Teaching The Gifted The Skills For Self-Advocacy. Dr. Agnes Meyo Cyrie Wilson Kelly Roth St. Louis Association for Gifted Education St. Louis, MO 314-780-3621. Outline 1. What Do The Gifted Usually Want? 2. What Are Three Steps to Self-Advocacy?
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Dr. Agnes Meyo
Kelly RothSt. Louis Association for Gifted EducationSt. Louis, MO314-780-3621
2. What Are Three Steps to Self-Advocacy?
3. What Are Some Strategies For Teaching Self-Advocacy?
SchoolMore:Technology Higher level sharing Options for demonstration of mastery Meaningful instructional methods Clarity of expectations for performance
Less: Repetition of information
Conformity to structure
Written proof of mastery
HomeMore: Validation and approval of opinions Meaningful discussion Choices regarding activities Natural consequences Clarity of expectations for performanceLess: Inconsistent limits and consequences Negative statements and yelling Rigidity of values and beliefs Worry regarding future success
1. Assess the Situation
2. Speak up
3. Kill Them with Kindness
1. Assess the Situation
2. Speak up“When you (___________), I feel __________.” (their behavior) (my feelings)
“When I _________, then ___________, and I (their behavior) (results of behavior)feel________.” (my feelings)
“Could we try this?”
3. Kill them with Kindness Use pleasant tone and body language.
Ask their opinion.
Goal Setting Guidelines
Goal Setting Exercise: My Goals
Goal Setting Exercises: My Motivators
Restructuring Negative Self-Talk
into Positive Self-Talk
Developing Positive Affirmations
Identify methodstechniquespracticeAssign target datesshort-termlong-termInclude all typesprocessperformanceoutcome
Establish baselinefrequencyintensityTarget specific goalsmeasurabledifficult
In my free time, I like to ...
I would enjoy.... On a daily basis:
On a weekly basis:
On a monthly basis:
1. Imagery coupled with physical practice is superior to either alone.
2. Internal and external perspectives of imagery are both beneficial, but an internal perspective produces greater neuromuscular activity.
3. Individual differences exist in imagery ability but systematic imagery training has been shown to be effective in increasing visual and kinesthetic imagery.
4. Vivid images are most effective, and skills for increasing vividness can be developed.5. High controllability of positive outcome images facilitates performance. Low controllability results in decreased performance when outcome images are negative.
1. Choose a particular situation where you have trouble advocating for yourself. 2. Begin mentally practicing self-advocacy over and over. See and feel yourself doing this from inside your body. 3. If you make a mistake, stop the image and repeat it, attempting to perform perfectly every time.
4. Recreate past experiences in which you have not advocated for yourself well. 5. Take careful notice of what you are doing wrong. 6. Now imagine yourself advocating correctly. 7. Focus on how your body feels as you go through different situations.
1. The purpose of this exercise is to help you to become more aware of things that bother you with your self-advocacy. 2. Think about the times when suddenly the situation went from good to bad. 3. Recreate several of these experiences in your mind. 4. Try to pinpoint the specific factors that negatively influenced you.
5. After becoming aware of these factors, take several minutes to recreate the situations, develop appropriate strategies to deal with the negative factors, and imagine the situations again; but this time imagine yourself using better strategies to keep the negative factors from interfering. 6. Reinforce yourself by feeling proud and confident that you were able to control the negative factors and advocate for yourself well.
1. Use of self-talk involves:Identification of automatic self-statementsTechniques for controlling self-talkRestructuring negative self-talk into positive
2. Positive vs. negative self-talk:While positive self-talk facilitates enhanced performance, negative self-talk may precipitate performance decrements due to increased distraction from the task and autonomic performance.
3. Types of negative self-talk/irrational beliefs:CatastrophizingWorth depends on achievementBlamingPolarized thinking4. Techniques for controlling negative self-talk:Thought stoppingCounteringReframingAffirmations5. Anticipate Anticipate a lag time between verbalizing self-statements and feeling increased self-confidence.
Negative Thoughts I don’t deserve to get what I want
I don’t want to let others down.
I am always causing problems.
I am always making mistakes.
I am lazy and uncooperative.
My ideas are stupid
1. Self-advocacy is the key to success for the gifted2. The gifted have definite ideas about how they perform best at home and school.3. Self-advocacy involves assessing the situation and speaking up for yourself with kindness.4. Strategies for teaching the gifted self-advocacy include goal-setting, imagery, and self-talk. 5. The greater the self-advocacy, the greater the opportunity for the gifted to achieve success.
Baum, S. & Owen, S. (2004). To be gifted and learning disabled. Mansfield Center, CT: Creative Learning Press.Douglas, D. (2001). Four simple steps to self-advocacy. In NAGC, Parenting for high potential.Quart A. (2006). Hothouse kids:The dilemma of the gifted child. New York NY: Penguin.Reiff, H. (2007). Self-advocacy Skills for Students with Learning Disabilities. Port Chester: Dude Publishing.Schultz, R. And Delisle, J. (2007). More than a test score: Teens talk about being gifted, talented, or otherwise extra-ordinary. Minneapolis, MN: Free Spirit.Webb, J, Amend, E., Webb, N., Goerss, J., Beljan, P. & Olenchek, R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults. Scottsdale, AZ: Great Potential.