PROFILES OF THE GIFTED & TALENTED

FEELINGS AND ATTITUDES BEHAVIORS NEEDS ADULTS & PEERS PERCEPTIONS OF TYPE IDENTIFICATION HOME SUPPORT SCHOOL SUPPORT
-Boredom
-Dependent
-Positive self-concept
-Anxious
-Guilty about failure
-Extrinsic motivation
-Responsible for others
-Diminish feelings of self and rights to their emotion
-Self critical
-Perfectionist
-High Achiever
-Seeks teacher approval and structure
-Non-risk taking
-Does well academically
-Accepts & conforms
-Dependent
-To see deficiencies
-To be challenged
-Assertiveness skills
-Autonomy
-Help with boredom
-Appropriate curriculum
-Loved by teachers
-Admired by peers
-Loved and accepted by parents
-Grade point average
-IQ Tests
-Teacher nominations
-Independence
-Ownership
-Freedom to make choices
-Time for personal interests
-Risk taking experiences
-Accelerated and enriched curriculum
-Time for personal interests
-Compacted learning experiences
-Opportunities to be with intellectual peers
-Development of independent learning skills
-In-depth studies
-Mentorships
-College & career counseling
-Boredom
-Frustration
-Low self-esteem
-Impatient
-Defensive
-Heightened sensitivity
-Uncertain about social roles
-Corrects teacher
-Questions rules, policies
-Is honest, direct
-Has mood swings
-Demonstrates inconsistent work habits
-Has poor self control
-Is creative
-Prefers highly active & questioning approach
-Stands up for convictions
-Is competitive
-To be connected with others
-To learn tact, flexibility, self-awareness, self control, acceptance
-Support for creativity
-Contractual systems
-Find them irritating
-Rebellious
-Engaged in power struggle
-See them as creative
-Discipline problem
-Peers see them as entertaining
-Want to change them
-Don’t view as gifted
-Peer Recommendations
-Parent nomination
-Interviews
-Performance
-Recommendation from a significant, non-related adult
-Creativity Testing
-Teacher advocate
-Acceptance and understanding
-Allow them to pursue interest
-Advocate for them at school
-Modeling appropriate behavior
-Family projects
-Tolerance
-Placement with appropriate teacher
-Cognitive & social skill development
-Direct and clear communication with child
-Give permission for feelings
-Studies in-depth
-Mentorships build self-esteem
-Behavioral contracting
-Unsure
-Pressured
-Confused
-Guilty
-Insecure
-Diminished feelings of self and right to their emotions
-Denies talent
-Drops out of G/T and advanced classes
-Resists challenges
-Wants to belong socially
-Changes friends
-Freedom to make choices
-To be aware of conflicts
-Awareness of feelings
-Support for abilities
-Involvement with gifted peers
-Career/college info
-Self-acceptance
-Viewed as leaders or unrecognized
-Seen as average and successful
-Perceived to be compliant
-Seen as quiet/shy
-Adults see them as unwilling to risk
-Viewed as resistive
-Gifted peer nomination
-Home nomination
-Community nomination
-Achievement testing
-IQ Tests
-Performance
-Teacher advocate
-Acceptance of underground
-Provide college & career planning experiences
-Time to be with same age peers
-Provide gifted role models
-Model life-long learning
-Give freedom to make choice
-Recognize & properly place
-Give permission to take time out from G/T classes
-Provide same sex role models
-Continue to give college & career information
-Resentment
-Angry
-Depressed
-Explosive
-Poor self-concept
-Defensive
-Burn-out
-Has intermittent attendance
-Doesn’t complete tasks
-Pursues outside interests
-“Spaced out” in class
-Is self-abusive
-Isolates self
-Is creative
-Criticizes self & others
-Does inconsistent work
-Is disruptive, acts out
-Seems average or below
-Is defensive
-An individualized program
-Intense support
-Alternatives (separate, new opportunities)
-Counseling (individual, group, and family)
-Remedial help with skills
-Adults are angry with them
-Peers are judgmental
-Seen as loners, dropouts, dopers, or air heads
-Reject them and ridicule
-Seen as dangerous and rebellious
-Review cumulative folder
-Interview earlier teachers
-Discrepancy between IQ and demonstrated achievement incongruities and inconsistencies in performance
-Creativity testing
-Gifted peer recommendation
-Demonstrated performance in non-school areas
-Seek counseling for family -Diagnostic testing
-Group counseling for young students
-Nontraditional study skills
-In-depth studies
-Mentorships
-Alternative out of classroom learning experiences
-G.E.D.
-Powerless
-Frustrated
-Low self-esteem
-Unaware
-Angry
-Demonstrates inconsistent work
-Seems average or below
-May be disruptive or acts out
-Emphasis on strengths
-Coping skills
-G/T support group
-Counseling
-Skill development
-Seen as “weird”
-Seen as “dumb”
-Viewed as helpless
-Avoided by peers
-Seen as average or below in ability
-Perceived to require a great deal of imposed structure
-Seen only for the disability
-Scatter of 11 points or more on WISC or WAIS
-Recommendation of significant others
-Recommendation from informed special ed. teacher
-Interview
-Performance
-Teacher Advocate
-Recognize gifted abilities
-Challenge them
-Provide risk-taking opportunities
-Advocate for child at school
-Do family projects
-Seek counseling for family
-Placement in gifted program
-Provide needed resources
-Provide alternative learning experiences
-Begin investigations and explorations
-Give time to be with peers
-Give individual counseling
-Self confident
-Self accepting
-Enthusiastic
-Accepted by others
-Supported
-Desire to know & learn
-Accepts failure
-Intrinsic motivation
-Personal power
-Accepts others
-Has appropriate social skill
-Works independently
-Develops own goals
-Follows through
-Works without approval
-Follows strong areas of passion
-Is creative
-Stands up for convictions
-Takes risks
-Advocacy
-Feedback
-Facilitation
-Support for risks
-Appropriate opportunities
-Accepted by peers and adults
-Admired for abilities
-Seen as capable and responsible by parents
-Positive influences
-Successful
-Psychologically healthy
-Grade point average
-Demonstrated performance
-Products
-Achievement Testing
-Interviews
-Teacher/Peer/Parent self nominations
-IQ tests
-Creativity Testing
-Advocate for child at school and in community
-Provide opportunities related to passions
-Allow friends of all ages
-Remove time and space restrictions
-Do family projects
-Include child in parent’s passion
-Allow development of long-term integrated plan of study
-Accelerated and enriched curriculum
-Remove time and space restrictions
-Compacted learning experiences with pretesting
-In-depth studies
-Mentorships
-College & career counseling and opportunities
-Dual enrollment or early admission
-Waive traditional school policy and regulations