NuMinds Enrichment and Frisco Gifted Association Present

Gifted101: A Course for Parents

Gifted 101 Class Descriptions

1. 6 Gifted Profiles and Special Populations:

In the 1980s, two researchers (Betts and Neihart) felt gifted students were incorrectly perceived as a mostly homogenous group of students with similar needs. They scoured all existing research on the gifted, focusing not on similarities in intelligence, but on the social/emotional make-up of gifted students. In 1988, they published the results of their research in an article titled “Profiles of the Gifted and Talented.” The article identified 6 profiles of gifted students, each with unique motivations, strengths, challenges, and needs. By acknowledging and recognizing the huge diversity that exists among gifted students, we can more appropriately meet their needs with tools like the 6 gifted profiles.

2. Overexcitabilities and Asynchronous Development:

A small amount of definitive research and a great deal of naturalistic observation have led to the belief that intensity, sensitivity and overexcitability are primary characteristics of the highly gifted. These observations are supported by parents and teachers who notice distinct behavioral and constitutional differences between highly gifted children and their peers. The work of Kazimierz Dabrowski, (1902-1980), provides an excellent framework with which to understand these characteristics.

3. Mindset and Perfectionism

Mindset (2006) by psychologist Carol Dweck proposes a theory explaining why some people are better able to cope with failure than others. In applying Mindset theory to parenting, Dweck explains why praising children’s intelligence and ability “doesn’t foster self-esteem and lead to accomplishment” and “may actually jeopardize success.” We are a combination of both growth mindsets and fixed mindsets. Most people lean toward one or the other… but we can change our mindsets!

In the Perfectionism portion of this workshop, we explore why many gifted children struggle with perfectionism, discuss the Five Profiles of Perfectionists, and learn ways parents can help children avoid negative self-talk.

4. Bibliotherapy

In this workshop, we discuss how to encourage healing through books. Topics include:

– Using books to improve our lives as individuals and as social beings
– The process of normalizing a child’s world by offering coping skills and reducing their feelings of isolation, reinforcing creativity, and problem solving
– Connecting to books through three recognized stages: Identification, Catharsis, and Insight

5. Time, Task, and Self-Management (A Place to Start: Tech-Based Solutions)

In our role as enrichment specialists, we’re often called upon to help guide the mind of a brilliant but scattered student who just might solve the enigma of unified field theory, crank out a cure for cancer, and even crack the Beale Cipher by breakfast if only he or she could manage some of the basics of self-management and organization to extract some of that gold from a scattered, overwhelmed mind. Ironically, even with the power of 10 personal assistants at their fingertips, most digital natives have not even begun to tap the organizing power of smart technology in order to declutter their minds and open up space for creative productivity. One of our first steps is to see what type of tech intervention from those apps currently available might be effective and appropriate. Each of the apps we cover in this workshop is a piece of the toolkit.

6. Navigating Teachers and Schools in the US

In this workshop, we discuss strategies to build productive partnerships with teachers, based on a simple, intuitive, and iterative system:

  1. Establish Goals
  2. Create Empathy
  3. Make Contact
  4. The 1st Meeting
  5. Reflect