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Understanding Social Emotional Needs of Gifted
LearnersIntensity,
Overexcitabilities, and PerfectionismBy Michelle Millerwww.gtlady.com
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IntensityThe gifted experience
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Intensity Experience Physicality Affect Thought Imaginings
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Quote from a gifted and intense adolescent
“We are not “normal” and we know it. It can be fun sometimes but not funny always. We tend to be much more sensitive than other people. Multiple meanings, innuendos, and self-consciousness plague us. Intensive self-analysis, self-criticism, and the inability to recognize that we have limits make us despondent. In fact, most times our self-searching leaves us more discombobbled than we were at the outset.”
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Overexcitabilities Definition
andManagement Strategies
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Kazimierz DabrowskiTheory of Emotional Development
Theory of Positive Disintegration
Overexcitabilities
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Positive Disintegration
Evolution of advanced human development
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Overexcitabilities
Expanded awareness and a heightened capacity to respond to stimuli of various types
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The Five Overexcitabilities
Psychomotor Sensual Imagination
al
Intellectual Emotional
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Psychomotor OE
Surplus of energy Rapid speech Enthusiasm Impulsivity Competitiveness Misdiagnosed as
ADHD
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Suggested Strategies for Managing Psychomotor OE
For Teachers Provide time for
spontaneity and open-ended, free-wheeling activities.
Allow students freedom to move
Assign action-related tasks Set clear goals with clear
action-oriented means to achieving them
For Students When faced with sitting for an
extended time, find a way to get rid of excess energy. Run up and down stairs, jump up and down, etc.
Find outlets that do not distract others. Tap a straw or pipe cleaner instead of a pencil, stand up, bob knees, squeeze clay
Exercise vigorously daily Write racing thoughts on sticky
notes or a keep a journal
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Sensual OE Sensory pleasure:
sight, sound, taste, touch, smell
Appreciation of artistic beauty
Overeating Overindulgence Needing to be the
“center of attention”
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Suggested Strategies for Managing Sensual OE
For Teachers Use color and artistic
representations during instruction
Provide opportunities for students to “be in the limelight”
Notice overindulgence and discuss healthier options
For Students Create time to dwell in a
sensual, soothing environment Visit museums, jewelry stores,
gardens or music performances
Carry a favorite texture, dab a small amount of scent on your wrist, wear a favorite color
Keep a journal to describe intense sensory experiences
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Intellectual OE
Probing questions/curiosity
Problem solving Concentration Metacognition Analytical thinking Introspection
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Suggested Strategies for Managing Intellectual OE
For Teachers Model how to find the
answers to questions Encourage the passion to
analyze, synthesize, and seek understanding
Help students act on their intellectualized principles
Teach tolerance. Provide resources for
projects and problem solving
For Students Find puzzles and games
that challenge you. Find people with similar
interests. Join a debate team, math
club, science club, or academic competition
Conduct experiments Read non-fiction
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Imaginational OE Free play of
imagination Dramatization Use of image and
metaphor Creativity Elaborate dreams
and fantasies Vivid visual recall
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Suggested Strategies for Managing Imaginational
OEFor Teachers
Help students differentiate between their imagination and the real world by having them place a stop sign in their mental videotape, or write down or draw the factual account before they embellish it
Encourage use of imagination to learn and solve problems
Invite creative suggestions or interpretations during class
For Students
Write about the great stories in your head.
Find appropriate times to daydream: On the bus, walking home from school, etc.
Use your imagination to help solve problems.
Express yourself: Draw, dance, write poems, etc.
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Emotional OE
Intense emotions Physical expression of
emotion Compassion and
empathy Inhibition Self-evaluation/self-
judgment Fears, guilt, anxiety Strong attachments to
others Strong affective memory
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Suggested Strategies for Managing Emotional OE
For Teachers Accept all feelings,
regardless of intensity Teach how to anticipate
and prepare for emotional and physical responses
Remain calm Be aware of emotional
triggers Be sympathetic
For Students Give words to complexity and
depth of an emotion Learn how to anticipate your
emotions Find outlets for your emotions:
Writing, talking with friends and family, exercise, etc.
Embrace the intensity of your emotions
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PerfectionismDefinitions
andManagement
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Perfectionism as Pursuit of Excellence
Healthy Perfectionism
Drives high effort and accomplishment
Gives students pleasure from concentrated effort
Allows students to adjust their work level as the situation requires
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Maladaptive or “Neurotic” Perfectionism
Maladaptive Perfectionism
Prohibits students from appreciating their competency or the adequacy of work
Causes stress and anxiety Can result in
underachievement
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Characteristics of Neurotic Perfectionism
Stay up all night working then turn it in late
Get sick over grades Cheat Sweaty palms and
accelerated heart rate before tests
Compulsively compare scores with others
Procrastinate Work alone Argue about test scores Avoid new experiences Are overly precise Feel dissatisfied or guilty
about good work
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Managing Perfectionism Praise effort not the
end result Help students set
SMART goals Discuss and model
mistakes Share stories of
successful people Help students identify
fears Teach to manage work
with calendars and timelines
Teach Yoga, breathing, and relaxation
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References
Daniels, Susan, and Michael M. Piechowski. Living with intensity: understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults. Scottsdale, AZ: Great Potential Press, 2009. Print.
Davis, Gary A., and Sylvia B. Rimm. Education of the gifted and talented. Englewood Cliffs, N.J.: Prentice-Hall, 1985. Print.
Elliott, Miriam, Jan Goldberg, and Caroline Price. Perfectionism: what's bad about being too good?. [Rev. and updated ed. Minneapolis, MN: Free Spirit Pub., 1999. Print.
Mendaglio, Sal. Dabrowski's theory of positive disintegration. Scottsdale, AZ: Great Potential Press, 2008. Print.
Rimm, Sylvia B.. Underachievment Syndrome: Causes and Cures. 6th print. ed. Watertown WI: Apple Publ, 1990. Print.
Silverman, Linda Kreger, and Leland Baska. Counseling the gifted and talented. Denver, CO: Love Pub. Co., 1993. Print.
"The ‘Over-Excitable Gifted’: Managing Talent and Five Forms of Excitability ." Jobs, Career and Recruitment Platform. Connecting Recruiters and Job Seekers. Find Recruiting Jobs.. N.p., n.d. Web. 5 Jan. 2013. http://www.recruiter.com/i/the-over-excitable-gifted-managing-talent-and-five-forms-of-excitability/.g.