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Supporting Your Gifted Scholar Social-Emotional Development Parent Presentation

Added Jun 09, 2023 •

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everyone my name is Miss Frankie and the PS w a couple of Magnet Elementary School in that stands for a psychiatric social worker I'm presenting the topics you're gifted scholar social-emotional development and concerns so this was a parent Workshop I did in February and I'm recording the presentation with the slides for those that weren't able to make it in person on the presentation might look different because we won't stop for the discussion points but if you're watching at home I encourage you to pause every once in awhile and reflectively we're enjoying questions I pose any questions to you take that time just think about your Reflections on the on the topic alright so let's get started so today was the overview of the presentation we're going to go over the development of school-age children almond vs. serious Behavior challenges the Miller getting some common challenging areas for gifted children and then an overview of General common social emotional concerns for children and I'm finally how you can help his parents oops sorry is when I wanted it to okay sorry about that I thinking about it should you worry so if your child falls asleep in class every afternoon would you be worried if the child has temper tantrums the child wears dirty clothes should you wear we had inspired you at home to think about is how long how do you say new behaviors for how often you see them how are these behaviors impacting their lives their daily lives and what are some things you've already tried to support your student with these challenges all right. Development for children ages 5 to 12 their developmental goal during this period is called industry but different stages of development were created by Erik Erikson is ecology Addy broke up the different ages and two different developmental stages in the goals for ages 5 to 12 so you know someone there in elementary school their goal is industry and what that means is that Farrell begin to learn the capacity to work on so being responsible and being good and doing it right or something they might be thinking about they might Reading Writing telling time and they're also learning their self-care skills so being able to take care of most of their personal needs and grooming which is minimal assistance we start to develop a conscience conscience to realize what's right what's wrong other people might feel I'm just need to learn to cooperate play fairly and follow social rules one thing I want to plan out for the stage is that they're learned a lot of this is things they're learning that means you can expect them to make mistakes we can expect them to know how to always play clearly always cooperate and have that I'm pissy and have all these skills because they're learning another important part to know about this stage is that Erik Erikson believed those who seated in this stage would feel capable and able to lead others and those that weren't able to acquire the skills in the stage may be left with the sense of self-doubt or lack of it so this is a really important stage a prince to be aware of because it is a chance for you to help support your students at these skills and encourage them as they learn them if they're punished for their efforts sir Derek's and believes students and children would feel that they are incapable of meeting expectations of their teachers and their parents might develop feelings of inferiority about their people bilities they might think they're not capable if they're punished when they make mistakes when they're learning the skills important in the stage to be encouraging of our kids and then the next stages of Ages 13 to 19 so no this is so not your years but just so you have an idea of what would come. is the state of identity and this is or self-identity and capacity for intimacy or develop I'm accepting responsibility from easier increasing capacity to the friendships and unable to follow social art doesn't come and challenging behaviors in children ages 5 to 12 you might see it would be testing limits that could look like talking back from Just Dance no worries about being accepted by blaming others are not taking responsibility for behavior and I'm sure and curiosity about body parts getting in arguments and fights with siblings razor common challenges I mean they're not so part of human development so they wouldn't have caused too much concern learning behaviors in children ages 5 to 12 would look more like excessive aggression on this could include bullying others animals helping other people are siblings physically fighting back parent any Serious injury to their them self or others that require them to go to the hospital or requires two assistants spheres that impact their ability to carry out any of their functions like eating sleeping using the restroom I'm going to school each day school refusal so screaming fighting stream anxiety and resistance to school is important to note for this piece that you know if it's a new school and New Year and there's little school refusal that was follower under a common challenging Behavior School refusal becomes concerning when it's not just during that transition of a new year or after a long winter break but it's throughout the school year and now it continues on even after those transition. I'm another concerning Behavior would be fire-setting I frequent excessive or extended emotional reactions and again this is one that's important to look at how often does this happen how long does it last where does it happen is it everywhere School home tivity is or is it just one setting so those are important questions to ask when you see any of these behaviors and then an inability to feel even 5 minutes so if you're not able to focus for five minutes that would be concerning patterns of delinquent behavior that might look like child stealing something from a store more than once so they've done it once they were explain why you can't do that and they continue to do it and becomes a pattern so I'll be examples of what type of delinquent Behavior you might see it that would be reduced Austin how do you distinguish between common versus concern behaviors and what are some key factors to consider us to think about how these behaviors and are they not able to go to school or what not able to form appropriate relationships so those are some key factors to consider to determine if it's a common challenging behavior of its more concerning and I were going to go over some common challenging area but before we do I kind of want to go over the term A Gifted brain so we might have heard the phrase that gifted kids are wired differently understand more abstract language like that there are intangible differences that it's proven to a scene and some gifted brains so we understand where those tangible things have been kind of help us understand why I am a child might be a little bit different and other ways that aren't as tangible so one difference that RCN and give his brains or an increased Regional brain volumes there's a greater connectivity across regions and Sebring. read more efficiently greater sensory sensitivities sensitivity to noise touch expanded brain areas dedicated to emotional intelligence and expanded brain areas that respond more Sibley to challenges receive that the brain is different and it's functioning differently my explain sometimes right where we see more behavioral differences or other new behaviors that might seem different I'm so why identify gifted child so it's important that we ensure appropriate placement to support educational social and emotional needs, healthy development of their self identity is supported when they are in the rainbow and the more highly gifted child is the more likely they know that they are different and so we want to be open and talk about their gifted find the right environment for them they can Thrive and not only BBQ but you're an emotional needs to app for hiding differences that might send a message that something's wrong with them so we kind of ignore that they're gifted different they already know they are they can sense it and it's not something that's talked about since a message. and I couldn't talk their self concept for their self identity so self-concept is the view that someone has of themselves and their abilities and this impacts emotions cognitive abilities and Social Development students with a healthy self-concept is definitely important and what is to make sure that they feel that they are accepted for who they are and there's nothing wrong with them if they are different we can always engage in discussions about everybody has their strengths and their weaknesses I'm just like you wouldn't hide students around or anything like that about them in the same way you don't hide their gift it is kind of one way to think about it I said I will go into some common challenging areas for gifted children it's broken down into four categories so the first and sensitivities and overexcitabilities and then we'll go over social skills perfectionism and we'll go back to that self-concept idea that I brought it married to sensitivities and overexcitabilities research has shown that gifted students experience heightened sensitivities in advance. what are overexcitabilities that seems like a weird maybe you never heard before it's a word that was developed and surrounds the idea of a gifted child an oversight abilities described the heightened sensitivity and intensity for gifted children in the following areas who psychomotor about would be Surplus energy of movement sensuals again their senses all Tides noise emotional experience intellectual curiosity and search for knowledge and sometimes when we think of a gifted student we only think about this intellectual sensitivity on the there are more than that has receipt and there's imagination also that imagination parents should be aware of what's inside a month sensitivities their child my house they can just support their children for their tivities aren't something to be fixed and it's not something that is wrong with a student it's important for you to know how your child experiences the world and have a better understanding of what it's like to be a princess I need to be fixed not something that's wrong it just is and a student might have a sensitivity one another so maybe they have the intellectual sensitivity and emotional no sensual no psycho mode or no those are all just kind of more Baseline so just because of student sensitive sensitive number to go over social skills children are inherently awkward and bad at socializing so gifted child might have challenges with socializing and education and I'm resting this environment is kefir gifted kids what is a secret is synchrony is an unevenness strengths and weaknesses due to a mismatch between cognitive which would be at your thinking emotional and physical development so far examples I shall give Denise I'm not I might not show it and read it or they might be intellectually Advanced but not usually Advanced so the gifted this isn't even across all domains and so this isn't a social skills because of the student is no above in their their intellect but their social skills in their emotional skills are more Baseline for their age and I can be confusing not only for those of adults 1 out of 9 because they seem so much older than they are and to be expected schools be even across all those different domains but it isn't always the students also might be a grab more towards older students where they have more common to talk on the things are interested in about until I looked but then their social skills and their emotional skills are at that same levels and let me see you again for this one in Byron's keys to having your students I'm surrounded by some of your peers I'm finding your students who have similar in their Baseline I got perfectionism to listen the big one for gifted students on perfectionism can look like regular high-achieving behavior until it starts to damage the child support being so perfectionist so they might display a range of challenging behaviors you that they're very competitive achievement at the expense of socializing activities. Do they will fail at idea that they need to be perfect for that that becomes very are gifted students they maybe have been told they're smart right they're really good at at certain subjects and then they are expected to be really good in those subjects so if they aren't they feel like they felt any idea of perfection when is setting them up for failure because you know no one's perfect even very smart bright people are not perfect I'm so hoping to realize what happens if they don't give up the best what would realistically happen help them walk through that scenario think about if you talk to them about the expectations and what would happen if it's something and came back not the way they wanted it to that's really important because you might think of my child knows it's okay if they're not perfect they know they can make mistakes at school but I think if you actually ever send that to your student our really talked about that was done because they might just internalized the but they have to be perfect to have to achieve something based on your whatever reason and again for gifted children is important for them to be reminded their values not based on their grades are there / 4 that is a common occurrence that can come up green I'm living on video self concept the top concept review one has of themselves and their abilities parents are the primary way child learns about themselves but school can have an impact to you I'm spend surrounded with somewhere. Helps promote acceptance and develop positive self-esteem positive self concept is created from trying billing and trying again so for this one I want you guys to kind of think about the perfectionism piece to so the student try something new when they're not perfect. It my first time in their life that they tried something and they haven't been really good at it so they don't know how to handle that the supporting them through that and helping them to try again when I say all and try again and just remind them that there were three dozen based on when they make these mistakes so they'd be in the friendships they might fail. again until they succeed and it's okay to try things like making friends and failed just like some people might do a math problem get it wrong they learn about school but also okay to try and not be successful and try again and that's where you really see that self-concept to grow because again it's about their abilities when they understand that even if I don't know something at first I keep trying to work on it and I'll feel more confident in my abilities and I feel more confident the next time there's something new that I don't really know if I'm good at it or something that I struggle with my nose I keep trying I can work on that and I have the ability to push through that and figure out Solutions for this unit always explain to your child that just like some people might need help with reading or extra practice I even need help with the same applies for other things like making friends and that's okay if you will need more practice. but the way to read later at your student there struggling with something that isn't academic if it's more social and emotional and related to academics right sometimes people need more minutes okay to need more practice really eating to the people around you all right now I'm going to go over to some general, social emotional concerns a lot of these are diagnosis. Just add X when any of these if you have concerns the first place to go would be at your pediatrician or two primary care and explain those concerns and we'll talk a little bit more about that later but does he know if these creatures were to come up with you been at the school whatever they diagnose your child with attention deficit hyperactivity disorder you might have heard of that I'm about 5% of children are diagnosed with ADHD innocence like an attention hyperactivity and impulsivity so this is an important one to bring back to the topic of gifted students because like we saw earlier some gifted students have that sensitivity to recycle owner to other senses they might be a student who raises their hand and checked out a lot because they have a lot of energy and a lot of your thoughts in your mind I need to get out because of those does brain connecting quicker we saw earlier was important to it to remember that and realize it that you're student that it might be the way your brain is it might be where and they might need pediatrician and see if they need a diagnosis diagnosis that's made the goal is never to Define and find an answer and find it the goal is to alleviate any suffering in your reading labels treatments are medications are always meant to leave hate this suffering in the recipient that you're not as a way to make those around them happy something to keep in mind is depression about 4.4% of children are diagnosed with depression on frequent sadness would be it what to look for for depression hopelessness loss of Entry isolation for concentration changes and sleep patterns in any changes in appetite or weight is your things to look for anxiety so this is a big one for gifted students who have gone a lot questions about 9.4% of Her diagnosis of anxiety most common concern are at a higher risk to perform poorly in school I might miss out on important social experiences and are more likely to engage in substance abuse there are different types of anxiety when generalized anxiety so just be an excessive worried funny thing is when there's little reason to worry about separation anxiety which is excessive ear went away from home or separated break this would be I'm going and frequent they're selective mutism sign ability to speak and communicate and select social settings or just school but it's at home and then we have panic disorder a sudden and repeated attacks of fear that last for several minutes or longer compulsive disorder which is uncontrollable reoccurring. Social media sessions and behaviors which of the compulsions that he or she feels the urge to repeat over and over don't forget to the student remind me and you might have heard that they're more susceptible to anxiety compared to their peers there's a lot of mixed research about got to remember for this is how can you support art student so how does maybe a giftedness to go back to those sensitivity is overexcitabilities if they have a lot of those at my new things are more hiding for them they might feel things more deeply we might need a little more support managing that again be in the right setting is really helpful it's also helpful to go over that perfectionism come as a relief to them to not have to feel I've asked you the smartest and everything and I got being up although helps with that because before if they are at another school they might feel like that's always be the smartest in the class or they're surrounded by people who have more similar until I awesome that's a good idea to question about that do free to reach out disruptive behavior so there's a diagnosis of Oppositional Defiant Disorder I'm in about 1 to 6% Glade prison that's up to age 18 how to take frequent temper tantrums because of arguing adults Act of defiance and refusal to comply with rules some people and all these other symptoms that you can read here one thing I want to point out for this one is that this is a very persistent pattern to be diagnosed with us it would be towards various authorities. my student at home never listens to me honestly. They are they are showing any symptoms what don't be too concerned about this one but just something to be aware of in autism the 160 children are identified autism and possible red fox look for are the following would I contact understanding our feelings I'm having delayed speech language skills and you can reuse it the rest of the symptoms yourself is that for gifted children again we were keep in mind that we talked about earlier those are common right for gifted students and that might overlap sometimes with things that are red flags for autism parties on the side and themselves don't always mean a child is definitely autistic if you're concerned about your student it's best to speak with her teacher monitor their concerns and for pediatrician and I got my goal is not physically any suffering child might be experiencing and sometimes a diagnosis can help determine what we need on sometimes it might need Assurance they just have sensitivity decide we discussed earlier for tolerance is different so Georgia how does a sensitivity there also still ways you can support them and that's what we're going to talk about next how can parents out do parents can help their children by being a good role model and pay attention to your own seems like a very easy one but it's actually can be very hard I'm so this is where we are showing them what we do when we're upset if we need to not letting ourselves it's bad Where We Are angry and yelling because Matt has been teaching them when they're angry at taking out I'm accepting and acknowledging the feelings of your children that is also known as validating your child's I mean in Courage or till then to pay attention to and think about their feelings and their differently feelings towards you can use especially if your students younger and more visual I can provide you with that if you want one also can encourage children to acknowledge and express their emotions so why do I feel upset when am I see fix my iPad because whatever reason I'm helping it teach your children to problem solve and help them with those conflict resolution and assertive skills they're having a problem at school you can walk them through it. What are some ways you can go out this problem you can also help by building self-esteem like we talked about earlier developmental stage really building that self concept and a lot of that comes from parents and what they look like to setting boundaries and expecting them to follow the rules and again because you were setting realistic goals and expect because we know especially for gifted kids those expectations and turn into perfectionism anxiety I'm going to help you self concept making sure those are realistic free stuff to this is understanding what's on your child's plate making sure your scheduled time for them to have unstructured play or Leisure Time so your child can go balance before committing to any new activities evaluate what your child already bombed in what other time where did Zacharias other things to participate in the new activity and so how is your town feel about that, how does your tag due at time management conditions do they need explicit help in this area and if we're adding a lot to their schedule is this going to help or hurt with learning those skills of the time management positions maybe you do less food they can learn more and more time for buildings don't do the does take time to teach him and review that I'm also really important for parents to be generous with praise so going out with your children does well of course to be times where you need to have some constructive criticism some ways that we can make this come off in a better way with her children is Basking in the form of a question what is your plan work out what do you you could do differently could you ask for help next time if you need it before 1 so this is where you for positive comments before you corrupt do four things you're grounded well or praise and then the one correction or the one person do you want to encourage decision making an opinion and determine how involved you need to be right so every child is different to knowing your child how much you need to participate in their daily tasks and I'm remembering that this will change over time and it might look differently for each family I was encouraged and I had advice or support does your job me from you to feel successful in this is something that you might want to ask them assumed Maybe by asking you can find out what they need more support with maybe you thought they didn't need any and it turns out they do and I'm sure really don't like a little more encouragement and then I like communicating also a bit so if you're at the house struggles with Drax communication are alternatives to communicating with them when is code railing that's why I called an apparent sure journal and write down thoughts and feelings and then respond to one another and trees always lotta there's also feelings check-in worksheets in those are you asking how are you feeling today I'm wearing you what was the high and low of your day finding out more through that communication piece also be present for your child to God smooth things really simple can be hard on the right look like setting aside special quality one-on-one time and I can help nurture your bond and be something like walking or working on a project together still I'm trying to go on like d23 child alternating between activity is so maybe you pick an activity that's about you that you share with them and I pick one and it helps your account to get to know you outside and just like Mom or Dad or parent caregiver and it helps prevent cell look for Trends house Behavior things concerning making sure your behavior and noticing when it happens it happens before it's been so confusing it for anyone but especially when they received mixed messages. You know anyone else who cares for children finding that common ground and if there any healthful strategies that are used in school no more at home eating that right so if your child struggling in class what were working well in class is there doing really want School having the similar expectations across different environments in a different people can help them focus on getting that one expectation and then when they're consistently been going to more nuanced expectation how many kilometers and then finally I'm helping them solve problems so she's on the playground and being socially aware learning self-regulate these are all things you can assist with identify just what the problem is to provide that verbal praise and taking that time to let you know that when your child solve problems you see giving Mom so if you have been working on your helping your child how to clean work space and their classroom and you see them at home. Picking up items in there. Giving that positive phrases about that in the moment they know they're being recognized they're working on a Tuesday that this is an area that can be sometimes over lots of gifted kids yeah they seem so self-sufficient in other areas but just a reminder that there might still be needed for some support and social emotional problem solving I'm finally like I mentioned earlier if you do have concerns it's always a because your pediatrician communicate with you if you have family therapy to work on any challenge and then psychiatric support is also another source of sources the park and just attempt to remember emotions are not bad they aren't children need help understanding cope with their feelings and to understand put their emotions are normal I'm on my way this is Donnie's just by asking them how they feel repeating back to them kind of what they're saying to you and that's me that it's not always that we have to solve every problem or feeling cuz sometimes just like I get angry or upset about something out of their control and just helping support them but managing. Feeling and how they react to it thank you for my information you know my number I am here Monday every other Tuesday and Wednesdays you have any questions about this station or just any other questions in general please reach out and I'll be happy to talk with you and thank you for taking the time to watch this I hope it was helpful any feedback is always welcome I want to do presentations and workshops that are helpful for you all as parents so please let me know if something is or isn't helpful in anything you like to see it thank you all so much stop