Social anxiety is a discomfort or a fear when a person is in social interactions that involve a concern about being judged or evaluated by others. People vary in how often they experience social anxiety and in which kinds of situations. Approximately 18 million Americans suffer from social anxiety disorder. Social anxiety is the third largest mental health care problem in the world. This disorder is equally prevalent in both males and females. Social anxiety is characterized by an intense fear of situations, usually social or performance situations, where embarrassment may occur. Individuals with the disorder are often acutely aware of the physical signs of their anxiety and fear that others will notice, judge them, and think poorly of them. People with social anxiety disorder are seen by others as being shy, quiet, backward, withdrawn, inhibited, unfriendly, nervous, aloof, and disintegrated. This can result in extreme anxiety in anticipation of an activity altogether. Adults usually recognize that their fears are unfounded or excessive, but suffer them nonetheless. Developmental social anxiety occurs early in childhood as a normal part of the development of social functioning, and is a stage most children outgrow, but can persist or resurface and grow into chronic social anxiety. However this is not believed to be purely environmentally grown. Evidence of anxiety is also apparent in the animal kingdom, which suggests that it is not simply the result of nurturing, it is an inherent attribute. In the book Fears, Phobias, and Rituals, Isaac Marks found that birds avoided prey that had markings similar to the "vertebrate eye," eye-like markings on other animals, such as moths. In his experiment, these eye-spots were rubbed off of moths. As a result, they were less likely to be eaten and more likely to escape from a predator. Marks concluded that the birds feel scrutinized by the gaze of another animal and thus avoid the "eyes," much like humans with social anxiety avoid situations in which they feel scrutinized or avoid eye-contact. His research suggests that biological factors influence a form of social anxiety in animals Jerome Kagan, Ph.D. has researched the genetic causes of social anxiety disorder at Harvard. In his study of children from infancy to adolescence he discovered that "10-15% of children to be irritable infants who become shy, fearful and behaviorally inhibited as toddlers, and then remain cautious, quiet, and introverted in their early grade school years. In adolescence, they had a much higher than expected rate of social anxiety disorder." This evidence suggests, of course, that people are born with social anxiety disorder, which indicates that there are biological factors that contribute to its development, not simply environmental factors. Kagan also discovered a common physiological trait in these particular children: they all had a high resting heart rate, which rose even higher when the child was faced with stress. Again, this physiological trait suggests the biological causes of social anxiety disorder. In this study, Kagan also found evidence that linked the causes of social anxiety disorder with genetics: the parents of the children with social anxiety disorder have increased rates of social anxiety disorder as well as other anxiety disorders. There is also other research that suggests that social anxiety disorder has genetic causes. According to The American Psychiatric Association: "anxiety disorders run in families for example, if one identical twin has an anxiety disorder, the second twin is likely to have an anxiety disorder as well, which suggests that genetics-possibly in combination with life experiences-makes some people more susceptible to these illnesses" Some of the common problems children face range from starting a new school, fear of natural calamities, social anxiety, fear of being bullied; pressure to succeed academically to several other complicated issues.
November 7, 2012
Bridging the Divide
“Benefits of Providing Enrichment to High-Potential Students from Low-Income Families” by Rachelle Miller and Marcia Gentry
This article, from Teaching for High Potential, Fall 2011, was illuminating, and, at the same time, left a few gaps for me. A quick summary.
Researchers, Miller and Gentry, based this piece on the “Validity Evidence of the HOPE Scale: Instrumentation to Identify Low-Income Elementary Students for Gifted Programs.” (The HOPE Scale is an instrument of 13 items to be used by teachers to identify academic and social components of giftedness in elementary students.) Scholarships were given to low-income students who were identified as gifted through this instrument in order to participate in Project HOPE. A student who scored at least 70% on the Scale was eligible for a scholarship. Project HOPE allowed a student to attend Super Saturday, an enrichment programs for K-8 gifted and talented students.
The question was whether the low-income, high-potential students would be able to successfully achieve in an enrichment program with other nonlow-income giftedstudents. All Super Saturday participants “completed a My Class Activities form which...
July 22, 2009
EDSP 4510 sec. 476
Structuring Gifted Programs
If I had to pick the most important model from the Structuring Gifted Programs figure in chapter eleven, I would have to choose Individualized Instruction. This model breaks down instructions for assignments in a manner that is unique to an individual’s understanding. If a student does not understand the instructions, the teacher will personally come to the student and explain the instructions to him/her. Or, the teacher could possibly already be aware of the students who are gifted and incorporate special instructions for the giftedstudents. A regular lesson plan may not be challenging enough for a student who is gifted. I personally have a problem understanding instructions and I know how accommodating this model can be.
Everyone processes information differently and that should not be the reason why students fail or giftedstudents go unnoticed. Breaking down instructions individually is extremely important because it helps to determine what kind of student you are dealing with. Take myself for example, on our first assignment I did not find all of the instruction, therefore, the assignment that I turned in was not the best that it could have been. However, once I was...
...Concerning the development of the cognitive process, most individuals envision memory, intelligence, language, information processing, and attention. The developmental process consists of many degrees of intelligence ranging from mental retardation to the extremely gifted and creative individuals. To examine the gifted individual more closely, an interview was conducted with a woman named Deloris Tamers regarding her daughter Olivia Tamers. Olivia tamers IQ score revealed that she has an IQ of 145.
Gifted and creative individuals have their own distinctive features and characteristics. Santrock (2007), describes gifted individuals as developing high intelligences and IQ’s of 130 and higher. They also demonstrate exceptional abilities that exceed the average individual (p. 313). Children classified as gifted may excel in one specific area or many different areas. Deloris describes Olivia as exhibiting gifted abilities as early as age two. Olivia demonstrated the ability to speak three syllable words and could verbalize in an adult manner. Deloris recalls that Olivia mastered many developmental and cognitive milestones such as walking, crawling, and speaking at an early age. Additionally, she required minimal instruction from adults to accomplish or master a task.
Deloris recalls Olivia being less emotional than the rest of her children. However, Olivia required quite alone time or she...
...Hong Kong, gifted education was not placed as an education policy until the release of Education Commission Report No. 4 in 1990, which addressed serious inadequacies in gifted education for Hong Kongs most bright and talented students (Education Commission Report No. 4, 1990). In 1995, Fung Hon Chu Gifted Education Centre was established for promoting and supporting giftedstudents, parents and teachers. In response to the increasing demand on gifted education, the Gifted Education Section of Education Manpower Bureau (now EDB) was formally established in 2003 to implement the gifted education policy. In 2006, Hong Kong Government announced the establishment of the Hong Kong Academy for Gifted Education (HKAGE) which was formally established in 2008 to offer education programs for secondary giftedstudents nominated by schools. HKAGEs service extended to primary giftedstudents in 2012. Three-Tier Framework In Hong Kong, the Three-Tiers-Framework was formulated in 2002 to act as the gifted education policy in Hong Kong. Generally, Tier 1 is designed to accommodate learners in the general education classroom, with universal interventions to the core program that are both preventative and proactive (Adams Boswell, 2012). In Hong Kong, schools have to immerse the...
Title: Engaging Diverse Gifted Learners in U.S. History Classrooms
Authors: Jaimon K. Jones, MEd' and Thomas P. Hébert,
Source: Gifted Child Today, October 2012
As our nation becomes more culturally diverse we our schools need to begin modeling and preparing for this diversity. The importance of learning about diversity in culture and stereotypes is of particular concern with gifted learners. This article discusses the Ford and Harris model (2000) which combines higher order thinking skills with culturally relevant content to engage students in analysis, synthesis, and evaluation as they examine different perspectives and become involved in social action. There are several different methods to this model that can be used a social studies classroom to engage gifted learners.
The first is the transformational approach where the curriculum is set up to show contributions and perspectives of many groups. This allows students to see various perspectives across the spectrum of cultures. Next, the social action approach has students identify issues that they think might need to be changed and make action plans. They are empowered in both of these approaches. Blooms Taxonomy is used at the highest level in both of these models and students are able to learn from themselves, inwardly, and from each other in order to hopefully develop...
...Pinellas County District Gifted Program Goals
Provide a program which
allows opportunities for
students to expand their
understanding and acceptance
of self and others.
Provide students with a
conducive to developing and
expanding their individual
areas of giftedness.
Provide students with
opportunities to solve reallife problems and to develop
products and information
that will be communicated to
Provide students with the
opportunity to fully master
the knowledge and skills
that are part of Pinellas
County Schools Student
Provide a differentiated
learning environment for
students which emphasizes
and expands their thinking
abilities and independent
Responsibly falls onto
individual schools and
Gifted Nomination Alert Form- Parents are
informed via a letter from their child's school that
their child could be eligible for gifted classes
.They are notified that that at any time during the
screening/testing that their students may not meet
the eligible for gifted education. for gifted
education. (PCS Form 2-3120)
Gifted Eligibility Determination Parent NoticeParents are given an Eligibility Determination
Notice Checklist listing all screening and test...
...Article: Smunty, J.F. (2000). Teaching Young Gifted Children in the Regular Classroom. Council for Exceptional Children.
Summary and Critique:
Joan Franklin Smunty’s article “Teaching Young Gifted Children in the Regular Classroom” is an excellent resource for classroom teachers. In this paper, the author provides the reader with a definition of an intellectually gifted child; she discusses the identification process of a child with this exceptionality; strategies for teachers who are addressing the specific learning needs of students who are intellectually gifted; as well as methods of assessing students with this exceptionality.
Smunty (2003) commences her paper by advocating the importance and urgency of early identification of giftedness in young learners. Smunty (2000) argues, “schools need to respond to their [gifted] students educational needs before their abilities diminish or become less recognizable to those who can do something about them”. She defines giftedness in young children as “precocity, a rapid rate of development in one or more realms” (Smunty, 2000). Gifted children are known to be intensely curious, produce a constant stream of questions, learn quickly and remember easily, and think about the world differently then other children in their classes. In her introduction Smunty (2000) also suggests that giftedness can at...
...empowering the gifted and talented students in a selected school in (Ibadan North east Local Government).
The focus population for this study encompasses headmaster, assistance headmaster, teaching and non-teaching staffs of selected gifted and talented school in Ibadan North east Local Government). Stratified random sampling techniques was adopt in selecting the teaching and non-teaching staff with the use of questionnaire for data collection. The instrument used in data collection in this study was questionnaire and simple percentage for the analysis of data.
The findings derived from this study shows that, proper assessment and educational placement of the gifted and talented in empowering the gifted and talented students in Nigeria. Its impacts on the life of the gifted and talented cannot be overemphasized.
It is therefore necessary for parents, teachers and school administrator to look for the most suitable assessment and educational placement for the gifted and talented students, if effective empowering will take place.
BACKGROUND TO THE STUDY
What does it mean to be Gifted/Talented?
Identification of the gifted and talented can pose a problem to teachers and education professionals because they are not a homogeneous group. The typical picture of the highly able child is of a hard-working pupil...