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Morgan Appel, DirectorEducation Department
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Being gifted is a gift—unless you are the one experiencing it first hand (both blessing and burden)
Gifted have a tendency to look outwardly for approval and inwardly for blame May experience unique pressures to ‘perform’ as if the spotlight is always on—
even when alone The gifted individual employs a somewhat bifurcated approach to life (rational
and emotional) Solutions must be epiphany based to mitigate perceived threat against the
social personality and related pushback The greatest risk is the social risk, and the greatest challenges for educators
and parents alike are socioemotional Gifted tend to be great starters, but at times lack discipline for follow through
(beginnings are always fun!) It becomes magnified through the lifespan and pronounced during adolescence
Things come naturally—without having to work hard.
Executive Functions and the Gifted Individual
Executive functions are ‘those cognitive processes that allow people to plan, organize, make decisions, pay attention and regulate behavior (Fielder, 2017).
Recalling the manifold impacts that gifted neurochemistry has on the socioemotional/ affective domain, it is no wonder that problems in this area can lead to negative self concept and exacerbating perfectionist tendencies.
These impacts are by no means linear. If left unattended, they will magnify logarithmically throughout the lifespan, making giftedness more struggle than gift.
Not the same as intelligence—not what one knows, but how to use it
Executive function challenges frequently associated with ADD and ADHD, but need not be disorders—we all face these issues
EF comprises those foundational skills essential for school readiness and persistence, not to mention survival in the greater world
The frontal lobe’s ‘CEO’ – metacognitive/process-related skills
Dependent upon three types of brain function: (1) working memory; (2) mental flexibility; and (3) self control
Executive function must be cultivated (skills not innate) and are hindered by toxic stress that disrupts brain architecture and development of EF.
Skills must be developed in diverse environments, including home and school.
Source: Harvard University, 2017
Inhibition of impulse (lengthen the fuse)
Previewing consequences Holding and manipulating
information in working memory
Sustaining attention Planning in the short and
longer term Saliency determination Task initiation Depth of processing
Tempo control (speed of work)
Automaticity (skills that do not require conscious effort)
Satisfaction (real, not temporary)
Organization and time management
Flexibility Self monitoring Metacognition Emotional self regulation
Appropriate Cortex or Lobe for Processing Initial Stimuli
Sensory Stimuli
‘Primitive Brain’
recognizes the problem/
challenge
Prefrontal for Analysis; exploring possible scenarios and solutions
(little voice in one’s head)Working Memory reviews options
verbally and visually—based on experience and knowledge
Referred to Motor
Cortex for Action
Appropriate Cortex or Lobe for Processing Initial Stimuli
Sensory Stimuli
‘Primitive Brain’
recognizes the problem/
challenge
Referred to Motor
Cortex for Action
STRESS
Executive Function Explained
“But I am just going to run in for a second!”
(1) Immediately, we see ‘No Parking’ and are tempted to park. We need to run in for a prescription, and are thus confronted with a challenge (Primitive)
(2) Sent to Working Memory to review possible scenarios from the most optimistic to the most ridiculous. Self talk and visualization
(3) Start to become infuriated (no parking anywhere in this town!) More self talk
(4) Action—and possibly a ticket
Problems with executive functions typically lead to difficulties with self-concept,
both personal and academic. No matter how high their abilities, some gifted kids
simply don’t feel good about themselves. And parents, teachers and counselors
who misguidedly try to reassure or praise them find their efforts to be in vain.
These kids are frequently frustrated and have very little tolerance for their own
errors. They have trouble dealing with their expectations of themselves and their
expectations of others.
Additionally, other people in their lives have trouble understanding the inability of
these bright kids to get things done or to be able to express their thoughts and
feelings accurately. They frequently make impulsive decisions and decisions that
lack depth. Long-term goals elude them. In fact, they often simply don’t know
how to establish goals.
-- Fiedler, 2017.
Note the way in
which age and
experience
play important part
in responding to
change.
Characteristics: Reduced agency
Disorganization
Poor impulse and emotional control
Poor planning and goal setting
Reduced use of metacognitive skills
Distractibility
Poor task persistence
Time and task management deficiencies
Solutions: Remember: fun now, pay later
Distraction-inhibiting implementation intentions and negative emotions associated with an averse task
Source: Psychology Today, 2017
Stifle immediate impulses through routine
Establish new habits (hard work, but rewarding later)
Avoid short-term temptations, remove distractions
Peer monitoring for accountability
Enjoy performance for its own sake
Careful in that the ups and downs of procrastination may lead to toxic stress (short-term highs, long-term lows)
Interplay between genetics and experience to create a foundation for future learning. Negative experiences can impact architecture well into adulthood.
Emotional well-being and social competencepave the way for emerging cognitive abilities
Consider what we know about the neuroscience of giftedness and its socioemotional characteristics
Source: Center on the Developing Child, Harvard University, 2017
Routine, Ambiguity and Anxiety
Neurochemically speaking, departure from routine is difficult for the gifted individual, especially if the pathway is ambiguous or where the chance of success is undetermined.
Ambiguity tends to activate the survival mechanism (fight, flight or freeze) and the associated adrenaline and cortisol that signals the brain to focus can produce an unpleasant experience we are trained to avoid.
Thus, the trick is to remove the danger from the unknown and to provide a sense of stability and predictability moving forward.
Avoid Toxic Stress Experiences
As we are well aware, a little bit of stress can be a good thing as it pushes us forward to achieve. Neuroscience offers that the stress response is associated with the survival mechanism and the neurochemistry of focus.
Beyond impacts to the problem at hand, long-term experience with Toxic Stress can have lasting physiological effects and serve as catalysts for underachievement and avoidance behaviors.
Be vigilant, as the gifted suit of armor may mask symptoms of this condition.
EF Challenge #2: Poor Impulse Control
Based on our understanding of the gifted brain and asynchronous socio-emotional development among gifted and talented, it is reasonable to assume that poor impulse control may emerge from the excitement of novelty as well as a consequence of boredom.
It may also inhibit the establishment and pursuit of long-term objectives, and frustrate attempts at getting organized. The longer-term consequences may involve toxic stress and avoidance behavior as related to future commitments.
Distinguish between feelings and behavior (and the interplay between the two)
Cultivate active listening skills
Encourage creative problem solving incorporating metacognitive strategies
Anger management skills (lengthen the fuse)
Avoid chaos by providing clear structure that will lead eventually to automaticity
Practice delayed gratification strategies, amplified using a ‘token economy’ system
Encourage physical activity (managing impulses is easier when engaged in moderate activity)
Model impulse control Play impulse control games
(memory games particularly useful)
Source: Verywell.org, 2017
EF Challenge #3: Setting Realistic Goals and Prioritizing
As we know, the gifted brain is always processing information in a lightning fast manner. The result is that it becomes difficult not to become overwhelmed with possibilities and prospects and to get on with the work of planning and prioritizing.
Much of mastering EF is to slow down somewhat and determine those things that stand as priorities and to forge a pathway forward to a clear destination. To take action based on information without revisiting countless times. Confidence and competence going hand in hand.
Avoid being overwhelmed(as we know gifted tend to be distracted easily): focus on a keystone change and move forward from there
Be careful with direct praiseand use vocal tone to communicate approval (versus statements all the time)
Avoid behavior modification(rewards system can become incredibly complex and is easily manipulated)
Discover role models who have benefited from mastering EF
Gamify organization using technologies, and provide opportunities for success in the short term that activate related neurochemistry
Always remember to stem the flow of cognitive lava and to help find balance, voice and empowerment
In twos or in a small group, identify 1-3 specific EF-related issues you would like to address with your child. How do these issues impact your child, his/her and you as parents? Discuss with your peers
Choose one thing that you might do differently (one change you could make) that can help to start the process. Share with your group (and perhaps the larger group). Why do you think that making this change is particularly effective? How can it inspire changes in other areas?
Contact Information
Morgan Appel, Director
Education Department
UC San Diego Extension
9500 Gilman Drive #0170-N
La Jolla, California 92093-0170
858-534-9273/ [email protected]