vickie mohnacky west virginia department of education vmohnack@access.k12.wv.us

Vickie MohnackyWest VirginiaDepartment of Educationvmohnack@access.k12.wv.us

Defining Underachievement Identifying Underachieving

Gifted Underlying Causes Interventions Future Steps

Discrepancy between potential (ability) and performance (achievement)

A regression involving potential and performance

Failure to develop potential or latent ability

Three General Themes

Requires defining ability.

Requires defining achievement.

1. Discrepancy between ability and achievement

If a student performs more poorly on measures of achievement than one would expect based on measures of ability, then he or she is underachieving.

2. Discrepancy between predicted achievement and actual achievement

No attempt to define or measure potential.

Underachievers viewed as individuals who fail to self-actualize

3. Failure to develop or utilize latent potential without reference to other external criteria.

Ability: IQ test: WISC-IV or Stanford-Binet IV. Criteria for giftedness?

Achievement: Standardized Tests - 1 year below grade level? Should gifted students be above grade level? Classroom grades – failing grades?

Time Period: Any drop over a short time period? Achievement that has declined 3 years in a row?

Discrepancy definition requires defining ability and achievement

o Chronic? o Episodic - temporary, situational?  o Mild?o Moderate? o Severe?o In all areas?o In only some areas? o Coincidental with increased homework? 

Type and Severity

Working definition:Underachievers are students who exhibit an observable discrepancy between expected achievement (as measured by a comprehensive test of cognitive or intellectual ability and actual achievement (as measured by class grades, teacher evaluations or standardized achievement tests).

Must NOT be the result of a diagnosed learning disability and must persist over a one year period.

Distinguish between a chronic underachiever and a gifted student who has processing deficits, learning disabilities or attention deficits.

Interventions that are appropriate for these subgroups are radically different.

Special Populations

The non-compliant The working-hard-at-being-

different The challenging-authority The angry/discouraged/frustrated The social/nonsocial The divergent “outside of the box”

thinker The complex

Social Factors

Culturally Diverse

Family Dynamics

Instructional/School Factors

o Peer influences?

o Socio-economic factors? (Not an “achievement environment”)

o Gender?

o The only thing a child can control?

Social Factors

Problems with competition? Passive resistance? Hypersensitivity/intensity? Low cause/effect ability? Inability to delay gratification? Low self-esteem? Dominant or dependent personality? Developmental arrest? (leading to internal

conflict) Early power and attention (the only thing

he/she can control?) Perfectionism? (Yes, perfectionism)

Individual Factors

o Lack of home enrichment  o No educational values

o Anti-school attitude  

Family Factors

Economic pressure Parental depression Parenting behavior Disruptive events Parental attitudes

toward work, school (models)

Trust issues

Family Factors

Negative messages Family Tension Upset hierarchy Substance abuse Indifference Health Issues Conflict

Helps a peripheral parent to be involved Represents loyalty to someone Distracts parents fighting w/each other or

contributes to the fighting Can help to unify parents to work with each other Can communicate distress about a transition or

event or circumstance Can help to involve outside help/open up a

“closed” family by engaging others

The Function for the Child

oThe "peripheral parent"-allies with child  oParent(s) live(s) through the child  oParent hostile to the child who "mirrors" them  oParent protects child against "ogre"  oParent threatened by "achievement"  oParents model anti-school attitudes  o"Achievement" theme dominates family   oParents' success "paralyzes" child oHigh expectations generate rebellion   

Family Factors: The “Family Dance”

Achievement defined differently Attitude-achievement paradox Minority language background Different value systems Low expectations Inequity in educational opportunities Intimidated by majority culture

Culturally Diverse

oIf no "environment for learning“oIf low expectations  oIf no differentiation (interests/abilities)  oIf no support for special needs of child oIf no support for teacher oIf teacher hostile or indifferent  oIf focus is on weaknesses  oIf curriculum inappropriate  oIf experiences negative  oIf inflexible methods  oIf poor rapport with parent(s) 

School Factors

Two categories:

1. Counseling

2. Instructional

Counseling

Goal is to help the student decide whether achievement is a desirable goal.

If so, then help reverse counterproductive habits and cognitions.

o "Fixing" them  o Giving advice  o "That's nothing to be upset about."  o "You have no reason to feel that."  o "Don't you think it would be better if..."  o "When I was your age..."  o "Rescuing" them  o Ignoring them  o Being angry at their underachievement  o Being overly invested in their achievement  o Being so invested in them emotionally that the ability to help, affirm them is lost  

oHelping them become "unstuck"  oNot judging, criticizing  oFocusing on strengths, reframing  oHelping them "make sense" of themselves, their situation  oHelping them "live more effectively"  oWorking on empowerment  oHelping them "be selfish" in the system  oStanding beside them  

oChange family communication  oAlter family roles  oHelp parents understand self, child  oCreate an appropriate hierarchy  oClarify personal boundaries  oHelp strengthen family leadership  o"Be selfish-get what you need from the system."  

oHelp family adjust to change  oHelp all members feel heard, affirmed  oHelp all members affirm strengths  oRaise awareness of parental messages  oHelp parents "give permission" to achieve  oIdentify parent vs. child needs  oRaise awareness of developmental issuesoNormalize family transitionso Empower the underachiever-in new ways  

Parent and teachers together “can adjust home and school environments to compensate for social impacts and can thus foster achievement within their children.” Sylvia B. Rimm, Ph.D. Underachievement Syndrome Causes and Cures (1995) Why Gifted Kids Get Poor Grades and What You Can Do About It (2008) Great Potential Press

What can parents and educators do?

Don’t rescue the child from a challenge. Instead support him/her.

Help find and support interests outside of school as well as in school that motivate and develop a work ethic.

Advocate for continuous progress and excellence at various levels of decision–making.

Jean Sunde Peterson, Ph.D.  Purdue University  jeanp@purdue.edu  

* Depression  * Suicidal ideation ("Should I worry about you--that you'll hurt yourself?")  * Thoughts of violence  * Our own feelings about achievement  * Responding only with a punitive approach  * Having only a simplistic view of a very complex, idiosyncratic phenomenon  * Questioning whether they are "gifted" (teacher, child, counselor, parent)  

WHAT TO BE ALERT TO

*Alert to, but not preoccupied with, pathology  *Active listening, reflecting; credible feedback  *Collaborative--client active  *Alert to themes, patterns, strengths, personal resources  *"Make sense" of emotions  *Here-and-now focus  

INITIALLY…

oAs a child, adolescent  oAs a complex individual  oAs more than "achiever," "underachiever"  oAs a son, daughter  oAs worth the attention  oAs having intelligence  

THE IMPORTANCE OF BEING “KNOWN” and APPRECIATED

"It took hard work to get our (or someone else's) attention."  "You're a survivor." "You were smart enough to talk to someone." "You had the courage not to achieve." "Underneath you were very concerned about your parents." "It makes sense that you learned to manipulate people."  

REFRAMING PROBLEMS

*Specific problem to be solved?  (Brief, solution-focused approach)    *Multi-modal? (longer involvement)    *Goal: More effective living  

FORMULATING AN APPROACH

• If brief, solution-focused: relationship is important.• Ask "Miracle-question" early. “What would your life look like…?” • Explore how client could make problem bigger/smaller; ask who will notice change. • Invite client to determine one small, concrete, feasible step toward more effective living (i.e., lessening the problem) and a definite time to make the step.  

FORMULATING A TREATMENT PLAN

* If systems approach:   determine whether individual only or individual and family   determine whether brief, solution-focused   *If long term:   collaboratively prioritize presenting issues, probably first working with the one with the best prospects of change or the one most critical to well-being

FORMULATING A TREATMENT PLAN

*Self-reflecting re: biases, attitudes, & stereotypes related to giftedness  *Being able to be poised, comfortable, and secure when working with gifted persons *Being able to refrain from "putting them in their place" or one-upping them with humor or expertise  *Recognizing that gifted individuals may feel inept, inferior, uncomfortable--as well as guilty about gifts, power, attention.  

COUNSELOR ATTITUDES/BIASES

Recognize/Affirm Resilience to Foster Hope  oGood problem-solving skills  oAn ability to gain attention from others  oAn optimistic view of their experiences  oA positive vision of a meaningful life    oA proactive perspective  oRole models outside of the home--"buffers"  oPositive self-concept  oDon't blame self for family problems  oDon't feel responsibility for fixing family  oSocial support  oIntelligence  

Instructional

Part-time or full-time special classrooms for gifted

• Smaller student/teacher ratios• Less conventional teaching strategies/ learning activities• Affective education

Linda Silverman, “Do Gifted Students Have Special Needs?

Instructional

• More parental involvement• Specific teacher• Curriculum changes• Opportunities to pursue of topics of interest• Involvement in extracurricular activities

Renzulli’s Enrichment Projects5 Features:•Relationship with the teacher•Use of self-regulation strategies•Opportunity to investigate topics related to underachievement•Opportunity to work on an area of interest in a preferred learning style•Time to interact with an appropriate peer group

Curriculum Compacting

*Discussion Group   for inclusion, support, comfort in school  * Sending messages of strength:   "You'll do what you need to when you're ready" (i.e., development!)   "You'll figure out how to get what you need."   "You have courage."   "You are a sensitive person."   " You're working at figuring out who you are---early!"  

*Avoiding messages re:"defective"  *Resisting the urge to "fix" them  *Affirming them as they are  *Achievement not the most outstanding aspect  *Nonjudgmental  

• Extrinsic - Values the reward or outcome; not the activity itself.• Intrinsic – Enjoys the activity itself. Neither too easy nor too difficult. (Computer games)• Self-confidence – Believes that he/she has the skills to be successful.• Safety – Trusts the environment. Expects to be able to achieve in it.

MOTIVATION

Motivation Tips

• Compliment the skill

• Compliment specifics

• Be genuine in compliments

Environment

• Performance orientation – innate abilities

• Mastery orientation - acquired abilities

Balance between acknowledging ability while recognizing that effort went into its development.

Environment

• Friendly intellectual environment

• Engaging instruction

• Fair system

* Is academic achievement the most important thing?  * What do we tell parents, teachers, and coaches who are wringing their hands over an underachiever?  * How can we explain that the phenomenon is so idiosyncratic and complex that a single approach or intervention is not likely to be effective?  * How can we apply an appropriately systemic perspective?  * How can we convey respect? Non-judgment?

* How can we be embrace underachievers in programs?  * How can we stop "being like every other adult" in how we approach non-performing gifted kids?  * How can we avoid predicting the future on the basis of one developmental stage?

•Need for clear, precise definition of gifted underachievement.

•Further research and inquiry into interventions.  

*Reis, S. and McCoach, D.B.; The Underachievement of Gifted Students: What Do We Know and Where Do We Go? National Association for Gifted Children (NAGC), Gifted Child Quarterly Summer 2000 Vol. 44, No. 3, pp. 152-170.

*Rimm, Sylvia B. “Underachievement Syndrome: Causes and Cures.” Apple Publishing Company. Sixth Printing, April 1990. (2008 now available at Great Potential Press.) http://www.sylviarimm.com/

*Roberts, Julia (2008, Summer) Multiple Ways to Define Academic Success: What Resonates With You? The Challenge, 21, 12-13.

*Peterson, Jean Sunde, Ph.D. Responding To Underachievement 2007 NAGC Convention, CD-ROM, Purdue University jeanp@purdue.edu  

*Seeley, K.: Gifted Talented Students at Risk. Focus On Exceptional Children, Vol. 37, N0. 4, December 2004.  

*Siegle, D. and McCoach, D. B. “Making a Difference: Motivating Gifted Students Who Are Achieving” TEACHING Exceptional Children, Vol. 38, No. 1, pp. 22-27. Copyright 2005 CEC.