Defining Social and Emotional

Learning (SEL): SEL involves processes

through which children and adults develop

fundamental emotional and social competencies

to understand and manage emotions, set and

achieve positive goals, feel and show empathy

for others, establish and maintain positive

relationships, and make responsible decisions.

(CASEL, n.d.)

Why is it important? John Hattie studied

what works best in schools and released his

findings in Visible Thinking. Influences were

rated as to how much they affect student

outcomes. All influences above 0.40 are labeled

as “Zone of desired effects. Developing

relationships with students has a 0.71 effect size

on student growth (Hattie, n.d.)

How is this important to gifted

students? Aren’t they doing just

fine? Asynchronous development is a part of

the definition of gifted children. And, they often

have intensities that accompany their

giftedness. Gifted students are at risk for

difficulty with self-regulation, self-confidence

(imposter syndrome), developing resilience,

challenges finding and building friendships

(social outliers), maintaining motivation

(underachievement), perfectionism, and more

(Davis, Rimm, & Siegle, 2011).

Headlines today may add to the

unease that many students feel. This child

population, with an enhanced sense of justice,

will benefit from support in managing their

empathy, issues with bullying, and emerging

leadership skills. These students need additional

support to support their tendency to overthink.

Social Emotional Learning: Who, What, and How Research & Resources

(Collaborative for Academic, Social, and Emotional Learning (CASEL)

Ecological Approach to Social Emotional Learning (EASEL @ Harvard): Kernels of

Learning

National Center for Research on Gifted Education

Renzulli Center for Creativity, Gifted Education, and Talent Development

Whitworth University Center for Gifted Education

Character Counts

Supporting Students

Davidson Institute

Belin Blank Center

John Hopkins Center for Talented Youth

Duke Talent Identification Program

The Robinson Center for Young Scholars at the University of Washington

Check it out! Kernels of Learning and Brain Games

(from Usable Knowledge @ the Harvard Graduate School of Education)

Kernels of Learning is a developing model to introduce SEL in a

personalized, bite-sized approach. Currently in the pilot stage, the

researchers are developing sets of kernels, or targeted, small

techniques that teachers can use easily in the classroom. Along

with KEL, Brain Games are also being developed to support three

“Brain Power” skills: working memory, attention, and mental

Forming a Successful Parent-Teacher Partnership

Ally with the teacher/parent privately about your concerns.

Listen to what the parent/teacher has observed about the child.

Learn about what the teacher/parent thinks is best for the child.

Initiate a conversation about the child's strengths and problems.

Ask about or Add experimental ideas for engaging and interesting

curricular and extracurricular activities.

Negotiate to find appropriate adult and peer role models.

Consent to alternatives if experimental opportunities are not

effective.

Extend possibilities patiently.

(Cited in Davis, Rimm & Siegle (2011) from Sylvia B. Rimm, Why Kids Get Poor Grades,

2008. Scottsdale, AZ: Great Potential Press)

Tell me more... A newsletter dedicated to sharing information about highly capable students

Volume 1, Issue 1

Jen Flo

Looking to compare many SEL programs currently in use?

Check out this resource from the Wallace Foundation: Navigating

SEL from the Inside Out: Looking Inside & Across 25 Leading SEL

Programs: A Practical Resource for Schools and OST Providers

(Elementary School Focus), by S.Jones, K. Brush, R.Bailey, G. Brion-

Meisels, J. McIntyre, J. Kahn, B. Nelson, and L. Stickle from the

Harvard Graduate School of Education.

Keys to Social and Emotional Learning Success for Highly Capable CASEL is a website with a wealth of resources and materials to support, educators,

counselors, administrators, and families in helping youth develop the necessary social

-emotional skills to thrive in the 21st century. The framework revolves around these

five standards:

Self-Awareness: the ability to identify the emotions one is experiencing and

how it affects their behavior. Able to assess one’s strengths and limits and includes a

“growth mindset.”

Self-Management: the ability to regulate emotions, thoughts, and behaviors in

the context of people different from oneself. Managing stress, controlling impulses

and motivating one’s self. Includes the ability to set goals.

Social Awareness: the ability to empathize with others. Includes the ability to

understand social and ethical norms. Includes the ability to identify support

resources in school, families and the community.

Relationship Skills: the ability to make and maintain relationships with others.

Includes the ability to communicate., listen, cooperate, negotiate conflict, and an

awareness of social pressures.

Responsible Decision Making: the ability to make choices with personal

behavior and in social situations based on ethics, cultural norms and safety.

Consideration is given to oneself and to others.

Organizations for Parents and/or Teachers:

NAGC: The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented

children through education, advocacy, community building, and research. They aim to support parents, families and K-12 education professionals.

WAETAG: Washington Association of Educators of the Talented and Gifted, this organization’s mission is to empower educators and communities to

support and champion for the educational and social-emotional development of talented and gifted students.

Whitworth University Center for Gifted Education: offers a specialty endorsement in gifted education (only one currently in WA) and a master’s

program with emphasis on gifted education. Professional development Institutes offer support and training for parents, educators and others. WU is

has opportunities for students such as Camp Metamorphosis.

NWGCA: The Northwest Gifted Child Association provides support and information to parents of gifted children, as a support and advocacy

organization.

SENG: Supporting Emotional Needs of the Gifted, this organization’s mission is to empower families and communities to guide gifted and talented

individuals to reach their goals: intellectually, physically, emotionally, socially, and spiritually.

WCGE: The Washington Coalition for Gifted Education works collaboratively with key state governmental decision makers on issues related to the

education of highly capable students, their families, and their schools.

It is not enough to have a good mind; the main thing is to use it well. – Rene Descartes

Video Link: Edutopia: 5 Keys to Social and

Emotional Learning Success

What is Bibliotherapy?

As a general rule, the greater the gift, the greater is the counseling need.

Davis, Rimm, and Siegle (2011)

Students identified as gifted or profoundly gifted have counseling

needs beyond those required by neuro-typical peers. They hide their

insecurities, overthink tasks, question everything and are more intense than

their chronological peers.

One way to address some of these areas is through bibliotherapy. By using

reading material or movies, students can be taken through discussions and

external examples, individually or in small groups. Topics can include:

perfectionism, gender identify, friendships, anxiety, loneliness, and other

issues that may need to be addressed.

Additional Resources:

Nurturing Social And Emotional Development In Gifted Teenagers Through Young

Adult Literature (article)

Bibliotherapy and Gifted Learners (website)

Understanding the Social and Emotional Lives of Gifted Students (book)