Difficulty with peer relations is a tough struggle for children, and can be even more challenging for the gifted student.
Meeting the social needs of students is a vital component to their academic, behavioral, and emotional success. Positive self-esteem and growth yield a high performing life-long learner.
What is asynchronous behavior and how does it relate to my gifted or high achieving child?
Asynchronous behavior is when a child's behavior does not match the social maturity of others based on their chronological age. Often times these children have trouble getting along with others; choose to work alone and/or stay to themselves; encompass social awkwardness; and may display signs of anger, unhappiness, anxiousness, and/or loneliness. Other behaviors that impact healthy socializing include: perfectionism, excitability, and intensity.
"My child doesn't get along with other kids."
"My child doesn't have friends."
What can parents do?
What is your child's teacher doing?
Morning Meeting based on Responsive Classroom techniques including:
Teacher Statement:
While conducting extensive research on the psychological needs and wants of the child, I have found that children want to feel accepted and in order to do so they need to have self-worth. Healthy and significant growth occurs when a child has positive self-esteem. Creating a culture of kindness that fosters productivity both individually and cooperatively allows a child to grow independently and to be able to work with others in social situations. The benefits of collaboration and cooperative work are immense and can enhance not only the learning process but the social aspect of life.
Sources:
N.A.G.C. (National Association of the Gifted Child)
S.E.N.G. (Supporting the Emotional Needs of the Gifted)
Center For Talented Youth
Living With Intensity by Daniels & Piechowski, Ph.D.
Counseling the Gifted & Talented by Silverman
References:
Brody, L. (n.d.). Psychosocial concerns and needs of gifted students.
Retrieved from: http://cty.jhu.edu/talent/docs/Webinar%20Presentions/2015Psychosocial2Webinar.pdf
Character Counts! (n.d.). Retrieved from: https://charactercounts.org/program-overview/six-pillars
Daniels, S. and Piechowski, M. (2008). Living with intensity. Scottsdale, AZ: Great Potential Press.
Lovecky, D. V. (2011, Sept. 14). Exploring social and emotional aspects of giftedness in children. Retrieved from:
https://www.nagc.org/resources-publications/resources-parents/social-emotional-issues
N.A.G.C. (n.d.). Retrieved from: https://www.nagc.org/resources-publications/resources-parents/social-emotional-issues
S.E.N.G. (n.d.). Retrieved from: http://sengifted.org
Silverman, L.K. (2000). Counseling gifted & talented. Denver, CO: Love Publishing Company.
Meeting the social needs of students is a vital component to their academic, behavioral, and emotional success. Positive self-esteem and growth yield a high performing life-long learner.
What is asynchronous behavior and how does it relate to my gifted or high achieving child?
Asynchronous behavior is when a child's behavior does not match the social maturity of others based on their chronological age. Often times these children have trouble getting along with others; choose to work alone and/or stay to themselves; encompass social awkwardness; and may display signs of anger, unhappiness, anxiousness, and/or loneliness. Other behaviors that impact healthy socializing include: perfectionism, excitability, and intensity.
"My child doesn't get along with other kids."
"My child doesn't have friends."
What can parents do?
- Talk WITH your child
- Encourage social, dramatic, and imaginary play (alone and with others)
- Lead by example (model)
- Provide social opportunities
What is your child's teacher doing?
Morning Meeting based on Responsive Classroom techniques including:
- engage in interactive games
- establish and promote leaders
- daily sharing (good news/bad news)
- question of the day (whole group activities that promote cooperation)
- word of the day (integrating ELA to facilitate positive social-behavioral attributes
- integrate Character Counts! (cultivating character traits) within curriculum
- promote a positive classroom climate that is conducive to getting along with others
- follow the honor code, which is based on building character and social skills
Teacher Statement:
While conducting extensive research on the psychological needs and wants of the child, I have found that children want to feel accepted and in order to do so they need to have self-worth. Healthy and significant growth occurs when a child has positive self-esteem. Creating a culture of kindness that fosters productivity both individually and cooperatively allows a child to grow independently and to be able to work with others in social situations. The benefits of collaboration and cooperative work are immense and can enhance not only the learning process but the social aspect of life.
Sources:
N.A.G.C. (National Association of the Gifted Child)
S.E.N.G. (Supporting the Emotional Needs of the Gifted)
Center For Talented Youth
Living With Intensity by Daniels & Piechowski, Ph.D.
Counseling the Gifted & Talented by Silverman
References:
Brody, L. (n.d.). Psychosocial concerns and needs of gifted students.
Retrieved from: http://cty.jhu.edu/talent/docs/Webinar%20Presentions/2015Psychosocial2Webinar.pdf
Character Counts! (n.d.). Retrieved from: https://charactercounts.org/program-overview/six-pillars
Daniels, S. and Piechowski, M. (2008). Living with intensity. Scottsdale, AZ: Great Potential Press.
Lovecky, D. V. (2011, Sept. 14). Exploring social and emotional aspects of giftedness in children. Retrieved from:
https://www.nagc.org/resources-publications/resources-parents/social-emotional-issues
N.A.G.C. (n.d.). Retrieved from: https://www.nagc.org/resources-publications/resources-parents/social-emotional-issues
S.E.N.G. (n.d.). Retrieved from: http://sengifted.org
Silverman, L.K. (2000). Counseling gifted & talented. Denver, CO: Love Publishing Company.