district logo
header text logo
 
Issues
Asynchronous development
 
Asynchrony means “out of sync” and refers to a difference between a child’s mental age and chronological age. This difference can lead to many social and emotional complications.  Academic Asynchrony is when students excel far beyond grade level in their area of giftedness, or in one facet of one area, but not in all areas.This asynchrony increases with higher intellectual capacity.-Asynchrony increases as IQ increases. The farther removed the child is from the average in intelligence, the more pressing his or her adjustment problems become. The most difficult time period for gifted students due to their asynchronous development is ages 4-9. This is when their asynchrony with their age-level peers is most obvious.
 
Over-excitabilities 

To a gifted child it is intensely frustrating when one’s awareness outstrips one’s emotional control. Some behaviors intensified by this are anxiety, sensitivity, frustration, depression, and possibly perfectionism.  Dabrowski, a Polish psychologist, identified five areas of excitability in gifted students.

Psychomotor is indicative of a surplus of energy.
Sensual has a heightened awareness of all five senses.
Intellectual focuses on activities of the mind, thoughts, and thinking.
Imagination is an intensity of creative imaginary free play
Emotional has exceptionally emotional sensitivity.
       
 
Perfectionism 
 
A combination of thoughts and behaviors generally associated with high standards or expectations for one’s own performance
 

Possible behaviors to signal perfectionism in your student:

      Procrastinates           
      Isolates oneself                          
      Highly critical of self and others
      Controlling                
      Poor time management skills    
      Calls him/herself stupid
      Worries                     
      Hides sense of humor              
      Tries to please
 
 Student's can cope by...
      Monitoring expectations                   
      Being aware of own anxiety level
      Setting realistic goals                       
      Receiving guidance regarding potential anxiety

 You can help your students by…

         Giving praise for efforts and determination
         Helping them set realistic goals
         Teaching them to take pleasure in accomplishments
         Seeing setbacks as learning opportunities
         Helping them focus on a passion or creative achievement
         Encouraging them to be aware of their anxiety level
 

“A combination of challenge and realistic expectations allows students to experience intellectual challenge as a positive learning experience rather than something to be avoided.”

 
 
Books to read
Books to read
The Gifted Teen Survival Guide: Smart, Sharp, and Ready for (Almost) Anything by Judy Galbraith, M.A. and Ph. D. Jim Delisle
 
A Parent's Guide to Gifted Children by James T Webb 
Hopewell Area School District
© Copyright. 2017.
All Rights Reserved.

School CMS created by eSchoolView
District       Schools       Parents       Academics       Athletics       Community       Staff