WOGI - Guidance and Counseling

Week 4 Matrix
Key Questions	Guiding Objectives	Learning Activities	Evidence of Mastery	In Depth Required Reading	Resources (These ARE NOT required reading. They are for further study if you so choose.)
How do the strengths and vulnerabilities of gifted individuals impact their lives? How can we help foster resiliency in at-risk gifted students?	Understand strengths and vulnerabilities of a gifted individual that originate from within the self. Understand vulnerabilities that are due to another’s reaction to giftedness. Understand vulnerabilities that are due to a specific circumstance. Identify risk factors and resiliency as related to gifted students. Enumerate what you can do as a teacher to help students at risk. Identify symptoms in children and adults of addiction and physical or sexual abuse.	Learning Activity 4.1: Create an acrostic (see sample) for the word “gifted” that highlights the risks, vulnerabilities, resiliency, and ability to overcome adversity exhibited by many gifted individuals. You may write this as a word document or a Powerpoint (or any other creative means of presentation.)	Completed Discussion Forum 4.1 and response to a colleague. Completed Learning Activity 4.1 Completed Discussion Forum 4.2	Burruss, J.D. and Kaenzig, L. (1999). Introversion: The often forgotten factor impacting the gifted. Virginia Association for the Gifted Newsletter. 1999 Fall 21(1). Retrieved from http://www.sengifted.org/articles_social/BurrussKaenzig_IntroversionTheOftenForgotten.shtml Medaris, K. (2006). Study: Gifted children especially vulnerable to effects of bullying. Perdue University News Service Online. April 6, 2006. Retrieved from http://news.uns.purdue.edu/html4ever/2006/060406.Peterson.bullies.html Schuler, P.A. (n.d.). Gifted kids at risk: Who’s listening? Retrieved from http://www.sengifted.org/articles_social/Schuler_GiftedKidsAtRiskWhosListening.shtml Amend, E. (2006). Tips for Parents: Worry and the Gifted - How Much is Too Much? http://www.education.com/reference/article/tips-parents-worry-gifted-children/ Roedell, W. (1986). Vulnerabilities of highly gifted children. Roeper Review. 6(3). 127-130. Retrieved from http://www.davidsongifted.org/db/Articles_id_10065.aspx The Resiliency Quiz Henderson, N. (2002). The Resiliency Quiz. Adapted from Resiliency in Schools: Making it Happen for Students and Educators. Corvin Press, Thousand Oaks, CA. 1996. Retrieved from http://www.resiliency.com/htm/resiliencyquiz.htm *Choice of any 4:* Delisle, J.(n.d.) Risk-taking and risk-making: Understanding when less than perfection is more than acceptable. Retrieved from http://www.sengifted.org/articles_social/Delisle_RisktakingAndRiskmaking.shtml Neihart,, M. (1999).The impact of giftedness on psychological well-being. Roeper Review. Sep 1999 22(1). Benard, B. (1997). Turning it Around for All Youth: From Risk to Resilience. ERIC/CUE Digest, Number 126. Retrieved from http://www.ericdigests.org/1998-1/risk.htm Dayton, T. (2010). Relationship Dynamics Within the Addicted/Traumatized Family System. Retrieved from http://www.addictioninfo.org/articles/3990/1/Relationship-Dynamics-Within-the-AddictedTraumatized-Family-System/Page1.html Andrews, B. (2007, June). Raising Bright Children in a Scary World. Parenting for High Potential 6+. Retrieved July 10, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5037640332 Kitano, M. K., & Lewis, R. B. (2005). Resilience and Coping: Implications for Gifted Children and Youth at Risk. Roeper Review, 27(4), 200+. Retrieved July 10, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5012080989 Matthews, M. S. (2006). Gifted Students Dropping Out: Recent Findings from a Southeastern State. Roeper Review, 28(4), 216+. Retrieved July 10, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5017034277 Gust-Brey, K., & Cross, T. (1999). An Examination of the Literature Base on the Suicidal Behaviors of Gifted Students. Roeper Review, 22(1), 28. Retrieved July 10, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001829714	Ellsworth, J. A. (1998). Adolescence and gifted: Addressing existential dread. Retrieved from http://www.sengifted.org/articles_counseling/Ellsworth_AdolescenceAndGiftedAddressingExistentialDread.shtml Maxwell, B. (n.d.). Diagnosis questions. Retrieved from http://www.sengifted.org/articles_counseling/Maxwell_DiagnosisQuestions.shtml Schmitz, C. C., & Galbraith, J. (1985). Managing the social and emotional needs of the gifted: A teacher’s survival guide. Minneapolis, MN: Free Spirit Press. University of Michigan Health Minute Publication. Don’t let 20/20 hindsight happen to you. Retrieved from http://www.med.umich.edu/opm/newspage/2007/hmsuicide.htm Webb, J., Amend, E., Webb, N., Goerss, J., Beljan, P., & Olenchak, F. (2004). Counseling, multiple exceptionality, and psychological issues. Retrieved from http://www.sengifted.org/articles_counseling/Webb_MisdiagnosisAndDualDiagnosisOfGiftedChildren.shtml Arellano, A. R., & Padilla, A. M. (1996). Academic invulnerability among a selected group of Latino university students. Hispanic Journal of Behavioral Sciences, 18(4), 485–507. (ISSN-0739-9863) Clasen, D. R., & Clasen, R. E. (2003). Mentoring the gifted and talented. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 254–267). Boston: Allyn & Bacon. David, J. (Ed.). (1996). The family secret: Adult children of alcoholics tell their stories. Quill Publishing. Benard, B. (1995). Fostering resilience in children. ERIC Digest (ESO-PS-95-9). Retrieved from http://www.ericdigests.org/1996-2/fostering.html Dixon, C. (1996). Gifted and at risk. Fastback 398. Bloomington, IN: Phi Delta Kappa Educational Foundation. (ISBN-0-87367-598-3) (ERIC Document Reproduction Service No. ED407824) Ford, D. Y. (1994). Nurturing resilience in gifted black youth. Roeper Review, 17(2), 80–85. (ISSN-0278-3193) Hebert, T. P. (1996). Portraits of resilience: The urban life experience of gifted Latino young men. Roeper Review, 19(2), 82. (ISSN-0278-3193) Kline, B. E., & Short, E .B. (1991). Changes in emotional resilience: Gifted adolescent females. Roeper Review, 13(3), 118–21. (ISSN-0278-3193) Lovell, C. (2005). Rachael Mason hears the sound. Minneapolis, MN: Free Spirit Publishing. Neihart, M. (2002). Delinquency and gifted children. In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds.), The social and emotional development of gifted children. Washington, DC: NAGC.

Week 4 Matrix

Key Questions

Guiding
Objectives

Learning
Activities

Evidence of
Mastery

In Depth
Required Reading

Resources
(These ARE NOT required reading. They are for further study if you so choose.)

How do the strengths and vulnerabilities of gifted individuals impact their lives?

How can we help foster resiliency in at-risk gifted students?

Understand strengths and vulnerabilities of a gifted individual that originate from within the self.

Understand vulnerabilities that are due to another’s reaction to giftedness.

Understand vulnerabilities that are due to a specific circumstance.

Identify risk factors and resiliency as related to gifted students.

Enumerate what you can do as a teacher to help students at risk.

Identify symptoms in children and adults of addiction and physical or sexual abuse.

Learning Activity 4.1: Create an acrostic (see sample) for the word “gifted” that highlights the risks, vulnerabilities, resiliency, and ability to overcome adversity exhibited by many gifted individuals. You may write this as a word document or a Powerpoint (or any other creative means of presentation.)

Completed Discussion Forum 4.1 and response to a colleague.

Completed Learning Activity 4.1

Completed Discussion Forum 4.2

Burruss, J.D. and Kaenzig, L. (1999). Introversion: The often forgotten factor impacting the gifted. Virginia Association for the Gifted Newsletter. 1999 Fall 21(1). Retrieved from http://www.sengifted.org/articles_social/BurrussKaenzig_IntroversionTheOftenForgotten.shtml

Medaris, K. (2006). Study: Gifted children especially vulnerable to effects of bullying. Perdue University News Service Online. April 6, 2006. Retrieved from http://news.uns.purdue.edu/html4ever/2006/060406.Peterson.bullies.html

Schuler, P.A. (n.d.). Gifted kids at risk: Who’s listening? Retrieved from http://www.sengifted.org/articles_social/Schuler_GiftedKidsAtRiskWhosListening.shtml

Amend, E. (2006). Tips for Parents: Worry and the Gifted - How Much is Too Much? http://www.education.com/reference/article/tips-parents-worry-gifted-children/

Roedell, W. (1986). Vulnerabilities of highly gifted children. Roeper Review. 6(3). 127-130. Retrieved from http://www.davidsongifted.org/db/Articles_id_10065.aspx

The Resiliency Quiz
Henderson, N. (2002). The Resiliency Quiz. Adapted from Resiliency in Schools: Making it Happen for Students and Educators. Corvin Press, Thousand Oaks, CA. 1996. Retrieved from http://www.resiliency.com/htm/resiliencyquiz.htm

Choice of any 4:

Delisle, J.(n.d.) Risk-taking and risk-making: Understanding when less than perfection is more than acceptable. Retrieved from http://www.sengifted.org/articles_social/Delisle_RisktakingAndRiskmaking.shtml

Neihart,, M. (1999).The impact of giftedness on psychological well-being. Roeper Review. Sep 1999 22(1).

Benard, B. (1997). Turning it Around for All Youth: From Risk to Resilience. ERIC/CUE Digest, Number 126. Retrieved from http://www.ericdigests.org/1998-1/risk.htm

Dayton, T. (2010). Relationship Dynamics Within the Addicted/Traumatized Family System. Retrieved from http://www.addictioninfo.org/articles/3990/1/Relationship-Dynamics-Within-the-AddictedTraumatized-Family-System/Page1.html

Andrews, B. (2007, June). Raising Bright Children in a Scary World. Parenting for High Potential 6+. Retrieved July 10, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5037640332

Kitano, M. K., & Lewis, R. B. (2005). Resilience and Coping: Implications for Gifted Children and Youth at Risk. Roeper Review, 27(4), 200+. Retrieved July 10, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5012080989

Matthews, M. S. (2006). Gifted Students Dropping Out: Recent Findings from a Southeastern State. Roeper Review, 28(4), 216+. Retrieved July 10, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5017034277

Gust-Brey, K., & Cross, T. (1999). An Examination of the Literature Base on the Suicidal Behaviors of Gifted Students. Roeper Review, 22(1), 28. Retrieved July 10, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001829714

Ellsworth, J. A. (1998). Adolescence and gifted: Addressing existential dread. Retrieved from http://www.sengifted.org/articles_counseling/Ellsworth_AdolescenceAndGiftedAddressingExistentialDread.shtml

Maxwell, B. (n.d.). Diagnosis questions. Retrieved from http://www.sengifted.org/articles_counseling/Maxwell_DiagnosisQuestions.shtml

Schmitz, C. C., & Galbraith, J. (1985). Managing the social and emotional needs of the gifted: A teacher’s survival guide. Minneapolis, MN: Free Spirit Press.

University of Michigan Health Minute Publication. Don’t let 20/20 hindsight happen to you. Retrieved from http://www.med.umich.edu/opm/newspage/2007/hmsuicide.htm

Webb, J., Amend, E., Webb, N., Goerss, J., Beljan, P., & Olenchak, F. (2004). Counseling, multiple exceptionality, and psychological issues. Retrieved from http://www.sengifted.org/articles_counseling/Webb_MisdiagnosisAndDualDiagnosisOfGiftedChildren.shtml

Arellano, A. R., & Padilla, A. M. (1996). Academic invulnerability among a selected group of Latino university students. Hispanic Journal of Behavioral Sciences, 18(4), 485–507. (ISSN-0739-9863)

Clasen, D. R., & Clasen, R. E. (2003). Mentoring the gifted and talented. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 254–267). Boston: Allyn & Bacon.

David, J. (Ed.). (1996). The family secret: Adult children of alcoholics tell their stories. Quill Publishing.

Benard, B. (1995). Fostering resilience in children. ERIC Digest (ESO-PS-95-9). Retrieved from http://www.ericdigests.org/1996-2/fostering.html

Dixon, C. (1996). Gifted and at risk. Fastback 398. Bloomington, IN: Phi Delta Kappa Educational Foundation. (ISBN-0-87367-598-3) (ERIC Document Reproduction Service No. ED407824)

Ford, D. Y. (1994). Nurturing resilience in gifted black youth. Roeper Review, 17(2), 80–85. (ISSN-0278-3193)

Hebert, T. P. (1996). Portraits of resilience: The urban life experience of gifted Latino young men. Roeper Review, 19(2), 82. (ISSN-0278-3193)

Kline, B. E., & Short, E .B. (1991). Changes in emotional resilience: Gifted adolescent females. Roeper Review, 13(3), 118–21. (ISSN-0278-3193)

Lovell, C. (2005). Rachael Mason hears the sound. Minneapolis, MN: Free Spirit Publishing.

Neihart, M. (2002). Delinquency and gifted children. In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds.), The social and emotional development of gifted children. Washington, DC: NAGC.

Assignments for Week 4

Review Week 4 Matrix

Read Week 4: Strengths, Vulnerabilities, Risk Factors and Resiliency

Complete Discussion Forum 4.1

Consider these questions:

Can vulnerabilities be “healed” or lessened?

Does age/time help?

What do you think it is like to live with these vulnerabilities (i.e., too sensitive, too intense, too emotional, too odd, etc.) while others do not understand why you even have them and may even judge you for them?

Now, go to Discussion Forum 4.1 and write a few sentences in answer to the questions above.

Respond to another student in the class regarding their post.

How resilient are you? Take the quiz to find out! The Resiliency Quiz will be within your topic readings. If you go through Topic 4 in order, you will come across it. (This quiz does not count as a grade).

Complete Learning Activity 4.1

Create an acrostic (see sample) for the word “gifted” that highlights the risks, vulnerabilities, resiliency, and ability to overcome adversity exhibited by many gifted individuals. You may write this as a word document or a Powerpoint (or any other creative means of presentation.) When you are done, please submit this to your instructor in the Assignment: Learning Activity 4.1 link in the course.

Complete Discussion Forum 4.2

You have learned that while the gifted certainly have their challenges, they have very strong abilities to rise above them and learn from them. Much of what you read this week regarding these characteristics is relevant to all populations, not just in the lives of the gifted. Children and families have many potential difficulties as they navigate through their lives. Hopefully, you have learned some new strategies and/or solidified older ones that will help you be more personally resilient so that you can help those around you.

For your second discussion in this topic, please consider the following questions:

Could some characteristics of gifted individuals help resiliency?

What traits may hinder resiliency?

Is ‘masking’ (hiding one’s problems) a sign of resiliency and coping, or does it put the student at risk because he or she is less likely to receive intervention?

Go to Discussion Forum 4.2 and respond to the questions above.

After you have done this, make sure you respond to one other colleague regarding their answers.

Self-Assessment 2

Complete the self-assessment to review what you have learned. (This self-assessment does not count as a grade).