The subtitle for this year鈥檚 seminar theme easily could have been something akin to: 鈥淗ow to Talk About Rejection and Failure in a Room Full of People.鈥� Talk about vulnerability鈥� Rejection can be hard enough to acknowledge on our own, let alone in a social context where comparisons and self-appraisals inevitably creep in, despite our best efforts. It鈥檚 a loaded topic by virtue of its innate capacity to conjure some of our deepest feelings of self-doubt, confusion, shame and disappointment. But it鈥檚 also that power that makes it a word worth talking about, especially in communities where the myths of perfection often linger amidst high personal, academic and social expectations, both real and perceived.

From March 15 鈥� 17, the Caroline D. Bradley Scholarship community gathered at the DoubleTree in Downtown Los Angeles for the 16^th Annual Bradley Seminar. With over 270 guests, this was our largest event to date, representing over 30 states spanning from Maine to Colorado to Hawaii. Scholars, alumni, parents, staff and educators explored this year鈥檚 theme, Perspective 鈥� how it shapes our perception of ourselves and the world around us; how experiences of disappointment and rejection make it difficult to reframe our failures; and how resilience and mindfulness can offer strategies for navigating life with clearer perspective.

Our keynote speaker, Dr. Lauren Marlotte, Assistant Director of Training for the Division of Population Behavioral Health and Nathan Family Resilience Center at UCLA, shared her own perspective and research for developing healthy resilience, using tools like social connection, physical activity, and emotional regulation in times of toxic stress. Through cross-generational conversation, small group workshops and community activities, seminar guests continued to explore these questions throughout the weekend. CDB seniors initiated a project called the 鈥淩ejection Wall,鈥� an activity aimed at providing visibility on the topic of rejection, both academic and interpersonal, by inviting the community to share their own experiences and advice in writing. Scholars and parents alike were able to waive reservations and mutually contribute to these conversations, creating a spirit of solidarity and connection.

On Saturday afternoon, guests scattered around the local area for field trips and activities. CDB freshmen and parents ventured out from Little Tokyo to Pasadena via the Gold Line Metro (a personal favorite!) for an inaugural visit to the 优蜜视频 headquarters, The Barder House. Older scholars participated in various live-action puzzles at Escape Room LA. If you鈥檝e never done an escape room, I highly recommend this location 鈥� their themes and production value make the thrill of the countdown that much better. Parents, guests, and alumni visited nearby museums (Japanese American National Museum and Geffen Contemporary at MOCA) and explored the local charms of Little Tokyo, the Arts District and Downtown LA.

No CDB seminar would be complete without senior speeches. Always a highlight of the weekend, this year was particularly memorable as it marked the first graduating class since the program鈥檚 expansion in 2014. With 27 scholars, this is the largest senior class to date in CDB Scholarship program history. Coincidentally, 2014 was also my first year with the selection process 鈥� I still remember vivid details from various interviews that summer, my own nerves at times in competition with those of the interviewee. As this year also designated my last year with the CDB program, it was a fitting denouement to close out this final seminar weekend in tandem with the senior class of 2014. Their speeches spoke wisdom and humor in equal measure to their intelligence, passion, and ambition. Most, if not all, thanked Bonnie for her years of guidance and emails, trademarked by bold typeface and exclamation points en masse 鈥� a CDB tradition. The spirit of gratitude and authenticity was overwhelming. Not only from the graduating class, but the entire Caroline D. Bradley community. Reflecting on this year鈥檚 event, one scholar wrote: 鈥淚 feel like CDB has been a part of my life for much longer because of the deep friendships I’ve forged within the organization and the way I’ve been able to grow as a person due to this broader supportive community.鈥�

My hope is that, like this Scholar, every individual who participated in this year鈥檚 event feels that sense of community and connection. I know it is a feeling that will stick with me in continuity.

_ _ _ _

If you aren鈥檛 familiar with the Caroline D. Bradley Scholarship, you can read more about this life-changing opportunity on our . 聽Since 2002, the program has identified over 250 highly motivated, gifted students across the country, providing merit-based tuition to the high school program that best meets each student鈥檚 personal and academic needs 鈥� private, public, charter, boarding, early college, online and homeschool hybrid. The seminar provides a meeting place annually for these students and focuses on personal growth through themes and topics which encourage conversation, connection, and authenticity.

This is where a role model in the form of a mentor can be beneficial to a gifted child. Mentors allow children trying to understand their unique gifts and talents an avenue to share interests, passions, thoughts and doubts in a constructive, supportive space. 聽According to Sandra Berger in her article 鈥溾��:

One of the most valuable experiences a gifted student can have is exposure to a mentor who is willing to share personal values, a particular interest, time, talents, and skills. When the experience is properly structured and the mentor is a good match for the student, the relationship can provide both mentor and student with encouragement, inspiration, new insights, and other personal rewards.

For gifted children, the potential benefits of a committed mentor are numerous and can contribute to both short and long-term success. Berger notes that parents often notice mentors have a 鈥渕aturing effect鈥� in helping students narrow down their many talents and interests into focused educational and career goals.

Some questions to ask when considering mentoring for your child:

1. What are their goals and interests?
   Whether it鈥檚 learning a new skill, emotional support or academic assistance, mentoring covers a wide-range of areas. Talk with your child about what they are looking to get out of a mentoring relationship and what will make them feel most supported.
2. Does your child understand the role of a mentor?
   Ensure your child understands the mentor is not a friend or parent. Explain the limitations and expectations of the relationship, both for them and for their mentor.
3. Is your child committed to spending time with the mentor?
   Some children think they are ready for a mentor, but are then disappointed with the time it takes out of an otherwise free period they could be exploring other interests. Set clear and realistic expectations for both the mentor and the child.

If you have determined a mentor is right for your child, the Davidson Institute for Talent Development has published on finding a mentor.

Additionally, 聽offers high-potential secondary students externship opportunities where they can receive mentorship from distinguished professionals and gain hands-on experience in a field of their interest.

Each externship is custom-designed so students grow intellectually and personally, while making pertinent and lasting connections with their mentors and peers.

Visit our site to today!

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I have a confession to make: I don鈥檛 always feel good enough to call myself gifted.

I was identified as gifted as a child, but I never really felt like that label belonged to me at all. Other kids were smarter than me. Other kids did better in school than me. I knew I was smart, but I didn鈥檛 feel gifted.

When I got older, I knew I wasn鈥檛 gifted. I mean, though I flew through advanced and accelerated math classes for years, I struggled when I got to precalculus. I didn鈥檛 really feel like I understood it, and the B I got in the class showed that, right? So, despite my teacher telling me I should move on to calculus the next year, I took AP Statistics and aced it. I was good at statistics, and I wasn鈥檛 going into any math or science fields in college, so why bother trying?

In college, I started feeling more comfortable with my advanced intellectual ability. I started seeing that I was different than most of my classmates. Encouraging and supportive professors helped me understand that the work I was producing was far beyond what was asked of me. 聽I began believing that I might be gifted, after all.

So when I came across 优蜜视频, I jumped at the idea of advocating for kids like me. Then I started feeling again like I didn鈥檛 belong in that category. I looked at the descriptions of different courses available through the 优蜜视频 Academy and was intimidated. I looked at the Caroline D. Bradley Scholarship criteria and thought, 鈥淣o way would I have gotten a 500 on any section of the SAT in 7^th grade.鈥� I listened to stories about the kids 优蜜视频 served and was just in awe. I still wanted to join the team to work to provide programs and services for these amazing kids, but I thought I had no business saying that I was like them.

That was until I learned about the pieces beyond intellectual ability that make up a gifted kid.

As I started to read about the characteristics of a gifted child and started learning about , I spent most of the time feeling an intense connection to these traits. I felt like I was getting to know myself as I was getting to know these kids, and I finally felt like certain things made sense. I felt less weird and more understood 鈥� because I am gifted. I may not understand the math and science that these kids discuss daily during 优蜜视频 programs (my talents and interests lie primarily in languages), but I am like them. I think differently. I learn differently. I feel things differently.

In fact, it is common for gifted individuals to experience Imposter Syndrome, or 鈥渧ague feelings of self-doubt, intellectual fraudulence and anxiety鈥�. It makes them discount their success attributing it to luck, not real ability. Along with it comes the fear that anytime they could be found out鈥� ().聽This often happens when things come so naturally to a gifted child for so long that when they are not immediately good at something or don鈥檛 understand a concept right away, they are plagued by the idea that maybe they never were that intelligent in the first place.

Even now, as I continue in the supportive and nurturing environment that is 优蜜视频, the feeling of being an imposter in this group of bright minds pulls at me on occasion. Sometimes, for example, when the band of gifted advocates gets into a conversation in response to an article or blog post, I don鈥檛 feel good enough to chime in. These are brilliant people, experts in the field, parents of these brilliant young kids. What value can my little voice add? Then I remind myself: I do belong here. I do deserve a voice.

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