I find that self-esteem is something a lot of middle school struggle with, although when students are gifted, they tend to internalize their feelings. I have worked in Middle Schools for 12 years and have found my niche in Gifted Education. I truly enjoy learning more about the needs of Gifted learners on a daily basis and found this article to be very insightful with some useful tips:
Tips for Parents: Self-Esteem of the GiftedThis Tips for Parents article is from a seminar hosted by Dr. Michelle Muratori about self-esteem and gifted students.
-- Ralph Waldo Emerson
As the parent of a Davidson Young Scholar, you may know all too well how difficult it can be for some highly or profoundly gifted students to fully embrace their sense of “self” when they constantly receive the implicit or explicit message from others that they need to tone down their intellectual curiosity, a vital part of who they are, in order to be accepted. As noted in A Nation Deceived: How Schools Hold Back America’s Brightest Students, one reason often cited by teachers for not advancing a bright student who needs to be academically accelerated is that it will “diminish the self-esteem of other students” (Colangelo, Assouline, & Gross, 2004, p. 9). The self-esteem of the gifted and talented student does not seem to be factored into the equation.
In my view, minimizing or altogether overlooking the self-esteem needs of gifted children is a grave mistake. By jeopardizing their self-esteem, society pays a steep price; high ability and low self-esteem can be a dangerous combination. At the very least, by failing to develop their own talents and work to their potential, gifted individuals miss the opportunity to make contributions or discoveries that can change the world for the better. In the worst case scenario, pathological distortions of the self, whether deflated or excessively inflated, can lead gifted persons to put themselves or others in harm’s way (Muratori, 2010). While most gifted individuals will not act out in such extreme ways, it is important to consider the feelings of devastation and low self-worth that can potentially result from assaults to their self-esteem.
While you cannot control the actions of others (e.g., your children’s classmates and school personnel), there are some steps that you can take to bolster your children’s self-esteem. The first step is to gain a clear understanding of what self-esteem is and what influences it. Self-esteem is defined as “the attitudinal, evaluative component of the self; the affective judgments placed on the self-concept consisting of feelings of worth and acceptance which are developed and maintained as a consequence of awareness of competence and feedback from the external world.” (Guindon, 2002, p. 207). To be even more specific, one’s self-esteem system is composed of two parts:
References
Colangelo, N., Assouline, S.G., & Gross, M.U.M. (2004). A nation deceived: How schools hold back America’s brightest student. Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
Guindon, M.H. (2002). Toward accountability in the use of the self-esteem construct. Journal Of Counseling & Development, 80, 204-214.
Muratori, M.C. (2010). Fostering healthy self-esteem in gifted and talented students. In M.H. Guindon (Ed.), Self-esteem across the lifespan: Issues and interventions. New York, NY: Routledge/Taylor and Francis Group.
Permission Statement
This article is provided as a service of the Davidson Institute for Talent Development, a 501(c)3 nonprofit dedicated to supporting profoundly gifted young people 18 and under. To learn more about the Davidson Institute’s programs, please visit www.DavidsonGifted.org.
Tips for Parents: Self-Esteem of the GiftedThis Tips for Parents article is from a seminar hosted by Dr. Michelle Muratori about self-esteem and gifted students.
- Topics
- Author
Muratori, M. - Organization
Davidson Institute for Talent Development - Year
2010
-- Ralph Waldo Emerson
As the parent of a Davidson Young Scholar, you may know all too well how difficult it can be for some highly or profoundly gifted students to fully embrace their sense of “self” when they constantly receive the implicit or explicit message from others that they need to tone down their intellectual curiosity, a vital part of who they are, in order to be accepted. As noted in A Nation Deceived: How Schools Hold Back America’s Brightest Students, one reason often cited by teachers for not advancing a bright student who needs to be academically accelerated is that it will “diminish the self-esteem of other students” (Colangelo, Assouline, & Gross, 2004, p. 9). The self-esteem of the gifted and talented student does not seem to be factored into the equation.
In my view, minimizing or altogether overlooking the self-esteem needs of gifted children is a grave mistake. By jeopardizing their self-esteem, society pays a steep price; high ability and low self-esteem can be a dangerous combination. At the very least, by failing to develop their own talents and work to their potential, gifted individuals miss the opportunity to make contributions or discoveries that can change the world for the better. In the worst case scenario, pathological distortions of the self, whether deflated or excessively inflated, can lead gifted persons to put themselves or others in harm’s way (Muratori, 2010). While most gifted individuals will not act out in such extreme ways, it is important to consider the feelings of devastation and low self-worth that can potentially result from assaults to their self-esteem.
While you cannot control the actions of others (e.g., your children’s classmates and school personnel), there are some steps that you can take to bolster your children’s self-esteem. The first step is to gain a clear understanding of what self-esteem is and what influences it. Self-esteem is defined as “the attitudinal, evaluative component of the self; the affective judgments placed on the self-concept consisting of feelings of worth and acceptance which are developed and maintained as a consequence of awareness of competence and feedback from the external world.” (Guindon, 2002, p. 207). To be even more specific, one’s self-esteem system is composed of two parts:
- Global self-esteem: “An overall estimate of general self-worth; a level of self-acceptance or respect for oneself; a trait or tendency relatively stable and enduring, composed of all subordinate traits and characteristics within the self.” (Guindon, 2002, p. 207).
- Selective self-esteem: “ An evaluation of specific and constituent traits or qualities within the self, at times situationally variable and transitory, that are weighted and combined into an overall evaluation of the self ” (Guindon, 2002, p. 207).
- Challenge your gifted learner:
- Assess his or her mathematical and verbal reasoning abilities using above-grade-level tests and use standardized tests for documentation of achievement (e.g., SAT II scores, AP examination scores)
- Incorporate academic acceleration and enrichment into your child’s curricular plan:
- Distance education
- Academic summer programs
- Academic competitions and contests
- Internships and mentorships
- Independent study and special projects
- Community service, travel, cultural experiences
- Consider his or her needs in each subject area (e.g., although advanced in math, he or she may not be as advanced in the humanities).
- Continue to nurture the development of his or her gift, but also encourage the development of skills and abilities that are not as strong.
- Encourage your child to be involved in academic planning and creating challenging and meaningful assignments.
- Nurture the social and emotional development of your child:
- Acquire information about the social and emotional needs of gifted children.
- Help your child to understand his or her giftedness and normalize his or her feelings and experiences.
- Find opportunities for your child to interact with intellectual peers and age peers.
- Provide your child with opportunities to develop social skills.
- Encourage your child to take risks, make informed decisions, tolerate imperfection, make realistic appraisals of his or her relative strengths and weaknesses, and accept self.
- Be sure your actions and words are consistent.
- Help your child to manage his or her overexcitabilities or intensities.
- Seek individual, group, or family counseling if the need arises.
References
Colangelo, N., Assouline, S.G., & Gross, M.U.M. (2004). A nation deceived: How schools hold back America’s brightest student. Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
Guindon, M.H. (2002). Toward accountability in the use of the self-esteem construct. Journal Of Counseling & Development, 80, 204-214.
Muratori, M.C. (2010). Fostering healthy self-esteem in gifted and talented students. In M.H. Guindon (Ed.), Self-esteem across the lifespan: Issues and interventions. New York, NY: Routledge/Taylor and Francis Group.
Permission Statement
This article is provided as a service of the Davidson Institute for Talent Development, a 501(c)3 nonprofit dedicated to supporting profoundly gifted young people 18 and under. To learn more about the Davidson Institute’s programs, please visit www.DavidsonGifted.org.