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Different Types of Giftedness

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This now already old classification of the different types of gifted people might help parents and educators to better understand attitudes and behaviours that can be just a sign of giftedness.  If every teacher would read this list even if only once in their lifetime, I believe that much talent would be saved in the long run.   Many attitudes that are considered disrespectful or unfocused, that often get their “perpetrators” punished for them, have an origin on a uniddentyfied talent.  From my experience I got to conclude that the problem many gifted children face is that their lack of adaptability and compliance makes tutors think they are being defied on their authority.  And sometimes it is true.  But for a reason…

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Authors: Betts, G., Neihart M.

Published in:  Gifted Child Quarterly

National Association for Gifted Children (NAGC)

1988

Type I - The Successful.  Perhaps as many as 90% of identified gifted students in school programs are Type I’s. Children who demonstrate the behavior, feelings, and needs classified as Type I’s have learned the system.

Type II - The Challenging.  Type II’s are the divergently gifted. Many school systems fail to identify Type II gifted children.

Type III - The Underground.  The Type III gifted child is known as “the underground gifted.” Generally, these are middle school females although males may also want to hide their giftedness.

Type IV - The Dropouts.  Type IV gifted students are angry.  Type IV students are frequently gifted children who were identified very late, perhaps not until high school.

Type V - The Double-Labeled.  Type V students often do not exhibit behaviors that schools look for in the gifted.

Type VI – The Autonomous Learner.   Type VI students are independent and self-directed.

PROFILES OF THE GIFTED & TALENTED
Figure 1

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

Written by Arvin Abarca

May 4, 2012 at 22:38

Violence in American Video Games

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Kids Playing Left 4 Dead 2 in Fnac-L'IllaI have been playing video-games since I was 7.  I spent many thousands of hours playing them, and I still play when I have time.  But besides not having time for them, there is something that worries me about current video-games.  The arrival of Microsoft into the video-game market has also brought a stronger presence of Western, specially American, video-game developers in what was once a Japanese dominated market.  And even if so many teenagers and young adults are so happy about this entrance, as a father I am not so happy.

These American video-games are generally much more violent than the Japanese ones.  According to the Wikipedia, this is the list of the top 10 selling games for the original Sony Playstation:

  • Gran Turismo (10.85M) – Driving SimulatorLeft4Dead2 - The game the kids are playing in the pic above
  • Final Fantasy VII (9.8M) – Role-Playing Game
  • Gran Turismo 2 (9.37M) – Driving Simulator
  • Tomb Raider II (8M) – Adventure/exploration
  • Metal Gear Solid (7M) – Stealh
  • Tomb Raider (7M) – Adventure/Exploration
  • Crash Bandicoot (6.8M) – Platforms
  • Final Fantasy VIII (6M) – Role-Playing Game
  • Crash Bandicoot 3: Warped (5.7M) – Platforms
  • Final Fantasy IX (5.30M) – Role-Playing Game

Of the total 10, all are Japanese but the Tomb Rider games, that were produced in the UK.

This is the top 10 for the current Microsoft Xbox360:

  • Halo 3 (8.1M) – Shooter
  • Gears of War (5M)- Shooter
  • Gears of War 2 (5M)- Shooter
  • Grand Theft Auto IV (4.3M)- Crime Simulator
  • Call of Duty: Modern Warfare 2 (4.2M)- Shooter
  • Call of Duty 4: Modern Warfare (4.172M)- Shooter
  • Call of Duty: World at War (3.35M)- Shooter
  • Forza Motorsport 2 (2.674M)- Driving Simulator
  • Fable II (2.6M)- Role-Playing Game

All games are produced in America except Fable II, from the UK.

If you check other sources with more updated numbers, the top ten gets yet another shooter, but my point is clear enough with this data: So called adult games are basically violent games, many of them with very graphic violence. Worst of all, these games are played by young children.  Do you want your 8 years old son to spend hours simulating killing? That’s what many kids are doing today.  And many times with “creative” weapons like chainsaws, as it is for instance the star weapon in the Gears of War franchise.

Something is really wrong in a society that exposes children to so much violence and lets them play with so violent games with blood aplenty.  I dislike that game producers like developing such games, but the consumer always has the last word.  And so far when I visit the video-game section at the local Fnac all I see are children playing these violent games with their parents around or even joining them.  Something to think about.

Written by Arvin Abarca

March 21, 2010 at 09:20

Posted in Behavior, Entertainment

Is my Child a Brat?

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I have one recurring fear that I believe I share with many other parents. It is the fear of spoiling our child till the point of making of him (or her) the kind of “monster” we so easily criticized before being parents. Have you ever said to a friend or partner something like “When I have a child, I will never let him behave like that in a restaurant”? I have. Or “I like children if they are well-mannered. I cannot put up with those kids revolving around themselves like beasts and shouting and whining for anything” . Or “I don’t remember being allowed as an infant to behave like nowadays kids do” This last one is probably the truest. Since it refers to our memory. Probably we were not as well-behaved as we want to remember and chances are we were neither as toughly raised as we recall. Truth is, even if we for sure could do better today as parents, raising a child is always easier from the outside.

To comfort ourselves a bit (or not) I found this very unscientific list of the 10 signs you are raising a “little beast”:

10_Signs_Your_Toddler_is_a_Brat

I don’t know if not qualifying saves your child from being a brat, but it looks like if you can identify a few of these, then, well, then I think you have a challenge…

Written by Arvin Abarca

January 13, 2010 at 13:59

Posted in Behavior, Manners

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