Parent Information
We encourage you to visit our Links page; it contains a plethora of information you may find very useful in parenting and guiding your GT child. If you have questions about whether or not your child is GT, please visit our FAQ and Bright vs. Gifted pages.
_TAGT Presentation Materials
Tracy Weinberg, Associate Director for Texas Association for the Gifted and Talented (TAGT) has been the keynote speaker at several AAGT and AISD - GT oriented events. Below are links to two presentations he has done. Mr. Weinberg's presentations are excellent resources for the parents of GT students and address many of the emotional challenges of raising a GT child. Both are posted here with his permission.
Tracy Weinberg, Associate Director for Texas Association for the Gifted and Talented (TAGT) has been the keynote speaker at several AAGT and AISD - GT oriented events. Below are links to two presentations he has done. Mr. Weinberg's presentations are excellent resources for the parents of GT students and address many of the emotional challenges of raising a GT child. Both are posted here with his permission.
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Other TAGT resources include materials from the TAGT Parent Mini-Conference held in February 2014. Links are below.
Presentations/PowerPoints:
Presentations/PowerPoints:
- Keynote: The Five Headed Dragon: Threats to Giftedness Resources by Lisa Van Gemert, Gifted Youth Specialist for the Mensa Foundation;
- Forming a Gifted Parent Advisory Council
- Perfectionism: When Being Good Can Really Be Bad
- Read All About It
- Read All About It Handout
- Ten Things Not to Say to Your Gifted Child
- Understanding Overexcitabilities
- Understanding Overexcitabilities Questionnaire
- Worrier to Warrior
Materials from the 2013 Conference:
Keynote address: Nurturing Hope: The Foundation for Talent Development by Dr. Richard Olenchak; (bio) University of Houston (Past President of NAGC).
Keynote address: Nurturing Hope: The Foundation for Talent Development by Dr. Richard Olenchak; (bio) University of Houston (Past President of NAGC).
TAGT Online Resources
Dabrowski's Over-excitabilities: A Layman's Explanation
by Stephanie S. Tolan (used with permission)
Written for Hoagies' Gifted Education Page, February, 1999
Dabrowski talked about OE's - over-excitabilities ("superstimulatabilities"), and how the gifted were extremely sensitive in a variety of areas. It's a stimulus-response difference from the norms. It means that in these 5 areas a person reacts more strongly than normal for a longer period than normal to a stimulus that may be very small. It involves not just psychological factors but central nervous system sensitivity.
The five areas are:
Psychomotor
This is often thought to mean that the person needs lots of movement and athletic activity, but can also refer to the issue of having trouble smoothing out the mind's activities for sleeping. Lots of physical energy and movement, fast talking, lots of gestures, sometimes nervous tics.
Sensual
Here's the "cut the label out of the shirt" demand, the child who limps as if with a broken leg when a sock seam is twisted. Also a love for sensory things -- textures, smells, tastes etc. or a powerful reaction to negative sensory input (bad smells, loud sounds, etc.) The kids tend to be sensitive to bright lights (squinting in all the family photographs, etc.), harsh sounds. A baby who cries when the wind blows in his face, for instance; a toddler who cries at the feel of grass on bare legs and feet. Another important aspect of this is aesthetic awareness -- the child who is awed to breathlessness at the sight of a beautiful sunset or cries hearing Mozart, etc.
Imaginational
These are the dreamers, poets, "space cadets" who are strong visual thinkers, use lots of metaphorical speech. They day dream, remember their dreams at night and often react strongly to them, believe in magic (take a long time to "grow out of" Santa, the tooth fairy, elves and fairies, etc.).
Intellectual
Here's the usual definition of "giftedness." Kids with a strong "logical imperative," who love brain teasers and puzzles, enjoy following a line of complex reasoning, figuring things out. A love of things academic, new information, cognitive games, etc.
Emotional
This includes being "happier when happy, sadder when sad, angrier when angry," etc. Intensity of emotion. But also a very broad range of emotions. Also a need for deep connections with other people or animals. Unable to find close and deep friends (Damon and Pythias variety) they invent imaginary friends, make do with pets or stuffed animals, etc. Empathy and compassion. A child who needs a committed relationship will think herself "betrayed" by a child who plays with one child today and another tomorrow and refers to both as "friends." This is also the OE that makes the kids susceptible to depression.
Dabrowski believed emotional OE to be central -- the energy center from which the whole constellation of OE's is generated.
Highly gifted people tend to have all 5 of these, but different people lead with different OE's. The engineer types lead with Intellectual, the poets with Emotional and Imaginational, etc. But variations in the levels of the individual OE's explain a great deal about the temperamental differences we see!
These five describe the unusual intensity of the gifted as well as the many ways in which they look and behave "oddly" when compared to norms.
(To read more about this interesting GT Parent topic, please see "Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults", Author(s): Susan Daniels, Ph.D., Editor, Michael M. Piechowski, Ph.D., Editor. Gifted children and adults are often misunderstood. Their excitement is viewed as excessive, their high energy as hyperactivity, their persistence as nagging, their imagination as not paying attention, their passion as being disruptive, their strong emotions and sensitivity as immaturity, and their creativity and self-directedness as oppositional. This book describes these overexcitabilities, as well as strategies for dealing with children and adults who experience them. It also provides essential information on Dabrowski’s Theory of Positive Disintegration. Learn practical methods for nurturing sensitivity, intensity, perfectionism, and much more.)
Written for Hoagies' Gifted Education Page, February, 1999
Dabrowski talked about OE's - over-excitabilities ("superstimulatabilities"), and how the gifted were extremely sensitive in a variety of areas. It's a stimulus-response difference from the norms. It means that in these 5 areas a person reacts more strongly than normal for a longer period than normal to a stimulus that may be very small. It involves not just psychological factors but central nervous system sensitivity.
The five areas are:
Psychomotor
This is often thought to mean that the person needs lots of movement and athletic activity, but can also refer to the issue of having trouble smoothing out the mind's activities for sleeping. Lots of physical energy and movement, fast talking, lots of gestures, sometimes nervous tics.
Sensual
Here's the "cut the label out of the shirt" demand, the child who limps as if with a broken leg when a sock seam is twisted. Also a love for sensory things -- textures, smells, tastes etc. or a powerful reaction to negative sensory input (bad smells, loud sounds, etc.) The kids tend to be sensitive to bright lights (squinting in all the family photographs, etc.), harsh sounds. A baby who cries when the wind blows in his face, for instance; a toddler who cries at the feel of grass on bare legs and feet. Another important aspect of this is aesthetic awareness -- the child who is awed to breathlessness at the sight of a beautiful sunset or cries hearing Mozart, etc.
Imaginational
These are the dreamers, poets, "space cadets" who are strong visual thinkers, use lots of metaphorical speech. They day dream, remember their dreams at night and often react strongly to them, believe in magic (take a long time to "grow out of" Santa, the tooth fairy, elves and fairies, etc.).
Intellectual
Here's the usual definition of "giftedness." Kids with a strong "logical imperative," who love brain teasers and puzzles, enjoy following a line of complex reasoning, figuring things out. A love of things academic, new information, cognitive games, etc.
Emotional
This includes being "happier when happy, sadder when sad, angrier when angry," etc. Intensity of emotion. But also a very broad range of emotions. Also a need for deep connections with other people or animals. Unable to find close and deep friends (Damon and Pythias variety) they invent imaginary friends, make do with pets or stuffed animals, etc. Empathy and compassion. A child who needs a committed relationship will think herself "betrayed" by a child who plays with one child today and another tomorrow and refers to both as "friends." This is also the OE that makes the kids susceptible to depression.
Dabrowski believed emotional OE to be central -- the energy center from which the whole constellation of OE's is generated.
Highly gifted people tend to have all 5 of these, but different people lead with different OE's. The engineer types lead with Intellectual, the poets with Emotional and Imaginational, etc. But variations in the levels of the individual OE's explain a great deal about the temperamental differences we see!
These five describe the unusual intensity of the gifted as well as the many ways in which they look and behave "oddly" when compared to norms.
(To read more about this interesting GT Parent topic, please see "Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults", Author(s): Susan Daniels, Ph.D., Editor, Michael M. Piechowski, Ph.D., Editor. Gifted children and adults are often misunderstood. Their excitement is viewed as excessive, their high energy as hyperactivity, their persistence as nagging, their imagination as not paying attention, their passion as being disruptive, their strong emotions and sensitivity as immaturity, and their creativity and self-directedness as oppositional. This book describes these overexcitabilities, as well as strategies for dealing with children and adults who experience them. It also provides essential information on Dabrowski’s Theory of Positive Disintegration. Learn practical methods for nurturing sensitivity, intensity, perfectionism, and much more.)
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Pillow GT Program
3025 Crosscreek Dr, Austin, TX 78757
512.414.2350
Pillow GT Program
3025 Crosscreek Dr, Austin, TX 78757
512.414.2350