SUSTAINING THE GIFTED WARRIOR

1. SUSTAINING THE GIFTED WARRIOR Mrs Irene Daniels Head of Learning Enhancement Lake Joondalup Baptist College Western Australia dani@ljbc.wa.edu.au

2. Excellent article which provides a Framework for our discussionExcellent article which provides a Framework for our discussion

3. Gifted Adults Parents of Gifted kids often share the same intensities, personality traits, and unrealistic set of high expectations about their own lives as gifted children do about theirs. Yet when we pair the word gifted with adult, eyes roll and denial is rampant. Annemarie Roeper studied gifted children over decades as they developed into adults, in order to fully comprehend their giftedness and the implications these high abilities may have on everyday life situations. Annemarie sees giftedness in a way that we can all recognise and should be pleased with: Quote 1 That�s YOU! She lists 23 Characteristics of Gifted adults. As we look at these remain conscious of the connection between the traits you see in your gifted children/student and those you see in yourself. The knowledge of the characteristics of gifted adults can bring the same sense of comfort that Piechowski�s work on OEs does to people who possess them. Gifted Adults Parents of Gifted kids often share the same intensities, personality traits, and unrealistic set of high expectations about their own lives as gifted children do about theirs. Yet when we pair the word gifted with adult, eyes roll and denial is rampant. Annemarie Roeper studied gifted children over decades as they developed into adults, in order to fully comprehend their giftedness and the implications these high abilities may have on everyday life situations. Annemarie sees giftedness in a way that we can all recognise and should be pleased with: Quote 1 That�s YOU! She lists 23 Characteristics of Gifted adults. As we look at these remain conscious of the connection between the traits you see in your gifted children/student and those you see in yourself. The knowledge of the characteristics of gifted adults can bring the same sense of comfort that Piechowski�s work on OEs does to people who possess them.

4. Characteristics & Emotions of Gifted Adults 1 Gifted adults differ intellectually from others. Gifted adults retain childlike emotions. Gifted adults often feel fundamentally different about themselves than others feel about them. Gifted adults are often driven by their giftedness. Gifted adults may be overwhelmed by the pressure of their own creativity. Gifted adults often have strong feelings encompassing many areas of life. Gifted adults are not necessarily popular. Gifted adults need solitude and time for contemplation and daydreaming.

5. Characteristics & Emotions of Gifted Adults 2 Gifted adults search for meaning in both the inner world and the outer world. Gifted adults often develop their own method of learning and grasping concepts. Gifted adults have special problem awareness. Gifted adults are able to see patterns of development and growth, and therefore will recognise trends. Gifted adults often react angrily to being subjected to public relations methods of image making. Gifted adults are perfectionists. Gifted adults are often confronted with the problem of having too many abilities in too many areas in which they would like to work, discover, and excel. Gifted adults often have feelings of being misunderstood, of being outsiders, and of being unable to communicate. Gifted adults have difficulty understanding the seemingly inconsistent and short-sighted behaviour of others.

6. Characteristics & Emotions of Gifted Adults 3 Gifted adults perceive a difference between justice and equality. Gifted adults may find it more difficult than others to take risks because they realize more what is at stake. One of the most outstanding features of gifted adults is their sense of humour. Gifted adults develop emotional problems related to their abilities, but they also have greater resources for dealing with their problems. Gifted adults often have difficulty with authority figures. Many gifted people have strong moral convictions and try to use their specific talents, insights, and knowledge for the betterment of the world.

7. Dabrowski�s theory of Overexcitabilities. I ealised from my learning about the characteristics of the Gifted that I had some of those characteristics. When I attended a PD on Overexcitabilities I could recognise some of this in me, as well as my daughter. I have a OE Quick Check which I give parents to do about their children. I thought we could do one on ourselves. Self-Evaluation from a teaching unit by Cindy Strickland called �Living & Learning with Dabrowski�s Overexcitabilities� available from http://nswagtc.org.au/info/articles/Strickland_Dabrowski.htmlDabrowski�s theory of Overexcitabilities. I ealised from my learning about the characteristics of the Gifted that I had some of those characteristics. When I attended a PD on Overexcitabilities I could recognise some of this in me, as well as my daughter. I have a OE Quick Check which I give parents to do about their children. I thought we could do one on ourselves. Self-Evaluation from a teaching unit by Cindy Strickland called �Living & Learning with Dabrowski�s Overexcitabilities� available from http://nswagtc.org.au/info/articles/Strickland_Dabrowski.html

9. Towards an exploration of personal growth & self discovery: a review of Maslow�s Hierarchy of Needs. Psychologist Abraham Maslow (1908-1970) developed the Hierarchy of Needs theory, which declares that as we meet �basic� needs, we can move on to satisfy successively �higher� needs. [text and diagram from Wikipedia page] �Capacities clamor to be used, and cease their clamor only when they are well used�Not only is it fun to use our capacities, but it is necessary for growth.�Abraham Maslow, in his book Toward a Psychology of Being The original five levels were later expanded to seven or eight areas, and other writers in the area of human potential and self-actualization have expanded on his ideas. For example, our personal growth is not just a matter of �travel� upward in the pyramid - we may move back and forth between areas of need, and attend to �lower� ones while still pursuing �higher� ones. Listed below are Maslow�s levels, with some related Talent Development Resources pages:1) Physiological: hunger, thirst, bodily comforts, etc. ecopsychology.�.nutrition..�..supplements 2) Safety/security: out of danger anxiety�dysfunction / disorder�.mental health 3) Belonginess and Love: affiliate with others, be accepted collaboration�.relationships�.social reactions / interactions 4) Esteem: to achieve, be competent, gain approval and recognition identity�.role models�.self-esteem / self concept 5) Cognitive: to know, to understand, and explore awareness / thinking�..Buddhist psychology�..positive psychology 6) Aesthetic: symmetry, order, and beauty talent areas.�.organizing 7) Self-actualization: self-fulfillment, realizing one�s potential nurturing talent�..nurturing talent : teen/young adult�..Personal Development & Achievement Resources�..personal development organizations 8 Self-transcendence: to connect to something beyond the ego or to help others find self-fulfillment and realize their potential. Towards an exploration of personal growth & self discovery: a review of Maslow�s Hierarchy of Needs. Psychologist Abraham Maslow (1908-1970) developed the Hierarchy of Needs theory, which declares that as we meet �basic� needs, we can move on to satisfy successively �higher� needs. [text and diagram from Wikipedia page] �Capacities clamor to be used, and cease their clamor only when they are well used�Not only is it fun to use our capacities, but it is necessary for growth.�Abraham Maslow, in his book Toward a Psychology of Being

10. Do you fear Success? The Imposter SyndromeDo you fear Success? The Imposter Syndrome

12. Imposter Syndrome QuotesImposter Syndrome Quotes

13. Slide 16: Imposter Syndrome quotes 2Slide 16: Imposter Syndrome quotes 2

14. Imposter Syndrome: A name for the Feelings. The Imposter Phenomenon is an internal experience of intellectual phoniness that seems to be prevalent among high-achieving persons, with particularly deleterious effects on women� It is an emotionally debilitating condition characterized by persistent and unwarranted anxiety about achievement, dread of evaluation, fear of failure and exposure, inability to internalize success, and lack of enjoyment of accomplishment and achievement.The Imposter Phenomenon - as defined by the �Women�s Studies Encyclopedia, Revised and Expanded Edition� ed. Helen Tierney, 1999> from article The Imposter Phenomenon - By Emily Rothman Slide 17: Imposter Syndrome definitions & characteristicsSlide 17: Imposter Syndrome definitions & characteristics

15. Slide 18: 10 Steps to Overcome the Imposter Syndrome, by Dr Valerie Young.Slide 18: 10 Steps to Overcome the Imposter Syndrome, by Dr Valerie Young.

16. Slide 19: About Talent Development Resources .. The site is designed to help explore multiple creative talents, to better understand the barriers that can keep us from realizing those abilities, and provide a variety of tools that can enhance personal development. The concept of �talent development� is one I have borrowed loosely from both academic (high school, college) programs that are designed to help gifted and talented students develop their cognitive and creative abilities, and, to a lesser extent, from corporate programs oriented toward helping adults develop themselves more fully. Business philosopher and personal development leader Jim Rohn has said, �You cannot believe what it does to the human spirit to maximize your human potential and stretch yourself to the limit.�The materials on the site can help you do that, with hundreds of articles, books and programs by leading experts in the psychology of creativity and personal growth. Two main listings of these self improvement materials are:Personal growth articles & resourcesPersonal growth products/programs Areas of particular interest for me are gifted women and teens/young adults - hence the sections Women and Talent and Teen/Young Adult Talent - and psychological topics aspects of High Ability and being Highly Sensitive. Slide 19: About Talent Development Resources .. The site is designed to help explore multiple creative talents, to better understand the barriers that can keep us from realizing those abilities, and provide a variety of tools that can enhance personal development. The concept of �talent development� is one I have borrowed loosely from both academic (high school, college) programs that are designed to help gifted and talented students develop their cognitive and creative abilities, and, to a lesser extent, from corporate programs oriented toward helping adults develop themselves more fully. Business philosopher and personal development leader Jim Rohn has said, �You cannot believe what it does to the human spirit to maximize your human potential and stretch yourself to the limit.�

17. Perfectionism Characteristics of the Perfectionist: Meticulous, careful, fussy, nit-picking, hyper-critical, precise, over-refining, being a stickler, being a hard task master. (Deslisle �Making an effort is not enough. It�s the standard of the work that counts for these children.� ( Pringle, 1970) �Perfectionism is the inner drive for flawlessness that makes the gifted child discontented with any performance short of what is perceived as perfect.�(Deslisle, 2006) �Idealism in the gifted is inextricably linked to exceptional abstract reasoning ability. Idealism is an abstract intellectual concept - a vision of what is possible, what could be. It is a positive quality - the driving energy that propels gifted children forward towards achievement. Problems arise when idealism becomes perfectionism, when what "could be" becomes what "should be" - an imperative!� (Lesley Sword) Of the characteristics linked with the onset of social/emotional problems in gifted students, Perfectionism is the most significant cause of stress, for gifted children & students Of the characteristics linked with the onset of social/emotional problems in gifted students, Perfectionism is the most significant cause of stress, for gifted children & students

19. THE VALUE OF MISTAKES What do these 6 things have in common? Cheese Chocolate chip cookies Coca-cola Penicillin Post-it Notes Silly Putty Answer: All six were discovered or invented by mistake. Mistakes That Worked. Charlotte F. Jones

20. Role Models for Mistakes! Thomas Edison tried 1,500 different filaments for the light bulb before finding the right one. After the final experiment, an assistant asked, �Mr Edison, how do you feel about having 1,500 failures to your credit? Edison replied, �They weren�t failures. We now know 1,500 lightbulb filaments that don�t work.�

22. Coping (for Capable Adults & Kids) �Coping is your way of dealing with your world and the problems that life dishes out.� Cohen & Frydenberg, 1993, p6. We need to have a range of strategies called the coping repertoire or coping vocabulary. The Adolescent Coping Scale (ACS) Frydenberg and Lewis. 1993 ACER Press The Adolescent Coping ScaleThe Adolescent Coping Scale

27. Irene�s Top Tips For Surviving As A Gifted Warrior Exercise �outdoors. Research has shown it�s superior benefits in reducing stress. Humour Socialise- build relationships, networking Self education � conferences Journalling: refelctive inner dialogue captured on paper Socialise- build relationships, networking Self education � conferences Spiritual intelligence/giftedness Evaluation & feedback from the majority of pleased clientele in the school Spiritual intelligence/giftedness Evaluation & feedback from the majority of pleased clientele in the school Exercise �outdoors. Research has shown it�s superior benefits in reducing stress. Humour Socialise- build relationships, networking Self education � conferences Journalling: refelctive inner dialogue captured on paper Socialise- build relationships, networking Self education � conferences Spiritual intelligence/giftedness Evaluation & feedback from the majority of pleased clientele in the school Spiritual intelligence/giftedness Evaluation & feedback from the majority of pleased clientele in the school

28. Evaluation & Feedback from parents & teachers: emphasise the positive! Display it where it can be noticed. Share it with others.Evaluation & Feedback from parents & teachers: emphasise the positive! Display it where it can be noticed. Share it with others.

30. Spiritual Intelligence/Giftedness Seek Spiritual Support Seek Spiritual Support

35. SUSTAIN YOURSELFGIFTED WARRIOR! Our Gifted children need us!