Instructor: Grace S. Jacobs
Course Description: 4.5 CEUs
This course is designed to address the social and emotional needs of students who display gifted behaviors and to explore current research on affective growth and potential adjustment problems of gifted youth. This course is appropriate for classroom teachers, teachers of the gifted, special education teachers and counselors to help develop an understanding of the cognitive complexity, which may also include layers of emotional intensity of high ability students.
The course focuses on best practices from theories and research, as well as application of these theories in authentic settings, using cases and everyday examples. Special emphasis will be placed in this course on characteristics and specific developmental traits; Guidance needs; Underachievement; Special Populations; Asynchronous Development; Twice Exceptional Students; Depression and Perfectionism.
The role of the teacher in empowering parents on advocacy will also be examined. This course is appropriate for new or veteran teachers and may be applied toward the Maine 690 (Gifted & Talented) endorsement or teacher recertification.
Delisle, J., & Galbraith, J. (2002). When Gifted Kids Don’t Have All the Answers: How To Meet Their Social and Emotional Needs. Free Spirit Publishing, Inc.
Also a variety of readings will be provided and referenced throughout the course.
Other recommended texts:
Daniels, S., Piechowski, M. M. (2008) Living with Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults. Great Potential Press.
Webb, J. T., et.al (2005). Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, Ocd, Asperger’s, Depression, and Other Disorders. Great Potential Press.
Course Objectives: Upon successful completion of this course, educators will:
- Identify and name different ways of being gifted including twice exceptionality.
- Demonstrate knowledge and skills in addressing the socio-emotional needs of the gifted individual.
- Analyze the impact of cognitive characteristics on the affective development of gifted individuals and demonstrate relevant educational modifications needed.
- Develop effective strategies to work with schools, teachers and families to intercede and/or advocate for gifted learners.
- Demonstrate the needed components of learning environments to promote healthy social emotional development of all types of gifted learners.