-renowned activist for girls’ right to an education. Fortunately, there are several children like Yousafzai who do not let their young age get in the way of fighting for what they believe in. Here are ten stories of inspirational child activists from around the world.

Being diagnosed with Duchenne muscular dystrophy at age five hasn’t slowed Foster down. While attending a fundraiser for MD treatments at age nine, he asked to address the crowd and shared about his journey with the disease. This led to him being named an MDA Goodwill Ambassador two years in a row. Now a young adult, Foster is still active in the cause, having raised tens of thousands of dollars for the Muscular Dystrophy Association.

Cruz came to prominence at age five when, after slipping through security barriers, she was lifted up to Pope Francis’ motorcade and handed him a handwritten letter urging for immigration reform. As a United States citizen and the daughter of undocumented immigrants, she was invited to the White House by President Obama to share her story. Cruz continues to advocate for immigration reform in the United States.

Abele became involved in political advocacy following the beating death of a 16-year-old on the streets of Stockholm, in his native Sweden. An active campaigner against violence in the country, Abele received commendation from Sweden’s king for his efforts, in addition to being named Stockholmer of the Year by two Swedish newspapers, all at the age of 15. Abele went on to become the youngest member of Swedish Parliament at age 18 and still campaigns against violence.

Masih, who was born in Pakistan, was sold into bondage by his family at the age of four to repay a debt. He worked long hours as a carpet weaver until age 10 when he escaped, was captured and then escaped again for good. He went on to help over 3,000 Pakistani child slaves escape from hard labor and received international recognition for his efforts. His story ended tragically when, at the age of 12, he was fatally shot in his native Pakistan.

In 1899, several New York newspapers raised the price newsboys (or newsies) had to pay for a stack of newspapers to 60-cents-a-bundle, meaning the newsboys often had to work late in the night to make a profit. This led to a two-week strike that drastically reduced newspaper circulation in the city. The strike was successful and papers agreed to buy back unsold copies or reduce their prices.

When Hurricane Charley hit his native Florida, then seven-year-old Bonner started delivering water to kids in his red wagon. Shortly after, he founded the Little Red Wagon Foundation, which helps advocate and provide resources for homeless children. In the years since, Bonner has walked across the United States to raise tens of thousands of dollars for his cause and was recognized with the President’s Volunteer Service Award.

Nine months before Rosa Parks, there was Claudette Colvin. The then high school student was riding a bus in her native Montgomery, Alabama when she and two other women were asked to move from their seats in order for some white passengers to sit down. Colvin continually refused, even after police arrived, and was subsequently arrested. She then went on to become one of the original plaintiffs in Browder v. Gayle, the Supreme Court case that ended bus segregation once and for all.

After learning there are nearly 27 million slaves in the world, twelve-year-old Hunter decided to do something about it. He started Loose Change to Loosen Chains, a student-led movement where participants share the stories of modern day slaves and collect change in yellow cups to donate to anti-slavery organizations, such as the International Justice Mission. Now an adult, Hunter is still active in the anti-slavery movements, having written several books on the topic and frequently contributing articles to major websites.

A child during the cold war, Smith wrote a letter to Soviet leader Yuri Andropov urging him not to go to war and instead make peace with the United States. Surprisingly, Smith received a personal reply from Andropov and was invited to visit the Soviet Union, which she accepted. She became an international symbol for peace and participated in peace-making activities in countries such as Japan, as well as writing a book about her visit to the Soviet Union. Smith died tragically at the age of 13 in a plane crash and was mourned throughout both America and the Soviet Union.

A hemophiliac, White had to receive regular blood transfusions, one of which transmitted HIV, causing him to be diagnosed with AIDS at the age of 13. When he tried to return to school after his diagnosis, he was initially denied, despite the fact that his doctor said he posed no threat to other students. (In 1985, when this incident took place, AIDS was still largely misunderstood in the United States.) White fought the decision and spent the rest of his life fighting against the societal stigmas attached to AIDS patients until he died from complications of the disease at the age of 18.

Which child activists inspire you?

Like this post? to receive more stories, information, and resources about gifted youth straight to your inbox.

This post is part of the . Please click the image below to keep on hopping!

When I saw the topic for this month’s blog hop was “Emotional Intelligence” I have to admit I was a bit stumped. Not a topic with which I’m very familiar, I was overwhelmed with the possibility of having to write an informed blog post. So, I turned to the trusty Google search and did some digging. It did not disappoint.

I found several articles on all facets of emotional intelligence (EQ), from how it affects your career to its signs in gifted children. Rather than merging these together in a hodgepodge of my own thoughts, I wanted to share the ones I found most useful. Hopefully, these will be helpful to those who are in the same place I was.

Definitions of Emotional Intelligence

This short primer from the University of New Hampshire gives a basic definition of emotional intelligence, along with a glossary of terms related to the subject. Perfect if you are strapped for time and want a one-minute read.

On the other end of the spectrum, the Yale Center for Emotional Intelligence is full of resources about emotional intelligence and its effects on our lives. They even host events to share recent research and announcements. Great for those who want to dive deep into the subject.

A helpful article from Psychology Today for those like me who think best in broken-down categories. The author reviews misconceptions about emotional intelligence common in the larger media. He also gives a brief overview of study he and a colleague conducted to measure emotional intelligence in children.

A list of common traits of those with EQ coupled with brief explanations. Since the article is published on the career site Inc., it also notes studies that have found those with high emotional intelligence tend to be star performers in the work place.

Emotional Intelligence and Society

The author of this Atlantic article explains how the trait can be used for “evil,” particularly in the workplace. He explores studies conducted in workplaces that have found some employees with high EQ possess almost Machiavellian tendencies.  A very interesting read on the dangerous power of manipulation.

This feature from the New York Times highlights Northern California schools that attempt to teach elementary-age children to be emotionally intelligent. I was fascinated by the methods the schools used and the debate over whether or not they are effective.

Emotional Intelligence and Gifted Children

A well-rounded piece from the Davidson Institute that emphasizes the importance of being attentive to the emotional development and needs of the gifted child. I appreciated the fact that the author acknowledged the common in the population and how they can be harnessed to ensure a child thrives.

Brainy Child provides another overview of emotional intelligence, but this one specifically relates to gifted children. Parents will appreciated the list of tips for developing EQ in the gifted, as well as notes on common emotional stressors and how to overcome them.

More tips, this time from SENG, on how to nurture emotional intelligence in your gifted child. The author specifically advocates for a hands-on but not helicopter approach, guiding the child while allowing them to learn and grow on their own.

What are your favorite resources about emotional intelligence?

Like this post? to receive more stories, information, and resources about gifted youth straight to your inbox.

This post is part of the . Please click the image below to keep on hopping!

It’s a question almost every parent of a gifted child struggles with at some point: should my child skip a grade (or more)? For many gifted children, grade acceleration is beneficial. Students are placed in classes where they are truly challenged and with peers more on their intellectual level. But, for some children, skipping a grade can be harmful to their social and emotional development. Being away from age group peers and automatically viewed as the “whiz kid” has the potential to lead to bullying or other emotional damage.

There is no one-size-fits-all answer to this question. (Frustrating, I know.) However, there are some common pros and cons to guide you as you make the decision.

Pros

Academic Satisfaction
Several studies have shown that children who accelerate do not suffer academically. In fact, their grades are often higher than their peers who did not accelerate and on par with older students in their grade-level, . Accelerated students also report increased interest in and enthusiasm for school, leading to a higher rate of academic satisfaction.

Community of Intellectual Peers
that, when students are among intellectual peers, they feel better socially and perform better academically. Allowing a child to skip ahead places them in learning environments with students who, while not their age, are on par with them intellectually. This community is invaluable for all children, but .

Reduced Behavior Problems
These students and grasp the material. As a result, they engage in activities to occupy their downtime, which can include distracting other students and disrupting lessons. However, when students feel challenged by academic material, they are less likely to cause problems in the classroom. Additionally, being appropriately challenged can help behavior later in life by building appropriate coping skills for encountering obstacles.

Cons

Emotional Unpreparedness
Since gifted children sometimes experience , they may be academically advanced but emotionally immature. If a child is already lagging behind their peers emotionally and socially, acceleration into an older age group , especially if there are not many other accelerated students. While certainly not an issue for all gifted children, it’s important for parents to consider their child’s temperament and if they can handle the pressures of being the young kid in class.

Unexpected Challenges
Gifted kids who are being considered for acceleration are often used to being at the top of the class. When moving up, this may change and for some students. Parents should prepare students for this ahead of time, support them as they adjust to the new environment and ensure them they are not a failure if other students are above them or the arrangement doesn’t work out.

Bullying
Bullying is an unfortunate reality in the modern school system, most notably for any child perceived as “different.”  Ken Newman, who skipped a grade in elementary school and went on to attend Cornell University at age 15, for being smaller and younger-looking than his classmates. This can be , where the differences of gifted kids are most likely to be noticed. Luckily, incidents like Newman’s are more outliers than the norm, but they still happen on occasion.

If skipping an entire grade isn’t ideal for your gifted student, there are other options.

“Skipping a grade isn’t the answer for every gifted student,” of the Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development. “Acceleration means matching the curriculum to a student’s abilities. For one student, that may mean grade skipping; for another, it may mean acceleration in a single subject, like math; for other students, enrichment-based activities in the classroom are all they need.” Other acceleration options include starting kindergarten early, enrolling in high school AP courses or advancing to college.

At ������Ƶ, we believe every child has a unique set of needs, and whether or not grade acceleration is the right choice depends on the needs and personality of your child. And no one knows your child like you.

Like this post? to receive more stories, information, and resources about gifted youth straight to your inbox.

This post is part of the . Please click the image below to keep on hopping!

Why is Community Important?

Community is the foundation of our social life. A healthy community provides support, encouragement, affirmation, and a sense of belonging to all members. Feeling loved and accepted also fosters good behavioral patterns, increase productivity, inspire creativity.

Although there are tremendous benefits in building and belonging in a community, the greatest social epidemic of our modern life is isolation. It is not always easy for everyone to find their “tribe”, especially if they are different from the majority; such is the case for gifted and high ability learners.

Why is There a Need?

Gifted and high ability learners possess exceptional capability to reason and learn in one or more domains. They are critical thinkers, curious learners, innovators, and sensitive individuals.

There are estimated six to ten percent of students in the U.S. who are gifted and high ability learners, roughly three to five million students. Though this is by no means a small number, spread them out through the nation, they are still minority groups in most schools. It is much harder for gifted students to find their community.

Though gifted students possess high potential, they are not always top performers. Research shows that 25% of gifted people are underachievers, and they quit trying because nothing they do leads to any measurable success or satisfaction[1]. Lacking the support from a community can exacerbate these outcomes.

Adding social-economic divide to this challenge, the picture becomes more dire. One study shows the gaps between top performing socioeconomically disadvantaged students and their more affluent peers were significant[2]. In fact, high-achieving, low-income students are equally likely to attend college as low-scoring high-income students[3]. These students need a support group that can help them to unlock their potential.

Without a nurturing community, feeling alone, misunderstood, and unchallenged, many gifted and high ability learners get bored, frustrated, or develop bad study habits. Without a community, we are creating a persistent talent underclass.

What is it Like to Have a Community?

Imagine witnessing the moment when someone talks about their passion with sparkles in their eyes, imagine the tears of joy when someone dares to try something new and take ownership of their potential that they didn’t even know existed.

Each summer, gifted teens from across the country, sometimes from outside the United States, gather to spend a week-long retreat at ������Ƶ’s – Yunasa West in Colorado, and Yunasa in Michigan.

Campers from all backgrounds bring a variety of interests and talents, providing an opportunity for all to grow in a diverse environment.

More than a traditional summer sleep-away camp, Yunasa provides a combination of camp activities and enriching workshops designed specifically to help gifted teens find balance as they develop greater awareness and a sense of adventure.

Prior to Yunasa, many campers are trained to focus on just a single aspect of self. At camp, through activities like giants’ ladder, aqua jump, yoga, nature walk, music improv, and many more, they learn to recognize and nurture other aspects of self, while learning the importance of leadership, teamwork, and trust.

Communities are critical for the functioning of a healthy society. For children who learn differently from the majority of their peer group, it is especially important to have a strong supporting network that can help them grow both professionally and personally.

What kind of community do you envision for gifted children and all children? Are there examples you would like to share?

Like this post? to receive more stories, information, and resources about gifted youth straight to your inbox.

This post is part of the . Please click the image below to keep on hopping!

References:

[1] adapted from The Gifted Kids Survival Guide: A Teen Handbook

[2] Plucker, J. A., J. Hardesty, and N. Burroughs. “Talent on the sidelines: Excellence gaps and America’s persistent talent underclass.” Storrs: University of Connecticut, Center for Education Policy Analysis. Retrieved from http://www. cepa. uconn. edu/research/mindthegap (2013).

[3] Martha J. Bailey and Susan M. Dynarski, “Inequality in Postsecondary Attainment,” 2011. In Greg Duncan and

Richard Murnane, eds., Whither Opportunity: Rising Inequality, Schools, and Children’s Life Chances, pp. 117-132. New York: Russell Sage Foundation.

]]> /blog-gifted-community/feed/ 0 /blog-social-self-esteem-gifted-kids/ /blog-social-self-esteem-gifted-kids/#respond Mon, 01 Aug 2016 14:30:19 +0000 https://ieadev.wpengine.com/blog-social-self-esteem-gifted-kids/ by Nicole LaChance, Marketing and Communications Coordinator

I have only been at ������Ƶ for six months, but in that time one of the most frequent struggles I have heard from parents is how their child does not fit in socially. This is no surprise, due to the asynchronous development many gifted children experience, which causes them to develop at a different level socially than they do intellectually. This can cause kids to feel “different” from their peers, leading to low social self-esteem.

Low social self-esteem is not just a problem for gifted children, but it can manifest differently and more intensely in them. Michelle Muratori, a senior counselor and researcher at the Center for Talented Youth at Johns Hopkins University in Baltimore, notes in an article for :

“Competence and achievement are generally thought to be vital elements of self-esteem and are intertwined with a child’s evaluation and awareness of his or her own worth, so people may mistakenly conclude that gifted children are exempt from low self-esteem because they appear to be very competent and high achieving.”

Muratori goes on to say that, while gifted children are not necessarily more susceptible to low self-esteem than their non-gifted peers, their self-esteem issues are more likely to be overlooked by others or hidden by the child themselves.

One of the main causes of low social self-esteem in gifted children is what .  Kroon notes that many gifted people have a strong need for honesty and transparency, yet many of those considered socially successful are good at knowing what is expected from them to fit in with the norm. They will often choose to protect themselves socially rather than doing what is “right”, which is at odds with the way many gifted children think.

This can make fitting in socially difficult, since belonging to most peer groups requires some conformity. It often leads gifted kids with low self-esteem to believe they have to choose between being accepted by their peers and being true to who they are. Additionally, Kroon notes that, due to the often present, gifted kids tend to be more intense in their feelings. Often, this causes them either to stand out or try to be unnoticed, making them easy targets for teasing and bullies.

“These students may unfortunately internalize the message that it is not OK for them to be who they truly are, which may damage their global self-esteem,” said Muratori. Furthermore, , notes that gifted children are not always taught to use their many capabilities to solve the problem and need help obtaining a balanced view of their self-worth in both a social and intellectual context.

Fortunately, there are some things you can do to help your gifted child improve their social self-esteem.

• Find opportunities for them to interact with intellectual peers. Friends are an essential component to boosting social self-esteem. Start by talking to your school’s gifted coordinator, or connecting with a gifted advocacy group in your state. (������Ƶ’s Gifted Resource Center has a state-by-state list.) Ask them about social or interest groups that would fit your child. Also, consider inquiring about parent groups, where you can foster connections for both your child and yourself. If there are no groups in your area, some parents have recommended searching online resources and connecting your child with a pen pal. Keep in mind that gifted children may not always find close friends in their age group.
• Help them recognize their contributions. Kroon notes that it is important to remember that your child is a complex person with both intellectual and emotional needs. Help them recognize their contributions in all facets of their life by making a list of accomplishments they are proud of beyond just academics.
• Don’t let them think everything is easy. that some gifted children develop the idea that, if they are smart, everything will come easily to them. This makes them more likely to quit when something, such as finding a friend group, becomes difficult. Remind them that even the best performers practice a lot and help them develop a manageable plan for overcoming obstacles.
• Seek counseling if the need arises. Sometimes, even with the best parental and teacher support, a gifted child may need counseling to deal with issues related to low social self-esteem, notes .

Hopefully, with a little help and lots of patience, your gifted child will develop a healthy social self-esteem and be able to reach their full potential in all areas of life.

Like this post? to receive more stories, information, and resources about gifted youth straight to your inbox.

This post is part of the . Please click the image below to keep on hopping!

The gifted brain is a unique place. In fact, it is so unique that many of the complexities of giftedness are still not fully understood. Still, there are some common quirks that have been identified as being associated with the gifted brain.

Overexcitabilities

Dambrowski identified that he believes are strongly connected to giftedness: intellectual, psychomotor, imaginative, sensual, and emotional. These overexcitabilities give gifted individuals some of their unique traits, but can also make it hard to function within a traditional classroom environment.

Psychologist Carrie Lynn Bailey noted in :

“A challenge for gifted individuals is that they can often be viewed negatively, or pathologically, particularly in educational settings.”

So how do you deal with a gifted child with overexcitabilities? An from the California Association of the Gifted suggests a combination of teaching stress management techniques, ensuring clear verbal and nonverbal communication skills and creating a comforting environment can help gifted children manage their overxcitabilites.

Social and Emotional Vulnerabilities

Many gifted children are . A passing comment that may seem harmless to you can be crushing to a gifted child, who could internalize and overanalyze it. Because of their high-sensitivity, gifted children often perceive others to have a , leading to social issues, such as interacting and bonding with their peers and teachers.

The article “”  highlights the extremes of gifted social and emotional issues. It notes that many gifted kids live in a world that doesn’t fully understand them, leading them to feel isolated and lonely. The author suggests gifted students should learn in environments that focus not just on their brains, but also the “fragility of their hearts”.

(Hoagie’s Gifted Education Page has a on the social and emotional lives of the gifted for further reading.)

Twice-Exceptional

Twice-exceptional children demonstrate both giftedness and a learning or emotional disability, making them the most under-identified group in today’s schools, according to the . These students are often forced between choosing programs that serve their giftedness or their disability. Consequently, they are often underserved.

This “quirk” of the gifted is often difficult to diagnose even by professionals. notes that even those in the gifted community have trouble imagining a gifted child with a learning disability. Luckily there is a growing awareness of 2e and, as a result, more resources available on serving these children.

If your child has been diagnosed as twice-exceptional or you expect they may be, the 2e Newsletter has some for serving 2e students.

Although we still don’t understand everything about the gifted brain, identifying the quirks and giving students, parents and teachers the tools to deal with them is a win-win for everyone.

Like this post? to receive more stories, information, and resources about gifted youth straight to your inbox.

Nicole LaChance graduated from Michigan State University with a B.A. in Journalism before moving West in pursuit of milder winters. Prior to joining the ������Ƶ team, she spent time working in marketing for an architecture firm and completed two years of national service in the AmeriCorps program. Over the past few years she has worked with nonprofits to communicate their message and impact to the world around them, work she is excited to continue at ������Ƶ. When not at the office, she enjoys reading, cooking, traveling wherever she can and making bad puns.

This post is part of the . Please click the image below to keep on hopping!

As a die-hard Gilmore Girls fan dating back to the show’s original run, its coming revival has me very excited. It seems like there is a new article on some aspect of the show every day, from fashion choices to boyfriend debates to behind-the-scenes trivia.  While re-watching a favorite episode, it hit me that one thing I have never seen addressed is the giftedness of two of the characters and the contrasts in how it is manifested.

Rory is a teenager who would be considered “gifted” by most traditional definitions of the word. She craves knowledge and grasps concepts easily. As her grandfather put it, “This girl could name the state capitals at 3, recite the periodic table at 4, (and) discuss Schopenhauer’s influence on Nietzsche when she was 10.” Rory clearly has an advanced ability.

In the first episode of the series, she leaves the local public high school, Stars Hollow High, to attend the prestigious, academically-challenging Chilton school. After initially struggling (especially socially), we see Rory find her place and thrive among students of similar ability and drive before eventually moving on to Yale University. Rory ends the series having had many opportunities to pursue her interests, both academically and personally, in a stimulating environment.

In contrast, we meet her eventual high-school boyfriend Jess. He demonstrates an ability to learn quickly, is constantly reading and always seeking out new knowledge, characteristics that attract Rory. He also has an apathetic attitude toward school, is socially isolated and shows a lack of long-term goals, all signs of a gifted underachiever, according to the . He eventually drops out of high school due to boredom, spending years achieving way below his potential.

So what is the difference between them? Why does one gifted student thrive and the other flounder? Perhaps it is their support systems, or lack thereof.  A of the University of Connecticut notes that family problems and home environment can affect the achievement of gifted students.  Rory comes from a home with an extremely supportive mother and grandparents willing to do anything they can to help her succeed. Her gifts and interests are encouraged and celebrated by those around her. Jess, however, comes from a tumultuous home where he is often overlooked. He lacks the same opportunities and support to find his “tribe” that are available to Rory. Would Jess have thrived if he, too, would have had the chance to learn in an environment like Chilton?

Unfortunately, Jess’ situation is all too real for many gifted students. So much potential has been wasted in children who may not even realize their true ability and lack guidance in discovering their unique gifts. We as a community must help identify and nurture these children to reach their full potential before it is too late, whether that be through classroom intervention, mentoring programs or a change in how we measure giftedness. Perhaps one day we will live in a world where gifted children like Jess only exist in fiction.

Like this post? to receive more stories, information, and resources about gifted youth straight to your inbox.

Nicole LaChance graduated from Michigan State University with a B.A. in Journalism before moving West in pursuit of milder winters. Prior to joining the ������Ƶ team, she spent time working in marketing for an architecture firm and completed two years of national service in the AmeriCorps program. Over the past few years she has worked with nonprofits to communicate their message and impact to the world around them, work she is excited to continue at ������Ƶ. When not at the office, she enjoys reading, cooking, traveling wherever she can and making bad puns.

This post is part of the . Please click the image below to keep on hopping!

Parenting a gifted or twice-exceptional child comes with a special set of joys and challenges. I know it’s easy for parents to feel like they are alone in their situation and not receiving support from traditional educational groups and institutions. That is why I believe in the importance of parent support groups. There are many reasons to join, but here are my top three:

1. Somewhere to Vent Frustrations and Celebrate Accomplishments

Gifted children are unique. Their needs are not like other children, so it’s easy to get discouraged when it feels like those needs are not being met. Many parents without gifted children simply don’t understand this frustration. That is where parent groups come in. Fellow parents of gifted or twice-exceptional children have very likely been through the same issues and can lend a helpful ear when you need to vent.

The other side of the coin is that the same group who appreciates your child’s challenges will also understand the significance of their accomplishments. Parents of non-twice-exceptional children, for example, may not recognize the significance of completing a seemingly simple task without anxiety, while parents with similar children can celebrate the accomplishment and understand its significance.

2. Connect With Resources

Are your most trusted recommendations from fellow parents? Have you heard about some great services through word-of-mouth? Parent groups give you a place to connect with other parents and share resources. Whether you are looking for a specialized school, searching for summer programs, stuck for places to do research about a specific issue or simply curious what other parents are doing, parent groups allow a forum to share these resources and sing the praises of something that worked wonders for your child.

3. Open and Informed Discussion

Parent groups are a place where parents of gifted and twice-exceptional children can be open about their feelings and opinions with a group who understands the special needs and issues surrounding gifted children. Where else can you have such open conversations with parents who have been through the same situations? Even as an observer of these meetings, I can see the relief parents feel when they finally get to speak what’s on their minds and are met with affirmations of support.

I hope all parents of gifted children consider trying out a parent group in their area. These groups provide a much needed shoulder to lean on for frustrated parents looking for solutions to the unique needs of their children. Start by reaching out to the gifted association in your state to see if they have any connections in your area.

������Ƶ hosts parent support groups once a month on various topics relating to gifted youth. Our next meeting will be April 27th at 6:30 p.m and will be a roundtable focused on gifted student issues in elementary school. Stay tuned for details and for other upcoming parent events.

Like this post? to receive more stories, information, and resources about gifted youth straight to your inbox.

Nicole LaChance graduated from Michigan State University with a B.A. in Journalism before moving West in pursuit of milder winters. Prior to joining the ������Ƶ team, she spent time working in marketing for an architecture firm and completed two years of national service in the AmeriCorps program. Over the past few years she has worked with nonprofits to communicate their message and impact to the world around them, work she is excited to continue at ������Ƶ. When not at the office, she enjoys reading, cooking, traveling wherever she can and making bad puns.

This post is part of the . Please click the image below to keep on hopping!