Torrance Journal for Applied Creativity

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Figure 1: Don’t Steal Their Dreams, but Temper Passion with Reason! Realistic: Are there real career opportunities? Effort: Effort and perseverance are appropriate mindsets.* Adolescents: Adolescents need to become resilient. Learning: Learning to be strategic is important. *(Dweck, 2006) Figure 2: Strategies for Students with Passions in Highly Competitive Careers Practice: Practice, practice passion area, so you determine the extent of your talent. Alternative: Develop alternative skills in case passion opportunity doesn’t work out. ful (Rimm, Rimm-Kauffman & Rimm, 2014) and should be encouraged to follow their talent. Parents may invest thousands of dollars in specialized teachers, lessons, and opportunities for their children if they overestimate their talents and wish them to only follow their passions. Being realistic and understanding children's limitations can save them frustration and heartbreak down the road. Students Who Are Not Engaged In Anything Children who wander from activity to activity or who give up as soon as they meet a challenge can be lured toward engagement by much less extreme words than “passion.” Parents often try to encourage them to join an activity by making such statements as, “You’ll probably be really good at basketball if you just try.” Although parents don’t intend these words to cause pressure, anxious children typically interpret them as impossibly high expectations. Encouraging them to join in activities to develop friendships can assist them in getting started. Teaching children that a strong work ethic will help them to find their strengths and assuring them that there is time to explore their interests and capabilities will give them courage. Finding work experiences or mentors who inspire children can help them discover their interests. Figure 3 with its emphasis on interests, rather than passions, encourages children to become engaged in learning and to persevere. Figure 3: Maia Cho Strive: Strive to win in competitions, and join collaborations to compare your talent. Skills: Select coaches to teach you high-level skills. Install: Install a deadline for rethinking alternative career directions. Opportunities: If opportunities are not realistic, select other direction. Never: Never stop enjoying your passion, but make it into your hobby. Strategies for Students with No Specific Interests Interests: Interests can guide you. Negotiate: Negotiate time to examine interests thoroughly. Test: Test new activities with friends. Explore: Explore multiple extra-curricular activities. Raise Grades: Raise grades by working hard on school subjects. Experiment: Experiment with part-time and volunteer jobs. Search: Search for mentors and observe their work. Tutor: Tutor young students to build confidence. Serendipity: Serendipitous events or meetings can lead to opportunities. 155
Too High Expectations Lead to Underachievement Figure 4 describes the paths that many gifted and creative children take when they feel extreme pressure to accomplish what they fear they are unable to achieve. I have excerpted here pages from my book, How to Parent So Children Will Learn (Rimm, 2008), that describes this figure: 156 Figure 4 The children in the inner circle (figure 4) are achievers. They've internalized a sense of the relationship between effort and outcome—that is, they persevere because they recognize that their efforts make a difference. They know how to cope with competition. They love to win, but when they lose or experience a failure, they don't give up. Instead, they try again. They don't view themselves as failures but only see some experiences as unsuccessful and learn from them. No children (or adults) remain in the inner circle at all times; however, the inner circle represents the predominant behavior of achieving people. Outside the circle are prototypical children who represent characteristics of underachievement. These children have learned avoidance and defensive behaviors to protect their fragile self-concepts because they fear taking the risk or making the efforts that might lead to less-than-perfect performance. The children on the left side of the figure are those who have learned to manipulate adults in dependent ways. Their words and body language say, "Take care of me," "Protect me," "This is too hard," "Feel sorry for me," "I need help." Adults in these children's lives listen to their children too literally and unintentionally provide more protection and help than children need. As a result, these children get so much help from others that they lose self-confidence. They do less, and parents and teachers expect less. They become expert at avoiding what they fear. On the right side of the figure are the dominant children. These children only select activities in which they feel confident they’ll be winners. They tend to believe that they know best about almost everything. They manipulate by trapping parents and teachers into arguments. The adults attempt to be fair and rational, while the dominant children attempt to win because they’re convinced they’re right. If the children lose, they consider the adults to be mean, unfair, or the enemy. Once the adults are established as unfair enemies, the children use that enmity as an excuse for not doing their work or taking on their responsibilities. Furthermore, they often manage to get someone on their side in an alliance against that adult. Gradually, these children increase their list of adult enemies. They lose confidence in themselves because their confidence is based precariously on their successful manipulation of parents and teachers. When adults tire of being manipulated and respond negatively, dominant children complain that adults don’t understand or like them, and a negative atmosphere becomes pervasive. The difference between the upper and lower quadrants in Figure 4 is the degree and visibility of these children’s problems. Children in the upper quadrants have minor problems which they often outgrow. Parents who understand the potential for their worsening can often prevent them from escalating. If upper-quadrant children continue in their patterns, however, they will likely move into the lower quadrants. Most of the dependent children will, by adolescence, change to dominant or mixed dependent-dominant patterns. There are also some children who combine both dependent and dominant characteristics from the start. Dependent and dominant children practice these control patterns for several years before they enter school. It feels to them that these behaviors work well, and they know of no others. They carry them into the classroom and expect to relate to teachers and peers in the same way that they have to their family. Teachers may be effective in improving some of the children’s ways of relating; however, the more extreme the dependency or dominance, the more difficult it is to modify. Furthermore, teachers may respond intuitively to these children in ways that only exacerbate the problem. The dependency pattern often disguises itself as shyness, insecurity, immaturity, inattentiveness, or even a learning disability. Teachers may also protect these children too much. The dominant pattern does not always show itself in the early elementary grades because the child feels fulfilled by the excitement and power of school achievement. Dominance may also be exhibited as giftedness or creativity, or, not so positively, as ADHD or a discipline problem. If it shows itself as a discipline problem, teachers may label these children negatively. The children may end up sitting next to the teacher’s desk or against the wall with a reputation as being the “bad” kid of the class. Parents often refer to a dominant child as strong willed or stubborn. Even if some teachers manage these children well in school, the dependent or dominant patterns may continue to be reinforced at home or in other classrooms. As time goes on, dependent and dominant children are likely to become underachievers because their self-confidence is built on manipulating others instead of on their own accomplishments. In granting children appropriate power, we must give them sufficient freedom to provide them with the courage for intellectual risk-taking. However, we should also teach sufficient humility so that they recognize that their views of the world are not the only correct ones. Although we need to empower them enough to study, learn, question, persevere, challenge, and discuss, we cannot grant them so much power that they infringe on
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Torrance Journal for Applied Creati
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Table of Contents Preface Joan Fran
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Torrance Journal Advisory Board Cyn
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Bonnie Cramond E. Paul Torrance, th
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The TTCT also gave educators a way
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this emphasis may be seen in what K
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Students participating in the year-
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The Man So much of Torrance the man
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References Cramond, B., Matthews-Mo
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How Can Teachers Foster Creativity
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1. What kind of paper money are you
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Little Leaps: Weaving Creativity in
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18 Skill: Enjoy and Use Fantasy •
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References Content: Emancipation Pr
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Creativity Although almost universa
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The Levels of Service approach focu
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Beghetto, R. A., Kaufman, J. C., &
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Over the years, a body of literatur
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keep a climate of openness to stude
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II. Creative Intelligence: Fosterin
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Inspiring Creativity in Teachers to
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These tools provide guidelines to f
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• Journals There are many types o
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The Importance of IQ, MIQ, EQ, HQ &
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the Multiple Intelligences can lead
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Happiness is also a somewhat surpri
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To help parents and educators under
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Question: What if these Q “subjec
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childhood state‐of‐mind—being
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Walt Whitman (1819-92), Master of P
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Krall and Diana Ross. “Lady Day
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Stuart Little by E.B. White: A Tale
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Red Skelton. Great satirist, pantom
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Movie Actors and Actresses Lauren B
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Concept of Synergy as a Major Facto
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Fisher, Maurice D. (2000). Multiple
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The Learner-Directed Studio-Classro
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Borrowing Torrance’s words to pro
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Curious about the degree to which s
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the next few years of the rigor it
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Cerulean Hero by Karen Morse I know
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Purpose of the Study We thought the
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Benefits of Creativity Many student
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III. Models of Creativity: Torrance
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Lessons with No Conclusions: Using
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Table 1: Stage II Information Proce
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Allowing the lesson to trickle over
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Breaking Boundaries When my family
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Stage One: Heightening Anticipation
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TIM (Torrance Incubation Model) in
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nity elders in learning basic horti
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TIM and the Creative Coach: Using t
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Yet, the directive style is so perv
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Table 9:Deepening Expectations Stra
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Table 9: (Continued) Deepening Expe
Page 111 and 112: Table 10: (Continued) Extending Lea
Page 113 and 114: The KJ-Ho and The W-shaped Problem
Page 115 and 116: sentences. This is called the nega-
Page 117 and 118: References Kawakita J. (1966). Hass
Page 119 and 120: Connie Phelps Cornerstones in Appli
Page 121 and 122: dren and adults through games, stor
Page 123 and 124: References Boyd, N. (n. d.). The th
Page 125 and 126: precise use of words. Moreover, muc
Page 127 and 128: Creative Student Catalogs Expect fi
Page 129 and 130: The following vocabulary represents
Page 131 and 132: Predicting Adult Innovation Adult c
Page 133 and 134: creative young men and women who ca
Page 135 and 136: How can the Maker movement help dev
Page 137 and 138: Drawing While Talking and Thinking:
Page 139 and 140: one’s thinking about school chang
Page 141 and 142: aspects of Thomas and Brown’s (20
Page 143 and 144: Significance In these two studies,
Page 145 and 146: Relevance in the Gifted Classroom-
Page 147 and 148: ideas and conducting a mock public
Page 149 and 150: It’s called the car; and we certa
Page 151 and 152: five creative strengths] are valuab
Page 153 and 154: Creativity and Innovation in an Int
Page 155 and 156: spices, textures, flavors, and sund
Page 157 and 158: Schmid, T. (2005a). Promoting healt
Page 159 and 160: Sylvia B. Rimm The Fashion of Passi
Page 161: pressures. Now adults have added a
Page 165 and 166: Graduation Message I have heard man
Page 167 and 168: Foundation of Psychology The theori
Page 169 and 170: students makes moral dilemmas a use
Page 171 and 172: Seven Ways to Develop or Raise Spir
Page 173 and 174: Studies in Psychology: Promoting Aw
Page 175 and 176: Purpose of the Study This study sou
Page 177 and 178: Excessive Worry. Numerous students
Page 179 and 180: One boy described how both his fath
Page 181 and 182: A Glimpse Into My Clinic: The “As
Page 183 and 184: TV characters just like other child
Page 185 and 186: Thus, Guy was willing not just to c
Page 187 and 188: References Bailey, C.L. (2011). An
Page 189 and 190: Midwest Torrance Center for Creativ
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Torrance Journal for Applied Creativity

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