misdiagnosis and disservice: gifted students with multiple needs f. richard olenchak, ph.d., p.c....

Misdiagnosis and Disservice:

Gifted Students with Multiple Needs

F. Richard Olenchak, Ph.D., P.C. Professor, Psychologist, and Director Urban Talent Research InstituteCollege of Education University of Houston Houston, TX 77204-5023Voice – 713.743.4984 E-Mail – [email protected]

“What’s in a name? That which we call a rose by any other name would smell as sweet.”

-- William Shakespeare

Romeo and Juliet, Act 2, Scene 2

“What’s in a name? That which we call a rose by any other name would smell as sweet.”

-- William Shakespeare

Romeo and Juliet, Act 2, Scene 2

“I came to live in a country I love; some people label me a defector. I have loved men and women in my life; I’ve been labeled “the bisexual defector” in print. Want to know another secret? I’m even ambidextrous. I don’t like labels. Just call me Martina.”

-- Martina NavratilovaMartina Navratilova, Being

Myself , 1985

“I came to live in a country I love; some people label me a defector. I have loved men and women in my life; I’ve been labeled “the bisexual defector” in print. Want to know another secret? I’m even ambidextrous. I don’t like labels. Just call me Martina.”

-- Martina NavratilovaMartina Navratilova, Being

Myself , 1985

Mon 10/30/2007 10:20

Hello Dr. Olenchak,

My name is ______ and I am caught up in a whirlwind of what is the best course of action to take for my exceptionally bright 8-year-old son who was just diagnosed with ADHD. Interestingly, since being diagnosed w/ ADHD, his behavior has improved greatly (other than his forgetfulness). He does well in school, receiving mostly A's on papers, with the occasional forgotten questions and careless mistakes. I would like to avoid medicating him and possibly dulling his personality and charisma with drugs, but by the same token, I want him to be successful. He is not currently in a G/T class (but should be) although he is in a class with a very structured strict teacher whom I have a good relationship with. He tells me that he is bored in school and knows everything they are teaching him.

Mon 10/30/2007 10:20

Hello Dr. Olenchak,

My name is ______ and I am caught up in a whirlwind of what is the best course of action to take for my exceptionally bright 8-year-old son who was just diagnosed with ADHD. Interestingly, since being diagnosed w/ ADHD, his behavior has improved greatly (other than his forgetfulness). He does well in school, receiving mostly A's on papers, with the occasional forgotten questions and careless mistakes. I would like to avoid medicating him and possibly dulling his personality and charisma with drugs, but by the same token, I want him to be successful. He is not currently in a G/T class (but should be) although he is in a class with a very structured strict teacher whom I have a good relationship with. He tells me that he is bored in school and knows everything they are teaching him.

I would like to find someone in the Houston area (we live inSugar Land) who is knowledgeable in treating ADHD in Gifted children, who is open minded in considering methods Other than drugs for treatment. I'm not sure where to begin and who would be most qualified to assist in thisjourney. Should I seek a child psychologist, Clinical psychologist, psychiatrist, educationalconsultant? If you could offer any advice or direction that I might go with this, I would greatly appreciate it. Thank you very much,

I would like to find someone in the Houston area (we live inSugar Land) who is knowledgeable in treating ADHD in Gifted children, who is open minded in considering methods Other than drugs for treatment. I'm not sure where to begin and who would be most qualified to assist in thisjourney. Should I seek a child psychologist, Clinical psychologist, psychiatrist, educationalconsultant? If you could offer any advice or direction that I might go with this, I would greatly appreciate it. Thank you very much,

What We Know About the Social and Emotional Needs of Gifted and Talented Children

Neihart, M., Reis, S.M., Robinson, N.M., and Moon, S.M. (Eds.) (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.

What We Know About the Social and Emotional Needs of Gifted and Talented Children

Neihart, M., Reis, S.M., Robinson, N.M., and Moon, S.M. (Eds.) (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.

General ConclusionsGeneral Conclusions

Typically, G/T students are at least as well adjusted as other groups of youngsters.

However, they face risks to their social and emotional development:

mismatch with classrooms not responsive to the pace and level of gifted students’ learning and thinking

inappropriate accommodations for high creativity, energy, intensity, and aspirations

few if any adaptations to their internal asynchronous development (ex – maturity versus immaturity depending on the domain)

inadequate support to deal with peer pressures to be “like everyone else”

Typically, G/T students are at least as well adjusted as other groups of youngsters.

However, they face risks to their social and emotional development:

mismatch with classrooms not responsive to the pace and level of gifted students’ learning and thinking

inappropriate accommodations for high creativity, energy, intensity, and aspirations

few if any adaptations to their internal asynchronous development (ex – maturity versus immaturity depending on the domain)

inadequate support to deal with peer pressures to be “like everyone else”

Issues Related to Advanced Abilities Compared To PeersIssues Related to Advanced Abilities Compared To Peers

Educational issues – out of sync with pace and level of instruction calls for differentiation but at a personal level

Peer relations issues – heightened sense of feeling different requires time with peers of similar abilities and interests

Educational issues – out of sync with pace and level of instruction calls for differentiation but at a personal level

Peer relations issues – heightened sense of feeling different requires time with peers of similar abilities and interests

Issues Related to Internal Asynchronous DevelopmentIssues Related to Internal

Asynchronous Development

Self-regulation issues – social maturity lags behind talent areas

Unevenness in abilities – heightened in domain-specific gifts and talents

Self-regulation issues – social maturity lags behind talent areas

Unevenness in abilities – heightened in domain-specific gifts and talents

Common Areas of Psychological Vulnerability

Common Areas of Psychological Vulnerability

Self-concept and motivation – self-concept and motivation are dependent on appropriate challenge

Super-sensitive neurological system – hyper-aware and hyper-reactive

Perfectionism – from whom and how much?

Underachievement – environmental causes versus internal causes

Self-concept and motivation – self-concept and motivation are dependent on appropriate challenge

Super-sensitive neurological system – hyper-aware and hyper-reactive

Perfectionism – from whom and how much?

Underachievement – environmental causes versus internal causes

Behaviors that are caused by extrinsic issues can begin to look like problems intrinsic in the individual.

Behaviors that are caused by extrinsic issues can begin to look like problems intrinsic in the individual.

Is the child broken or is the school program out of

synchrony with the child’s needs?

What Is It?What Is It?ADHD

(DSM-IV-TR, 2000)

LD(Baum et al,

1991, Olenchak,

1995)

Creativity(Cramond,

1994; Renzulli,

Smith, 1976)

Gifted(Piechowski,

1991; Renzulli,

Smith, 1976; Silverman,

1998)

Contemporary Theories of Intelligence

(Gardner, 1993, 1999; Sternberg,

1995, 1997)

Difficulty with sustained attention; daydreaming

Often poor memory unless in interest areas

Heightened imagination may obscure attention

Poor attention often due to boredom; daydreaming

Weak attention in situations unmatched to intelligence

Diminished ability to listen attentively

Auditory skills can be weak

Hypomanic to the point of not listening

Preoccupation with own ideas and concepts; appears bored

Non-auditory intelligences restrict ability to listen

Problems with independent task completion

Erratic task completion based on interests

Broad range of interests often prohibits task completion

Completion of tasks directly related to interests

Tasks often uncompleted when unrelated to strengths

ADHD LD Creativity Gifted Contemporary

Theories of Intelligence

Avoids and dislikes sustained mental activity

Motivation governed by areas of interest

Concentration relegated to self-selected work

Lack of persistence on tasks that seem irrelevant

Tenacity linked to thinking preference patterns

Messy and may misplace items needed for work; disorganized

Poor, sometimes nonexistent organizational skills

Finds order amidst chaos

Organization may be unnecessary depending on the task

Organization in the eye of the beholder

Difficulty following directions

Difficulty with oral or written directions or both

Willing to take risks to satisfy creative plans and pursuits

Questions rules and directions

Directions not accounting for intelligences may be overlooked

Heightened activity level; labile

Labile even when not hyperactive

Labile and sometimes erratic energy

Frequently high activity level

High energy level on work in strengths

WHAT ABOUT THE YOUNG PEOPLE I KNOW?

WHAT ABOUT THE YOUNG PEOPLE I KNOW?

With a partner, discuss the types of behaviors used to diagnose ADHD and think about students whom you know who demonstrate some of these same behaviors. Contemplate these students and then think about the circumstances in which these behaviors are demonstrated. Is there any reason to think about the behaviors in terms of giftedness, talent, and creativity? Are there occasions when those same behaviors, viewed as negative in school environments, might look positive? For example, is there some chance these students might be engaged in gifted-like and/or creative activities away from the school classroom?

With a partner, discuss the types of behaviors used to diagnose ADHD and think about students whom you know who demonstrate some of these same behaviors. Contemplate these students and then think about the circumstances in which these behaviors are demonstrated. Is there any reason to think about the behaviors in terms of giftedness, talent, and creativity? Are there occasions when those same behaviors, viewed as negative in school environments, might look positive? For example, is there some chance these students might be engaged in gifted-like and/or creative activities away from the school classroom?

Student You Know

ADHD-like

Behaviors You See

When Do Behaviors

Seem Negative?

When Do Behaviors

Seem Positive?

Affective Characteristics Distinguishing G/T PersonsAffective Characteristics

Distinguishing G/T PersonsDifferentiatin

g Characteristi

cs

Related

Needs Possible

Problems Patterns of

Differentiation

1. Large subconscious pool of information about emotions of self and others

To be able to call up and process this information; to name one’s own emotions; to recognize others’ emotions; to be sensitive to needs/feelings

of others

Information is misinterpreted affecting the individual

negatively

Individual learning center activities; small and large discussion groups; any “safe” setting emphasizing respect; “magic box;” bibliotherapy;

cinematherapy

Affective Characteristics Distinguishing G/T Persons

cont.


cont.Differentiatin

g Characteristi

cs

Related

Needs Possible


Differentiation

2. Unusual sensitivity to expectations and feelings of

others

To learn to understand the feelings and expectations

of others

Unusually vulnerable to criticism of others; high level of need for success and recognition

Large and small task-oriented groups to examine various points of view; role playing; encourage team competition; honor diverse talents


cont.


cont.Differentiatin

g Characteristi

cs

Related

Needs Possible


Differentiation

3. Keen sense of humor that may be gentle or hostile

To learn how behaviors affect feelings and behaviors of others

Use of humor for critical attack on others causing damage to relationships

Group discussion in climate supporting caring and honest exchange of feelings and ideas; journals


cont.


cont.Differentiatin

g Characteristi

cs

Related

Needs Possible


Differentiation

4. Heightened self-awareness accompanied by feelings of being “different”

To learn to assert own needs and feelings nondefensively; to share self with others for self-clarification

Isolate self, resulting in being considered aloof; feels rejected; sees “difference” as a negative quality causing poor self-esteem

Large and small groups aimed at improving skills in communications of all kinds: written, oral, physical; bibliotherapy; cinematherapy


cont.


cont.Differentiatin

g Characteristi

cs

Related

Needs Possible


Differentiation

5. Idealism and sense of justice which appear at an early age

To rise above negative values by finding values to which s/he can be committed

Attempt unrealistic reforms and goals resulting in intense frustration; extreme result is suicide

Grouping gifted students together for at least a portion of school time for small discussion groups


cont.


cont.Differentiatin

g Characteristi

cs

Related

Needs Possible


Differentiation

6. Earlier development of inner locus of control and satisfaction

To be able to clarify personal priorities and values; to confront and interact with value systems of others

Difficulty in conforming; may choose values and way of life; others see as challenging authority and tradition

Self-selected groups for analysis and discussion of problems in life and how others may see issues differently; moral dilemmas


cont.


cont.Differentiatin

g Characteristi

cs

Related

Needs Possible


Differentiation

7. Unusual emotional depth and intensity

To find purpose and direction from personal value system; to translate commitment into action in daily life

Unusual vulnerability; problem focusing on realistic goals for life’s work

Participation in community social action groups; creation of social action groups


cont.


cont.Differentiatin

g Characteristi

cs

Related

Needs Possible


Differentiation

8. High expectation of self and others, often leading to high levels of frustration with self, others, and situations; tendency toward perfectionism

To learn to set realistic goals and to accept setbacks as part of the learning process; to hear others express their growth in acceptance of self

Discouragement and frustration from high levels of self-criticism; problems maintaining good interpersonal relationships as others fail to maintain high standards imposed by the gifted student; inability to act due to high frustration with situations that do not meet expectations of excellence

Small groups purposefully organized to develop realistic goal-setting habits and a clearer sense of reality and self; activities aimed at enhancing self-esteem, promoting risk taking, and experimenting with learning from failure; teach creative and future problem solving; encourage cooperative competitions


cont.


cont.Differentiatin

g Characteristi

cs

Related

Needs Possible


Differentiation

9. Strong need for consistency between abstract values and human behavior

To find a life’s work that will give opportunity for actualization of student’s personal value system, as well as an avenue for talents and abilities

Frustration with self and others leading to inhibited self- actualization and poor interpersonal relationships

Opportunities to interview persons in various careers to explore how personal value systems can be actualized in those careers; exploration of ethical questions faced by persons in various careers; encourage examination of many channels for talents


cont.


cont.Differentiatin

g Characteristi

cs

Related

Needs Possible


Differentiation

10. Advanced levels of moral judgment

To receive validation for increased morality

Intolerance of and lack of understanding from peer group, leading to possible rejection and isolation

Discussion groups with peers and adults aimed at analyzing and resolving moral dilemmas; role playing; bibliotherapy; cinematherapy

Differentiating Characteristics You Have

Seen

Differentiating Characteristics You Have

Seen Think of 2-3 students whom you teach

who reflect one or more of the ten categories of differentiating characteristics and contemplate what is happening for those students.

Think of 2-3 students whom you teach who reflect one or more of the ten categories of differentiating characteristics and contemplate what is happening for those students.

Student’s Name

Differenti-ating Character-istics You Recognize

How Are needs Being Met?

What Evidence Do You See of Problems?

What Is Use of Differenti-ation Patterns?

Mary ? ? ? ?

Common Dual Diagnoses in Youth (gifted and x

)

Common Dual Diagnoses in Youth (gifted and x

) Learning Disabilities (asynchronous

development) Attention Deficit/ Hyperactivity Disorder

(ADHD) Obsessive-Compulsive Disorder (perfectionism) Asperger’s Disorder (AD) Allergies (particularly food) & Asthma Reactive Hypoglycemia Sleep Disorders (Nightmare, Sleep Terror, and

Sleepwalking Disorders) Parent-Child Relationship Problems Relational Problems with Peers Depression (existential)

Learning Disabilities (asynchronous development)

Attention Deficit/ Hyperactivity Disorder (ADHD)

Obsessive-Compulsive Disorder (perfectionism) Asperger’s Disorder (AD) Allergies (particularly food) & Asthma Reactive Hypoglycemia Sleep Disorders (Nightmare, Sleep Terror, and

Sleepwalking Disorders) Parent-Child Relationship Problems Relational Problems with Peers Depression (existential)

Nurturing Productive Talent: Roles for Teachers

Nurturing Productive Talent: Roles for Teachers

Eliminate judgmental responses: foster an inquiry-based classroom with open-ended questions requiring analysis (Goodlad, 1984; Olenchak, 1999; Renzulli, 1994)

Add probing questions: having students explain their thinking allows for both check of comprehension and use of metacognition (Schiever, 1991; Starko, 1995)

Use attribution effectively: assessments and ownership of ideas are used carefully, making for a psychologically “safe” environment (Olenchak, 1999; Rogers, 1962; Piechowski, 1991)

Model the behaviors yourself: students often follow the style of their teachers’ thinking lead (Feldhusen & Treffinger, 1985; Treffinger, 1988)

Encourage reflection: greater detail in thinking emerges when silence and time are available (Amabile, 1989; Olenchak, 1999; Treffinger & Isaksen, 1992)

Modify Curricula: where basic material is adapted to individual needs and interests, students are stimulated to create (Kaplan, 1986; Olenchak, 1999; Renzulli, 1994; VanTassel-Baska, 1994)

Alter instruction: using a smorgasbord of strategies to ensure challenge, learning how to think, and individualization, teachers nurture creative productivity (Amabile, 1990; Feldhusen, 1994; Olenchak, 1999)

Collaborate: where teachers work effectively with other professionals both in and out of schools to develop experiences around student needs and interests, creative productivity is nurtured (Gallagher & Gallagher, 1994; Renzulli, 1994)

Eliminate judgmental responses: foster an inquiry-based classroom with open-ended questions requiring analysis (Goodlad, 1984; Olenchak, 1999; Renzulli, 1994)

Add probing questions: having students explain their thinking allows for both check of comprehension and use of metacognition (Schiever, 1991; Starko, 1995)

Use attribution effectively: assessments and ownership of ideas are used carefully, making for a psychologically “safe” environment (Olenchak, 1999; Rogers, 1962; Piechowski, 1991)

Model the behaviors yourself: students often follow the style of their teachers’ thinking lead (Feldhusen & Treffinger, 1985; Treffinger, 1988)

Encourage reflection: greater detail in thinking emerges when silence and time are available (Amabile, 1989; Olenchak, 1999; Treffinger & Isaksen, 1992)

Modify Curricula: where basic material is adapted to individual needs and interests, students are stimulated to create (Kaplan, 1986; Olenchak, 1999; Renzulli, 1994; VanTassel-Baska, 1994)

Alter instruction: using a smorgasbord of strategies to ensure challenge, learning how to think, and individualization, teachers nurture creative productivity (Amabile, 1990; Feldhusen, 1994; Olenchak, 1999)

Collaborate: where teachers work effectively with other professionals both in and out of schools to develop experiences around student needs and interests, creative productivity is nurtured (Gallagher & Gallagher, 1994; Renzulli, 1994)

Nurturing Productive Talent: Roles for Parents

Nurturing Productive Talent: Roles for Parents

Be honest: avoiding delivery of double messages and half-truths to children builds psychological safety needed for creative productivity (Davis & Rimm, 1989; Delisle, 1992; Rimm, 1986)

Model the behaviors yourself: as with teachers, parents who use the thinking they want in their children are more likely to get it (Albert, 1980; Goertzel, Goertzel, & Goertzel, 1978; Olenchak, 1995; Renzulli, 1994; Silverman, 1993)

Monitor instruction: parents can make sure the school is fine-tuned to their child’s needs (Bloom, 1982; Simonton, 1984)

Be ready to volunteer: sharing of expertise demonstrates support for creative productivity (Renzulli & Reis, 1985; Silverman, 1988)

Ask questions that seek depth: similar to teachers, parents who probe for deeper explanations from their children stimulate creative productivity (Saunders & Espeland, 1986; Roeper, 1990; Takacs, 1986)

Attend to the basics: if the foundations are unmet, it is harder if not impossible to develop creative productivity (Davis, 1992; Davis & Rimm, 1989)

Live your words: parents who not only speak supportively of creative production but who also live it themselves are likely to nurture such behavior in their children (Mallis, 1992; Olenchak, 1995; Silverman, 1993)

Stimulate but don’t push: passions are developed from exposure to many things but over-programming can squelch interests (Alvino, 1989; Gladieux, 1988; Rimm, 1994)

Be honest: avoiding delivery of double messages and half-truths to children builds psychological safety needed for creative productivity (Davis & Rimm, 1989; Delisle, 1992; Rimm, 1986)

Model the behaviors yourself: as with teachers, parents who use the thinking they want in their children are more likely to get it (Albert, 1980; Goertzel, Goertzel, & Goertzel, 1978; Olenchak, 1995; Renzulli, 1994; Silverman, 1993)

Monitor instruction: parents can make sure the school is fine-tuned to their child’s needs (Bloom, 1982; Simonton, 1984)

Be ready to volunteer: sharing of expertise demonstrates support for creative productivity (Renzulli & Reis, 1985; Silverman, 1988)

Ask questions that seek depth: similar to teachers, parents who probe for deeper explanations from their children stimulate creative productivity (Saunders & Espeland, 1986; Roeper, 1990; Takacs, 1986)

Attend to the basics: if the foundations are unmet, it is harder if not impossible to develop creative productivity (Davis, 1992; Davis & Rimm, 1989)

Live your words: parents who not only speak supportively of creative production but who also live it themselves are likely to nurture such behavior in their children (Mallis, 1992; Olenchak, 1995; Silverman, 1993)

Stimulate but don’t push: passions are developed from exposure to many things but over-programming can squelch interests (Alvino, 1989; Gladieux, 1988; Rimm, 1994)

What Do We See At School?

What Do We See At School?

With your partner, contemplate one of the students whom you identified as demonstrating behaviors associated with ADHD. When do you see the following happening for that student?

Inquiry-based classroom with open-ended discussions Metacognition used to explain thoughts Effective use of attribution producing psychological

safety Overt modeling of thinking by teachers Time for silent reflection Curricula are modified to individual needs and interests Instruction is modified to individual needs and interests Professionals collaborate to arrange activities around

student needs and interests

With your partner, contemplate one of the students whom you identified as demonstrating behaviors associated with ADHD. When do you see the following happening for that student?

Inquiry-based classroom with open-ended discussions Metacognition used to explain thoughts Effective use of attribution producing psychological

safety Overt modeling of thinking by teachers Time for silent reflection Curricula are modified to individual needs and interests Instruction is modified to individual needs and interests Professionals collaborate to arrange activities around

student needs and interests

Supersensitivity of Gifted and Talented Persons: Dabrowski’s

Overexcitabilities

Supersensitivity of Gifted and Talented Persons: Dabrowski’s

Overexcitabilities

1902-19801902-1980

Psychomotor Overexcitability

Psychomotor Overexcitability

Heightened excitability of the neuromuscular system

Capacity for being active and energetic (love of movement for its own sake)

Organic surplus of energy (rapid speech; marked excitation; intense physical activity; need for action)

Psychomotor expression of emotional tension (compulsive talking and chattering; impulsive actions; restlessness acting out; nervous habits; drive; workaholism; organizing; competitiveness)

Heightened excitability of the neuromuscular system

Capacity for being active and energetic (love of movement for its own sake)

Organic surplus of energy (rapid speech; marked excitation; intense physical activity; need for action)

Psychomotor expression of emotional tension (compulsive talking and chattering; impulsive actions; restlessness acting out; nervous habits; drive; workaholism; organizing; competitiveness)

Sensual OverexcitabilitySensual Overexcitability

Heightened experience of sensual pleasure or displeasure (seeing, smelling, tasting, touching, hearing)

Intense sexuality Sensual expression and outlets for emotional

tension (overeating; buying sprees; seeking the limelight)

Aesthetic pleasures (appreciation of beautiful objects, words, music, form, color, balance)

Heightened experience of sensual pleasure or displeasure (seeing, smelling, tasting, touching, hearing)

Intense sexuality Sensual expression and outlets for emotional

tension (overeating; buying sprees; seeking the limelight)

Aesthetic pleasures (appreciation of beautiful objects, words, music, form, color, balance)

Intellectual Overexcitability

Intellectual Overexcitability

Heightened need to seek understanding and truth, to gain knowledge, and to analyze and synthesize

Intensified activity of the mind (curiosity, concentration, capacity for sustained intellectual effort, avid reading, keenly observant, detailed planning, detailed visual recall)

Penchant for probing questions and problem solving (tenacity in examining issues & addressing them)

Preoccupation with logic and theoretical thinking (love of theory, metacognition, nonjudgmental introspection, moral thinking, conceptual and intuitive integration, independence of thought)

Development of new concepts (striving for understanding of phenomena by creating new theories, probing the unknown with the intent of developing explanations)

Heightened need to seek understanding and truth, to gain knowledge, and to analyze and synthesize

Intensified activity of the mind (curiosity, concentration, capacity for sustained intellectual effort, avid reading, keenly observant, detailed planning, detailed visual recall)

Penchant for probing questions and problem solving (tenacity in examining issues & addressing them)

Preoccupation with logic and theoretical thinking (love of theory, metacognition, nonjudgmental introspection, moral thinking, conceptual and intuitive integration, independence of thought)

Development of new concepts (striving for understanding of phenomena by creating new theories, probing the unknown with the intent of developing explanations)

Imaginational OverexcitabilityImaginational

Overexcitability

Heightened play of the imagination (frequent distraction, wandering attention, daydreaming)

Rich association of images and impressions (real as well as imagined)

Frequent use of image and metaphor (facility for invention and fantasy, detailed and often animated visualization, poetic and dramatic perception)

Spontaneous imagery as an expression of emotional tension (animistic imagery, mixing truth with fiction, elaborate dreams, illusions)

Capacity for living in a world of fantasy (predilection for fairy and magic tales, creation of private worlds and imaginary companions, dramatization

Heightened play of the imagination (frequent distraction, wandering attention, daydreaming)

Rich association of images and impressions (real as well as imagined)

Frequent use of image and metaphor (facility for invention and fantasy, detailed and often animated visualization, poetic and dramatic perception)

Spontaneous imagery as an expression of emotional tension (animistic imagery, mixing truth with fiction, elaborate dreams, illusions)

Capacity for living in a world of fantasy (predilection for fairy and magic tales, creation of private worlds and imaginary companions, dramatization

Emotional Overexcitability Emotional Overexcitability

Heightened, intense positive and negative feelings (extremes of emotion, complex emotions and feelings, empathy, high degree of differentiation of feelings, awareness of range and intensity of feelings)

Somatic expressions (tense stomach, sinking heart, blushing, flushing, sweaty palms)

Strong affective expressions (inhibitions, ecstasy, euphoria, pride; feelings of guilt, concern with death, depressive moods)

Capacity for strong attachments and deep relationships (strong emotional ties to others, places, and things; compassion, sensitivity in relationships, difficulty adjusting to new environments, compassion)

Strongly differentiated feelings toward self (inner dialogue and self-judgment, strong orientation toward self-examination)

Heightened, intense positive and negative feelings (extremes of emotion, complex emotions and feelings, empathy, high degree of differentiation of feelings, awareness of range and intensity of feelings)

Somatic expressions (tense stomach, sinking heart, blushing, flushing, sweaty palms)

Strong affective expressions (inhibitions, ecstasy, euphoria, pride; feelings of guilt, concern with death, depressive moods)

Capacity for strong attachments and deep relationships (strong emotional ties to others, places, and things; compassion, sensitivity in relationships, difficulty adjusting to new environments, compassion)

Strongly differentiated feelings toward self (inner dialogue and self-judgment, strong orientation toward self-examination)

Overexcitabilities You SeeOverexcitabilities You See

In yourself? In your spouse or partner? In a good friend? In your children? In your students? In the student who is most on your mind today?

In yourself? In your spouse or partner? In a good friend? In your children? In your students? In the student who is most on your mind today?

Recognizing Students at Risk of Talent Destruction


Perfectionism Perfectionism Behaviors Strategies

holds back doesn’t really tryverbally manipulativefrustrates quicklydoesn’t turn in worknervousness

reduce pressureadjust curricula ungraded tasks encouragement value of errorsrelaxation skills



Gender-Based Roles

Gender-Based Roles

Behaviors Strategies

hesitates avoids challenges silliness underachievement

teach goal setting mentors/models value of diversityDecision Making



Hyper- sensitivity

Hyper- sensitivity


easily hurt tends to complainwithdrawslashes out at others

locus of control self-power bibliotherapy Communication



Overly- Perceptive

Overly- Perceptive


superior perception worries verbalizes fearsoverly absorbed in topics physical complaints

active reflection discussion problem solving social action

relaxation skills



Hyperkinetic Hyperkinetic Behaviors Strategies

restlessness absorbs stimuli bores quickly

legitimize moving locus of control role playing



ResidentExpert Syndrome

ResidentExpert Syndrome


domineering egocentric/arrogant monopolizes conversation low tolerance for diversity aloof

point out problem behavior results goal setting Forecasting pair appropriately



Low FrustrationLevel

Low FrustrationLevel


chokes-up/tears-up sense of hopelessness“I can’t” angry, destructive

good idea folder mentor interest emphasis problem solving



MagnifiesPersonalDifferences

MagnifiesPersonalDifferences


poor self-concept negative self-references isolationism acts out

bibliotherapy discussion groups pair appropriately valued expertise



Genuine Boredom

Genuine Boredom


listless; “down”disruptive clownish verbalizes negatively

Communication leadership contracts compacting



“Super Star”Syndrome

“Super Star”Syndrome


tired; overextended unfinished tasks complains but adds more always volunteering

Communication Planning Decision Making relaxation skills



Absorbedin Interests

Absorbedin Interests


engrossed cannot/will not shift loses items appears to be far away

written directions check lists time management contracts



Gullibility Gullibility Behaviors Strategies

trusting; poor judgment overly enthusiastic easily hurt

reinforce positives Forecasting problem solving

When you thought I wasn’t looking, you displayed my first report, and I wanted to do another.When you thought I wasn’t looking, you fed a stray cat, and I thought it was good to be kind to animals.When you thought I wasn’t looking, you gave me a sticker, and I knew that little things were special things.When you thought I wasn’t looking, you put your arm around me, and I felt loved.When you thought I wasn’t looking I saw tears come from your eyes, and I learned that sometimes things hurt--but that it’s all right to cry.When you thought I wasn’t looking, you smiled, and it made me want to look that pretty too.When you thought I wasn’t looking, you cared, and I wanted to be everything I could be.When you thought I wasn’t looking--I looked...and wanted to say thanks for all those things you did when you thought I wasn’t looking.

--Mary Rita Schilke Korzan

When You Thought I Wasn’t Looking

Thank you so much for caring enough to spend some of your day with me!

Thank you so much for caring enough to spend some of your day with me!

Urban Talent Research Institute

University of Houston

Urban Talent Research Institute

University of Houston

misdiagnosis and disservice: gifted students with multiple needs f. richard olenchak, ph.d., p.c....

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