ISSUE NO 161

JULY 2011

AGM REPORT
EARLY ENTRY

NEEDHELP?

GIFTED TEENS

Others have probably been where

you are now!
People from the NSW Association
of Gifted and Talented Children Inc
have offered to listen and share their
own experiences coping with gifted
children.

PERFECTIONISM
ACCELERATION
G I F T E D

Support Group contacts

can be found on Page 2.

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Supporting gifted children and their families in NSW and the ACT
Published by the NSW Association for Gifted & Talented Children Inc.

1
ISSN 1038-5266

NSWAGTC PEOPLE & SUPPORT CONTACTS

Committee Executives : Rosemary Hammerton (President); Biing Liang Yin (Vice President); Anna Barnes (Secretary);
AndrewWarburton (Treasurer)
Committee : Tracey Larkin (Parent Support); Adam Moy (IT Support); Ruth Lee (Marketing).

Like to help? If you would like to assist the Associations work

please contact the Office on 02 9633 5399.

TWEED HEADS
Patricia Cummins
07 5536 1157

CONTACTS

Catholic Schools Office

Sydney Diocese
9569 6111

Catholic Schools Parent Contacts
Early Childhood
Cindy Gordon
9798 8385
Gifted Adults
Tony Nolan
0417 270 664
Gifted with Learning Disabilities
Carol Barnes
0408 657 963

Catherine Wormald
Catherine.Wormald@optusnet.com.au

Government Schools
Angela Chessman
9886 7743

Sally Hogan
9886 7525
High Schools
Irene McGrath (ah)
9623 6872
Home Schooling
Maria Jenkins
9939 1031
Independent Schools
Carol Barnes
0408 657 963
ADHD
Carol Barnes
0408 657 963
Visual Spatial
Tony Nolan
0417 270 664
SYDNEY

BONDI

EAST

SOUTH/ST GEORGE

SUTHERLAND SHIRE

HILLS DISTRICT

LOWER NORTH SHORE

Maureen Kremer
Jude Allen
Catherine Wormald
Richard Szczepanski
Christine McDonald
Mary Findell

WELLINGTON
Sue Lacey
02 6845 1893
BATHURST
Denise Wood
0449 252 093

9337 1231
9365 1444
9586 3504
9524 3657
9872 3598
9969 6867

NEWCASTLE/HUNTER
Anna Barnes
0403 834 493

SYDNEY

BLUE MTNS/PENRITH
Mimi Wellisch
02 4739 0040

HAY
Mary Lou Gardam
02 6993 4193

For links to email

support groups see the
Association web page.

PORT MACQUARIE
Jenny McArthur
02 6585 1147

GOULBURN
Patricia McNamara
02 4821 0611
WAGGA WAGGA
Anne Flood
02 6921 3029

(see list)

WOLLONGONG
Kath Walker
02 4268 6389
SHOALHAVEN
Wendy Fetchet
02 4422 1654

ACT
Elizabeth Singer Support contacts offer their services to the
02 6230 1660
NSWAGTC as volunteers they receive no

Disclaimer: The people on this contact

ALBURY
list are members of the Association who
Cathy Baillie
have volunteered to be listed as Support Contacts.
02 6021 5913
These people are happy to share their knowledge and
experience with other parents or teachers of gifted children.
While the Association values the contributions of their Support Contacts, the ideas
and information expressed by them are not necessarily the same as that of the Association.

fees for their contributions, and are unable

to accept payment from those whom they
have advised. If you feel that a Support
Contact has been particularly helpful to you,
please let us know! You might consider joining
the Association (if you are not a member),
or making a donation (tax-deductible) in
recognition of their time and support.

NSW Association for Gifted and Talented Children Inc

Gifted is published by the New South Wales Association of Gifted
and Talented Children Inc, a registered charity (reference no. CC
26468) and a public benevolent institution (with donations being
tax deductible).
The Association aims to provide support to children, parents,
teachers and community members through:
Counselling.
Raising awareness of the needs of gifted children.
Promoting strategies for identification and appropriate
schooling.
Providing activities and camps.
Encouraging the establishment of local and regional support
groups.
Membership of the Association is available to all interested

individuals, groups and institutions. See inside back cover for a

membership form. Financial hardship will be taken into account in
regard to reduction in membership fees and charges for services.
Donations are gratefully received and are tax deductible.
Contact details are:
Postal and Street Address
NSW Association for Gifted & Talented Children Inc
c/- Hilltop Road Public School
Hilltop Road Merrylands, NSW2160
Tel: (02) 9633 5399 (with answering machine)
Fax: (02) 9633 5799
For those wishing to email:
http://nswagtc.org.au/contacts/preferred-contact-points.html
to find the best contact to assist with your enquiry.
NSW Association for Gifted and Talented Children, 2011

Editor: Vacant, Outside The Square Editor: Denise Wood, Layout: iImagination Ph 0421 669 877. Gifted is published four times a year. Material
from gifted children, their parents and teachers, and others who are interested, is welcome via email with full contact details. Send to
editor@nswagtc.org.au. Outside The Square send to: Denise Wood PO Box 104, Mudgee NSW 2850, email: dwood@csu.edu.au. Captioned photos and
black on white artwork welcome. Deadlines for October 2011 Issue Monday 5th September 2011. Articles deadline Monday 22nd August 2011. Cover
photo: courtesy of Cate Clark. Disclaimer: While the Association values the contributions received by Gifted, the ideas and information expressed by
them is not necessarily that of the Association itself.

G I F T E D

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Presidents Report
to the AGM

o n t e n t s

GIFTED GOES ELECTRONIC

AGM Report 2011

FEATURES

During 2010-11, the NSW

AGTC continued to face
some major challenges: some
reflecting the current context
where we are one of a number
of
organisations
offering
activities for gifted children and
where the internet provides
access to information and research, and where
financial issues have changed the way individuals
join associations.

Presidents Report to the AGM

by Denise Wood

On the upside we have achieved a number of

worthwhile activities that have provided support
and information for different groups of our
membership. We have made some changes to
processes and continue to upgrade to address
the identified glitches in our systems.
In 2010-2011, we have:
Presented a program of events, including
science workshops and holiday workshops,
that ran until April and provided regular, short
workshops for children

10

Acceleration and My Child: An

Interview with Maree, Lynne,
Rosemary and Nat with Cate Clark 6
Message from the New President
by Rosemary Hammerton

Perfectionism and Why Pencils

Have Erasers: Part 2
by Jan Robinson

13

Helping Gifted Teens Make Sense of

Themselves: A Counsellors
Perspective by Jean Sunde Peterson 23
When to Start School if a Childs
Development is Very Advanced
by Kerry Hodge

28

REGULAR SEGMENTS

NSWAGTC Contacts and Support

Commenced putting the journal on line for

those who are financial members opening
up the chance of easy sharing of information
and access

Whats The Buzz: Letters to

The Editor
Newsboard

11

Maintained our journal as a valued resource

for many families, educators and agencies in
NSW and other states.

GLD by Carol Barnes

12

Just A Thought by Denise Wood

16

Rhondas Rhetoric by
Rhonda Filmer

17

From The Editor by Cate Clark

18

Outside The Square Compiled

by Denise Wood

19

Feeling It All: Dabrowskis

Psychomotor Overexcitability
by Michelle Ronskey-Pavia

27

Support Group Noticeboard

38

Membership Application

39

Gifted Traits

40

Updated our website and started work on a

range of information pages that help provide
advice and answers. The aim is to build its
capacity to be a first point of call for all requests
and comments, including a tiered access,
having content available only to financial
members meaning your membership also
covers this access
Moved our library to become a special
collection housed in a public library and thus
easily accessible for our regional and urban
members. This will also reduce costs of
postage for members and the association,
and enable us to keep better track of books
with greater rates of returned books.
G I F T E D

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10, 35

 Held a display table at a range of conferences

including the Asia Pacific Conference in
Sydney, a Gagn day in Newcastle, the
GATSTA Conference in Sydney and the
MENSA Conference in Katoomba.
Held some new, special events: a dinner
with Prof Francoys Gagn and 25 classroom
teachers who had the chance to have a
conversation with him over a meal; the 2e
Forum which provided over 100 participants
with a full day of speakers and learning.
Submitted our views on the national curriculum, the schools funding document and the
teaching standards.
Involved school students in production of the
Outside the Square allowing them a chance
to participate in authentic publishing.
Shared with other state associations for a
national view. This helps put things in perspective and establish ways to help each other.
We are close to offering online registration for
all events, and for membership renewal, which
will ensure a smooth processing for all member
registrations.

was not completed. We did not have a replacement

Treasurer until February 2011, and time since then
has been spent on catching up.

We have had challenges maintaining our resource

centre our staff work in part time jobs that
require huge commitment on the part of staff, and
the demands of running on a shoe string in the
end wear dedicated staff down. Our technology
and systems have become outdated and let us
down many times. Our public face has suffered
damage which leaves scars and as a management
committee that is voluntary with full time work and
parenting commitments it has not been possible to
always meet the demands.

We have struggled sometimes as a committee due

to stresses beyond our control and constant worry
about how we move on what is the future direction
of the Association what do our members need
and how do we best achieve this?
There have been altered expectations of the
Committee with a need for increased involvement
in the Resource Centre, time needed to solve
problems, and a forward looking, proactive role.
As President, I have worked to address these
concerns and to negotiate roles, relationships and
forward moving actions. I feel passionately about
being in touch with members and responding to
queries and concerns is one of my most satisfying
roles. When I receive responses that indicate I have
made a difference in the life of a family it is very
rewarding.

Financially, the NSWAGTC is in need of support. As

a not for profit association, reliant on membership
fees for the bulk of our income, we find that,
with reductions in membership due to a number
of factors it is increasingly difficult to confidently
predict where our income will come from. The
difficulties we have had with our administration
certainly dont contribute to member confidence
in the Association, and this in turn impacts on our
income. Over the last 3 years we have had a series
of problems maintaining someone in the Treasurers
role, and this is now at a point where, while records
are kept up to date and moneys owed paid, an
overarching plan is absent. With a period of time
now without a Treasurer, a clear plan of income
management was not developed for the current
year, and was not monitored and finalised for 2010.
While we were aware of challenges, the loss of our
Treasurer in October last year meant that the task

G I F T E D

The NSWAGTC has addressed issues by:

Establishing goals and a directional document
that provides steps to work towards
Creating a set of Key Performance Indicators
to measure against and to clearly indicate what
tasks need to be done
Reviewing our constitution to reflect the realities
of being such a committee over the next few
months this will be finalised and reviewed with
members.

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I believe this Association has an important place

in advocating for gifted families at a community,
school and political level. We need to have a strong
voice and to not be afraid to stand out and make
a noise. We need to be able to be on the ground
when decisions are made and to state our point of
view. We need to know what you as members need
from the Association and to know we can call on
member support when needed: with projects, with
events and with support for each other in our online
forums and discussions.
The Committee has a different profile to the group
at our last AGM sadly we saw Tony, Emily and
Andrew leave in October and Mimi who left but
has returned. I am glad that we have had others
step in (as a Committee we are able to appoint
new nominees to the Committee when a position
falls vacant) and so we welcomed Kylie, Gary and
Florence to the Committee with fresh eyes and new
perspectives. Rosemary and Lynelle have continued
to support the Committee over the whole year. I
have to thank all those involved in the Committee
in the last 12 months for their input, their work and
their support.
It is important here to acknowledge the work of the
office staff: Julie contributed many extra hours to
try and solve our data base problems and who was
on call for many of our members well beyond her
allocated work hours. Her vision of the programs
we could run was large and she worked hard to
bring what could be done to fruition. Sharon, our
finance officer has created a sense of financial
stability and record keeping and, Georgia, has
worked to keep up with the administration work.
David and Christina have worked on the website,
and answered many questions about how to do
different activities, and Cate and Phil have produced
four journals to inform you. Volunteers such as
Anita and Cindy have helped with playgroup and
in the Office. Elisabeth has provided administration
support at events. A band of support group leaders
across the State have provided local activity and
interaction, a range of workshops and important
family support thank you.
There are others to thank as well. A range of
venues including schools and community centres
have provided locations for events, enabling a
spread of locality for programs. Presenters have
provided engaging activity and fun for children,
and information for parents. Others have provided
computer advice, technical information and support
and material and time to work with equipment.
Hilltop Road Public School has supported the
Association with office and room space.
G I F T E D

I believe in the next 12 months, the Committee will

need to be involved at a grass roots level with the
activities of the Association at events, talking to
parents, advocating at other meetings, contributing
to the information available on the website and
in general putting in physical time to ensure the
goals are achieved. Each member has the chance
to take on an aspect within the Association to
develop the Association as a whole as well as
to reflect their interests and sphere of influence.
The vision is a Committee and Staff team who
work synchronously, supporting the work of both
perspectives, and building plans with the same
goals in mind a shared approach that utilises the
skills of all involved.
The balance on the Committee is essential to
effective functioning for the Association. There
needs to be representatives from the membership
base of parents and families as well as those with
long standing commitment to the ideals of the
association. There needs to be a surety that the
Committee keeps in touch with the membership
and reflect what it is you need, while having a
broader view of the community and arenas where
our gifted children need to be advocated for. Without such a balance the risk of fractured thinking
occurs. Without active members there is no
Association and it is essential that the Committee
is able to know what is needed, to meet with and
talk to all members and to share in the success of
events and activities. As an Association there is
a new future and with a clear plan and strong
spirit there is an assurance that the Association will
regenerate itself into a group with a strong voice
and be able to act as an agent for change.
This is my last AGM report as President and I am
sad to move on at a time when so much work is
needed. It disappoints me that I have not been
able to achieve some of the goals I envisaged
when I took on the role the inclusion of programs
and connections for our regional members; the
development of online processes and activities
and more support on political fronts for gifted
children and their families. However, I have had the
opportunity to work with a variety of members and
others supporting gifted children and their families
and I will continue to do so. After 11 years involved
with the NSWAGTC as a Committee Member,
it is time to open these chances for others to
experience.
I wish the incoming Committee the best in their
work.
Denise Wood

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Without doubt the request for articles about

acceleration has brought the most prolific influx of
stories that Gifted has seen in the last eleven years.
Comments and/or feedback about the topic have
elicited the responses of disaster to the best
thing we ever did. In this, Part 2 of a feature article
on acceleration, Gifted asked the same questions of
four parents who had varying acceleration experiences
in the hope that by sharing their experiences, readers
may get a greater sense of the very complicated topic of
acceleration. These parents come from various states
of Australia.
Please note that part 1 of this article is available online at
http://nswagtc.org.au/mynswagtc/gifted-journal/onlineissues.html in the Full Access file. However,
you must be a full financial member
in order to access the article.

Cate: What difference did acceleration make to

your childs engagement with learning?

Physical Education by the end of the second term after

the acceleration.

Maree: B and our family are still paying for the failure
of the gifted ed teacher/junior school to identify B as
gifted early in junior school and the continued failure
of the gifted ed teacher and school to adequately
meet his needs until senior school. Climbing out
of prolonged underachievement and getting back
motivation, curiosity and self efficacy is difficult and
takes time but it is achievable. Old (bad) habits really
do die hard. Early identification and challenge are so
important in the long term. Spending the first seven
years of school trying to find anything to do but pay
attention and do more boring work does little to instil
the pattern for good listening and concentration skills
let alone attention to detail, motivation, organisation
... Bob has paid again and again for the school and
teachers failing to meet his needs in the early years of
his schooling.

Nat: I think that because the acceleration was

handled badly and it wasnt nearly enough (added
to the fact that no other real provisions were offered)
Em continued to be disengaged from learning. Weve
been lucky enough to find two teachers (at her new
school) that have got her and she has had moments
where she has sparked up and engaged in what has
been happening at school. But for the most part, she
is still achieving years below what she is capable of.

Lynne: Jonathon was interested, and challenged for

a while. He was achieving at the top of all classes but

Maree: The main problem was one of self efficacy as

Bob got to the stage where he believed the teachers

G I F T E D

Rosemary: James was not disengaged prior to

accelerating. In fact, in high school, his disengagement
became more apparent. His results had been variable
since Year 7 and were mostly only just above average
until he hit Year 11 last year (2009). He set himself a
goal last year and achieved very high results.
Cate: Were there issues around self esteem?

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low expectations of him were right and he refused to do

more challenging work saying he couldnt do it its too
hard.
Lynne: Before or after the acceleration? I would say there
were probably less after the acceleration, especially after
Jonathon sorted out the social side of life as a Grade 9
student.
Nat: Weve worked hard to make sure that Em is
comfortable with being who (and what) she is. Regardless
of her interaction with the education system, shes still a
confident, happy child when shes being herself outside
of school.
Rosemary: James has always been his own person and
quietly confident. I would say the acceleration boosted an
already fairly healthy self esteem.
Cate: How did others respond (eg childs friends,
other parents and teachers) to the process?
Maree: The response from the children was generally
supportive in the receiving classes. I would say that Bob
had only positive experiences with the other students.
Some teachers would never be convinced a child should
be moved out of their age group box. Others appeared to
feel threatened and were actively disruptive of the process
and made it more difficult for Bob than it already was.
I was labelled a pushy parent for trying to get my sons
needs met.
Lynne: I think the extended family were disapproving, I
didnt really ask them what they thought, nor tell them
what was happening before it happened. My friends
mainly thought it was appropriate, though there are
still some who use the term pushed him rather than
really understanding the nature of needing to facilitate
opportunities for gifted kids.
Other parents were largely unaware that it could even
happen, and there were quite a few questions I was asked
about that but they were all aware of his exceptional
abilities (incidentally, he is not exceptionally gifted, on the
scale of giftedness).
I think that his friends were of much the same opinion. I am
not really sure.
Nat: We were quite surprised by the reaction to the
acceleration by some parents. Some wrote us off as being
pushy parents, another mother was trying to get her child
accelerated and immediately started to buddy up with me,
trying to find what the magic formula was. Some found us
a source of curiosity. In our particular community we didnt
find anyone who was supportive of the acceleration and
I think this was due, in part at least, to the fact that Em
was the first child ever to be accelerated at that particular
school.
The children in the class that she was placed in mostly
teased her about the age difference. One girl took it upon
herself to mother Emalee, which did not make for happy
times for my totally independent young miss! We learnt
very quickly not to mention Ems birth date or age around
other parents and kids.
As for teachers, most that we have dealt with since have
been against the idea of acceleration because of perceived
social interaction problems. After my initial contact with the
G I F T E D

new school that we changed Em to, the acting principal

strongly suggested that we put Em back into the class
where she rightly belongs. I stood firm and refused to
let them move her. Most teachers have shown a lack of
understanding of the reasons behind Ems skip regardless
of our attempts to get them to see her.
Rosemary: We didnt really talk about it much with other
parents. We told James that it was OK to play with his Year
4 friends as well as make new friends, but he really didnt
look back. In fact, to our surprise, he was voted school
captain in Year 6.
Cate: What if the child has some reluctance about
leaving friends behind? How much weight did you
give to your childs feelings in making this decision?
Maree: See above!! Bobs initial reluctance was really more
nervous apprehension than about leaving friends behind.
He chose the year group that he finally accelerated into
based on the age group he wanted to play with at lunch
time. He was comfortable with that group and said that
was where he wanted to get to.
Lynne: The fact that Jonathon did not want to miss Grade
6 year reflects the weight given to his views. The idea for a
radical acceleration in high school, and the timing of it, was
his. I knew where he was on the scale, and I knew that he
would be able to handle it academically and the rest would
follow, so I was more than prepared to help him achieve
what he wanted to achieve.
Nat: Emalee has always been vastly different to the children
in her class so leaving friends behind was not a problem
for her as there were none. It is only this year that she has
found a child that has similar interests and who tolerates
Ems fascination with certain topics.
Rosemary: James feelings were paramount. We would
not have gone ahead if he was not enthusiastic or at least
willing to give it a go.
Cate: What do you wish you had known then (before
the grade acceleration) that you know now?
Maree: The level of unprofessionalism that can exist in
school culture. I have met with many parents of gifted, and
learning disabled, children their stories are all the same
just change the name of the child/teacher/school. If I knew
at the gates of the Kindy what I know now, I would have
home schooled and avoided the enormous cost incurred
by my son and family.
Lynne: I wish that I had known about early entry. I wish
that I had understood that much of the mythology
surrounding acceleration is just that. I wish that I had
known more about the research about acceleration and
about the needs of gifted kids much earlier in his education.
However, regret is a useless emotion, so theres not a lot
of point in indulging in it. I just spend a fair bit of my spare
time now helping to inform other parents who are currently
where I was ten years ago and lobbying those who make
the decisions to make better decisions.
Nat: I wish Id trusted my gut instincts about particular
teachers, and then later the school as a whole. I wish Id
been more forceful about getting the acceleration right as
a process. I wish Id gone for early entry into Kindergarten
and with a better teacher so that Ems first years at school
werent so awful for her. I wish Id stood firm in my belief
that we, parents, are the experts when it comes to our

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kids, and not let myself be persuaded by the fact that the
teachers were the professionals.

academic achievement in the same way that it celebrates

sporting achievement.

Rosemary: I think James could possibly have coped with

another years acceleration. He got a HD for the university
course he did in Year 11 and was equal first in the State
which really set me thinking about how much time he must
have wasted at school. I think (like his siblings) he will enjoy
university much more than school. Perhaps if I had known
more about the benefits of radical acceleration, we may
have gone down that path its hard to say.

Nat: The teachers that weve come across (with only

one or two exceptions) have mostly been totally under
informed about giftedness, let alone profoundly gifted kids,
and know nothing other than common misconceptions
regarding acceleration. I now have an almost 10 year old
daughter in Year 6 who is trying her best to enjoy aspects
of school but who has been grossly underachieving since
Kinder. Currently I am working on a chronology of whats
happened to Miss Em since she started school. Shes off
to high school next year and were determined to make her
experience there far better than her experience of primary
school has been.

Any final comments?

Maree: Passion, enthusiasm and the ability to teach well
really engages Bob and inspires him to try harder. This year
has started out better. He is finally finding an interest and
hopes to pursue it at university next year. He is actually
looking forward to more learning rather than his previous
aim to finish school and never go back. Meanwhile, Im
on the sidelines holding my breath and hoping that he
will finally find more like minded teachers and students at
university. Maybe there the child with the rage to learn will
re-emerge from his long hibernation.

Rosemary: Acceleration is definitely an under utilised

intervention for addressing the needs of high ability
students. The whole process of acceleration was fairly
seamless for us, greatly assisted by an informed principal
and a supportive school environment. On its own, acceleration was not sufficient to address his learning needs,
but he got through school and actually enjoyed his final
year. When we talked recently about the various factors that
impact on intellectual development and academic success,
James rated having three older siblings (read mentors) as
the most significant for him. I wouldnt disagree!

Lynne: I continue to live in hope that one day the needs of

gifted students will automatically be fully met in all education
systems. I live in hope that the need to group like minded
students in a critical mass will be recognised as essential
to their social, emotional and intellectual well being. I live
in hope that students will be grouped and moved through
their school experience in accordance with their ability, not
their age. I live in hope that Australia will one day celebrate

Readers please note that the content in this article

was obtained from 2010-2011.
*Not her real name.
Got a comment? Got a question? Email the editor at:
editor@nswagtc.org.au

Full psychometric testing available

throughout 2011

Classes are held Saturday afternoons 1-4 pm,

for boys and girls of superior ability.
To apply for the 2011 programme or book
in for IQ Testing please contact:
The Extension Centre Office,
Boundary St, Croydon, NSW, 2132
(02) 9704 5634
8

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A Message from the

New President

By Rosemary Hammerton

Well it is certainly interesting times to be stepping in to

the Presidency of the NSWAGTC. We are in the midst of
change and facing enormous challenges, the extent of
which have only become apparent to the new committee
since their election. We are embracing these challenges as
an opportunity to remodel ourselves, improve processes
and services, and ultimately become more engaged with
your needs as members.
Before I elaborate on some of the exciting developments
we have planned, it is my pleasure to acknowledge the
contribution of some past volunteers and staff who have
moved on. Denise Wood, our outgoing President has
worked tirelessly over the past three years and before
that as a committee member. She has also worked as the
Editor of Outside the Square, the centre-spread of this
magazine, which many children have no doubt enjoyed
over the years. On behalf of our membership, we thank
Denise most sincerely for her dedicated leadership and
commitment, and we welcome her continuing involvement
and support as immediate Past President.
Cate Clark is retiring as Editor of Gifted after 11 years in
the job, which makes her the longest-serving editor of
the journal. During that time the journal has evolved its
professional standard and layout, becoming more visually
appealing while full of compelling information valuable to
parents, carers and educators of gifted children. On behalf
of the readers of Gifted, past and present, we thank Cate
and wish her well with her future endeavours.
We are so fortunate to have had committee members
join us with expertise in areas that we need right now,
including Business Management, Accounting, Marketing,
Information Technology and Change Management. Some
of us are full-time parents, teachers, psychologists, medical
specialists. What has drawn us together for this important
work, is our common experience of parenting gifted
children and adolescents, and seeking to have their needs
recognised and addressed. A personal profile introducing
each new committee member will be forthcoming in the
next edition.

Our first priority, as the incoming Committee, has been

to analyse past financial and management processes to
understand what we need to do differently in order to
streamline operations. Theres no point having wonderful
ideas for future events if our registration systems and
accounting processes continue to let us down. To this
end, we are setting up an e-commerce function on our
website, which should be operational by the end of July.
We are very grateful to a new committee member who
has already made a substantial donation to this project
and is overseeing its implementation. This is phase one of
ongoing improvements to the functionality of our website.
We apologise ahead of time for possible delays in some
services, while we are expediting this. If you have any skills
that you could offer, for example office skills, sourcing and
writing articles, editing, IT, responding to inquiries, fund
raising, please email us at:
secretary@nswagtc.org.au
Alternatively, please consider making a (tax deductible)
donation. We urgently need funds to stabilise the
Association and to build better systems and services
to support you on the gifted journey and ensure all our
children reach their fullest potential. You will find a Donate
Now link on our home page at: www.nswagtc.org.au.
ST I V ES NO RTH

SCHOOL
Learn to Live

THE KU-RING-GAI UNIT FOR GIFTED

& TALENTED STUDENTS

A Designated Centre of Excellence

Celebrating 20 years of expertise in gifted education

The Ku-ring-gai Unit for Gifted and Talented Students

provides a challenging and rigorous program in
full-time classes for Years 3 to 6.
A differentiated curriculum incorporates extension and enrichment
of the Key Learning Areas in a very supportive and caring environment
with specialist teachers qualified in gifted education.

APPLICATIONS FOR 2012 NOW OPEN

As Im an oldie, I will give a brief background for those

who dont know me. I first joined the Association in 1988,
when my oldest children were 5 and 3, co-opted by my
GP to help her organise some events for the Sydney South
Support Group. Life intervened, as it is wont to do, and two
more children, a return to teaching, post-graduate studies
in Pastoral Care (early 90s), Gifted Education (early 2000s)
and an expanding career, meant that I did not become
actively involved again until 2008 when I published my
sons story. I did this in the hope of inspiring other parents
struggling with a disengaged and discouraged son or
daughter for whom school is a mismatch, that there can
be astonishing light at the end of the tunnel when these
children find their niche and regain their self belief. In 2009 I
joined the NSWAGTC committee and have filled a number
of positions since. My main work at present is as a Gifted
Education Coordinator and Teacher Mentor K-12, and as
a Teacher Educator with Teacher Training Australia.
G I F T E D

ST IVES NORTH PUBLIC SCHOOL

J U L Y

VAC
A
Y NCIE
EA
S
R3
LIM
VAC ITED
A
Y NCIE
EA
S
R5

APPLICATIONS CLOSE 26th AUGUST 2011

For more information contact the co-ordinator:
Mrs Carmela May 02 9144 7743
St Ives North Public School
87 Memorial Avenue, St Ives NSW 2075
Mrs Julie Organ Principal

2 0 1 1

Dear Cate
I just received my copy of Gifted and was delighted
that you ran the story on Misdiagnosis of Gifted
Children and Adults. I refer this book to many of my
clients parents as it is exceptional. I see many kids
who are inappropriately diagnosed with a myriad of
conditions rather than gifted. I believe the school
system would rather put the ADHD label on a child
rather than gifted. It is easier for them or that is what
I think!! I was reading the story about Harrison and
it reminded me of a boy I saw last year I hope
his school understands or importantly wants to
understand.

The NSWAGTC is continuing to upgrade

its electronic offerings by improving
the use of its website as a tool of
communication with you, our members,
and transferring the processing of
transactions online. By around the
end of July you will be able to renew
your subscription to the association
and make secure online payments
for things such as events, books and
donations. Please go to the website
at http://nswagtc.org.au and follow
the menu links to myNSWAGTC and
then Join Now! to ensure that you can
benefit from these changes and that
the association can communicate
with you by email when necessary.
As part of these improvements recent
editions and all future editions of the
Gifted journal will be accessible to
members on the myNSWAGTC menu. If
you update your contact details on the
website you will be advised by email
when the latest online edition has been
released. Over the next few months
we will be surveying our members and
journal readership regarding the option
of making all future editions a fully
online journal.

The magazine continues to be great. There is nothing

else like it out there. Congratulations!!!
Best Wishes
Ernst Meyer Educational Psychologist
Received via Email 21 May 2011.
Hi Cate
Just wanted to say Ive been doing my monthly review
spreadsheet this morning and have been going back
over all of Catrionas reviews pulling out quotes.
Thank you Catriona so much for them all youve
made such thoughtful and insightful comments on
all of the books, never just gushing or lambasting
as some reviewers tend to but offering interesting
and pertinent analysis and I am impressed again
by how prolific you are! (Found a Violet Mackerel up
already!)
Thanks so much
Leonie Jordan Walker Books
Received via email 24 May 2011.
Hi Cate
Thanks so much for the recent articles on
acceleration. It has been terrific to read of other
parents experiences, both the good and the bad.
As I continue my rollercoaster journey with my two
young gifted kids Ill remember to put sticky notes
on all the relevant articles so that I can go back and
reread as necessary!
Regards
One happy Mum
Received via email 10th June 2011.

10

G I F T E D

J U L Y

2 0 1 1

ARE YOU MISSING AN ISSUE OR

TWO? BACK
ISSUES OF GIFTED ARE AVAILAB
LE @ ONLY $6 +
$3 P&H Contact the office@nsw
agtc.org.au
Maths Competition

Competition has
The 2011 Australian Mathematics
1.
201
ust
Aug
04
been set for Thursday
ntsamc.html
www.amt.canberra.edu.au/eve
for more information.

A Letter to All Rea

ders of
Gifted

Preferred Contact Points

Got a query that you would like answered by your

Association? Go to:
http://nswagtc.org.au/contacts/preferred-contact-points.
html
to find out the correct email address to contact to get a
response to your question. Below are the areas according
to email contacts:
Event Information
For communications about events apart from registrations
Event Bookings
For communications about event bookings/registrations
Membership
For communications about membership records and details
Accounts
For communications about financial accounts
Teaching Support
For communications about teaching gifted children
Gifted with Learning Disabilities (GLD)
For communications about gifted children with learning
disabilities (twice exceptional)
Highly Gifted
For communications about highly gifted children
Visual Spatial
For communications about visual spatially oriented children
General Enquiries
For general enquiries not better handled elsewhere
Webmaster
For communications about any website issues
Editor Gifted Journal
For communications related to the Gifted Journal

G I F T E D

After ten years of re

viewing books for
Gifted it is with some
sadness that I
wish to inform reader
s that I have to
take a break from de
adlines in order
to focus my limited en
ergy on family
matters. I will still be
writing reviews
for and moderating th
e Online Booklist
(http://nswagtc.org.au
/reviews.html)
and trying to write re
gular blogs at
The Cats Library (htt
p://nswagtc.org.
au/blogs/the-cats-lib
rary.html) and
gifted readers who ar
e interested in
new releases in child
rens literature
are encouraged to vis
it these sites
regularly. Writing fo
r Gifted has been a
great opportunity an
d working with Cate
Clark, editor extraord
inaire, an honour
and a privilege. May all
your gifted and
talented children re
aders and nonreaders alike thrive
and grow into
strong, creative individ
uals to lead and
nourish this much ma
ligned but often
beautiful and amazin
g world we share.

J U L Y

2 0 1 1

11

 A presentation by a representative of NSW Department

of Education and Training on the NSW DET gifted
policy.
A presentation by a lawyer on using disability
discrimination legislation to allow GLD children and
indeed all LD children to benefit from their professionally recommended classroom accommodations and
special exam provisions.
A panel of four allied health professionals on whats on
offer in the way of support and remediation for GLD
children.

By Carol Barnes

A panel of successful young people who are themselves GLD.

Saturday 14 May saw over 100 parents, teachers,

psychologists and other professionals from at least
four States gather at the Australian Catholic University,
Strathfield for the NSWAGTC inaugural full-day conference
on gifted children with learning disabilities (GLD).

A plenary on school advocacy from the point of view

of BOTH the parent AND the teacher.
The formal presentations were complemented by a chillout room for parents new to gifted or new to GLD, to
eat lunch together and chat informally and compare
experiences, and also by small group discussion sessions,
the reports of which will be compiled into a submission
for policy makers on how we may most effectively pool
resources to support these brilliant yet counter-intuitive
learners. Watch this space for further information about its
publication towards the end of the year.

Instead of GLD Forum, we called the conference 2e

Forum for reasons best explained in the flyer, which can
still be found here: www.nswagtc.org.au/files/2e_
day_-_regn_Form_-_edited_3.pdf
The Forum keynote speaker was Dr Mark Selikowitz,
a Sydney developmental paediatrician with a special
interest in gifted children with disabilities, and author of
introductory books on dyslexia and ADHD.

Carol Barnes is the volunteer Convenor of the NSWAGTC

support group for parents and teachers of GLD children, and
the mother of two gifted young adults with multiple learning
disabilities. If youd like to receive information about the GLD
Group, identifying GLD children, or parenting and teaching
GLD students, Carol may be contacted at:
carol@bartink.com.au.

The program included:

Several sessions for parents and/or teachers on how
to support GLD children both at home and in the
classroom.

12

G I F T E D

J U L Y

2 0 1 1

*Please note that part 1 of this article is available

online at: http://nswagtc.org.au/mynswagtc/giftedjournal/online-issues.html in the Full Access
file. However, you must be a full financial member
of the Association in order to access the article.

Introduction
Having defined a view of a perfectionist, the factors that
may contribute to perfectionism, and some of the beliefs
and behaviours common to many perfectionists in the
previous article, the next step is to look at what strategies
can be used to try to prevent or at least remediate
perfectionistic tendencies in young people.

Attribution of success or failure in

perfectionists: (Or why they think they
achieved or failed!)

By Jan Robinson

GATS
PRES TA
ENTE
2010 R

Make situation specific attributions for failure, even

though they feel great frustration/anger with failure
(That was careless I should have analysed that
section more before I wrote it.)

Remediating Perfectionism
The burning question is of course, What can parents and
teachers do to remediate/prevent perfectionism?
The answer is to change the thinking of these students
from It will never be good enough to Im just going to
challenge myself to do the best I can and be happy that
Ive learned something new and each time I do this I will
improve.
In the Home

The personal belief of someone as to what led them to

experience either success or failure is very revealing.
Unhealthy perfectionists tend to
Minimise successes (It was only because it was easy
to find the information/do the task.)
Overgeneralise and exaggerate failures (That whole
assignment was no good because they lost marks on
one aspect)
Blame themselves for failure internalise attribution
(Im just not good enough.)
Healthy perfectionists tend to

Parents should strive to:

Examine their own behaviour often a perfectionistic
child has at least one perfectionistic parent! Are you
overly critical of your own achievements? Do you do
everything for your child, thereby implying they cant do
it well enough?
Give their child unconditional love that is unrelated to
their behaviours, successes or failures show that you
love them for who they are as a person.
Forge strong emotional ties respect your childs
feelings positive or negative.

Attribute their success to their own effort/ability (I

worked hard on that research.)

Communicate openly and honestly with their child

praise when it is truly warranted, and keep reprimands
for major issues the rest of the time discuss and
negotiate ways to improve or move forward.
G I F T E D

J U L Y

2 0 1 1

13

 Encourage your child to admit problems or personal

difficulties to see them as part of everyones life
experience and something to be responded to rather
than fretted about.

Teach them to draw joy and satisfaction from their

life to relish and enjoy their successes, and to keep
frustrations and mistakes in perspective.
In the Classroom

Be aware of giving unspoken, implied criticism the

disapproving tone of voice, the frown, the raised
eyebrow etc.
Model acceptance of their
own failures/limitations in all
aspects of their lives laugh
at yourself, share your faults.

Students need to be able to feel they can trust in the

teacher in order to be able to work with him/her. That trust
means that the teacher is able
to give the necessary push
to the perfectionistic student
to encourage the student to
be more of a risk maker (trying
something risky because they
want to do it)/risk taker (trying
something risky because it is required of them by someone
else). Stretching the challenge level of the student to the
point where they experience small failures occasionally
and can accept those small failures as part of the learning
process, teaches them to view failure as NOT the end of
the world!

mistakes are part of the

learning process in ALL parts
of life.

Try to teach your child not to

take grades personally. Be willing to acknowledge your
childs dissatisfaction with their grades on a task, and
then teach them to look at it in relation to the marking
criteria, rather than as a reflection of their ability they
can also then see what aspect to work on for improved
performance next time.

Demonstrate through your own actions that mistakes

are part of the learning process in ALL parts of
life. They are not specifically an indication of failure.

Developing a sense of self efficacy, that is related to the

attainment of excellence, rather than perfection, will
also improve the sense of self worth in an unhealthy
perfectionist. It is important that teachers give students the
tools and strategies to allow them to achieve this.

Encourage setting of realistic goals in any aspect of

life.

Teachers can assist the perfectionist by:

Teach your child basic organisational strategies to use

keeping their things in order, establishing routines for
daily life etc.

Modelling acceptance of their own failures/limitations.

Demonstrating an acceptance of mistakes made
by students and assist them in finding strategies to
overcome or correct them (Particularly avoid the What
were you thinking?! comment.).

Talk about the unattainable nature of perfection from

an early age children can develop a healthy
understanding if it is consistently discussed.
Give plenty of opportunities at home in safe settings to
experience failure and practice resilience in continuing
on eg in encouraging children to try new things a
new food, a new hobby, a new place to visit etc.

Teaching that mistakes are an integral part of the

learning process not an indication of failure.

Encourage your child to be an explorer of life give

them safe but broad parameters and let them go
theyll discover that trial and error is a valid way to
learn new things that a mistake can teach more than
finding the right way straight
away can. Such experiences
have the added benefit of
empowering them as they
have a time when they have
control/autonomy over their
life.

Explaining the importance of being a risk maker

AND a risk taker, and also explaining the difference
between them: risk maker (trying something risky
because they want to do it), risk taker (trying something
risky because it is required of
them by someone else). Ask
them to recall situations involving
both and talk about where their
comfort levels were in each
to develop self awareness it
may aid them in overcoming the
negative feelings or anxiety they may be experiencing.

Modelling and teaching how to set realistic, achievable

goals and that focus should be on improvement.

Explain the importance of

being a risk maker AND a
risk taker,

Give children the opportunity to see that in some

situations/tasks, that there are more than one way to
achieve success learning that there can be multiple
CORRECT alternatives can be very liberating!

Encouraging positive self talk.

Keeping the focus on the process AND the outcome,
NOT one or the other evaluate progress rather than
product only.

Model response to stress what you do and how you

overcome it positively to move forward.

Providing opportunity for interest based projects these

are based on a desire to know and a wish to succeed.

Be forgiving and accepting of others mistakes and

shortcomings.
Encourage your child to understand that working
through conflict in friendships is normal and often part
of developing deeper friendship bonds, rather than a
reason to break off friendships.

Providing clear marking criteria for tasks set in class

and encourage students to look closely at the criteria in
considering their achievement so that they understand
that it is the content that is being assessed, not their
worth as a person.

Read through the criteria for school tasks with your child
and monitor their progress especially helping them to
bring each step to closure rather than letting them go
on and on researching ad infinitum (for example).

Assisting students to come to a point of closure on each

step of a task by setting clear parameters regarding
number of sources/time to be spent on it/number of
points to be included etc.

14

G I F T E D

J U L Y

2 0 1 1

 Teaching students to use marking criteria to allocate

time and effort level to be expended on each section of
the task. Explain the requirements clearly and advise of
the need to know when to stop researching encourage
the child to set a time limit or a number of sources as
the maximum needed.
Presenting work that is at the point of optimal learning
just slightly above mastery level research indicates that
this promotes flow and develops intrinsic motivation.
Creating opportunity for challenge that may bring some
experience of failure, or of things that they dont know
so that they have somewhere to go in their learning.
Teaching students to rehearse what might go wrong
to voice concerns they may have about the task
before they attempt it and discuss ways that they
might respond to problems pre-empting it becoming
an issue.
Considering what you will reward and how it will be
rewarded; are we only rewarding the right answer,
or are we rewarding effort, personal progress or even
original thinking that shows new perspectives?
Providing counselling on perfectionistic behaviours that
arise from time to time eg negative thinking patterns,
unthinking, self limiting behaviour, self sabotaging
behaviour, goal setting etc.
Providing access to mentors within or external to the
school setting.
Using bibliotherapy. (Also use examples such as the
process of writing a book to discuss the striving for
excellence rather than perfection, or the lives of eminent
people. Thomas A Edison wrote I have not failed. I
just found 10,000 ways that dont work. and Genius
is 1% inspiration and 99% perspiration. Similarly
Einstein stated Do not worry about your problems with
mathematics. I assure you mine are far greater. Such
personal reflections show students that everyone has
doubts and everyone fails, and that everyone has to
strive and challenge themselves it being part of the
process of moving forward in learning.)

Without Being Alarmist Something to be

Mindful Of
Unhealthy perfectionists are vulnerable to psychological
disorders if feelings of self worth are left unchecked. These
can be expressed as:
Low self confidence
Eating disorders
Anxiety
Personality disorders
Social phobias related to their own worth friendship
difficulties
Physical medical conditions eg irritable bowel
disorder, migraine etc
Alcoholism/drug taking
Depression
The cycle of success = self worth, and not meeting
excessively high standards = failure, means that
G I F T E D

perfectionism can lead to very low self esteem and low self
efficacy, which can lead to depression.

Moving Forward
Those first signs of perfectionistic tendencies the
comments about a competition or a school task of I have
to be the best or the way a child responds to compliments
Thanks, but I should have done better than that can be
overlooked as throwaway lines.
However, if such responses become habitual then more
explicit attention to changing such unhealthy beliefs and
behaviours needs to be undertaken. If children can be
prevented from slipping into unhealthy perfectionistic
thinking and behaviours in the first place, then there is
more an increased likelihood of them developing healthy
forms of perfectionism where excellence is desired, rather
than perfection.
Parents and teachers who become aware of perfectionistic
children/adolescents in their care must also be aware that
simply beginning to say all the right things or putting into
place those strategies previously mentioned, will not turn
around years of ingrained belief and behaviour patterns.
Changing these habitual responses will involve firstly
bringing the perfectionist to some level of self awareness
about their beliefs and behaviour patterns, and will then
take time and perseverance in order to help them begin
to use the different thinking and strategies which will
encourage them to more positive learning patterns. A
team effort between the student themselves,
parents and teachers, is more likely to elicit the most
favourable outcome in remediating unhealthy and
limiting perfectionistic behaviours.

And in Answer to the Question

Posed in the Title of This Paper ...
Pencils have erasers in order to achieve that fine balance
between risk and challenge in our work; to encourage us
to take on tasks that are at our optimal challenge level and
therefore involve risk. The eraser is there to reassure that
mistakes are okay, because you have the tools to correct
them. The willingness to accept our errors, to find where
we went wrong, and to learn how to correct it for next time,
is that tool our eraser! This tool or approach puts the
focus on growth in learning, rather than on achievement.
As parents and teachers, our task then, is to teach
perfectionistic children in our care the thinking patterns
and behaviours that will overcome their unhealthy
perfectionism tendencies (or to stop them developing
in the first place). We need to encourage them to adopt
this, healthier, approach to life and learning in short, to
provide them with the eraser on the end of their pencil.
The most difficult part of attaining perfection is
finding something to do as an encore.
Author unknown.
Jan Robinson has experience teaching in the UK and Australia
over a period of 22 years. Currently Curriculum and GAT
Coordinator K-10 for an Independent girls school in Sydney,
she holds a COGE Certificate and Masters in Gifted Education.
Jan has drawn on academic reading within the area, her time in
the field of education, and her own experience of perfectionistic
tendencies within her immediate family in discussing the
subject of perfectionism in this paper.

J U L Y

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15

The NSWAGTC is now calling

for expressions of interest
Editor of Gifted journal.
For over 20 years the journal, Gifted, has been at
the forefront of the gifted community in New South
Wales (and other States) providing information to
parents, teachers and other interested parties
about the uniqueness and challenges of gifted
children.

In the role of Editor you will:

seek appropriate articles, contacting and
negotiating with contributors
seek appropriate advertising for the journal
liaise with a graphic designer in regard to the
journals design
negotiate with printers to produce a quality
print product
keep up to date copyright records
load completed articles onto the NSWAGTC
website database (training supplied)
The role would most suit an organised thinker who
is prepared to work outside the square to deliver
a quality print and electronic product. Writing/
editing background is preferred and the ability
to set and maintain deadlines is essential. Some
handover assistance will be provided.
Please note that this will initially be a voluntary
position. It provides a visible platform for a
person seeking to demonstrate their editorial and
management skills.
For further information
Hammerton at:

contact

Rosemary

secretary@nswagtc.org.au

16

G I F T E D

J U L Y

2 0 1 1

RHONDAS
H
E
T
O
R
I
C

Under Privileged
Gifted Children
By Rhonda Filmer

It has long been a concern: what happens to gifted

students from low socio-economic backgrounds and
how do they thrive in our current education systems
allowing them to progress to university? The home
background of pupils is the single most important factor
influencing educational outcomes. Poverty is strongly
correlated with a range of other home background
variables, including parental educational attainment,
thus it is difficult to separate the effects of limited
financial resources from other home background
factors (www.iiep.unesco.org/fileadmin/user_u
pload/Info_Services_Publications/pdf/2009/
EdPol10.pdf). It is truly important to remember that
gifted children are born into families with any type of
background.
The Federal Government wants twenty percent of
undergraduate enrolments by 2020 to be people
from poor backgrounds. I think this goal is becoming
increasingly difficult to realise for a number of reasons.
We are living in an increasingly stratified society that
represents an ever widening gap between the very
wealthy and the very poor. NSW, particularly Sydney,
has become a very competitive place with distinct
lines between geographic area and socio-economic
levels. It would seem that the trend is to choose
independent education if the family has the means
to do so which results in some pooling of students
from like backgrounds within their families schools
of choice or by location. Schools undoubtedly
reflect the investment they attract from their feeder
communities. Characteristically, the schools with the
greatest educational challenges will attract the least
resources locally. We have evidence of stratification of
educational resourcing along socio-economic lines.

And gifted children will fall through the cracks more

than ever and certainly more than half a century ago
when the vast majority of students were publicly
educated and teachers were sent across the state
as a condition of their bonded employment. It was
easier then to access scholarships and university
education even if you came from a home where there
had been only modest education. I was a recipient
of that advantage and I wish no less for every other
child with intellectual potential.
Responses are welcome to filmer@tpg.com.au
After teaching for twenty years Rhonda established
Twice Exceptional which caters to the learning needs
of gifted students and those with learning disabilities,
their parents and schools.

Do not misinterpret this argument by concluding

that I think independent education is superior to
public education. I have never said this and never
will. Experience has taught me that the best and the
worst of education occurs in the public system. But
I make the comment that the very most demanding
work required by schools is to value add in skills and
knowledge to children whose home backgrounds
have given them the least chance of success. If we
leave that job to the most stressed schools we are
a state that cares too little. We have become only
interested in our own well being and not in that of the
community in which we belong.
G I F T E D

J U L Y

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17

By Cate Clark
A New Editor for Gifted

The Gifted Journey

I wished to advise readers that this is the last edition of

Gifted that I will organise and edit. After eleven years I
believe that it is time for a new person to look at the journal
in a fresh way. I wanted to personally thank each and every
one of Gifteds readers over this time for the privilege of
allowing this journal into your home and/or school.

The gifted journey is a

long one. I have been
participating in my own for
over forty years! My children
Grace and James, still in
their teens, are learning their
own versions of the trip. In
this edition Gifted celebrates
the gifted experience and
some of what that entails.

I also wanted to thank all the people who contributed

articles, stories, anecdotes and photos over this time.
I most particularly wish to thank Denise Wood for being
a pleasure to work with as childrens editor for Outside
the Square and also Catriona Coote who has voluntarily
reviewed hundreds of books for the Association. Thank you
also to David Farmer, the NSWAGTCs current webmaster
(and previous editor of Gifted) who helped me initially
learn the ropes and recently for his patience as I learnt
how to load electronic files to the website.

Starting School
Kerry Hodge well known
academic in the field of
gifted found that many
young gifted kids need to start formalised schooling ahead
of their age cohorts. In this article Kerry talks about the
experiences of families with young gifted children who
looked for ways to support their small poppies. Pages
28 34.

People such as the ones mentioned above make good

organisations great and I thank them for the dedication
to the cause of helping to advocate for gifted children in
this State over the last eleven years.

Acceleration
After the business of starting school, acceleration quite
often becomes an area that gifted families need to consider.
In this final article on one of the most confronting areas of
gifted education, mums Nat, Rosemary, Maree and Lynne
complete their observations of what the acceleration
experience has meant for their families. Pages 5 7.

I began on this editorship journey when my daughter

Grace was identified as gifted at age three and accelerated
into Kindergarten the following year. My son James was
also to be identified shortly after this being able to attend
preschool a year earlier than most children. Through the
years we have experienced some amazing things as a gifted
family and both Grace and James graciously consented to
be written about and photographed (see photo this page
and also page 23 and 25) in order to share some of these
experiences. I thank them for their support of their Mum.

Perfectionism
Many gifted families find that they have a child who is
quantifiably outside the norm their child thinks and
feels very much differently from other children of a similar
age. One of these asynchronies may be a child whose
rage to learn manifests itself in perfectionism. However,
Jan Robinson points out there are ways to be a healthy
perfectionist. Pages 13 15.

Lastly, in 2005 I was lucky enough to (finally) marry my

childhood sweetheart Geordie. I wish to thank him for his
limitless support. It was wonderful to have someone to talk
to about things gifted.

Gifted Teens

Finally to any new members reading the journal for the first
time I welcome you and I encourage you to hang on and
enjoy the ride!

As suggested in the opening paragraph giftedness is a

lifelong experience. Being a gifted teenager is very hard.
The struggle to fit into societal norms yet to perform to
academic, parental and self expectations can be an
incredibly taxing experience. Jean Sunde Peterson, a
counsellor and academic from the United States, offers
some wise words for teachers and parents in dealing with
the developmental variations that gifted teens often exhibit.
Pages 23 26.

I certainly have!

The 2011 AGM Presidential Report and

Message From the New President
The 2011 AGM Presidential Report and Message From the
New President In early June the NSWAGTC had its Annual
General Meeting. Denise Wood delivered her final report
as President (pages 3-5). Also new President Rosemary
Hammerton introduces herself and explains where to from
here for the NSWAGTC. Page 9.

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How are we different now to those who are part of our history? How are we the
same? Around you now is a world far removed from the world of your parents,
and even more far removed from the world of your grandparents.
100 years ago in 1911, it would have been impossible to imagine some of the
ways we do things now, and some of the tools and materials we use. How have
our minds changed? Do we think differently than our ancestors?
In this issue we will consider families in the past, and facts and figures about
you gathering data for historical use perhaps. Every day we make history
but we dont always realise it. Some experiments to raise questions in your
mind, and some ways of developing the strength of your mind. For our youngest
readers, there are ideas on finding your family tree; for older readers some
ideas about the types of mind we need for the future, and ways of building your
mind power. For everyone there are some puzzles for exploring. Enjoy!

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Finding Out About Your Family

Family trees are used to create a visual image of
the connections between generations and
relations. The concept of using a tree
developed from the way families often
have different branches.
You can start you own tree that shows your
immediate family and then start to put together
the branches if you know of other members.
1. Draw a tree trunk on a piece of paper, with a
number of branches. Cut out leaf shapes
you can make them different sizes or from
different colours of green.
2. Put your name on a leaf and place it near the
top of the tree. Make leaves for your siblings.
3. Add your parents, and their brothers and
sisters to the middle, level of the tree.

4. Right at the bottom you need to write your

grandparents names. Some of you will know four
grandparents; some two, some only one! All our families
are different.
You can see that if you then explore your cousins, and
other members of their families you can soon start to
see how connections happen. How much can you find
out about your grandparents as you do this? What
memories are there to gather and collect as family
stories?
Are you similar to any of your earlier relatives? You
might find you look like some, or you remind your
relatives of others.
Families are all different is yours one tree, or a collection of
trees? Are there many complex branches or simple, singular
ones? Families impact on the way we view the world and
how the world views us. Finding out the stories of your family
is a way to better understand yourself sometimes too.

Evidence of you!
What are the things that are individual to you? That make you unique? Can you build a profile of yourself that highlights your
differences?

Make A Set Of Fingerprints:

You will need:

A stamp pad with good ink
Blank pages of white or pale
coloured paper

Step out onto the blank page. You may need to have
someone help you as your feet will be slippery.
Stand still, so that the print is clear and then step off
onto a towel of piece of newspaper.

Then:
Carefully place the pad of your
thumb on one hand on the inkpad.
Roll it slightly to ensure good
coverage. Next, place your thumb
firmly on the blank page, pressing
evenly down until the mark is clear.
Repeat this with your other fingers
and then the fingers on the other
hand.
It might be interesting to collect the
fingerprints of other family members
how similar are they?

Again, compare your foot print to the one that would

be left by others is there a family likeness?

Personal Detective:
Other data you can collect for your profile:
Make a fact file: your favourite items
food, music, TV programs, books,
authors, breakfast cereal, sport. Collect
the same information from other family
members and compare the details.
Collect your numbers your weight,
height, birthday, number of teeth.
Write a personal song: what lyrics
would you create to describe you and
what melody would you put it to? Choose
an easy well known tune, and write lyrics about
you to sing!

Footprints:

You will need:

Make a family map: what are the important dates

for your family? Map them on a calendar and see if
any patterns emerge? Are all the birthdays at certain
times? When are the special occasions is there a
pattern here?

A baking tray with a piece of thin foam, large

enough to fit your foot on.
Blank paper.
Paint.

Explore your ancient measurements what is

your span, cubit, digit, palm, hand?

Water and towel to clean your foot afterwards!

Then:
Set up your foot stamp pad in a place where you
can easily wash your feet.

(if you are interested in other ancient measurements,

have a look at this glossary of measurement terms:
www.hemyockcastle.co.uk/measure.htm)

Cover the foam with a thin layer of paint. Spread it

out so that it is even across the foam.

When your detective work is done and your file is

complete, compare your information to others you

With bare feet, stand carefully on the paint pad,

moving your feet to ensure the soles are evenly
covered.

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know.

What do you notice about you?

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While our younger readers have been thinking about themselves in terms of facts, figures and preferences,
for our older readers there is another perspective to each of us how we think, how we learn and how we
use our mind to solve problems.

What is your
thinking style?

Five thinking styles have been identified

by Robert Bransom his descriptions give
details of the different ways that people think
about their experiences, their problems and
their actions.
Can you identify yourself in and of these
profiles?
Synthesists:
creative
thinkers,
who notice opposites in the world
around them; who like to confront
those around them with different
viewpoints or concepts.

1
2
3
4
5

Idealists: set big goals; have high

expectations for themselves, aim to
achieve high standards in everything
they do.
Pragmatist Thinkers: resourceful,
flexible. Like to be rewarded quickly
for what they do. Set short term
goals.
Analyst Thinkers: are accurate,
thorough thinkers who pay attention to detail.
Like to make logical plans and backup their
ideas with information.
Realist Thinkers: doers; respond to sensory
input, like short concise information.

How do you think about the experiences you have or plan

to have? Do any of these describe you?
Others see the mind in different ways.
Howard Gardner (who developed the theory of multiple
intelligences) has also described what he calls the five
minds for the future:
The Disciplinary Mind: this mind is about
mastering knowledge and skills, learning the
details of formal areas of study. It is the mind of
factual learning and study, of order and logic.
The Synthesizing Mind: this mind integrates
various experiences, knowledge, and skills to
create a whole picture. This is the mind that
communicates the big picture to those around
and to make connections from experiences and
knowledge.
The Creating Mind: this mind is capable of finding
new ideas, new perspectives, new connections.
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It clarifies problems, asks questions, identifies

original ideas.
The Respectful Mind: this mind is sensitive
to others the differences, the similarities, the
relationships and understandings about the
differences between humans.
The Ethical Mind: this mind is where the
responsibilities towards those around the person,
their values and important judgements are
considered and dealt with.
Gardner describes these minds as necessary in everybody
noting that while there may be natural tendencies to
think in a certain way, it will be important that everyone
nurtures their thinking across all the sorts of mind. He
considers that what is needed for the future is an ability to
utilise all the different minds at different times, depending
on the situation. He talks about the need to not work on
each mind discretely but rather to see them as constantly
developing over time, with certain times when the focus
may be more or less on one. It matters that we are able
to utilise different approaches to the problems and issues
in the world today.
Can you control the way you think, or the type of mind
you are strongest at using? He suggests that we can all
work to build our mind power across the five minds.
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Ways to Build your Mind Power

Number Patterns and Problems

Practice: to build the power of your disciplined mind, you

need to be willing to take in new knowledge and to practise
the skills and techniques you learn until you have mastered
them. Practise is what builds strength we know this in
sport, but even in things of the mind.

Fibbonacci Numbers are a well known pattern sequence

that appears in many places in nature and in man made
settings. Their emergence is always intriguing. You might
want to look up some more information about these
numbers at:
www-history.mcs.st-and.ac.uk/Biographies/Fibonacci.html
or
http://plus.maths.org/content/os/issue3/fibonacci/index

Diligence: this also builds your disciplined mind. You

need to focus on taking in the details, in finding out further
information asking good questions and continually
seeking to know more about something, approaching
learning as a life long experience.
Organising: for your synthesised mind, being conscious
of the importance of being prepared, having the materials
one needs, planning and setting goals allows you to be
prepared and to be ready for new ideas. Using tools
that show how ideas connect and link helps deeper
understanding.
Open Mindedness: again, for your synthesising mind,
if you are able to be open minded when you hear new
information asking how it links, what it tells you about
what you already knew, what else you now know. These
attitudes help us to assimilate new information and to bring
it to bear on our existing knowledge in new ways.
Go Beyond: your creative mind requires you to think
beyond the obvious to ask questions that are new in
an area, to look for unexpected connections and ideas.
Creative work is about taking whats known and enhancing
it, adapting it, taking the risk of putting out something
different.
Understand Others: your respectful mind becomes
stronger when you deliberately seek to get to know and
understand others who are different to you. When you put
effort and real thought into the way you work with others;
the way you listen to them and consider their point of view
and ideas, when you show acceptance of the differences
and care for others you will strengthen your capacity to
utilise your respectful mind.
Reflect on Your Responses: your ethical mind allows you
to behave and respond in ways that reflect your personal
values. You can strengthen its capacity by being aware of
your behaviours, by thinking through what is important to
you and what you value in others, yourself and the world
at large. A daily time of meditation allows you to establish
what is important and what is not, to decide about how
you will respond to problems or people and to reflect on
how you managed. Using this time to be aware of yourself
builds the power of your ethical mind for when you are
making other decisions or plans.
Be Mindful: another strategy that is presently being spoken
about is the need to be mindful and deliberate to be
aware of the world around you, of what is happening right
now. Television and computer games create new realities
and sometimes these become more important than what
is just around us. Making time each day for doing nothing
for sitting quietly and letting ones mind and body rest can
make a difference to how strong our thinking power is, and
our problem solving behaviours are.

Your mind is a powerful tool and unique everybody

approaches everything differently!
It needs looking after and for a long time this was not
realised. Looking after your precious mind will help you
make the most of it.

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Here are some puzzles that use these numbers. Have fun
with them!

Leonardos Leaps
I try and take the stairs rather than the elevator whenever I
can so that I get a little more exercise these days. If Im in a
hurry, I can leap two stairs at once otherwise its the usual
one stair at a time. If I mix these two kinds of action step
onto the next or else leap over the next onto the following
one then in how many different ways can I get up a flight
of steps?

Making a bee-line with Fibonacci numbers

Here is a picture of a bee starting at the end of some
cells in its hive. It can start at either cell 1 or cell 2 and
moves only to the right (that is, only to a cell with a
higher number in it).

2
1

4
3

6
5

There is only one path to cell 1, but two ways to reach cell
2: directly or via cell 1.
For cell 3, it can go 123, 13, or 23, that is, there are three
different paths.
How many paths are there from the start to cell number
n?

I am sure you will discover something as you work out

the answers to these! I found them all, and more puzzles
at:
www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibpuzzles.html
In this issue I have given you some ideas about your
history, about being a personal detective and about how
you can develop your ability to think and problem solve.
I hope that you have found it interesting and that it has
given you some food for thought. Until next time, keep
always seeking to find new answers, to ask good questions
and to be surprised by what you find out!
As always, if you have work to publish please submit it to
my email address:
dwood@csu.edu.au

I look forward to receiving it.

Denise

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Introduction
In individual, small group, or whole
classroom counselling, I often include
some psychoeducational information about
normal
developmental
tasks
when
counselling individuals at any age. Since
gifted teens face the same developmental
tasks as anyone else their age, I offer
this kind of information to them, too,
when appropriate. Their experience of
development is undoubtedly qualitatively
different from others, but my framing
their troubling thoughts, feelings, and
behaviours in developmental terms seems
to be helpful.
I also consider it important to speak in
terms of universal developmental
tasks, reminding gifted teens that
struggles with identity, direction,
autonomy, relationships, differentiation
from and within family, and resolution
of conflict probably characterise
adolescents across cultures, socioeconomic levels, and ability levels.
Such information can help them
embrace their own humanity and
make sense of themselves and
others. It may also help them be less
critical of, and more patient with,
themselves and adults and peers in
their lives.
Sorting Out Feelings and
Behaviours
For counsellors, feelings and
behaviours make sense. Feelings
can be unsettling, but they make
sense when circumstances are
considered. Behaviours may be
ineffective and cause major problems, but they may make sense as
attempts to meet needs, to defend
the self from real or perceived threats,
to get attention from someone
important to them, to be different, or
to hide feelings of shame.
Making sense of feelings and
behaviours can help gifted teens
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may help gifted teens gain adult approval, win awards, and
ensure college entrance. In fact, doing things well and right
is probably valued in a perfectionists culture. Perfectionism
may be simply an extreme version of a societally valued
attribute.

gain a greater sense of positive control. Feelings are not

bad or good; they just are. Feelings can indeed feel out of
control and crazy scary for someone accustomed to
using a quick mind and good oral language skills to exert
control in many areas of life. Behaviours can feel beyond
personal control as well, and, given their high ability, gifted
teens with behaviour problems may be called immature.
Behaviours may frustrate, dismay, and embarrass invested
adults. However, viewing feelings and behaviours in context,
talking about them, and normalising them may help
gifted teens to feel empowered regarding choice, personal
agency, coping, expressive language, and relationships
instead of feeling shame, defensiveness, and low worth.

However, perfectionism has a downside. Perfectionists may

fear failure so much that they do not venture into unfamiliar
academic, social, and experiential territory without knowing
what to expect and without bringing in prior knowledge
as they usually do. In addition, perfectionism may preclude
enjoying the trip when working on a paper or project, due
to tense preoccupation with the end product. Students
struggling with perfectionism may find it difficult even to
begin an assignment for fear that they cannot produce a
product that fits their grand vision. Others may be unable
to stop at the page limit when doing a writing assignment
because theyre nowhere near done yet. Perfectionistic
individuals are also likely to be highly self critical. They may
not feel valued for who they are, instead feeling valued only
for performance.

Counsellors ideally offer a nonjudgmental, objective adult

presence useful for helping children and teens sort
through complex concerns. Counsellors have particular
listening and responding skills. They are not invested in
outcomes, with a personal stake, in the same way that
parents, teachers, coaches, and directors are. They offer
a blank slate for exploring the self, discovering strengths,
and having these validated.

Pertinent psychoeducational information and discussion

can help gifted teens sort out and make sense of
perfectionism, challenge irrational beliefs about the
expectations of self and others, refrain from catastrophising
about imperfection, and focus on ratcheting down anxiety
with self talk.

Each gifted adolescent is developing a work in

progress. Supportive adults, during developmental
challenges, can help gifted teens feel more
comfortable and confident in school and elsewhere.
Meeting them where they are, not where the adults think
they ought to be, can be powerful. Counsellors and teens
can work collaboratively toward more effective responses
to environmental stimuli. When counsellors, educators,
and parents pay attention to nonacademic strengths and show
interest in the whole person,
comfortable, appropriate, and
crucial relationships may result.

Deviance
The label gifted implies deviance. It is the deviance that
argues for special services. Indeed, giftedness is about
being different. In the United
States, the label is often applied
to students whose scores are
approximately two standard
deviations above the mean
on a measure of intellectual
ability, although school districts
vary in how the construct is
defined, interpreted, and applied. Regardless of how
gifted is defined, the distance from average increases
as test scores (or ratings of a talent assessment) venture
far beyond two standard deviations on a bell curve of a
particular domain.

In fact, an adult simply

commenting that giftedness can
be both asset and burden can
lead to a productive discussion.

Sensitivities and Intensities

Raising
awareness
of
characteristics clinicians and
researchers have associated with giftedness can help a
gifted teen feel more normal as a gifted person. The brain
of a gifted person is likely processing a great amount of
environmental stimuli at any given time, hyper-responsive
to sights, sounds, smells, tastes, textures, interpersonal
cues, and reminders of past experiences, for example.
Dealing with these may feel overwhelming at times.
Sensory overload may deplete energy and demand retreat.
Even in the classroom, such sensitivity can have an impact
on relationships with teacher and peers. Intensities related
to intellect, creative expression, physical movement, and
emotions can affect these relationships as well. Information
about giftedness can help gifted teens put extreme feelings
and odd behaviours into perspective and can potentially
help them cope with challenges in and outside of the
classroom.

It makes sense that, the farther out on the bell curve

of intellectual or another ability someone is, the more
interpersonal challenges are likely. Mindmates probably are
more difficult to find, and interests may be quite different
from those of even moderately gifted peers. Feelings of
loneliness may pervade all school years. Using the bell
curve to help both comfortably gifted and extreme ability
students make sense of themselves and others can be
helpful. It is, after all, quite normal for high capability
individuals to feel intellectual distance, or difference in
interests, from most age peers. Yet there are also those
who are so interpersonally adept that, even when highly
gifted, they have social ease with individuals with varying
ability levels.

In fact, an adult simply commenting that giftedness

can be both asset and burden can lead to a productive
discussion. Educators and perhaps the general public
are accustomed to seeing high ability as an asset. The
field of gifted education also typically focuses significantly
on high motivation for academic performance when
considering eligibility for special services, curriculum, and
how services will be structured. It is important to consider
how sensitivities and intensities can be burdensome and
potentially problematic. Highly able teens may have learned
how to hide the burden side. When I speak to groups of
gifted teens, they seem surprised and appreciative when I
focus on it. When I speak to their parents, I experience the
same reaction. Feelings and behaviours make better sense
after a discussion of characteristics associated with high
ability, including the asset burden paradox of giftedness.

Asynchronous Development
Pertinent to deviance, giftedness also usually reflects
asynchronous development. Students are typically
identified as gifted because their cognitive development is
quite advanced for their age. But their social and emotional
development may be simply average or at least not at
the same level as their cognitive development. Significant
differences between intellectual ability and social
and emotional development may contribute to
social and emotional problems. For example, when
negative, unsettling life events occur, gifted kids often work
hard, cognitively, to make sense of what happened, but
emotionally they may struggle and despair. Their intense
emotions may feel out of control. They probably have not
lived long enough to trust that they will indeed survive
and that the awful feelings they are experiencing will not

Perfectionism
Perfectionism is frequently brought to the attention of
counsellors who work with gifted individuals. Perfectionism

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stay exactly the same. Psychoeducational information

about asynchronous development, challenges related to
emotions, and resilience in the midst of adversity can help
struggling gifted teens normalise and cope with distress.
Talking can also help gifted teens to cope, when they feel
invited to do that.

that depends entirely on high performance. High achievers

may have developed less autonomy than underachievers,
although the opposite may also be true. Some high
achievers may carry internal conflict that no one notices.
Conflict may also be hidden within some underachievers;
for others it is clearly visible and perhaps even dangerous.

Balance

In spite of these complexities, the social and emotional and

career development of gifted teens often gets relatively
little attention. Adults may assume that gifted students
have it all figured out. However, it may be dangerous for
adults to make assumptions about either high achievers or
underachievers. If they do, they may miss opportunities to
connect with these adolescents over the complexities of
growing up. They may also miss signs of quiet despair.
When informed and caring adults help gifted teens to frame
stuckness in developmental terms, the latter may be able
to move beyond impasse in one or more areas.

I once co-conducted a longitudinal study focused on

life events during the school years. Over time, due to
attrition, participants became almost homogeneously high
achievers and from the dominant culture. At graduation,
they were asked to list their most challenging experiences
during the school years. Stress from overcommitment
and overinvolvement in school and other activities was
the main theme in their language, not the many deaths,
accidents, illnesses, and other events that parents had
reported over the school years on an annual checklist.
However, the graduates did indeed mention significant
losses related to the deaths of close relatives or friends,
injuries that precluded participation in favorite activities,
illnesses in self or family members, trauma, and various
kinds of rejection. Many mentioned difficulties related to
peer relationships. Some wrote that negative experiences
had changed their perspectives, and some indicated
that these had contributed to maturity. Some graduates
explicitly stated that they had eventually made sense of
these dark periods in their lives.
When asked about their most positive experiences, they
referred to awards and successes related to academics,
athletics, and the arts and to feelings of satisfaction and
validation. Some referred to meaningful family experiences.
Some mentioned experiences that led to spiritual growth.
Some described community or school service projects.
Some had taught or worked with young children or with
immigrant students or had formed organisations. Some
service experiences, as well as high impact moments in
the arts, were noted as life changing.
One conclusion that we drew from the study was that
going beyond, even though contributing to high stress,
was related to personal growth and satisfaction. Significant
investment seemed to be the key factor in feeling validation.
Comments reflected a sense that over commitment and
over involvement were balanced by the personal gains that
resulted, including finding meaning. Several participants
indicated appreciation for being asked to reflect on most
negative and most positive experiences. Being asked
had helped them to make sense of them and of their
adolescence.
A Developmental Perspective on High Achievement
and Underachievement
Both high achievers and gifted underachievers can become
stuck while struggling with one or more developmental
tasks. Both may have a difficult time figuring out who
they are, where they are going, how to take charge of
their life, how to manage peer relationships, or
how to be comfortably connected to family, but
differentiated.

Academic Underachievement
I became fascinated with gifted underachievers during
my first career as an English teacher. Some of the best
writers and thinkers in my classes did not get good
grades elsewhere. I quickly learned that all high achievers
did not succeed in college, and many underachievers
not only went to college, but did well. I thought a lot
about the assumptions my colleagues had made about
these achievers and underachieves and how varied
developmental tempo can be.
I view underachievement mostly through a developmental
lens, making sense of it in terms of developmental tasks.
Some underachievers wont invest in academics for any
of a variety of reasons. Some cant invest at a particular
developmental stage during adolescence, for instance.
For the former, complicated feelings and circumstances
may preclude investment. For the latter, developmental
challenges may preoccupy and interfere.
In one of my studies of gifted adolescents, one in five
underachievers had improved a whole gradepoint before
graduation. By late in high school, one in five underachievers had become
achievers.
Eighty-two
percent of the
underachievers
attended
college, and,
four years
later, 52%
had had
four years
of college.
Even 45%
of extreme
underachievers had

Some high achievers may not feel permission to

explore interests or identity beyond parameters
set by parents or teachers. They may foreclose
prematurely on a career path because they are
uncomfortable with ambiguity and uncertainty.
Some underachievers may actually be quite
involved with such exploration and in
considerable conflict with teachers and
parents along the way. On the other hand,
some underachievers may be paralysed by
their own or others expectations, without
direction and unable to be productive.
High achievers may be productive, but
struggle with doubt and have an identity

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Discussion about Non-academic Development as

Part of the Curriculum

had 4 years of college. Of the 20% who had improved

in high school, 55% continued to improve in college. Of
all underachievers, 41% improved in college, and 26%
became high achievers. High standardised test scores
predicted success. Even though 52% of achievers and
44% of underachievers maintained their high school level
of achievement in college, it is noteworthy that so many
changed some dramatically. These findings might reflect
that navigating adolescence can be complicated, and that
moving ahead might mean that important developmental
tasks have been accomplished.

I advocate a weekly small group or classroom program

component for gifted adolescents for discussion related
to growing up, not focused on academic performance or
nonperformance. I suggest a new development oriented
topic each week, such as stress, coping, resilience,
perfectionism, needs, relationships with teachers, giving
and receiving compliments, or challenges related to
romantic relationships. It makes sense that these teens
may initially resist the notion of a non-academic program
component: after all, it may be a new experience for them.
However, based on my long experience with such groups,
I am confident that they will soon appreciate a chance
to make connections, find common ground related to
development, develop friendships, and improve their
expressive language. They then can apply their new skills
as a friend, a college roommate, an employee, a spouse or
partner, or a parent. In a group,
they can relax with each other
over conversation about the
burden side of high ability, which
usually gets little attention.

Fundamentally, it is important not to predict the future

based on performance or nonperformance during
adolescence. In my study of successful adults who once
were adolescent underachievers, the profile that emerged
was of a resilient, difficult to raise teen with under involved
parents and achieving role models outside of the family.
It was common that motivation
to achieve changed in a positive
direction late in college or
even later. In my longitudinal
study of gifted graduates who
had experienced depression
and suicidal ideation, severe
conflict with parents, and/or
academic underachievement,
accomplishment of four developmental tasks (related
to identity, autonomy, direction, mature relationship,
or resolution of conflict with parents, for example) was
associated with motivation for academic work. That makes
sense. Developmental challenges can certainly distract an
adolescent.

Adults cannot make gifted

teens achieve, but they can offer
nonjudgmental support as
underachieving teens develop.

Achievers and underachievers

can learn from each other
and learn to understand and
appreciate each other. They can break through achiever
and underachiever stereotypes. After all, they all have high
ability, and they are developing uniquely and complexly.
They have more in common than they might expect. A
group leader, and the group experience as well, can send
an important message: You make sense.

Adults cannot make gifted teens achieve, but they

can offer nonjudgmental support as underachieving
teens develop. They can focus on forming or maintaining
a relationship with these students. They can acknowledge
that academic achievement is not the only aspect of life
that has value. They can consciously take the focus off
academic achievement in their conversations with the
underachiever, since that emphasis has not changed
performance in the past. They can keep in mind some of the
findings presented above and even communicate them to
underachievers to help them make sense of themselves
and to send the message that change can indeed occur.
Adults might say, Academic work is in your control, not
mine. Im confident that you will figure out how to get what
you need in order to have a satisfying life. In the meantime,
I value you as a complex, interesting person and will stand
beside you. It is important not to catastrophise.

Pertinent, Recommended Resources

Daniels, S., and Piechowski, M. (2009). Living with intensity.
Scottsdale, AZ: Great Potential Press.
Mendaglio, S., and Peterson, J. S. (Eds.) (2007). Models of
counseling gifted children, adolescents, and young
adults. Waco, TX: Prufrock.
Peterson, J. S. (2009). Myth 17: Gifted and talented
individuals do not have unique social and emotional
needs. Gifted Child Quarterly, 53, 280-282.
Peterson, J. S., Duncan, N., and Canady, K. (2009). A
longitudinal study of negative life events, stress,
and school experiences of gifted youth. Gifted Child
Quarterly, 53, 34-49.
Peterson, J. S. (2009). Gifted and at risk: Poetic portraits.
Great Potential Press.
Peterson, J. S. (2008). The essential guide to talking
with gifted teens: Ready-to-use discussions about
identity, stress, relationships, and more. Minneapolis,
MN: Free Spirit.
Peterson, J. S., and Ray, K. E. (2006). Bullying among
the gifted: The subjective experience. Gifted Child
Quarterly, 50, 252-269.
Peterson, J. S. (2002). A longitudinal study of post-highschool development in gifted individuals at risk for
poor educational outcomes. Journal for Secondary
Gifted Education, 14, 6-18.
Peterson, J. S. (2000). A follow-up study of one group of
achievers and underachievers four years after high
school graduation. Roeper Review, 22, 217-224.

Underachievers may lose faith in themselves, especially in

the midst of a family or school culture of high expectations.
Some might have learning disabilities, which interfere with
their performance in one or more advanced classes. Some
have problems with organisation. Some have debilitating
anxiety. Some can go quickly from A to Z with no sense of
how they came to a brilliant Z conclusion, but teachers
challenge them to list the steps. All gifted students are
not voracious readers, yet program planners may
assume they are. Few are in the gifted range across
multiple domains. Making sense of these complexities is
difficult.
Planners of programs for gifted students need to figure out
how to engage a wide variety of gifted students for whom
more and faster is neither appealing nor a priority at a
particular stage of development. These students may need
a program more than do students who have a comfortable
fit in the classroom. They also may need psychoeducational
information to help them make sense of themselves. They
will indeed continue to grow and change, but affirmation of
their ability through appropriate curriculum may be crucial
to their well being in the present and in the future.

26

G I F T E D

Professor Jean Peterson, Ph.D., former gifted education

teacher, directs school counsellor preparation at Purdue
University in the USA. Most of her development oriented
research and clinical work has focused on the asset burden
paradox of giftedness. Among her 90 publications are the
recent Gifted at Risk: Poetic Profiles and The Essential Guide
to Talking With Gifted Teens. She can be contacted at:
jeanp@purdue.edu

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In the last edition of Gifted we looked at a general overview

of Dabrowskis Theory of Positive Disintegration and the
five overexcitabilities which it incorporates.
The first overexcitability (OE) that we will look at in more detail
is that labelled psychomotor overexcitability. According
to Dabrowskis research this can be demonstrated by an
excess of energy as well as emotional strain (Ackerman
2009) and the need to move, talk and have sensory input.
Children who demonstrate this OE may show increased
liveliness including apparent impulsivity, love of
movement, exuberance of enthusiasm, requirement
for action, sometimes hurried speech and often intense
physical activity (Ackerman). Often the ways this OE are
expressed do not fit with classroom expectations and
are frequently viewed as disruptive behaviour, (persistent
talking, apparent impulsivity, calling out, anxious habits,
touching things/people and playing up) from teachers.
Unfortunately, the manifestations of this OE in the classroom
lead to some educators jumping to the (sometimes
incorrect) conclusion of a diagnosable attention disorder
such as ADHD (Silverman). There are writers who believe
that if Dabrowski was to do his research today, that he
would call this OE ADHD (Mika), there are others who
disagree the debate still rages.
Psychomotor Strategies for Parents and Teachers
Teachers can use classroom strategies that tackle varied
learning styles, interests and abilities (Tieso) to assist those
displaying psychomotor OE. Some of these strategies
are as simple as allowing for twenty to thirty minutes of
physical activity before starting school for the day. Lesson
plans should include allocations of time for physical activity
during classroom tasks.
Some strategies for assisting students with psychomotor
OE include:
Permitting instances for verbal or physical activity, prior,
through and following regular activities.
Allowing time for impulsiveness and free and openended activity. These work well for children with
psychomotor OE.
Quite often the fiddling and fidgeting of psychomotor
OE can be minimised with increased and appropriate
intellectual stimuli (Gross). If not there are other strategies
that can be implemented depending on the needs of
individual students, i.e. placing Velcro hook strip (or similar),
under the childs desk; allowing the child to choose their
seating type, i.e. Wiggle chair, beanbag or exercise ball
(where appropriate). These strategies allow for discrete
movement for the child whilst not disturbing others (see
Table 1).
By providing a classroom environment which is calming yet
intellectually stimulating, teachers can cater for students
with psychomotor OEs. A soothing, relaxing environment
can be created by using bean bags to sit on, cushions,
music and lessons which appeal to the need to move.
G I F T E D

Table 1: Top Devices for Assisting

Students with Psychomotor OEs
in the Classroom
Special circular cushions (plastic), which
can be slightly inflated, giving a degree of
instability. They allow a certain amount of
wiggling around without having to get off
the chair.
A special seat which has small ball feet to
stop it from rolling if used for sitting
promotes increase in childs concentration
span which is conducive to better learning.
Fidget ball is a soft, squeezable, tactile
fidget toy ideal for use in places where
quiet fidgets are required.
Koosh ball offers an opportunity for quiet
self regulation and calming squeezing the
koosh offers proprioceptive input to the
hands.
Some of these children with psychomotor OE often crave
proprioceptive input similar to children with sensory issues,
the need to move, touch and ground themselves as if
to Earth like an electrical circuit. Quite often the fiddling
and fidgeting of psychomotor OE can be minimised with
increased and appropriate intellectual stimuli (Gross 2004).
If not there are other strategies that can be implemented
depending on the needs of individual students, i.e. Velcro
hook strip, (or similar), placed under the childs desk; or
allowing the child to choose their seating type, i.e. Wiggle
chair, beanbag or exercise ball (where appropriate), these
strategies allow for discrete movement for the child whilst
not disturbing others.
As with any behaviour (or anything of concern), parents
and carers may need to look further if what appears to
be psychomotor OE is interfering with their childs daily
activities, learning and social and emotional wellbeing, as
there may be the possibility of something else going on.
By providing a classroom environment which is calming yet
interesting, teachers can cater for students with intense
psychomotor OEs. A soothing, relaxing environment can
be created by using bean bags to sit on, cushions, music
and lessons which appeal to these childrens need for
physical movement.
Selected references for this article can be viewed
online at: www.nswagtc.org.au/mynswagtc/giftedjournal/online-issues.html
Michelle can be reached at: mronskle@une.edu.au

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27

By Kerry Hodge
Another school year has begun, with a new cohort of
children entering Kindergarten across schools in NSW.
Among those putting on a new school uniform this year
is Jonathan, who turned 5 the day before he started
school. Like many other children, he has been
looking forward to big school. So have his parents,
Lisa and Steve, with some trepidation. Almost 18 months
ago, Lisa approached her local primary schools about the
possibility of enrolment for Jonathan. She asked for copies
of their annual reports, visited their websites for an overall
impression of the schools and spoke to parents she knew
who had children attending those schools. Lisa wanted to
find a school that would not only cater to her sons needs
but was a good school, academically and socially, and
welcomed community involvement.
Lisa was thinking and asking about something else as well:
early entry to school. Why would she do this? Many other
parents hold their children, especially their sons, back from
school entry as long as they can to allow them to develop more
maturity, or language skills, or fine motor control before starting
school (Devine, 2009). In NSW government schools, children may
enrol in Kindergarten at the beginning of the school year if they turn 5
years of age on or before 31 July in that year. Parents can choose to
enrol eligible children up to the end of Term 2, although schools prefer
that enrolment occurs at the beginning of the school year. The latest
that a child can enter school is age 6 (called the statutory age).
Jonathan was aged just 3 years and 6 months when Lisa began
investigating options. He was at
least as mature physically, socially
and intellectually as children a
year older than he was, and
Lisa and Steve were beginning
to worry about what this
might mean for his schooling.
They wanted school to be an
enjoyable experience, and they
knew that he could act up
when bored. Being labelled a
behaviour problem, especially
when big for his age, would not
be a good start for him.

Jonathan was showing

clear signs of intellectual
giftedness, but Lisa and Steve
as first time parents were
not sure whether their sons
surprising behaviours and
interests were in fact normal
for his age.

28

G I F T E D

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What is Gifted?
To the trained eye, Jonathan was showing clear signs
of intellectual giftedness, but Lisa and Steve as
first-time parents were not sure whether their sons
surprising behaviours and interests were in fact
normal for his age. What is giftedness? There has been
considerable scholarly debate over decades about how
giftedness is defined (see Sternberg & Davidson, 2005),
but a useful definition for the early childhood field is the
following:
A gifted child is one who performs
or has the potential to perform at a
level significantly beyond his or her
age peers and whose unique abilities
and characteristics require special
provisions and social and emotional
support from the family, community
and educational context. (Harrison,
2003, p. 8)
Note that in this definition a gifted child can be already
showing clear evidence of achievement well beyond that of
children of the same age or might show signs of the potential
to do so. The government, Catholic and independent
school systems in NSW use the definition of giftedness
developed by Canadian scholar Francois Gagne (2003). In
his Differentiated Model of Giftedness and Talent a gifted
individual has natural ability well beyond most age peers (in
intellectual or other specified domains, like sensori-motor)
while a talented individual is demonstrably using that ability
to achieve well beyond most others in a particular field
(in academics or other fields of
endeavour, like sports). In Gagnes
model, a gifted child becomes a
talented older person only when
he or she has personality factors,
environmental supports and a
little luck that facilitate the
childs own hard work and effort. This is a developmental
model rather than a model of inherited outcomes fixed
at a very high level. Parents and schools are among the
environmental factors that can assist this development of
talent or can contribute to underachievement.

takers. However, provided that the child is comfortable and

engages with the test, a relatively objective picture of the
childs abilities or skills can emerge (Robinson & Robinson,
1992).
With any child and especially very young children,
tests do not present the whole story. Harrisons (2003)
definition refers to gifted childrens unique characteristics.
These are measured more subjectively, through the
perceptions of people who know the child well parents,
carers or teachers. A list of characteristics that indicate
giftedness has been developed over several decades of
research in which parents have been asked about their
childrens characteristics before the children are given IQ
tests. And parents have been credible more often than
not in nominating their children as gifted (e.g., Pletan;
Silverman, Chitwood, and Waters, 1986). Characteristics
that have consistently been associated with very high
IQ scores and not with lower IQ scores are often called
characteristic of giftedness. See the box for a list, but bear
in mind that no gifted child would be expected to show all
these characteristics. They may also show characteristics
in ways that other people view negatively. For example,
adults might see, not a retentive memory and rapid
learning, but impatience with repetition and disruptive
behaviour in a class settings (Kitano, 1989).

What Characteristics Were Evident in

Jonathan?
Lisa and Steve have seen quite a few of these characteristics
of giftedness in their son. When aged 2 Jonathan caught
sight of a world map that his mother had bought to put
away for when he was older
and wanted to know all about it.
Within a short time he could find
and name 20 countries and he
made up stories about how he
could get from one to another.
At age 3 he was creating
variations on nursery rhymes, ensuring they still rhymed.
He could complete 48 piece puzzles unaided and tell
the time (oclock and half-past). By age 4 he surprised
his parents with Did you know that 2+2+3+3=10? So
does 5+5 and so does 8+2 and 4+6. He liked to work
out new educational software independently and also
figured out how to play the inbuilt music on the unused
synthesiser keyboard at home, even writing himself some
music-like notes on a sheet of paper so he had music
to read. Lisa frequently found herself asking Jonathan,
How do you know? and the usual reply was that he
just worked it out by himself. At other times there were
endless questions. Its not enough to know the ocean is
deep, says Lisa. He has to know exactly how deep it is;
where the deepest parts of the ocean are on a map, why
the ocean is that deep, whether anyone has been to the
bottom and whether anything lives in the deepest parts.

With any child and especially

very young children, tests do not
present the whole story.

For Jonathan to be called gifted with certainty, he would

need to be given one or more norm-referenced tests.
These have age-related norms for children across a wide
range of ability or skill, showing the extent to which a child
is beyond or below the average (Sattler, 2001). IQ tests
are norm-referenced tests that measure intellectual ability.
Norm-referenced tests of academic achievement measure
the childs concepts and skills in reading or mathematics
or spelling. If the score on such a test is a percentile of
98 or higher (performance equal to or better than 98% of
age peers), a standard score of 130 or higher or an age
equivalent of at least 2 years above chronological age, it
would be considered in the gifted range. An educational
psychologist gives an IQ test and often the academic tests
as well, although teachers can give norm-referenced tests
of reading and mathematics if trained to give the test and
to interpret the scores.
It is not usual in Australia to give young children normreferenced tests unless there are some puzzling behaviours
to investigate or testing is required to gain access to
specific programs and/or funding. There is also some
doubt about how reliable (how repeatable) the test scores
of young children are, since they may not be good test
G I F T E D

Others have noticed Jonathans unexpected behaviours

too. His childcare teachers commented early on his complex construction designs and puzzles skills. They also
noticed his amazing memory and that he learned something after only being told once. His deteriorating behaviour
also brought comment When Lisa suggested, as politely
as she could, that this might be a result of being bored with
the school readiness activities on offer, she felt that the
teachers were sceptical. Like the other children due to go
to school the following year, Jonathan had been exposed
to the alphabet and some sight words at the childcare

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29

Faced with another year before Megan could start school,

Sue took the opportunity to enrol her daughter in a different
preschool close to her own workplace. The idea was to fill
in this year before school as happily as possible. In this new
preschool, along with the usual play-based curriculum,
all the 4 year olds were exposed to sight words, letters
and their sounds and to some simple early mathematics.
Megan learned very quickly and within a few months was
able to read simple readers, sound out some unfamiliar
words and understand what she was reading, as well as
count to 50 and do simple additions and subtraction using
her fingers. She was interested in writing too.

centre. Unlike the others, he begged at home to be taught

how to read and picked up letter-sound correspondence
very quickly once given a little instruction. A meeting with
the teacher ended with agreement that Jonathan could
bring in some workbooks (with dot-to-dots, mazes and
maths and reading activities) that he loved to do at home
when his younger sister was having her daytime sleep. The
teacher was surprised by his competence and his ability
to read.
Not all preschoolers who are intellectually very advanced
are as deeply interested in academic matters as Jonathan
is, although they do like to have complex and challenging
activities or to introduce complexity and challenge
themselves in their play. A gifted child might say, I only like
tricky games, or Even the hardest puzzles on the shelf are
easy. Very few teachers in preschool and childcare
centres have had training in either identifying
giftedness or in responding to unusually advanced
development and mature interests. It is not surprising,
therefore, that Jonathans teachers were slow to recognise
that his interests and behaviours were characteristics of
giftedness. They probably assumed that he was being
taught specific skills at home by parents anxious to give
their child a head start rather than
that Jonathan was leading the
learning agenda.

Sue saw Megans reading in particular as a message

that she was ready for school ahead of the expected
age and, fearing that Megan would become bored and
naughty when finally in school, decided to explore whether
early entry was possible. Again she approached the
Department of School Education, and this time, bolstered
by the preschool teachers assessment that Megan was
very bright, answered yes when asked whether her child
was talented. Suddenly there were possibilities, and Sue
was sent the policy documents about early entry. None
of her friends or the teachers she knew thought it a good
idea, encouraging her to let
Megan be a little girl and play
for another year. Nevertheless,
with a nothing to lose attitude
and her husbands blessing,
Sue decided to proceed with
the application. Completing the
daunting forms, Sue realised that
Megan had characteristics of
giftedness, such as early talking,
that they in a bright family had
thought normal, although they
had recognised that their daughter was musical.

Very few teachers in

preschool and childcare
centres have had training in
either identifying giftedness
or in responding to unusually
advanced development and
mature interests.

Reading early, especially if the

child largely teaches himself
or herself, is often an indicator
of giftedness. But not all gifted
children learn to read before they
go to school (Jackson & Klein,
1997). In fact, some parents
deliberately discourage an early
interest in reading so that their
gifted child might fit in better at school and avoid boredom.
Once in school, these children often learn to read with
great speed. In addition, some children who do read early
are not gifted. Young children with autism, for example,
can learn sight words and decode unfamiliar words but
read with limited understanding of the meaning of the
words and sentences on the page. People notice children
who read early because it is a skill associated with the
school years and is not expected of a child who has not
yet entered school (Jackson & Klein).

The first school that Sue approached was the one their
7-year-old son attended. After a polite no, she tried the
school that had, since their recent move to a new home,
become their local school. The principal appeared to be
informed about giftedness and cautiously willing to consider
Megans entry to Kindergarten, though he emphasised
how rarely true talent was found. The school counsellor
gave Megan norm-referenced tests, and the parents and
Megans current preschool teacher completed forms
asking about her development in social and emotional,
motor, cognitive and language domains. Megan was
invited to spend a day in the Kindergarten classroom. Sue
said, The most ironic part of the whole process was the
comment by the classroom teacher, Why wasnt she here
on Day 1? If only the teacher knew the barriers I had to
overcome to get her there at all.

Sues Journey in School Entry for Megan

For one mother, Sue, early reading was a clear indication
that her child was advanced. Megans August birthday
meant that she was too young (by just 3 weeks) to start
school in January of the year she would turn 5. She had
spent the previous year playing happily at a childcare centre
with children around a year older than she was. Megan
sought these children to play with and they accepted her
readily. Anticipating her daughters sadness at losing her
friends as they started school without her, Sue investigated
at local schools and with the Head Office of the NSW
Department of School Education whether the rule of the
5th birthday by 31 July was negotiable. Says Sue, The
question, Is she talented was posed, but in my ignorance
I answered No. I found the attitude that date of birth was
all that mattered very frustrating. I wanted someone to look
at my child as a person, not just as a date of birth. I would
have been happy if I had been told that she was not ready
for school for reasons x, y, or z, but no-one even looked
at her.

30

G I F T E D

Megan in School
Megan was accepted into Kindergarten and her time there
went very smoothly. She was hungry to learn, loved having
homework and made new friends easily. The teacher gave
her Kindergarten readers to appear the same as the others
but also gave her readers at a Year 1 level to challenge
her. From Year 1, however, Megan was always placed in a
composite (more than one grade) gifted and talented class.
As a 5 year old she found herself with very capable 6 and
7 year olds and she wanted to do everything they could
do. Sue and Megan both recall that the first term of each
year was emotionally challenging until she felt comfortable,
usually ending the year amongst the highest achieving

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children of the class. Sue suffered from guilt during these

annual adjustment phases that occurred until high school
when Megan was able to specialise more in her areas of
greatest strength (Music, English, History and Visual Arts).
Recommended practice (NSW Board of Studies, 2000) is
that the accelerated child fits comfortably within the top
group of the class. Megan was expecting an enormous
amount from herself in wanting to equal the top group of
a class with much older children who were also far above
average in ability!
For much of Megans schooling, learning was quite easy.
Her mother worried that it
was not good for Megan to
succeed without effort and
decided she needed to know
how to handle failure. So I
got her involved in activities
that she wouldnt excel in
until she worked really hard.
For our family that is physical
activity, so Megan went to
Physical Culture classes. She
worked so hard at it. Some
of the others were naturals
and didnt have to work at it.
She eventually did excel one
year and got an award. This
unorthodox approach appears
to have paid off. Megan herself
says, Sometimes I thrived on
challenging schoolwork and
sometimes I felt overwhelmed
and upset. In the end I just
worked hard on things I wasnt
good at and it worked out.
Friends are important for all
children. Research by Gross
(2002) has revealed that all
children
passed
through
hierarchical stages of friendship and that gifted children
passed more quickly through
these stages than children
with typical development.
Moreover, the differences
between the gifted and typically developing age peers were
greatest in the early years of school. The implications
are that a gifted 4 or 5 year old needs a friend who
isnt just looking for a play partner but for someone
who is further along the path to developing close
and trusting relationships. This helps to explain gifted
childrens preference for the company of older children or
other gifted children close to their age (Rogers & Silverman,
1998). Although gifted children are often popular in the
early years of school (Neihart, Reis, Robinson, & Moon,
2002), they can feel lonely. In Harrisons (2005) study of
young gifted children, a 6 year old complained, No-one
in my school does my kind of thinking, Mama (Harrison,
2005, p. 56).
Megan was lucky. The child who became her best friend in
the later years of primary school was a similar age and also
gifted. Having started school at the usual age, Rowena
was accelerated into Megans grade in Year 2 (skipping
the end of Year 1 and the beginning of Year 2) when her
exceptionally advanced development was noticed and
assessed. The girls were both in the school band and
G I F T E D

had friends in common. Although competitors at first,

they discovered they had similar interests and senses of
humour. They stayed best friends into high school, where
they performed together for their HSC Extension Music
examination. Both even went on to study at the Sydney
Conservatorium of Music.
Megan is now 21 years old. She thinks that acceleration
was right for her and that until Year 12 when her friends
were beginning to drive and to drink alcohol there were
no social disadvantages. I couldnt wait to start uni. I
was happy, settled in immediately and felt constantly
challenged to work harder and
get better. Megan completed
three years of her four-year
performance degree before
deciding against a career as
a full-time musician, feeling
that she had other abilities
to explore. She is thoroughly
enjoying an administrative/
managerial position with the
Australian Youth Orchestra
while deciding in which
direction she will go. With
her abilities, social skills and
determination, Megan is sure
to thrive. For some other gifted
individuals the outlook is not
so rosy. Longitudinal research
in which gifted children have
been followed into adulthood
has
reinforced
Gagnes
(2003) model regarding the
influence of many factors in
the development of talent.
Freeman (2006) in the United
Kingdom found that, while
some gifted children became
high achieving and productive
adults, others dropped out
of school and were content
with low-level jobs. Gross
(2006), studying Australian
children with IQs of at least
160, reported similar results
and concluded that those
most likely to succeed were those who had been allowed
to skip grades in school.

Deciding What is Best

It is difficult for parents to know which pathway will be best
for their children in the short term and the long term and even
to know what is permitted in school systems. Educational
systems in NSW (the Department of Education and Training
and the Catholic Education Office) follow the Board of
Studies guidelines and Gagnes model of giftedness and
talent in their own policies on the education of gifted and
talented students. Independent schools develop their own
policies but are also guided by the Board of Studies.
The NSW Board of Studies guidelines on accelerated
progression (NSW Board of Studies, 2000) provide
comprehensive information on recommended approaches
to meeting the needs of rapid learners and on the research
literature on which these guidelines are based. Contrary
to popular opinion among parents and educators,
extensive research has shown that the academic and

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31

social-emotional outcomes for carefully selected

accelerated children are very positive (e.g., Rogers,
1992). The guidelines include a brief section on early entry
to school:

seek entry directly to Year 1 (i.e., to skip Kindergarten). This

has been a successful solution for some children (Hodge &
Kemp, 2006). Children like Megan, Rowena and Jonathan
benefit from flexibility and a recognition that age is not the
most important factor in educational decisions. The school
principal makes the final decision about acceleration.

Early entry to school is a particular case

of acceleration. A review of the research
reveals a consensus that, for successful
outcomes, a child should be within six
months of the approved entry age, and
that there should be a comprehensive
psychological evaluation of the childs
intellectual
functioning,
academic
readiness and social-emotional maturity.
The parents must be in favour of early
entry but should not pressure the child;
the child should express the desire to
begin school; the receiving teachers
should have positive attitudes towards
early admission (NSW Board of Studies,
2000, p. 23).

Families often have more than one child, and the needs
of siblings are important too. Sue felt that the 3-year
gap between her children did not threaten her sons selfesteem when Megan started school early, but she would
not have pursued this path if he had been only one year
older. Indeed, the manual for the Iowa Acceleration Scale
(Assouline, Colangelo, Lupkowski-Shoplik, Lipscomb,
& Forstadt, 2003), used widely in the USA and in some
Australian schools to make decision about wholegrade acceleration (or grade skipping), advises against
acceleration into the same grade as an older sibling, even
if it is at another school, and recommends other ways
to provide the challenge the younger child needs. As it
turned out, Megans brother, Alan, also achieved very well
in school and felt socially isolated as a result until Year 10.
He graduated from university with first class honours in
Engineering.

It is usual that the evaluation of the childs intellectual

functioning would need to result in an IQ of at least 130 for
early entry to be considered. Children with an IQ of 130144 are called moderately gifted. Children with very high

Lisas Decision
Lisa felt that one of the government schools
she approached was welcoming and clearly
had an interest and pride in identifying and
catering for gifted students. It appeared
to monitor childrens work and to offer
extension for children who needed it across
Kindergarten to Year 6. However, the school
executive staff advised against early entry.
They felt that Jonathan was too young despite
his abilities. So did many of their relatives and
friends. Lisa says, It was a difficult decision
to make. If he had been slightly older, I think
we would have gone ahead with it. As it was,
Jonathan would have turned 4 in the first
week of school, whereas some of the other
children would have been almost 6 years old.
From our point of view we felt that he was
ready, but in the end we followed the schools
advice. Like Sue, Lisa hoped that a move
to a different childcare centre would give
Jonathan some stimulation for three days a
week. He spent the other two days at home
with his mother and sister and had a gymnastics lesson
one morning as well as Sunday School, which he loved.
He spent a lot of time with books and the computer. Lisa
felt unprepared for how quickly he learned and outgrew a
book or computer game. She was always on the lookout
for new things for him to do.

IQs, usually referred to as highly gifted with IQs between

145 and 159, exceptionally gifted with IQs of 160-179 and
profoundly gifted if their IQ is 180 or higher (Porter, 2005),
are even more likely to need to enter school early (Gross,
1999).
For children who are gifted but do not meet all these criteria
for early entry, especially those whose exceptional abilities
are not broad, it is appropriate to start school at the usual
age. Some greater challenge should be provided in areas
in which the child is far ahead of others in the class. If the
childs progress in Kindergarten or a later grade is rapid,
acceleration into a higher grade might be considered,
as it was for Megans friend. Another option could be
considered as well. If it is likely that early entry would be
granted but it appears that the schools Kindergarten
curriculum lacks challenge and flexibility (and an enriching
and extending preschool or childcare environment is
available), it might be better for the child to remain out of
school until the usual enrolment age and for the family to

32

G I F T E D

At first the move seemed to be successful but Jonathan

soon became bored and disruptive. He likes to be the
leader and other children sometimes resented this, and he
did not always treat his teachers with respect. Lisa felt the
teachers were slow to recognise and respond to Jonathans
needs and in the end she wrote formally to them to express
her concerns. Several one-to-one sessions followed and
the teachers acknowledged that he was ready for school.
What were they to do with him for the rest of the year? Very
few teachers in preschools and childcare centres have
had any training in either identifying giftedness or adapting
activities and routines to suit a child who is intellectually
advanced. It is not surprising that Lisa and the teachers

J U L Y

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embraced academic workbooks as a way to keep this

little boy busy and out of trouble. He thoroughly enjoyed
them; they worked for him, and his behaviour at preschool
improved. There are other possibilities that take advantage
of the open-ended nature of most preschool curriculum
approaches and the varied and deep interests of gifted
children without emphasising academic learning, but thats
another story!
In hindsight, given the years difficulties, Lisa isnt
sure that their decision to wait a year was the right
one. She feels they should have had Jonathan assessed
as a third opinion. She had approached an educational
psychologist about a formal assessment but was advised
against it. Nevertheless, Jonathan is now at school, and
Lisa says he absolutely loves it: He did well in the Best
Start assessment last week (literacy and numeracy),
and already hes bringing home
readers for homework every day.
He loves reading big school
books. Apparently this week all
the kids take home easy books
so they get used to the idea, but
from next week they take home
books according to their Best
Start performance. It has been a very positive beginning,
but a few issues are now emerging. Although still very
keen to go to school each day, Jonathan is finding the
work easy peasy and the other Kindergarten children
boring. He is determined to play with the older children
and has not found them very receptive so far. Lisa says,
How many parents instruct their 5-year-old every morning
to leave the big kids alone, dont talk to them, dont look
at them, dont touch them??? Lisa and Steve are looking
forward to discussing Jonathans needs at a meeting with
his teacher later this term.

www.curriculumsupport.education.nsw.gov.au/
policies/gats/support/index.htm. Parents can ask
teachers and school executive staff how these publications
are being implemented in their schools.

Parents Need to Talk

Like parents of children who have a disability or learning
difficulty, parents of gifted children need someone to talk to,
someone who will listen to their worries about the present
and the future and perhaps help them to explore possible
solutions. They also need someone who understands their
delight and pride, rarely expressed in most cases, in the
fascinating things their children do or say. According to a
survey of parents of gifted children conducted in Victoria,
asking family and friends for practical advice is not always
helpful (Alsop, 1997). Lisa says, I havent talked to many
people about Jonathan. Children
grow at different rates. Other
parents werent interested
in hearing that Jonathan
seemed to be advanced. I felt
that other people considered his
abilities as my wishful thinking
more than anything else. Other
parents of gifted children, however, can offer support,
especially parents whose children are older and have had
experience of schooling.

In hindsight, given the years

difficulties, Lisa isnt sure that
their decision to wait a year was
the right one.

Best Start is a new assessment administered individually

to children in the early weeks of Kindergarten (see www.
det.nsw.edu.au/languagesupport/documents/best_
start/literacy.htm). It holds the promise of early detection
of not only learning difficulties but also advanced levels
of learning. Jonathan will need work that gives some
challenge, which means work that is too difficult for his
typical classmates, and a faster pace of new material
as well. This is in turn challenging for teachers. In many
Kindergarten classrooms the age range of children is close
to 18 months. When there are children with developmental
delay or disability and/or children who are gifted in that
class, an even wider range of developmental levels may
exist.
While some primary schools have traditionally catered
well for gifted children, most have offered only occasional
enrichment days for gifted children to join like-minded
children in more challenging activities. This should be
changing. Following the 2001 Senate Inquiry into the
education of gifted children (Commonwealth of Australia,
2001), the federal government funded a package for
professional development in gifted education. This has
been sent as a set of CDs to every primary and secondary
school in Australia. It can also be downloaded from
www.dest.gov.au/sectors/school_education/pub
lications_resources/profiles/gifted_education_pro
fessional_development_package.htm. The NSW
Department of Education and Training also released
a revised policy for education of gifted and talented
students in 2004. The policy and support documents
are accessible through the Departments website:
G I F T E D

Parents also need access to information. In each state and

territory of Australia there is an association for gifted and
talented children. Their members are parents and teachers
of formally identified gifted children and unassessed
children whom they believe to have exceptional potential.
The NSW Association for Gifted and Talented Children
Inc., for example, has a website (www.nswagtc.org.au),
a journal and local support groups. Specifically, for parents
of young gifted children, there is an early childhood contact
person as well as a regular playtime and chat session for
Sydney parents with gifted preschoolers.
Parents should be aware that not all the information
available on websites and in books is reliable. As in
many aspects of education, there are a few fads without
any evidence to support them, so it is a good idea to
look for information emanating from universities locally
and internationally through websites, research reports,
seminars and conferences.
Meanwhile, as Jonathan settles into school, little Chloes
preschool teachers are commenting on her advanced
abilities. Lisa and Steve may have another decision about
early entry ahead of them

References
Alsop, G. (1999). Coping or counselling: Families of
intellectually gifted children. Roeper Review, 20(1),
28 - . Retrieved 22 November 2005 from EBESCO
host database.
Assouline, S., Colangelo, N., Lupkowski-Shoplik, A.,
Lipscomb, J., and Forstadt, L. (2003). Iowa
Acceleration Scale manual: A guide for whole grade
acceleration K-8 (2nd ed.). Scottsdale, AZ: Great
Potential Press.
Commonwealth of Australia (2001). The report of the
Senate Employment, Workplace Relations, Small
Business and Education References Committee on
The education of gifted children. Canberra, Australia:
Commonwealth Government Printing Service.

J U L Y

2 0 1 1

33

Department of Science, Education and Training/Gifted

Education Research, Resource and Information
Centre UNSW (2005). The gifted and talented
education professional development package.
http://www.dest.gov.au/sectors/school_
education/publications_resources/profiles/
gifted_education_professional_development_
package.htm.

A young child who is intellectually gifted will do many

of the following:
Learn rapidly and generalise to a new situation
Think logically and abstractly
Recall information and events accurately and
quickly
Speak early and with sophistication
Concentrate or focus for a long time
Persevere to achieve a goal when interested
Develop intense interests leading to deep
knowledge
Prefer older companions
Have an eye for detail
Show an early interest and skill in numbers
Show interest and skill in construction/maps/
puzzles
Have an avid interest in books and reading
Draw or write early
Enjoy challenge and complexity
Imagine and create more than other children
Question authority

Devine, M. (2009, January 31). Holding him back can do

just that. Sydney Morning Herald News Review. p.
7.
Freeman, J. (2006). Giftedness in the long term. Journal
for the Education of the Gifted. 29, 384-403.
Gagne, F. (2003). Transforming gifts into talents: The DMGT
as a developmental theory. In N. Colangelo and G.
A. Davis (Eds.), Handbook of gifted education (3rd
ed., pp. 60-74). Boston: Allyn and Bacon.
Gross, M. U. M. (1999). Small poppies: Highly gifted
children in the early years. Roeper Review. 21(3),
207-. Retrieved 18 March, 2003 from Expanded
Academic ASAP database.
Gross (2002) Gross, M. U. M. (2002). Play partner or sure
shelter: What gifted children look for in friendship.
Gifted. 124, 1, 11.
Gross, M. (2006). Exceptionally gifted children: long-term
outcomes of acceleration and non-acceleration.
Journal for the Education of the Gifted. 29, 404429.

Gifted children have a wide range of temperaments but

are commonly:
Intense
Sensitive (feelings easily hurt, empathic)
Perfectionist (concerned with precision)
Concerned about moral or social issues

Harrison, C. (2003). Giftedness in early childhood (3rd ed.).

Sydney: GERRIC, University of NSW.
Harrison, C. (2005). Young gifted children: Their search for
complexity and connection. Exeter: INSCRIPT.
Hodge, K. A., and Kemp, C. R. (2006). Recognition of
giftedness in the early years of school: Perspectives
of teachers, parents and children. Journal for the
Education of the Gifted. 24, 46-73.

For more detail see Porter (2005), Chapter 1.

Rogers, K. B. (1992, November). Using effect size to make
good decisions about acceleration. Paper presented
at the meeting of the National Association for Gifted
Children. Little Rock, Arkansas.

Jackson, N. E., and Klein, E. J. (1997). Gifted performance

in young children. In N. Colangelo and G.A. Davis
(Eds.), Handbook of gifted education (pp. 460-474).
Boston: Allyn and Bacon.

Rogers, M., and Silverman, L.K. (1998). Recognizing

giftedness in young children. Denver, CO: Gifted
Development Center. (ERIC Document Reproduction
Service No. ED 428471)

Kitano, M. K. (1989). The K-3 teachers role in recognizing

and supporting young gifted children. Young
Children. 44(3). 57-63.

Sattler, J. M. (2001). Assessment of children: Cognitive

applications (4th ed.). San Diego: Jerome M.
Sattler.

Neihart, M., Reis, S., Robinson, N., and Moon, S. (Eds.)

(2002), The social and emotional development of
gifted children: What do we know? Washington,
DC: The National Association for Gifted Children.

Silverman, L. K., Chitwood, D. G., and Waters, J. L.

(1986). Young gifted children: Can parents identify
giftedness? Topics in Early Childhood Special
Education. 6, 23-38.

New South Wales Board of Studies (2000). Guidelines for

accelerated progression. www.boardofstudies.
nsw.edu.au/manuals/pdf_doc/accelerated_
guide.pdf

Sternberg, R., and Davidson, J. E. (Eds.)(2005).

Conceptions of giftedness. Cambridge, UK: New
York: Cambridge University Press.

Pletan, M., Robinson, N., Berninger, V., and Abbott, R.

(1995). Parents observations of Kindergartners who
are advanced in mathematical reasoning. Journal
for the Education of the Gifted. 19, 30-44.

Reprinted, with permission, from Early Links (2009), Volume

13, Number 1, pp. 13-26. Early Links is published online by the
Macquarie University Special Education Centre:
www.musec.mq.edu.au/community_outreach/early_links.jsp

Porter, L. (2005). Gifted young children: A guide for

teachers and parents (2nd ed.). Sydney, Australia:
Allen and Unwin.

Dr Kerry Hodge is an Honorary Associate with Macquarie

University and manager of the Gifted Program for the STaR
Inclusive Early childhood Association. She can be reached at:
kerry.hodge@mq.edu.au or kerry@star.org.au

Robinson, N. M., and Robinson, H. (1992). The use of

standardized tests with young gifted children. In: P.
S. Klein and A. J. Tannenbaum (Eds.), To be young
and gifted (pp. 141-170). Norwood, NJ: Ablex.

34

G I F T E D

J U L Y

2 0 1 1

29 May 2011
Dear Cate
We write to express in the strongest
possible terms our objections to some of
the conclusions implied by your interview
with Karen Miles in the April 2011 issue
of Gifted.
Although we work in a voluntary capacity
for the NSWAGTC support group for
parents and teachers of gifted children
with learning disabilities (GLD Group),
the views expressed in this letter are
our own and have not been ratified by
the GLD Group as a whole. Some of
us, however, have been approached
individually by members of the GLD
Group
expressing
considerable
disquiet and great concern that this
interview has been published in the
Associations journal.

Both gifted children with

developmental
differences
and special-needs children
who are gifted are described
as twice-exceptional (2e)
because they are exceptional
in 2 ways. First, they are
gifted (one exceptionality) and
second, they are struggling with
one or more additional special
needs (the other exceptionality).
These additional special needs
might include a specific learning
disability, a medical or mental
health condition (eg, ADHD, ODD,
OCD, bipolar disorder, Asperger
syndrome), a physical disability,
a sensory issue, a behaviour
disorder, or a social or emotional
concern (eg, anxiety disorder,
perfectionism) in short, the
gifted child with something else
going on something which runs
alongside the giftedness and which
interferes with some aspects of
school achievement and/or social/
emotional well-being, both inside
and outside school.

Cate: How old

is Harrison
state of play
? Is he happy/s and what is the current
disheartened
ad/enthused/
?
challenged/
Karen: Harrison
is now 5 and
and enthusias
hes very enga
tic.
ged, happy
Cate: At wha
t point did you
a little different
real
to other kids ise that Harrison was
?
Karen: Pretty
much straight
away! We had
and sleep issue
a lot
day he started s but he was also very phys of feeding
moving his body
ical from the
around.
The next signs
in any group were Harrison not wanting
baby classes
to participate
like Gymbaro
lessons, just
o or swimming
wanting to do
whatever caug
his own thing
ht his interest.
and pursue
As the article on
His physical
behaviour then
page 11 sugges
hitting, or push
extended to
it is very eas
ts
ing them out of
other kids
lot/being clum
the way and
misdiagnose chiy for professionals to
sy. He didnt
fallin
g over a
seem
other kids, not
that it ever cam to notice or care about
In this intervieldren and adolescents.
place, he was
e from a naug
just oblivious
to them and sociahty or mean
Miles how such w Gifted asks Karen
Harrison was alwa
l behaviour!
a misdiagnosis
ys
very argumentative
and rule making.
their childs firs
affe
, always negotiatin
t years in a sch cted
g
environment. Kar
ool
He was also
very sensitive
to
incorrectly dia ens son Harrison was being discipline
d. He really lovesloud noises, crowds, to
gno
that hes loved
cuddles and
conditions whi sed with a number of olde
and listened
knowing
to, and loves
r kids and adul
ch
cau
bein
sed
ts.
g
arou
mu
nd
and soul search
ch angst
He was overexcit
able about thing
Ultimately Harrising within her family.
control muc
s and
h like
on was determ
in a candy store had poor impulse
ined to Dad, he was either me
really! Just like
on (and
be gifted.
his
was complete
ly switched off that meant really on) or he
to things.
From an early
age, eg: less
than 1 years
amazing atten
old, he had an
tion span and
focu
and interested
in building/const s, he was very determined,
Lego pieces
ruction using
and building
things with them the smallest
age group. He
wou
ld
often
rebuilding them
be taking thing beyond his
or
an amazing mem turning them into new crea s apart and
tions. He had
often just by watc ory and also learnt thing
s very quickly,
hing someone
else doing it.
Once he started
with the grou pre-school he just didnt wan
p, or keeping
t to participate
moving throu
directed activities
gh the
and tasks that
follow the teac
had low interest teacher
hers
to him, or
do his own thing instructions. He wanted
to explore and
and for as long
that activity witho as his interest was held in
ut being interrupte
isnt possible
in most scho d which
ols. I also
dont think the
teachers resp
ecte
his differenc
es and Harr d
ison
knew that, and
so he didnt
respect them
. From an
early age he
always
had a strong sens
right and wron e of
g.

Those of us who are medical and

other professionals sign this letter in
our capacity as members of the GLD
Group, and not in any professional
capacity. Those of us who are parents
sign this letter in our capacity as members
of the GLD Group, and not necessarily in our capacity as a
parent of a gifted child with a disability or a child similar to the
child described in the interview.
G I F T E
D

There are not many issues which virtually all members of the
GLD Group agree upon, but one of them is undoubtedly that if
we refuse to acknowledge our gifted childrens disabilities, on
the grounds that the child is just gifted or just overexcitable
or just asynchronous, then we are putting our gifted children
at significant risk of having their legitimate needs never met at
school and hence in life.
Some preliminary points:
Gifted children with Learning Disabilities/TwiceExceptional Children
All gifted children can, and some gifted children do, suffer from
any one or more of the disabilities, disorders, dysfunctions,
deficits, deficiencies, difficulties, disadvantages, detriments,
impairments, impediments and ailments which may befall
non-gifted children except of course mental retardation.
Similarly, approximately 10% of students diagnosed with
learning disabilities or other special needs may be assumed to
be gifted as well. Overseas researchers assert that somewhere
between 9 and 17 percent of gifted children are struggling
with a (sometimes undetected) disability. Exact numbers are
hard to determine, as the percentage of children identified
as gifted with learning disabilities (GLD) varies according to
each researchers definition of gifted and conception of the
scope of the disability or special needs.
The important point for present purposes
however is that giftedness does not
preclude disability and vice-versa. A high
IQ is not protective against any co-existing
disability except a low one.
G I F T E D

A P R I L

2 0 1 1

31

This relatively straightforward definition disguises

enigmatic complexity which characterises the 2e child.

the

On the positive side, 2e children are those who possess a

high IQ and are sometimes capable of excellent academic
performance indeed they may be intellectually astonishing.
Like other gifted children, they may excel in understanding
and identifying complex relationships, vocabulary, abstract
reasoning (including mathematical reasoning), creativity, wide
general knowledge, problem solving and observational skills.
Many have a surprisingly sophisticated or unusual sense of
humour. They may repeatedly receive outstanding scores on
tests such as multiple choice which require selecting correct
answers rather than writing down their ideas on a blank
piece of paper. They may be perpetually absorbed in narrow,
sometimes all-consuming and isolating, interests and these
may regularly change from time to time. Some may have long
attention spans when performing certain preferred tasks, and
may be able to focus on a particular activity for so long that
they lose all sense of time and place.
On the negative side, however, the mechanics involved
in seemingly simple or sequential tasks such as writing,
reading, spelling and basic computation often present greater
difficulties for 2e learners than for neuro-typical students. The
pencil-to-paper output of 2e learners may match that of their
weakest age-peers, and they may have particular problems
in performing well on routine academic tasks, especially
timed tests. They may have a strong visual/spatial system of
thinking, and may arrive at correct answers seemingly b y
intuition, but they may also be completely mystified
when asked to show their working out or the steps
in their thinking, because 2e children often do not
perceive that they take steps they claim to just
know.

A P R I L

J U L Y

35

Accordingly, if it has ever been suggested to parents

that their child may have a disability or other special
need, it is crucial that they have this investigated
immediately by a professional, and not summarily rule
out that possibility on the grounds of giftedness, or in
the hope that the child will grow out of it.
Because their problems are predominantly neurologically
based, 2e children do not generally grow out of their difficulties
or otherwise unilaterally self-correct. Similarly, changing the
childs environment or teacher or school, and proffering
increased sympathy and understanding may be temporarily
of assistance, but in the end will fail to remedy what is wrong
with the child, if what is indeed wrong is a DSM-IV disorder,
in which case only professional intervention can ultimately
assist and potentially respond to the problem.

Some 2e children may have social problems and/

or difficulty in correctly interpreting social cues
(eg facial expression, tone of voice, body language).
They may have difficulties in dealing with frustration and
managing temper and mood. Some may be physically
violent with other children or with adults. Some may also
have slow or inconsistent auditory and/or visual processing
speeds, and acute sensitivity to loud noises, bright lights and
crowds. They frequently have relatively poor working memory,
less-than-adequate time-management and organisational
abilities, disabling anxiety, crippling perfectionism, challenging,
odd or infuriating behaviours, difficulty following directions or
multi-step instructions, inconsistent attention, or wildly erratic
school performance. The latter is often a subtle indicator
of the lesser-known predominantly inattentive sub-type of
ADHD the dreamy, vague, invisible kind of ADHD without
observable symptoms such as hyperactivity, impulsivity,
defiance or bad behaviour.

Labels
Even after proper DSM-IV identification, some parents and
educators are reluctant to label the 2e child with the correct
medical name of their disability or other special need. They
argue that they dont like labels or that its not nice to label
a child. They wonder what will happen once the label goes
into the childs file, and whether it will follow the child into
adulthood, perhaps like a tattoo.
However often in reality some of these same adults who claim
to dislike medical labels have no qualms whatsoever about
labelling a child as lazy or naughty. Interestingly, the 2e
child is usually neither.
Labelling a gifted child as lazy or naughty or as having a
relative weakness or a Dabrowski overexcitability entitles
the child to nothing. It leaves the 2e child diagnostically
homeless.
A professional diagnosis of a disability, by contrast, may
bring the child within the protection of disability discrimination
legislation, and may entitle the child to in-school funding
(eg, for a teacher aide), to classroom modifications and
accommodations, and to special test provisions (eg, extra
time, laptop, separate room, etc). These provisions do not
unfairly advantage the child, but they do allow the child to
show what they have learned and what they can do, in a
manner more closely approximating that afforded to a child
without the disability. When 2e children begin to internalise
that they are being fairly assessed at school, usually the future
seems brighter.

Generally 2e children have trouble not with ideas or concepts

but rather with mechanics. They perplex their parents, teachers
and other professionals because, although very clever, they
do not always learn, think or feel in expected ways.
In summary, 2e children are those who simultaneously and
paradoxically possess amazing strengths and glaring deficits
but, because the nature and causes of twice-exceptionality
are so varied, there is no universal profile and no typical 2e
child. If youve met one, then youve met one.
Misdiagnosis or Missed Diagnosis?
It is critically important to recognise the distinction between a
gifted childs misdiagnosis and missed diagnosis.
The former, misdiagnosis, refers to mistakenly labelling a
gifted child with a disability which they actually dont have. In
reality, the symptoms noted are just the commonly occurring
concomitants of giftedness (eg, sensitivity to criticism or
inability to relate socially to non-gifted chronological-age peers).
These may present challenges for the child, but they are not
so serious as to qualify under DSM-IV criteria as a properly
diagnosed disorder. Some examples of such concomitants of
giftedness include descriptors such as asynchronous, visual/
spatial, and the so-called overexcitabilities (in keeping with
the Dabrowski theory of the five overexcitabilities, all or some
of which are said to be experienced by high-IQ children).
The latter, missed diagnosis, however, is equally or more
serious neglecting or refusing to diagnose a genuine
disability, on the grounds that the issue is merely a concomitant
of giftedness and can be adequately addressed just by
changing the childs environment and proffering sympathy and
understanding. Problems with accurate identification of 2e
can be exacerbated by professionals who misinterpret gifted
childrens challenging characteristics, thereby missing the
correct diagnosis and instead simply referring to the 2e childs
area of disability as a relative weakness. Similarly, serious
disabilities or special needs can sometimes be mistaken by
some professionals for the concomitants of giftedness, such
as the overexcitabilities mentioned above.
In short a misdiagnosis labels a gifted child with a disability
which they dont have. A missed diagnosis neglects to
identify a disability for which a gifted child may well need
treatment.
It is crucial not to dismiss the possibility of a disability or
other special need on the grounds that the child is just
gifted or just overexcitable, or just asynchronous
or because all children have relative strengths and
weaknesses. A diagnosis of a learning disability or
disorder, properly made according to DSM-IV criteria
after thorough investigation by a developmental
paediatrician or other professional, does not
automatically fall away or evaporate once the child is
also later identified as gifted the child MAY indeed be
BOTH.
Every missed diagnosis of a disability results in a missed
opportunity for early remediation and intervention. It is simpler
to craft functioning children than to fix faulty adults.

36

G I F T E D

From a practical point of view, the earlier the disability

report goes into the childs file, the greater the weight it
carries when it comes time to apply for special test provisions
for NAPLAN and for state exams in secondary school. Any
disability miraculously discovered in Year 11 tends to be
dismissed as a desperate attempt by ambitious parents to
obtain some kind of unwarranted advantage for the childs
Year 12 exams.
Professionals who have been working for many years with
gifted children with disabilities lament the sad fortune awaiting
gifted children who have been accurately diagnosed with a
disability at an early age, but whose parents have refused
for whatever reason to accept the diagnosis and accordingly
to make a plan for treatment to address it. These same
professionals report that years later when the child, now a
sullen and perhaps depressed young person of 14 or 15, is
brought back for reassessment, it is actually too late for a
correct diagnosis to be usefully made, accepted and acted
upon. The parents have missed the boat.
After a correct diagnosis is indeed eventually made, and an
appropriate management plan, therapy, medicine or other
intervention introduced, it is usually possible for the gifted
child (particularly with extensive and possibly expensive
targeted remedial tutoring) to catch up scholastically, and to
systematically learn all the math facts and chemistry formulae
and grammar and punctuation rules which have passed them
by since early primary school the years of school which the
child, because of the disability, was present for, but didnt
quite get.

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It is much more difficult, however, for that same 2e child to

erase the tape which they have for years been playing in their
head (the tape about being lazy and naughty and worthless
and a perpetual school failure). It is sometimes equally difficult
for the childs parents, teachers and peers to similarly leave
behind the old mindset. Clearly it is best to never let the tape
start running in the first place.
Some members of the GLD group have gifted children with
disabilities who are now successful teens and young adults
children who after many years of school intervention and
professional treatment have against all odds managed to turn
around their chronic academic underachievement. Some
have graduated from high school with exceedingly high
scores and have qualified for admission to highly competitive
tertiary courses, including up to the PhD level. We assert that
our children would be nowhere near where they are today if
we had stopped all those years ago at a mere description of
overexcitabilities or asynchronous or relative weakness
if we had irresponsibly looked the other way and refused to
accept whatever professional diagnosis had been offered to
us, on the grounds that our child was just gifted.
Adults who are themselves 2e and who contact the GLD
Group bemoan the fact that their own parents all those years
ago never sought or received an accurate diagnosis of the
second exceptionality, or worse, received a diagnosis and
refused to take it seriously and to act upon it. Once the same
diagnosis is made around 30 years later in adulthood, the
road to recovery is undeniably more difficult to navigate. There
are too many lost opportunities, too many paths not taken,
and too much grief associated with questions of what might
have been. Nonetheless, reflecting on their own negative
childhood and academic experiences often propels 2e
parents into action both to better manage their own childrens
disabilities and to better develop their gifted potential.
The interview in Gifted
Of course we express no view whatsoever with respect to the
child described in the interview in Gifted, or whether that child
was indeed misdiagnosed, but we wish to make the following
points:
1. It is not clear from the interview exactly which kind of
professional or bystander was allegedly doing all the alleged
misdiagnosing. Was it just other parents and teachers, or
was it a developmental paediatrician or other professional
after a thorough assessment according to DSM-IV criteria?
Your first question in mid-left column, p 32 was not directly
answered. If the diagnosis was made by a professional after
careful assessment, to summarily dismiss it on the grounds of
giftedness is contraindicated.
2. The list of characteristics in the third paragraph in the right
column on p 32 is in fact a list of characteristics or symptoms
of a variety of disabilities. Of course we are not alleging that the
child described in the interview had or has those disabilities,
but these characteristics are worth properly investigating. In
particular frontal lobe underdevelopment (referred to later in
that column) may be indicative of ADHD, and this needs to be
properly investigated by a professional.
3. We note that the educational psychologist in the right hand
column on p 32 said that there was no way that the child
had ODD. Again, this assertion will carry more or less weight,
depending on who actually made the original diagnosis of
ODD.
Your interview begins by making reference to a 2005 article
by Beljan et al, reprinted on p 12 of the same issue of Gifted.
We highly recommend the book by the same authors referred
to in the left column of p 12. The book is quite well-balanced
and examines the possibility of misdiagnosis, but equally
the possibility of missed diagnosis and dual diagnosis
(GLD or 2e).
Particularly with respect to ADHD, both the p 12 article
and the book, however, must be read in the context of the
environment of the country in which they were written. In
the United States, ADHD can be diagnosed, and medicine
G I F T E D

prescribed, by general practitioners. In Australia, the guidelines

are much stricter, and ADHD diagnoses may be made only
by paediatricians, child psychiatrists, specialised educational
and developmental psychologists or clinical psychologists.
Prescriptions for ADHD medicines may be initiated only
by developmental paediatricians, child psychiatrists or a
very small number of specially trained general practitioners
(although all general practitioners may receive delegated
authority from a developmental paediatrician or psychiatrist to
write continuing prescriptions after six months). Accordingly,
it is to be expected that rates of diagnosis and misdiagnosis
might be greater in the United States than in most parts of
Australia. It is important not to extrapolate from the article or
the book that the situations described therein are generally
representative of Australia.
Accordingly, we take issue with your introduction to the
interview on p 31 that it is very easy for professionals to
misdiagnose children and adolescents perhaps elsewhere
but not, we would suggest, in most parts of Australia. Your
assertion may unduly alarm some parents, and cause them
to reconsider the validity of professional medical advice, and
even to unilaterally discontinue their childs professionallyprescribed treatments.
Indeed, the experiences of many GLD group members over
the years anecdotally highlight the relative ease with which
the giftedness is often identified, when compared to the very
high frequency of missed diagnoses. Giftedness may mask
symptoms of disability, in both an academic and a clinical
setting. Therefore, the importance of seeking the expertise
of a specialist developmental paediatrician or other qualified
professional is paramount. Expressions of concern from
well-intentioned schools, no matter how tentative, should be
thoroughly investigated so as to rule out genuinely disabling
and insidious conditions as the true reason for a gifted childs
seemingly anomalous characteristics.
We remain sympathetic to the argument that one of the
purposes of this journal is to allow parents in the Association
to put forward a wide variety of views, and to let readers
decide for themselves which they wish to agree with and
pursue. We submit however that the line must be drawn
when the view being expounded has in the past caused so
much heartache for so many members of our Association,
and when an opposing and counter-balancing view is not
simultaneously published.
In summary, we submit that articles such as the interview with
Karen Miles are concerning in that they have the potential
to mislead, and they may discourage parents from further
investigating aspects of their gifted childs development which
they find worrying. Articles such as this interview may actually
prompt parents to adopt the very course of action which may
absolutely and utterly be most damaging for their gifted child
over the long term. The interview raises more questions than
it addresses. We urge readers to take professional advice
before acting (or worse, not acting...) in reliance on it.
Claudia Anderson
Carol Barnes
Lizette Campbell
Helen Dudeney
Rhonda Filmer
Caroline Houghton
Michele Meltzer
Gabrielle Oslington
Christine Stacey
L Walsh
Cate Wikner
Dawn Woods
Pippa Yeoman

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37

CENTRAL COAST
The GLD Support Group provides a regular forum
where parents, teachers, counsellors and others
concerned about gifted children with learning
disabilities can get information, support and advice on
parenting and motivating GLD children. Group
members represent a very wide continuum, from those
who have documented proof that their child is GLD, to
those who simply have a feeling that all is not right
with their childs school performance.
Meetings are held on Thursday evenings starting
around 7.30pm and finishing around 9.30pm, although
participants sometimes arrive late or leave early. New
members are always welcome, and may choose to join
in the discussion or just listen. Often there is a guest
speaker and time for questions. As the Group receives
no funding, participants are asked to donate $2
towards administrative expenses. Children do not
attend our meetings.
Dates for 2011 are July 28, August 18, September 15,
October 20 and November 27.
Venue: Community Room at Macquarie Shopping
Centre in North Ryde (go to L4 rooftop parking, next to
Medical Centre). FREE Parking after 6.00pm.
Contact Carol on 0408 657 963 for more information.

Central Coast now has an online forum.

We also have an online yahoo closed group
centralcoastgifted@yahoo.com.au. Contact Kylie at
centralcoast@nswagtc.org.au to be invited to join.
Keep an eye on the Support Group page at
www.nswagtc.org.au to find out about any activities
that might be happening.

BLUE MOUNTAINS GATS

Blue Mountains GATS is a social support group in the
Blue Mountains for families with gifted and talented
children, and where GAT children meet their
like-minded peers. Enquiries to Florence Thum on
bluemountains@nswagtc.org.au

PLAYTIME IN THE PARK, ASHFIELD

Playtime is an informal support group for gifted
preschoolers and their parents. We meet every
Tuesday morning between 10 a.m. and 12 p.m. during
the school term.
This an opportunity for parents to discuss the needs of
young gifted children with the coordinator and other
parents while their children enjoy craft activities.
Venue: Ashfield Park, Parramatta Road and Ormand
Street, Ashfield 2131. Meet under the pavillion near the
Mary Poppins Statue. No need to book.
For more information contact Cindy Gordon on
0402 859 404.

COFFEE AND CHAT MERRYLANDS

A chance for parents and carers to get together and
chat over a cup of coffee while their children play. Toys
and activities provided. Parents will also be able to visit
the NSWAGTC office and resource and library.
Where: Hilltop Road Public School Community
Resource Room Richmond Street, Merrylands 2160.
When: Fourth Friday of the month during school terms
10am-12pm
June 24 Liquid Sandwiches; July 22 Volcanoes;
August 26 Lets make Pancakes; September 23
Exploring Air; October 28 Fun with Balloons; and
November 24 Christmas Capers.
Parents and carers with preschoolers and homeschoolers of any age most welcome. No need to book!
For more information contact Cindy Gordon on
0402 859 404.

The Albury/Wodonga Support Group welcomes all

parents and teachers interested in the education of
gifted children. Share your experiences and keep up to
date with gifted education issues at our meetings.
Please contact Cathy on 02 6021 5913, or
access the Groups local page accessed from
www.nswagtc.org.au

SOUTHERN SYDNEY
The Southern Sydney Support Group holds informal
picnics in the St George and Sutherland areas throughout
each school term. We are a group of families who get
together to talk about issues related to our children. Our
families have children in various school settings i.e. public
education, independent schools and home schooling.
We also have a Yahoo group which helps to support the
needs of those in our group see www.nswagtc.org.au
for a link.
For picnic and Minds Like Mine dates contact Helen on
0438 070 401.

SYDNEY CITY/EASTERN SUBS

Looking for someone who understands the joys and
challenges of your gifted child? Having trouble
navigating the different assessments and educational
options? Or are you looking for like minded children
who understand and get your childs interests? Our
new small group located in the Eastern Suburbs
welcomes you to meet, play and discuss these issues
monthly at a picnic or online via our yahoo group.
Other activities to be organised according to demand.
Contact Lorena at:
lorena@lockenet.com.au

NORTH SHORE
Now with over 150 families, the NSGSG aims to offer
support to these families through the mutual sharing of
knowledge, experiences and information, with the
backup of the NSW Association for Gifted & Talented
Children (NSWAGTC). A major part of the NSGSG has
been the formation of a closed online Yahoo Group
creating a virtual community where parents can
discuss issues in a safe and supportive environment.
Information of interest to parents of gifted children
such as current research, news articles, childrens
activities etc is also frequently posted via this forum.
For more information contact Lara Fitzgerald at:
larajfitzgerald@hotmail.com.

ACT SUPPORT
The ACT Support Group holds activities for gifted
children and their families in the ACT and surrounding
districts. The support group is finalising a grant for
funding from the ACT government. When the funds are
received a notice will be placed on the website and
newlsetter about a meeting to discuss the grant
spending. Any enquiries to Elizabeth on 02 6230 1660 or
email act@nswagtc.org.au.

NORTH WEST SYDNEY

PLAY FRIENDS SUTHERLAND

North West Sydney Support Group services the Hills

Shire and surrounding areas. We welcome all new
members to join us at social gatherings where new
friendships can be formed with both parents and
children. Our very active online forum is a great place
to learn informaton and share experiences. Please
contact Linda for more information at:
sydnw@nswagtc.org.au

Play Friends for families and carers with children under 5

years of age is held on Friday mornings at Engadine during
school term from 10.00 am 12.00 pm.
When: Friday mornings during school term. A range of informal
play activities and games for 2-5 year olds are provided.
(Babies and toddlers welcome.) Bookings are not required.
For more information ring Louise on: 0411 586 830.

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Application for Membership

1

New member details:

This membership is for a:

Family

Individual

Organisation

Full Name:
Postal Address:
Postcode:
Home Phone:

Mobile:

Facsimile:

Email:

Child's Name:

Date of Birth:

Child's Name:

Date of Birth:

Child's Name:

Date of Birth:

/ /
/ /
/ /

How did you hear about the Association? (Teacher/School/Parent/Media/Other:)

Tell us how you want to pay:

Donations over these amounts are gratefully received and are tax deductible. Discount or free membership
may be given upon application in cases of hardship.
Tax Invoice. ABN 88312413677
Fee (incl GST) Tick
Membership Fee to 31 March 2012 (includes one subscription to
Gifted published quarterly by NSWAGTC)

$85.00

or with Automatic Credit Card Renewal*

$81.90

or Half year membership (1 October 2011 to 31 March 2012)

$42.50

(Optional extras)
Receive additional subscriptions to Gifted (will only be posted
$
to same address) @ $30 per subscription Number of extra subscriptions
Receive Australasian Journal of Gifted Education (published twice yearly by
$
AAEGT.) Cost: Joining Feb-April = $20 May-Nov = $10 Dec-Jan = NA
Tax deductible donations ($2 and over)

Total Payment of

Enclosed is:

Cheque

Mastercard

Visa

$10.00

Money Order payable to NSWAGTC or charge to credit card

EFT

Credit Card No:

Expiry Date:

Name on Credit Card:

Tick this box to confirm auto renewal option*
Signed:

Date:

/ /

For EFT Payments: Account Name: NSW Assoc. for Gifted & Talented Children Inc. (NSWAGTC Inc.)

Account Number: 110941 BSB: 032 069
Please use MEM-Your Surname (ie MEM-Smith) as the reference and include a copy of the EFT receipt with this form.

*The automatic credit card renewal option means that your credit card account will be automatically debited in April
when your membership renewal falls due. This authority may be cancelled by writing to the Association at any time
during the year. $3 of each NSWAGTC membership fee is paid directly to the Australian Association for the Education
of the Gifted & Talented (AAEGT) to cover affiliated membership fees.

Send the Application:

Check that the form is complete and signed, the payment is enclosed and send to:
NSW Association for Gifted and Talented Children Inc.
c\- Hilltop Road Public School Hilltop Road Merrylands NSW 2160 Fax: 02 9633 5799

THANK YOU FOR JOINING WITH US IN OUR ENDEAVOURS

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39

The NSW Association for Gifted and

Talented Children suggests that traits
common to gifted children include:
The ability to use basic skills easily, readily and with fewer repetitions.
An advanced vocabulary that is superior in both quality and quantity.
Learning to read before school age.
Memorising and retrieving from memory easily and quickly.
Possessing an unusual imagination.
Demonstrating a keen sense of humour.
Showing a preference for individual work.
Seeking out a challenge.
Demonstrating a longer attention span enabling concentration on and
perseverance in solving problems and pursuing interests.
Single-minded exploration of wide-ranging and special interests, often
in great depth.
Displaying great intellectual curiosity and inquisitiveness.
Creating, inventing, investigating and conceptualising.

However, they may also display some of the following:

Get bored easily. Resists drill. Disturbs others, daydream.
Correct impolitely. Lack respect for adult arguments.
Be impatient with others and have few friends.
Be non-conforming.
Dislike group work and monopolise discussions.
Use their sense of humour inappropriately.
Be reluctant to complete written work.
Appear inattentive but then cope easily with the work.
Be overly sensitive to criticism.
Show constant perfectionism.

If you need encouragement, support or understanding about any of these

issues please contact the NSWAGTC Office on: 02 9633 5399.
We also have an email address and a web page.
Email: office@nswagtc.org.au Web: www.nswagtc.org.au

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