Post on 26-Dec-2015
Misdiagnosis and Disservice:
Gifted Students with Multiple Needs
F. Richard Olenchak, Ph.D., P.C. Professor, Psychologist, and Director Urban Talent Research InstituteCollege of Education University of Houston Houston, TX 77204-5023Voice – 713.743.4984 E-Mail – rolenchak@uh.edu
“What’s in a name? That which we call a rose by any other name would smell as sweet.”
-- William Shakespeare
Romeo and Juliet, Act 2, Scene 2
“What’s in a name? That which we call a rose by any other name would smell as sweet.”
-- William Shakespeare
Romeo and Juliet, Act 2, Scene 2
“I came to live in a country I love; some people label me a defector. I have loved men and women in my life; I’ve been labeled “the bisexual defector” in print. Want to know another secret? I’m even ambidextrous. I don’t like labels. Just call me Martina.”
-- Martina NavratilovaMartina Navratilova, Being
Myself , 1985
“I came to live in a country I love; some people label me a defector. I have loved men and women in my life; I’ve been labeled “the bisexual defector” in print. Want to know another secret? I’m even ambidextrous. I don’t like labels. Just call me Martina.”
-- Martina NavratilovaMartina Navratilova, Being
Myself , 1985
Mon 10/30/2007 10:20
Hello Dr. Olenchak,
My name is ______ and I am caught up in a whirlwind of what is the best course of action to take for my exceptionally bright 8-year-old son who was just diagnosed with ADHD. Interestingly, since being diagnosed w/ ADHD, his behavior has improved greatly (other than his forgetfulness). He does well in school, receiving mostly A's on papers, with the occasional forgotten questions and careless mistakes. I would like to avoid medicating him and possibly dulling his personality and charisma with drugs, but by the same token, I want him to be successful. He is not currently in a G/T class (but should be) although he is in a class with a very structured strict teacher whom I have a good relationship with. He tells me that he is bored in school and knows everything they are teaching him.
Mon 10/30/2007 10:20
Hello Dr. Olenchak,
My name is ______ and I am caught up in a whirlwind of what is the best course of action to take for my exceptionally bright 8-year-old son who was just diagnosed with ADHD. Interestingly, since being diagnosed w/ ADHD, his behavior has improved greatly (other than his forgetfulness). He does well in school, receiving mostly A's on papers, with the occasional forgotten questions and careless mistakes. I would like to avoid medicating him and possibly dulling his personality and charisma with drugs, but by the same token, I want him to be successful. He is not currently in a G/T class (but should be) although he is in a class with a very structured strict teacher whom I have a good relationship with. He tells me that he is bored in school and knows everything they are teaching him.
I would like to find someone in the Houston area (we live inSugar Land) who is knowledgeable in treating ADHD in Gifted children, who is open minded in considering methods Other than drugs for treatment. I'm not sure where to begin and who would be most qualified to assist in thisjourney. Should I seek a child psychologist, Clinical psychologist, psychiatrist, educationalconsultant? If you could offer any advice or direction that I might go with this, I would greatly appreciate it. Thank you very much,
I would like to find someone in the Houston area (we live inSugar Land) who is knowledgeable in treating ADHD in Gifted children, who is open minded in considering methods Other than drugs for treatment. I'm not sure where to begin and who would be most qualified to assist in thisjourney. Should I seek a child psychologist, Clinical psychologist, psychiatrist, educationalconsultant? If you could offer any advice or direction that I might go with this, I would greatly appreciate it. Thank you very much,
What We Know About the Social and Emotional Needs of Gifted and Talented Children
Neihart, M., Reis, S.M., Robinson, N.M., and Moon, S.M. (Eds.) (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
What We Know About the Social and Emotional Needs of Gifted and Talented Children
Neihart, M., Reis, S.M., Robinson, N.M., and Moon, S.M. (Eds.) (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
General ConclusionsGeneral Conclusions
Typically, G/T students are at least as well adjusted as other groups of youngsters.
However, they face risks to their social and emotional development:
mismatch with classrooms not responsive to the pace and level of gifted students’ learning and thinking
inappropriate accommodations for high creativity, energy, intensity, and aspirations
few if any adaptations to their internal asynchronous development (ex – maturity versus immaturity depending on the domain)
inadequate support to deal with peer pressures to be “like everyone else”
Typically, G/T students are at least as well adjusted as other groups of youngsters.
However, they face risks to their social and emotional development:
mismatch with classrooms not responsive to the pace and level of gifted students’ learning and thinking
inappropriate accommodations for high creativity, energy, intensity, and aspirations
few if any adaptations to their internal asynchronous development (ex – maturity versus immaturity depending on the domain)
inadequate support to deal with peer pressures to be “like everyone else”
Issues Related to Advanced Abilities Compared To PeersIssues Related to Advanced Abilities Compared To Peers
Educational issues – out of sync with pace and level of instruction calls for differentiation but at a personal level
Peer relations issues – heightened sense of feeling different requires time with peers of similar abilities and interests
Educational issues – out of sync with pace and level of instruction calls for differentiation but at a personal level
Peer relations issues – heightened sense of feeling different requires time with peers of similar abilities and interests
Issues Related to Internal Asynchronous DevelopmentIssues Related to Internal
Asynchronous Development
Self-regulation issues – social maturity lags behind talent areas
Unevenness in abilities – heightened in domain-specific gifts and talents
Self-regulation issues – social maturity lags behind talent areas
Unevenness in abilities – heightened in domain-specific gifts and talents
Common Areas of Psychological Vulnerability
Common Areas of Psychological Vulnerability
Self-concept and motivation – self-concept and motivation are dependent on appropriate challenge
Super-sensitive neurological system – hyper-aware and hyper-reactive
Perfectionism – from whom and how much?
Underachievement – environmental causes versus internal causes
Self-concept and motivation – self-concept and motivation are dependent on appropriate challenge
Super-sensitive neurological system – hyper-aware and hyper-reactive
Perfectionism – from whom and how much?
Underachievement – environmental causes versus internal causes
Behaviors that are caused by extrinsic issues can begin to look like problems intrinsic in the individual.
Behaviors that are caused by extrinsic issues can begin to look like problems intrinsic in the individual.
Is the child broken or is the school program out of
synchrony with the child’s needs?
What Is It?What Is It?ADHD
(DSM-IV-TR, 2000)
LD(Baum et al,
1991, Olenchak,
1995)
Creativity(Cramond,
1994; Renzulli,
Smith, 1976)
Gifted(Piechowski,
1991; Renzulli,
Smith, 1976; Silverman,
1998)
Contemporary Theories of Intelligence
(Gardner, 1993, 1999; Sternberg,
1995, 1997)
Difficulty with sustained attention; daydreaming
Often poor memory unless in interest areas
Heightened imagination may obscure attention
Poor attention often due to boredom; daydreaming
Weak attention in situations unmatched to intelligence
Diminished ability to listen attentively
Auditory skills can be weak
Hypomanic to the point of not listening
Preoccupation with own ideas and concepts; appears bored
Non-auditory intelligences restrict ability to listen
Problems with independent task completion
Erratic task completion based on interests
Broad range of interests often prohibits task completion
Completion of tasks directly related to interests
Tasks often uncompleted when unrelated to strengths
ADHD LD Creativity Gifted Contemporary
Theories of Intelligence
Avoids and dislikes sustained mental activity
Motivation governed by areas of interest
Concentration relegated to self-selected work
Lack of persistence on tasks that seem irrelevant
Tenacity linked to thinking preference patterns
Messy and may misplace items needed for work; disorganized
Poor, sometimes nonexistent organizational skills
Finds order amidst chaos
Organization may be unnecessary depending on the task
Organization in the eye of the beholder
Difficulty following directions
Difficulty with oral or written directions or both
Willing to take risks to satisfy creative plans and pursuits
Questions rules and directions
Directions not accounting for intelligences may be overlooked
Heightened activity level; labile
Labile even when not hyperactive
Labile and sometimes erratic energy
Frequently high activity level
High energy level on work in strengths
WHAT ABOUT THE YOUNG PEOPLE I KNOW?
WHAT ABOUT THE YOUNG PEOPLE I KNOW?
With a partner, discuss the types of behaviors used to diagnose ADHD and think about students whom you know who demonstrate some of these same behaviors. Contemplate these students and then think about the circumstances in which these behaviors are demonstrated. Is there any reason to think about the behaviors in terms of giftedness, talent, and creativity? Are there occasions when those same behaviors, viewed as negative in school environments, might look positive? For example, is there some chance these students might be engaged in gifted-like and/or creative activities away from the school classroom?
With a partner, discuss the types of behaviors used to diagnose ADHD and think about students whom you know who demonstrate some of these same behaviors. Contemplate these students and then think about the circumstances in which these behaviors are demonstrated. Is there any reason to think about the behaviors in terms of giftedness, talent, and creativity? Are there occasions when those same behaviors, viewed as negative in school environments, might look positive? For example, is there some chance these students might be engaged in gifted-like and/or creative activities away from the school classroom?
Student You Know
ADHD-like
Behaviors You See
When Do Behaviors
Seem Negative?
When Do Behaviors
Seem Positive?
Affective Characteristics Distinguishing G/T PersonsAffective Characteristics
Distinguishing G/T PersonsDifferentiatin
g Characteristi
cs
Related
Needs Possible
Problems Patterns of
Differentiation
1. Large subconscious pool of information about emotions of self and others
To be able to call up and process this information; to name one’s own emotions; to recognize others’ emotions; to be sensitive to needs/feelings
of others
Information is misinterpreted affecting the individual
negatively
Individual learning center activities; small and large discussion groups; any “safe” setting emphasizing respect; “magic box;” bibliotherapy;
cinematherapy
Affective Characteristics Distinguishing G/T Persons
cont.
Affective Characteristics Distinguishing G/T Persons
cont.Differentiatin
g Characteristi
cs
Related
Needs Possible
Problems Patterns of
Differentiation
2. Unusual sensitivity to expectations and feelings of
others
To learn to understand the feelings and expectations
of others
Unusually vulnerable to criticism of others; high level of need for success and recognition
Large and small task-oriented groups to examine various points of view; role playing; encourage team competition; honor diverse talents
Affective Characteristics Distinguishing G/T Persons
cont.
Affective Characteristics Distinguishing G/T Persons
cont.Differentiatin
g Characteristi
cs
Related
Needs Possible
Problems Patterns of
Differentiation
3. Keen sense of humor that may be gentle or hostile
To learn how behaviors affect feelings and behaviors of others
Use of humor for critical attack on others causing damage to relationships
Group discussion in climate supporting caring and honest exchange of feelings and ideas; journals
Affective Characteristics Distinguishing G/T Persons
cont.
Affective Characteristics Distinguishing G/T Persons
cont.Differentiatin
g Characteristi
cs
Related
Needs Possible
Problems Patterns of
Differentiation
4. Heightened self-awareness accompanied by feelings of being “different”
To learn to assert own needs and feelings nondefensively; to share self with others for self-clarification
Isolate self, resulting in being considered aloof; feels rejected; sees “difference” as a negative quality causing poor self-esteem
Large and small groups aimed at improving skills in communications of all kinds: written, oral, physical; bibliotherapy; cinematherapy
Affective Characteristics Distinguishing G/T Persons
cont.
Affective Characteristics Distinguishing G/T Persons
cont.Differentiatin
g Characteristi
cs
Related
Needs Possible
Problems Patterns of
Differentiation
5. Idealism and sense of justice which appear at an early age
To rise above negative values by finding values to which s/he can be committed
Attempt unrealistic reforms and goals resulting in intense frustration; extreme result is suicide
Grouping gifted students together for at least a portion of school time for small discussion groups
Affective Characteristics Distinguishing G/T Persons
cont.
Affective Characteristics Distinguishing G/T Persons
cont.Differentiatin
g Characteristi
cs
Related
Needs Possible
Problems Patterns of
Differentiation
6. Earlier development of inner locus of control and satisfaction
To be able to clarify personal priorities and values; to confront and interact with value systems of others
Difficulty in conforming; may choose values and way of life; others see as challenging authority and tradition
Self-selected groups for analysis and discussion of problems in life and how others may see issues differently; moral dilemmas
Affective Characteristics Distinguishing G/T Persons
cont.
Affective Characteristics Distinguishing G/T Persons
cont.Differentiatin
g Characteristi
cs
Related
Needs Possible
Problems Patterns of
Differentiation
7. Unusual emotional depth and intensity
To find purpose and direction from personal value system; to translate commitment into action in daily life
Unusual vulnerability; problem focusing on realistic goals for life’s work
Participation in community social action groups; creation of social action groups
Affective Characteristics Distinguishing G/T Persons
cont.
Affective Characteristics Distinguishing G/T Persons
cont.Differentiatin
g Characteristi
cs
Related
Needs Possible
Problems Patterns of
Differentiation
8. High expectation of self and others, often leading to high levels of frustration with self, others, and situations; tendency toward perfectionism
To learn to set realistic goals and to accept setbacks as part of the learning process; to hear others express their growth in acceptance of self
Discouragement and frustration from high levels of self-criticism; problems maintaining good interpersonal relationships as others fail to maintain high standards imposed by the gifted student; inability to act due to high frustration with situations that do not meet expectations of excellence
Small groups purposefully organized to develop realistic goal-setting habits and a clearer sense of reality and self; activities aimed at enhancing self-esteem, promoting risk taking, and experimenting with learning from failure; teach creative and future problem solving; encourage cooperative competitions
Affective Characteristics Distinguishing G/T Persons
cont.
Affective Characteristics Distinguishing G/T Persons
cont.Differentiatin
g Characteristi
cs
Related
Needs Possible
Problems Patterns of
Differentiation
9. Strong need for consistency between abstract values and human behavior
To find a life’s work that will give opportunity for actualization of student’s personal value system, as well as an avenue for talents and abilities
Frustration with self and others leading to inhibited self- actualization and poor interpersonal relationships
Opportunities to interview persons in various careers to explore how personal value systems can be actualized in those careers; exploration of ethical questions faced by persons in various careers; encourage examination of many channels for talents
Affective Characteristics Distinguishing G/T Persons
cont.
Affective Characteristics Distinguishing G/T Persons
cont.Differentiatin
g Characteristi
cs
Related
Needs Possible
Problems Patterns of
Differentiation
10. Advanced levels of moral judgment
To receive validation for increased morality
Intolerance of and lack of understanding from peer group, leading to possible rejection and isolation
Discussion groups with peers and adults aimed at analyzing and resolving moral dilemmas; role playing; bibliotherapy; cinematherapy
Differentiating Characteristics You Have
Seen
Differentiating Characteristics You Have
Seen Think of 2-3 students whom you teach
who reflect one or more of the ten categories of differentiating characteristics and contemplate what is happening for those students.
Think of 2-3 students whom you teach who reflect one or more of the ten categories of differentiating characteristics and contemplate what is happening for those students.
Student’s Name
Differenti-ating Character-istics You Recognize
How Are needs Being Met?
What Evidence Do You See of Problems?
What Is Use of Differenti-ation Patterns?
Mary ? ? ? ?
Common Dual Diagnoses in Youth (gifted and x
)
Common Dual Diagnoses in Youth (gifted and x
) Learning Disabilities (asynchronous
development) Attention Deficit/ Hyperactivity Disorder
(ADHD) Obsessive-Compulsive Disorder (perfectionism) Asperger’s Disorder (AD) Allergies (particularly food) & Asthma Reactive Hypoglycemia Sleep Disorders (Nightmare, Sleep Terror, and
Sleepwalking Disorders) Parent-Child Relationship Problems Relational Problems with Peers Depression (existential)
Learning Disabilities (asynchronous development)
Attention Deficit/ Hyperactivity Disorder (ADHD)
Obsessive-Compulsive Disorder (perfectionism) Asperger’s Disorder (AD) Allergies (particularly food) & Asthma Reactive Hypoglycemia Sleep Disorders (Nightmare, Sleep Terror, and
Sleepwalking Disorders) Parent-Child Relationship Problems Relational Problems with Peers Depression (existential)
Nurturing Productive Talent: Roles for Teachers
Nurturing Productive Talent: Roles for Teachers
Eliminate judgmental responses: foster an inquiry-based classroom with open-ended questions requiring analysis (Goodlad, 1984; Olenchak, 1999; Renzulli, 1994)
Add probing questions: having students explain their thinking allows for both check of comprehension and use of metacognition (Schiever, 1991; Starko, 1995)
Use attribution effectively: assessments and ownership of ideas are used carefully, making for a psychologically “safe” environment (Olenchak, 1999; Rogers, 1962; Piechowski, 1991)
Model the behaviors yourself: students often follow the style of their teachers’ thinking lead (Feldhusen & Treffinger, 1985; Treffinger, 1988)
Encourage reflection: greater detail in thinking emerges when silence and time are available (Amabile, 1989; Olenchak, 1999; Treffinger & Isaksen, 1992)
Modify Curricula: where basic material is adapted to individual needs and interests, students are stimulated to create (Kaplan, 1986; Olenchak, 1999; Renzulli, 1994; VanTassel-Baska, 1994)
Alter instruction: using a smorgasbord of strategies to ensure challenge, learning how to think, and individualization, teachers nurture creative productivity (Amabile, 1990; Feldhusen, 1994; Olenchak, 1999)
Collaborate: where teachers work effectively with other professionals both in and out of schools to develop experiences around student needs and interests, creative productivity is nurtured (Gallagher & Gallagher, 1994; Renzulli, 1994)
Eliminate judgmental responses: foster an inquiry-based classroom with open-ended questions requiring analysis (Goodlad, 1984; Olenchak, 1999; Renzulli, 1994)
Add probing questions: having students explain their thinking allows for both check of comprehension and use of metacognition (Schiever, 1991; Starko, 1995)
Use attribution effectively: assessments and ownership of ideas are used carefully, making for a psychologically “safe” environment (Olenchak, 1999; Rogers, 1962; Piechowski, 1991)
Model the behaviors yourself: students often follow the style of their teachers’ thinking lead (Feldhusen & Treffinger, 1985; Treffinger, 1988)
Encourage reflection: greater detail in thinking emerges when silence and time are available (Amabile, 1989; Olenchak, 1999; Treffinger & Isaksen, 1992)
Modify Curricula: where basic material is adapted to individual needs and interests, students are stimulated to create (Kaplan, 1986; Olenchak, 1999; Renzulli, 1994; VanTassel-Baska, 1994)
Alter instruction: using a smorgasbord of strategies to ensure challenge, learning how to think, and individualization, teachers nurture creative productivity (Amabile, 1990; Feldhusen, 1994; Olenchak, 1999)
Collaborate: where teachers work effectively with other professionals both in and out of schools to develop experiences around student needs and interests, creative productivity is nurtured (Gallagher & Gallagher, 1994; Renzulli, 1994)
Nurturing Productive Talent: Roles for Parents
Nurturing Productive Talent: Roles for Parents
Be honest: avoiding delivery of double messages and half-truths to children builds psychological safety needed for creative productivity (Davis & Rimm, 1989; Delisle, 1992; Rimm, 1986)
Model the behaviors yourself: as with teachers, parents who use the thinking they want in their children are more likely to get it (Albert, 1980; Goertzel, Goertzel, & Goertzel, 1978; Olenchak, 1995; Renzulli, 1994; Silverman, 1993)
Monitor instruction: parents can make sure the school is fine-tuned to their child’s needs (Bloom, 1982; Simonton, 1984)
Be ready to volunteer: sharing of expertise demonstrates support for creative productivity (Renzulli & Reis, 1985; Silverman, 1988)
Ask questions that seek depth: similar to teachers, parents who probe for deeper explanations from their children stimulate creative productivity (Saunders & Espeland, 1986; Roeper, 1990; Takacs, 1986)
Attend to the basics: if the foundations are unmet, it is harder if not impossible to develop creative productivity (Davis, 1992; Davis & Rimm, 1989)
Live your words: parents who not only speak supportively of creative production but who also live it themselves are likely to nurture such behavior in their children (Mallis, 1992; Olenchak, 1995; Silverman, 1993)
Stimulate but don’t push: passions are developed from exposure to many things but over-programming can squelch interests (Alvino, 1989; Gladieux, 1988; Rimm, 1994)
Be honest: avoiding delivery of double messages and half-truths to children builds psychological safety needed for creative productivity (Davis & Rimm, 1989; Delisle, 1992; Rimm, 1986)
Model the behaviors yourself: as with teachers, parents who use the thinking they want in their children are more likely to get it (Albert, 1980; Goertzel, Goertzel, & Goertzel, 1978; Olenchak, 1995; Renzulli, 1994; Silverman, 1993)
Monitor instruction: parents can make sure the school is fine-tuned to their child’s needs (Bloom, 1982; Simonton, 1984)
Be ready to volunteer: sharing of expertise demonstrates support for creative productivity (Renzulli & Reis, 1985; Silverman, 1988)
Ask questions that seek depth: similar to teachers, parents who probe for deeper explanations from their children stimulate creative productivity (Saunders & Espeland, 1986; Roeper, 1990; Takacs, 1986)
Attend to the basics: if the foundations are unmet, it is harder if not impossible to develop creative productivity (Davis, 1992; Davis & Rimm, 1989)
Live your words: parents who not only speak supportively of creative production but who also live it themselves are likely to nurture such behavior in their children (Mallis, 1992; Olenchak, 1995; Silverman, 1993)
Stimulate but don’t push: passions are developed from exposure to many things but over-programming can squelch interests (Alvino, 1989; Gladieux, 1988; Rimm, 1994)
What Do We See At School?
What Do We See At School?
With your partner, contemplate one of the students whom you identified as demonstrating behaviors associated with ADHD. When do you see the following happening for that student?
Inquiry-based classroom with open-ended discussions Metacognition used to explain thoughts Effective use of attribution producing psychological
safety Overt modeling of thinking by teachers Time for silent reflection Curricula are modified to individual needs and interests Instruction is modified to individual needs and interests Professionals collaborate to arrange activities around
student needs and interests
With your partner, contemplate one of the students whom you identified as demonstrating behaviors associated with ADHD. When do you see the following happening for that student?
Inquiry-based classroom with open-ended discussions Metacognition used to explain thoughts Effective use of attribution producing psychological
safety Overt modeling of thinking by teachers Time for silent reflection Curricula are modified to individual needs and interests Instruction is modified to individual needs and interests Professionals collaborate to arrange activities around
student needs and interests
Supersensitivity of Gifted and Talented Persons: Dabrowski’s
Overexcitabilities
Supersensitivity of Gifted and Talented Persons: Dabrowski’s
Overexcitabilities
1902-19801902-1980
Psychomotor Overexcitability
Psychomotor Overexcitability
Heightened excitability of the neuromuscular system
Capacity for being active and energetic (love of movement for its own sake)
Organic surplus of energy (rapid speech; marked excitation; intense physical activity; need for action)
Psychomotor expression of emotional tension (compulsive talking and chattering; impulsive actions; restlessness acting out; nervous habits; drive; workaholism; organizing; competitiveness)
Heightened excitability of the neuromuscular system
Capacity for being active and energetic (love of movement for its own sake)
Organic surplus of energy (rapid speech; marked excitation; intense physical activity; need for action)
Psychomotor expression of emotional tension (compulsive talking and chattering; impulsive actions; restlessness acting out; nervous habits; drive; workaholism; organizing; competitiveness)
Sensual OverexcitabilitySensual Overexcitability
Heightened experience of sensual pleasure or displeasure (seeing, smelling, tasting, touching, hearing)
Intense sexuality Sensual expression and outlets for emotional
tension (overeating; buying sprees; seeking the limelight)
Aesthetic pleasures (appreciation of beautiful objects, words, music, form, color, balance)
Heightened experience of sensual pleasure or displeasure (seeing, smelling, tasting, touching, hearing)
Intense sexuality Sensual expression and outlets for emotional
tension (overeating; buying sprees; seeking the limelight)
Aesthetic pleasures (appreciation of beautiful objects, words, music, form, color, balance)
Intellectual Overexcitability
Intellectual Overexcitability
Heightened need to seek understanding and truth, to gain knowledge, and to analyze and synthesize
Intensified activity of the mind (curiosity, concentration, capacity for sustained intellectual effort, avid reading, keenly observant, detailed planning, detailed visual recall)
Penchant for probing questions and problem solving (tenacity in examining issues & addressing them)
Preoccupation with logic and theoretical thinking (love of theory, metacognition, nonjudgmental introspection, moral thinking, conceptual and intuitive integration, independence of thought)
Development of new concepts (striving for understanding of phenomena by creating new theories, probing the unknown with the intent of developing explanations)
Heightened need to seek understanding and truth, to gain knowledge, and to analyze and synthesize
Intensified activity of the mind (curiosity, concentration, capacity for sustained intellectual effort, avid reading, keenly observant, detailed planning, detailed visual recall)
Penchant for probing questions and problem solving (tenacity in examining issues & addressing them)
Preoccupation with logic and theoretical thinking (love of theory, metacognition, nonjudgmental introspection, moral thinking, conceptual and intuitive integration, independence of thought)
Development of new concepts (striving for understanding of phenomena by creating new theories, probing the unknown with the intent of developing explanations)
Imaginational OverexcitabilityImaginational
Overexcitability
Heightened play of the imagination (frequent distraction, wandering attention, daydreaming)
Rich association of images and impressions (real as well as imagined)
Frequent use of image and metaphor (facility for invention and fantasy, detailed and often animated visualization, poetic and dramatic perception)
Spontaneous imagery as an expression of emotional tension (animistic imagery, mixing truth with fiction, elaborate dreams, illusions)
Capacity for living in a world of fantasy (predilection for fairy and magic tales, creation of private worlds and imaginary companions, dramatization
Heightened play of the imagination (frequent distraction, wandering attention, daydreaming)
Rich association of images and impressions (real as well as imagined)
Frequent use of image and metaphor (facility for invention and fantasy, detailed and often animated visualization, poetic and dramatic perception)
Spontaneous imagery as an expression of emotional tension (animistic imagery, mixing truth with fiction, elaborate dreams, illusions)
Capacity for living in a world of fantasy (predilection for fairy and magic tales, creation of private worlds and imaginary companions, dramatization
Emotional Overexcitability Emotional Overexcitability
Heightened, intense positive and negative feelings (extremes of emotion, complex emotions and feelings, empathy, high degree of differentiation of feelings, awareness of range and intensity of feelings)
Somatic expressions (tense stomach, sinking heart, blushing, flushing, sweaty palms)
Strong affective expressions (inhibitions, ecstasy, euphoria, pride; feelings of guilt, concern with death, depressive moods)
Capacity for strong attachments and deep relationships (strong emotional ties to others, places, and things; compassion, sensitivity in relationships, difficulty adjusting to new environments, compassion)
Strongly differentiated feelings toward self (inner dialogue and self-judgment, strong orientation toward self-examination)
Heightened, intense positive and negative feelings (extremes of emotion, complex emotions and feelings, empathy, high degree of differentiation of feelings, awareness of range and intensity of feelings)
Somatic expressions (tense stomach, sinking heart, blushing, flushing, sweaty palms)
Strong affective expressions (inhibitions, ecstasy, euphoria, pride; feelings of guilt, concern with death, depressive moods)
Capacity for strong attachments and deep relationships (strong emotional ties to others, places, and things; compassion, sensitivity in relationships, difficulty adjusting to new environments, compassion)
Strongly differentiated feelings toward self (inner dialogue and self-judgment, strong orientation toward self-examination)
Overexcitabilities You SeeOverexcitabilities You See
In yourself? In your spouse or partner? In a good friend? In your children? In your students? In the student who is most on your mind today?
In yourself? In your spouse or partner? In a good friend? In your children? In your students? In the student who is most on your mind today?
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
Perfectionism Perfectionism Behaviors Strategies
holds back doesn’t really tryverbally manipulativefrustrates quicklydoesn’t turn in worknervousness
reduce pressureadjust curricula ungraded tasks encouragement value of errorsrelaxation skills
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
Gender-Based Roles
Gender-Based Roles
Behaviors Strategies
hesitates avoids challenges silliness underachievement
teach goal setting mentors/models value of diversityDecision Making
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
Hyper- sensitivity
Hyper- sensitivity
Behaviors Strategies
easily hurt tends to complainwithdrawslashes out at others
locus of control self-power bibliotherapy Communication
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
Overly- Perceptive
Overly- Perceptive
Behaviors Strategies
superior perception worries verbalizes fearsoverly absorbed in topics physical complaints
active reflection discussion problem solving social action
relaxation skills
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
Hyperkinetic Hyperkinetic Behaviors Strategies
restlessness absorbs stimuli bores quickly
legitimize moving locus of control role playing
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
ResidentExpert Syndrome
ResidentExpert Syndrome
Behaviors Strategies
domineering egocentric/arrogant monopolizes conversation low tolerance for diversity aloof
point out problem behavior results goal setting Forecasting pair appropriately
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
Low FrustrationLevel
Low FrustrationLevel
Behaviors Strategies
chokes-up/tears-up sense of hopelessness“I can’t” angry, destructive
good idea folder mentor interest emphasis problem solving
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
MagnifiesPersonalDifferences
MagnifiesPersonalDifferences
Behaviors Strategies
poor self-concept negative self-references isolationism acts out
bibliotherapy discussion groups pair appropriately valued expertise
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
Genuine Boredom
Genuine Boredom
Behaviors Strategies
listless; “down”disruptive clownish verbalizes negatively
Communication leadership contracts compacting
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
“Super Star”Syndrome
“Super Star”Syndrome
Behaviors Strategies
tired; overextended unfinished tasks complains but adds more always volunteering
Communication Planning Decision Making relaxation skills
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
Absorbedin Interests
Absorbedin Interests
Behaviors Strategies
engrossed cannot/will not shift loses items appears to be far away
written directions check lists time management contracts
Recognizing Students at Risk of Talent Destruction
Recognizing Students at Risk of Talent Destruction
Gullibility Gullibility Behaviors Strategies
trusting; poor judgment overly enthusiastic easily hurt
reinforce positives Forecasting problem solving
When you thought I wasn’t looking, you displayed my first report, and I wanted to do another.When you thought I wasn’t looking, you fed a stray cat, and I thought it was good to be kind to animals.When you thought I wasn’t looking, you gave me a sticker, and I knew that little things were special things.When you thought I wasn’t looking, you put your arm around me, and I felt loved.When you thought I wasn’t looking I saw tears come from your eyes, and I learned that sometimes things hurt--but that it’s all right to cry.When you thought I wasn’t looking, you smiled, and it made me want to look that pretty too.When you thought I wasn’t looking, you cared, and I wanted to be everything I could be.When you thought I wasn’t looking--I looked...and wanted to say thanks for all those things you did when you thought I wasn’t looking.
--Mary Rita Schilke Korzan
When You Thought I Wasn’t Looking
Thank you so much for caring enough to spend some of your day with me!
Thank you so much for caring enough to spend some of your day with me!
Urban Talent Research Institute
University of Houston
Urban Talent Research Institute
University of Houston