What is Living With Live Wires?

What is Living With Live Wires?

It is an Exploration…

-into the lives of sensitive & intense children who are wired differently, who think in unique ways, who thrive on creativity and the pursuit of knowledge.
-into the lives of sensitive & intense parents who have experienced personal differences their entire lives, but were never quite sure why and still may be searching for understanding.
-into the stories we tell ourselves and our children about our differences. The stories that we tell that shape our life experiences and determine our success and happiness.
-into the actualization of life as a path of mastery, creativity and adventure, for our children, for ourselves, and for our families.

Together. . .

-We can explore our unique world from different angles and perspectives.
-We can create new meanings to the experience of being bright, creative adults, and living in a family with intense and sensitive members.
-We can find our place by creating the progressive family culture.

New program for parents of gifted kids in Rocky View, CA

The Rocky View Action for Gifted Children Foundation was formed by a group of interested and motivated parents to support the needs of highly capable students in the Rocky View School District in southern Alberta, Canada.

RVAGC advocates for gifted children and will provide supplementary educational materials that schools cannot afford, but which are necessary for these students to meet their distinctive intellectual needs. The Foundation will also support teachers and administrators as they pursue professional development training to better serve highly capable children.

RVAGC is interested in providing additional enrichment opportunities for gifted children in the district, while providing networking, support and information to parents.

RVAGC will work with the school district on behalf of the highly capable children to expand their gifted education offerings from K-12 in the regular classroom, while advocating for eventual congregated settings. We will continue to work with the District to help find the best solutions for all its children.

More…

Using Adventure to Create a Context for Creativity

Hang glider launching from Mount Tamalpais
Image via Wikipedia

The aspect of adventure is something that really deserves a session of it’s own. I include it here because it is a context that can be used to teach most, if not all, of the creative strategies I have presented, and several I haven’t. Adventure can be a learning and practice tool that you use in many contexts of learning. Adventure allows us to develop and hone the skills we learn on a path of mastery and creativity.

Adventures do not have to be rock-climbing or hang-gliding or mountain climbing. It can be adventures in the classroom, as part of a lesson, a project, or through the imagination.

Adventures are exciting to children.

Adventure stories provide a useful framework. I use them as a device to frame stories that I want to tell children in the context of teaching other skills. You can use adventure stories and experiences to teach creative problem-solving. Especially: overcoming obstacles, but also, allowing mistakes, redefining problems, encouraging sensible risk-taking, idea generating,

Adventure stories are always a hit with kids, they can relate to them, they create energy and enthusiasm and kids are almost always up for engagement with you when you begin to tell adventure stories. And, discussions based on the adventures of others can also serve this purpose. The discussions can lead to writing assignments, the creation of games, creating a storytelling culture, making videos, doing plays. The projects possibilities are endless and can be interdisciplinary.

When I use adventures, real or imagined, I like to keep these aspects in mind:When you are on an adventure you must do a few things:

• Going in to an adventure, You must prepare, plan, research, talk to others, predict what your experience will be and what you will need to insure your success.   And, you must practice if this adventure requires skills

• While you experiencing your adventure, you must realize that the very nature of an adventure is exploring and experiencing the unknown..  And, wrapped within that unknown package are varying degrees of risk, uncertainty, and dealing with chaos at times. You have a challenge to overcome. You struggle and keep trying because you want to succeed. And you must, at all times, OBSERVE yourself, others and the environment closely.

• Coming out of a successful adventure, you have hopefully dealt with overcoming fear, anxiety, nervousness. You can see how important it is to continue trying and not give up in the face of challenges. You realize that sometimes you fail, but the most important thing is to keep trying.

In terms of social and emotional issues, going on small adventures help gifted children to experience those kinds of feelings in a safer environment, so they can practice their responses, discuss them and normalize them. Then, the bigger unexpected events in life will not be quite so overwhelming.

Besides, life is an adventure, developing our own creativity is an adventure and teaching gifted children is an adventure.

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“You’re Too Shy, Anxious, Fearful, Sensitive”

Have any of those characteristics been used to describe your child?  

You may have a Highly Sensitive Child (HSC).  High sensitivity is not a disorder it is an inherited trait.  It is common for gifted children to have high sensitivities. And, it is often high sensitivity that is the primary trait in a child that is often misdiagnosed as problems stemming from introversion, anxiety, fearfulness, sensitivity to physical, emotional and social stimuli.  Most parents don’t know about the trait of high sensitivity and may have assumed there was something wrong with your child.  It can require a lot of attention and accomodation to parent a highly sensitive child and most traditional parent books offer advice that may cause more problems with these children.  When parents and teachers understand the characteristics of highly sensitive children and how they should be guided differently, then many negative labels can be avoided.

High sensitivity may be more common than you think.  Elaine N. Aron, Ph.D., wrote a wonderful parenting book called, The Highly Sensitive Child (2002).  She is a clinical psychologist, a researcher, and is personally a highly sensitive individual.  She states that high sensitivity is found in about 15 to 20 percent of children, equally found in boys and girls.  It is an innate trait that is part of you for your entire life.   She defines it as:

Highly sensitive individuals are those born with a tendency to notice more in their environment and deeply reflect on everything before acting, as compared to those who notice less and act quickly and impulsively.  As a result, sensitive people, both children and adults, tend to be empathic, smart, intuitive, creative, careful, and conscientious (they are aware of the effects of a misdeed, and so are less likely to commit one).  They are also more easily overwhelmed by “high volume” or large quantities of input arriving at once.  They try to avoid this, and thus seem to be shy or timid or “party poopers.”  When they cannot avoid overstimulation, they seem “easily upset” and “too sensitive.”

The expression of the sensitivites can be moderated by responsive parenting and regulation of stimulation and environmental aggravations.  Aron states, Both my research and the research of others indicate that it is primarily parenting that decides whether the expression of sensitivity will be an advantge or a source of anxiety.  So, there is hope, and for all the parents who have sensitive children and thought they were just maladjusted, you can relax and learn how amazing they really are.

I am a highly sensitive person who grew up in a family that was not highly sensitive.  I have personally experienced the heavy burden of labels and negative views that can abound in the life of a highly sensitive person.  I also have a highly sensitive child that I am learning to parent in an entirely new way from much of the traditional advice.  Each developmental phase that my child enters requires re-evaluation and re-thinking as to the best ways to manage overstimulation and cultivate his sensitivites as strengths. 

Join me in the next post to take a quiz to see if your child is highly sensitive.

Myths About Gifted Children

et_computer_kid_happy_surprised2Check out this list and see if you can identify the myths about gifted children.

-Gifted children are usually gifted in all academic areas.

-Giftedness is wholly inborn.

-Giftedness is entirely a matter of hard work.

-All children are gifted.

-Children become gifted because their parents push them.

-Gifted children will become eminent adults.

-Gifted children seldom have learning handicaps.

-Gifted children are not aware that they are somehow different than others.

-If you tell gifted children they have advanced abilities, they will become egotistical.

-Gifted children will show their abilities and talents in their school achievement.

-Gifted children are usually well-organized and have good study skills.

-Gifted children will only fulfill their potential if they receive continual pressure.

-Gifted children’s emotional maturity is as advanced as their intellect.

-Gifted children seldom have emotional or interpersonal issues.

-Gifted children enjoy demonstrating their talents and abilities for others.

-Families always value their gifted children’s advanced abilities, intensity, and sensitivity.

-Gifted children are easier to raise than most children.

-Parents cannot identify giftedness in their own children.

-Educators will know exactly how to work with gifted children.

All of the statements represent myths that are commonly held regarding gifted children.  Webb, et.al. (2007), A Parent’s Guide to Gifted Children, lists these myths and states,

The prevalence of these myths and the lack of accurate information about gifted children is a major reason that gifted children’s needs are not recognized or given much attention in our schools and our society.

If you have a gifted child, you have a special task to help your child understand why they feel different and to support them in their social and emotional needs.  It will take great persistence to advocate for your child within the school system and maybe even with your own family members and friends.  These myths are still out there in our society and it is up to each parent to help dispell the myths whenever possible to create an environment that is supportive to the needs of your gifted child.

Remember, most reactions from others come from a place of misunderstanding and ignorance of giftedness.  It is best to start from a place of patience and educate others about the correct perceptions about giftedness and about the unique needs of your child as the situation warrants.

Dispelling myths about giftedness and learning to advocate for your child will be ongoing themes on this website and in the podcast.