When and Where to Start: Some psychologists say that parents should wait until their child is at least four years old to test them for gifted tendencies. “Parents’ Guide to IQ Testing and Gifted Education.” Psychology Today. For this reason, your insights are important.” (Palmer, David, PhD. Palmer also notes that “….some teachers and school administrators may not have all the information they need to recognize gifted children. David Palmer, writing for Psychology Today, suggests that “when it comes to discovering if your own child is gifted, one option is to wait to see whether teachers or others at your child’s school recommend testing for a gifted education program.” On the flip side, Dr. “The vast majority of children are not gifted,” she writes, and goes on to say that “Only 2 to 5 percent fit the bill, by various estimates.”ĭr. Paula Spencer, writing in Parenting Magazine, points out the term “gifted” has become one of the most misunderstood terms in modern education. is co-founder and educational director of the Summit Center for the Gifted at California State University – San Bernardino.Thousands of parents have watched their young toddler or elementary school child behave in ways that “seem so intelligent” and, based on these casual observations, have concluded that their child is most certainly “gifted.” Unfortunately, many of these parents do not know how to go about determining the truth of their observation. Michael Piechowski, who translated many of Dabrowski’s books and papers from the Polish to English, Living With Intensity: Understanding the Sensitivity, Excitability, and Emotional Development of Gifted Children, Adolescents and Adults provides a solid grounding in Dabrowski’s theory along with many teaching, counseling, and parenting strategies and approaches for better understanding and supporting the sensitivity and intensity of gifted children and adolescents. On that note, I have a recommendation for those seeking more information. This gives you a great aesthetic appreciation.” “Your imagination provides the fuel for so many creative things you do!”Ĭertainly, being intense and sensitive brings with it certain life challenges too. You are able to accomplish a lot!” “You are so aware of sights and sounds and textures. For example: “You have such great energy. The most useful recommendation that I can share regarding an overexcitable nature is to discuss the OEs with your profoundly gifted child and discuss the advantages that these OEs confer. Emotional – great depth and complexity of emotional life, wide range of feelings, compassion and self-examination.Imaginational – vividness of imagery, richness of associations, fantasy, dreams, preference for the unusual and unique.Intellectual – questioning, discovery, love of ideas, thirst for knowledge, search for truth.Sensual – enhanced refinement and aliveness of sensual experience.Psychomotor – surplus of energy, active, talkative, restless.Dabrowski observed heightened sensitivity and intensity in the gifted in the following five areas: One significant component of Dabrowski’s theory is the concept of overexcitabilities (OEs). Dabrowski’s concept of development, in contrast to others, does not follow a pre-determined path or course, but follows the unique personality development of the individual. His theory of development – The Theory of Positive Disintegration – addresses the intensity and sensitivity of gifted individuals throughout the lifespan. We then went on to discuss the work of Kazimierz Dabrowski who was a Polish psychologist and psychiatrist who studied the development of gifted, artistic, creative and talented children, adolescents and adults. The uniqueness of the gifted renders them vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally. This asynchrony increases with higher intellectual capacity. Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. The session began by addressing the complex nature of the gifted child and provided the Columbus Group (1991) definition as a starting place for integrating the social and emotional qualities of profoundly gifted children with our knowledge of their intellectual capacities, as follows: This article is based on a Young Scholar parent seminar conducted in August, 2011.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |