Presentation slides - Faculty of Education - University of Calgary

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Presentation slides - Faculty of Education - University of Calgary

The Social and Emotional Mind ofthe Gifted LearnerSession I: A conception of giftedness to guideparentingSal Mendaglio, PhDUniversity of CalgaryGATE Parent AssociationJanuary 24, 2013


Overview of the SeriesSession I: Affective Cognitive Model ofGiftedness• Format: Lecture, Q & A; homework assignmentSession II: Strategies• Format: Discussion of Homework; presentation of strategies;homework assignmentSession III: Evaluation• Format: Discussion of homework; refinement and reviewGATE Parent AssociationJanuary 24, 2013


Conception of giftedness• What is giftedness?• What characteristics are associated with it?GATE Parent AssociationJanuary 24, 2013


Established Conceptions of Giftedness• Terman• Marland• Renzulli• Gagne• SternbergGATE Parent AssociationJanuary 24, 2013


Terman• “Stanford” Binet• Giftedness: High Intelligence as measured bySB--140 IQ or higher• Estimated: 1%GATE Parent AssociationJanuary 24, 2013


MarlandDemonstrated achievement and/or potential abilityin any one of the following areas:• General intellectual ability• Specific academic aptitude• Creative or productive thinking• Leadership ability• Visual and performing arts• Psychomotor ability10-15%GATE Parent AssociationJanuary 24, 2013


Renzulli• Gifted behaviour• Intersection of three factors:– Above average ability– Creativity– Task commitment• Up to 20%GATE Parent AssociationJanuary 24, 2013


Gagne• Gifts• Catalysts• TalentsUp to 10%GATE Parent AssociationJanuary 24, 2013


Characteristics of Giftedness (Clark, 1997)Cognitive:• Extraordinary quantity of information, unusual retentions• Advanced comprehension• Unusually varied interests and curiosity• High level of language development• High level of verbal ability• Unusual capacity for processing information• Accelerated pace of thought processes• Flexible thought processes• Comprehensive synthesis• Heightened capacity for feeling unusual and diverse relationships,integration of ideas and disciplines• Ability to generate original ideas and solutions• Early ability to use and form conceptual frameworks• An evaluative approach toward self and others• Unusual intensity; persistence, goal-directed behaviorGATE Parent AssociationJanuary 24, 2013


Characteristics continuedAffective• Keen sense of humor -- maybe gentle or hostile• Heightened self-awareness, accompanied by feelings of being different• Idealism and sense of justice which appear at an early age• Early development of an inner locus of control and satisfaction• Unusual emotional depth and intensity• High expectations of self and others, often leading to fill high levels offrustration with self, others, and situation; perfectionism• Strong need for consistency between abstract values and personal actions• Advanced levels of moral judgments• Strongly motivated by self-actualization needs• Advanced cognitive and affective capacity for conceptualizing and solvingsocietal problems• Leadership ability• Solutions to social and environmental problemsGATE Parent AssociationJanuary 24, 2013


Comments on EstablishedConceptions• Primarily intended for identification ofgiftedness—not explaining the experience ofgiftedness• Value laden• Characteristics component too vague• Do not adequately address the social andemotional dimensions• Insufficient for guiding counseling or parentingGATE Parent AssociationJanuary 24, 2013


Parenting Gifted Children: Parents’Beliefs ParamountBeliefs drive parenting behaviourBeliefs tend to be implicitCentral beliefs: nature of childhood; nature ofgiftednessGATE Parent AssociationJanuary 24, 2013


Central Beliefs in My Model• Child who is gifted not gifted child• Effective parenting requires making implicitbeliefs explicit• Parenting of gifted children: a combination ofeffective parenting techniques and knowledgeof giftednessGATE Parent AssociationJanuary 24, 2013


CHILD who is gifted• Children must learn everything• Impulsivity• Socialization• Parental consistencyGATE Parent AssociationJanuary 24, 2013


Child who is GIFTED• Explicit conception of giftednessGATE Parent AssociationJanuary 24, 2013


Affective Cognitive Model(Mendaglio, 2007, 2010)• Based on years of reflective counsellingpractice• Intelligence the focus• Universals• Attempt to understand experience ofgiftedness• Life span focusGATE Parent AssociationJanuary 24, 2013


Definition of GiftednessSuperior intellectual potential with many possiblemanifestations which may or may not be sociallyacceptable.• My Estimate of gifted students in Calgary: 25%GATE Parent AssociationJanuary 24, 2013


Universal Characteristics of Giftedness• Commonly accepted cognitive characteristics:– Rapid rate of learning– Excellent memory– others• Central to understanding social/emotional:– Heightened sensitivity– Analytic attitude– Self criticismGATE Parent AssociationJanuary 24, 2013


Heightened Sensitivity (Mendaglio, 2003)• Sensitivity as awareness (heightenedawareness)• Other oriented sensitivity– Empathy• Self oriented sensitivity– Emotional experienceGATE Parent AssociationJanuary 24, 2013


Analytic Attitude• Constant thinking• Evaluation of everything and everyoneencounteredGATE Parent AssociationJanuary 24, 2013


Self Criticism• Self analysis resulting in dissatisfaction withselfGATE Parent AssociationJanuary 24, 2013


Some Implications for Social andEmotional DomainHeightened Sensitivity• Enhanced relationships• Altruism• Intensity of emotion experience• DepressionGATE Parent AssociationJanuary 24, 2013


Some Implications continuedAnalytic Attitude• Academic and occupational success• Conflict with authority• Academic underachievement• Relationship issuesGATE Parent AssociationJanuary 24, 2013


Some Implications continuedSelf Criticism• Motivation for self improvement• Misperception of self referent commentary ascriticism• Perfectionism• Anxiety and DepressionGATE Parent AssociationJanuary 24, 2013


Characteristics• Innate• Raw form• Experienced not necessarily expressed• Expression is affected by socializationGATE Parent AssociationJanuary 24, 2013


Role of parents• Assist gifted children to manage the raw formsof the major characteristics• When characteristics remain largely in the rawform, the result: giftedness gone awry.• HomeworkGATE Parent AssociationJanuary 24, 2013


Thank you!Questions??GATE Parent AssociationJanuary 24, 2013


ReferencesClark, B. (1997). Growing up gifted (Fifth edition). Columbus, OH:MerrillMendaglio, S. (2003). Heightened multifaceted sensitivity of giftedstudents: Implications for counseling, Journal of Secondary GiftedEducation, 14, 72-82.Mendaglio, S. (2007). Affective-Cognitive Therapy for counseling giftedindividuals. In S. Mendaglio & J.S. Peterson (Eds.), Models ofcounseling gifted children, adolescents and young adults, pp. 35-68.Waco, TX: Prufrock Press.Mendaglio, S. (2010). Anxiety in gifted students. In J. C. Cassady (Ed.).Anxiety in schools, pp. 153-176. New York: Peter Lang Publishing.Sternberg, R.J., Jarvin, L., & Grigorenko, E.L. (2011). Explorations ingiftedness. New York: Cambridge University Press.GATE Parent AssociationJanuary 24, 2013


Contact InformationSal Mendaglio, PhDProfessorFaculty of Education&Registered Psychologistmendagli@ ucalgary.ca403-220-6277GATE Parent AssociationJanuary 24, 2013

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