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From Overt Behavior
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What
We Have The
perceived rejection of knowledge and authority is seen as rejection of the
school, and, typically, the student is punished - by low grades, diminished
and negative expectations (Whitmore and Maker, 1980). Other punishment might
include behavioral restrictions, and, potentially, placement in special
education classes, grade retention, suspension, or expulsion. (Holt, 1969;
Plucker and McIntire, 1995) These systemic responses are designed to correct
the behavior by showing the student the error of his/her ways. Unfortunately,
not only does the punishment fail to teach the underachiever to change
his/her behavior, but it also does not address the underlying causes of the
behavior and therefore exacerbates an already threatening situation. (Seeley,
1993; Delisle, 1994) Students
who are punished for behavior which stems from their innate nature are likely
to become sullen, angry and/or desperate. They are also likely to develop
distrust the system that has treated them inappropriately. (Kos, 1993;
Peabody, 1991) If, when you walked into a hospital emergency room with a
fever of 103°, the doctors put you in a refrigerator and then, when your
fever didn't go down, threw you out, would you crawl back inside to try
again? If the same treatment were repeated, would you readily trust another
doctor? Effective
teachers of underachievers frequently spend more time unteaching learned
negative attitudes and behaviors than teaching academic subjects. (Supplee,
1990) Each student's issues vary, as one would expect, but these students
tend to have two important characteristics in common. "A child can be
pictured in the center of a field of forces all exerting pressure, from
within and without, to shape a self-concept, self-esteem, and behavior."
(Whitmore and Maker, 1985) Underachievers do not hold themselves in high
regard. (Supplee, 1990) Through their behavior, they "announce" the
underlying causes of their situation. It is left to us to learn to hear that
announcement. Superman? What would
have happened if DC Comic's Superman had been raised by a less sensitive and
aware person than Pa Kent? Picture Superman shuffling along the street, with
his eyes shut and his hands in his pockets. o He
doesn't shake hands with people, because he would hurt them. o He takes
only small steps. Otherwise, he tends to leap the buildings in a single
bound, and everyone makes fun of him. o He claims
to hear voices and sounds that no one else can, and it makes him seem and
feel more than a little crazy. o The worst
of it is when he opens his eyes. Part of the time, he sees things others
don't, or things he's not supposed to, and nobody will believe him. Once,
when a teacher said, "Look at me, young man!" he opened his eyes
and she burned. He tried to explain how it happened, but the police just
ignored him, and tried to solve the mystery. He couldn't or wouldn't prove
it, as he was too ashamed of what he'd done. He almost never opens his eyes,
now. The
Concept of Power Any power
can be used well or misused. The star quarterback and the neighborhood bully
serve as easy examples of that. Less often discussed, and less well
understood, are the ramifications of not identifying and therefore not
nurturing the unplumbed power within the child. The trick, or, rather, the
need, in working with gifted people with negative behaviors, is to identify
the unnurtured ability. This is frequently the gateway to a program of
helping that individual to change his or her life for the better. Negative
vs. Positive View - Syndrome or Potential The first
is an easy question to respond to, at face value. Each of us knows from
personal experience that when we feel good about something, or feel
appreciated or respected, going forward is easier. Likewise, when we know
that a problem we are having is a common issue, rather than a result of some
"unique" inadequacy on our part, we feel a sense of relief. Unfortunately,
with negative behaviors it is more customary to seek a problem which causes the behavior. This
leads to causal determinations such as attention deficit disorder, bi-polar
disorder, hyperactivity, and suicidal tendencies. (Crow, 1978; Kos, 1993)
This is not to suggest that such diagnoses are always wrong, but, rather,
that the diagnosis is based on a symptom rather than the causal factors. Whether
such behavior is attributed to underlying chemical balances or psychological
causes, the view is that the individual is flawed: "there is something
wrong with you, but we can overcome it." This dictum serves as a
relegation to second-class citizen status. To approach, instead, from the
Power perspective tells the person: "there is nothing inherently wrong
with you; you've just been inappropriately taught." There is then no
stigma attached. It feels a
lot better to be taught to use an ability than it does to be taught to
overcome or cover up a disability. "You could do extraordinary
things!" "You could live a normal life." Which would you
rather hear? In
examining the literature on giftedness, there is ample discussion and
evidence concerning the sensitivities of gifted children, especially in their
emotions. (Harms, 1947; Whitmore and Maker, 1985; NAGC, 1995) In recent
years, there has been increasing awareness of physical sensitivities as well.
(Gross, 1993) One theory seems to address the various components of this
issue most effectively. Kazamierz
Dabrowski's Theory of Positive Disintegration (TPD), which is a view of
personal development, includes a component of five heightened potentials or
sensitivities known as "Psychic Overexcitabilities" (OE):
Psychomotor, Sensual, Imaginational, Intellectual, and Emotional.. These can
go a long way toward explaining the roots of certain negative behaviors.As
Michael Piechowski (1991) put it: "(Dabrowski) took the intensity of (intellectually and
artistically gifted youths') emotions, sensitivity, and proneness to riding a
roller coaster of emotional extremes, as part While there is another major components of TPD, the dynamisms,
OE's are more central to the lives of these children, as they are at lower
levels in their development. (Dabrowski, 1967; Jackson, 1999). The
Overexcitabilities play "a fundamental role in the development of the
dynamisms." (Dabrowski, 1996) Overexcitabilities 1. Jack was rocking in his chair again. No matter how often the
teacher spoke to him, he wouldn't hold still. When she spoke sharply to him
today, he slammed down his book, and ran out of the room. He didn't stop
until he got home. He couldn't say why he ran - he just had to. 1. The Psychomotor OE is most often noted for its surplus of
energy. Concomitant with that can be a pressure for action or acting out -
especially under stress. Impulsive actions can frequently land one in
trouble. The explanation of "I couldn't help it..." doesn't improve
the situation. 2. The teacher asked Frank why he cut himself with the razor
blades. Frank responded, "I was bored." The teacher persisted by
noting that Frank could have done many things when he was bored. "Why
cut yourself?" After some more discussion, Frank explained that it was
the sensations that he received that prompted his cutting himself. 2. The Sensual OE can lead either to overindulgence of the
senses of touch, taste, and/or smell, or to blocking out of or being
overwhelmed by any sensual impact. The first type can be seen in some
"fetishes," nymphomania, overeating, sniffing glue, or even
injuring oneself. The second type may be represented by those who may find
that classrooms are too noisy to think in, that television is impossible to
pull away from, or that pictures may be too intense to look at without
getting a headache. 3. Barry started avidly reading at an early age, and by the time
he got to school he was reading books aimed at fourth and fifth grade
students. It was easy to see why the teachers loved him. He was curious,
analytical, and introspective. It was also easy to see that his age-mates
didn't love him quite as much. He started getting into fights in the second
grade, and while he said he didn't start them, his teachers were sure that he
must be doing something to cause them, or he wouldn't be involved in so many. 3. While the intellectual OE may not directly include overt
behaviors, endless curiosity, the refusal to break away from an activity, the
insistence on getting answers to questions to which others see no relevance,
and the moral thinking that frequently comes with this OE can give a child a
reputation as a trouble-maker, and lead to other negative situations. 4. Meredith belonged to a wide spread inter-galactic religion,
which required her to use her mental powers to kill anyone who challenged her.
She had trouble making friends. 4. The Imaginational OE lends itself to ready misinterpretation.
Isaac Bashevis Singer once noted: "When I was younger they called me a
liar. Now they call me a writer." The concerns, dramatizations, and
blendings of truth and fiction, which may abound with this ability, lead many
a gifted youngster into the system's doghouse. 5. Mary had always been a moody child. The least bit of
criticism or taunting would bring her to tears. Other students would be
encouraged to tease her more, and nothing her teachers or parents did would
stop either the teasing or her reactions. While she had always been an
extremely good student, after she was placed in the special education
program, as an emotionally disturbed child, she did less and less work, and,
finally, stopped talking altogether. 5. Perhaps, the most difficult situations arise for the child
with a strong emotional OE. Intense sensitivity can lead quickly to feelings
of rejection, inadequacy, guilt, and loneliness. This is compounded by a
combination of factors which arise regularly in almost any elementary school
setting. In the classroom, the majority of the students must have their
apparent needs met. This is pragmatic. An unfortunate ramification is that
the sensitive child learns that he/she, as an individual, is not valued.
While this may be a half-truth, it is a potentially devastating lesson. It is
followed by the disapproval of the teacher and classmates for being too
sensitive - which makes the seeming rejection even more real to the sensitive
youngster. Going
Deeper Overexcitabilities
are a result of heightened sensitivity. Heightened sensitivity leads to
unease. (Tillier, 1998) Unease, if examined, might lead us to find areas of
heightened sensitivity. A
Starting Point Unfortunately,
tracing from "poor" behaviors to powers is rarely simple. Sometimes
one needs to approach the mystery as a detective might, by looking for little
clues. What are the most outrageous behaviors? What are the loudest arguments
about? What sorts of situations does the student avoid, or seek out? Also,
look at history - what positive anecdotes are told about early childhood?
What kinds of adventures, discoveries, or misunderstandings were there? What
sorts of things happen that seem out of the ordinary? These are some of the
places to find missing, necessary clues. Consolidation "Even in the (dropout) group there are resources in talent
that the school has completely ignored. Able students who should have been
encouraged to prepare for positions of responsibility leave with no assurance
that they will ever obtain training suited to their abilities. Adequate
guidance has apparently been lacking for these students..." (Eckert and
Marshall, 1939) As
teachers, our own perceptions come first. We must recognize that we are
working with people whose development has been misguided, if guided at all.
The kinds of behaviors which arise come not as a consequence of disability,
but, rather, of unchanneled ability or power. By our recognition, we can help
students to see that way, as well. The resulting increase in
self-understanding and self-esteem can bring about a growth in their control
and a decrease in their despair. (Kardaras, 1996) A most gratifying
development for a teacher.
Association
for Supervision and Curriculum Development (1988). Content of the curriculum. Crow, G. A.
(1978). Children at risk: A handbook of
the signs and symptoms of early childhood difficulties. Dabrowski,
K. (1967). Personality shaping through
positive disintigration. Dabrowski,
K. (1996). Multilevelness of emotional
and instinctive functions. Delisle, J.
(1994). Dealing with the stereotype of underachievement. Gifted Child Today, 17(6), 20-21. Eckert, R.
E. and Marshall, T. O. (1939). When
youth leave school - Report of the Regents' Inquiry. Gardner, H.
(1983). Frames of mind: The theory of
multiple intelligences. Gross, M.
(1993). Exceptionally gifted children. Harms, E.
(1947). The guidance of the superior child and the prodigy. in E. Harms (ed.)
Handbook of Child Guidance. Holt, J.
(1969). The Underachieving School. Jackson, S.
(1999, May). Authentic Life: Three Headless Horsemen. Paper presented at the
Hollingworth Conference on Highly Gifted Children, Kardaras,
K. (1996). "Spiritual Emergency," The potential for emotional
growth, and the case of "Ann Hedonia." Unpublished paper. Maxwell, E.
(1997). Private communication. Orlosky, D.
E. and Smith, B. O. (1978). Curriculum
development: Issues and insights. Peabody, J.
(1991). Origins of despair. Unpublished paper. Piechowski,
M. (1991). Emotional development and emotional giftedness. in N. Colangelo
and G. Davis (ed.) Handbook of gifted
education. Plucker, J.
and McIntire, J. (in press). Academic survivability in high ability, middle
school students. Gifted Child
Quarterly. Rimm, S.
(1986). Underachievement syndrome:
Causes and Cures. Seely, K.
(1993). Gifted students at risk. in L. Silverman (ed.) Counseling the gifted and talented. Sizer, T.
(1992). Horace's school. Supplee, P.
L. (1990). Reaching the underachiever:
Program strategy and design. Tempest, N.
R. (1974). Teaching clever children
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(1998). Private communication. Whitmore,
J. and Maker, C. J. (1985). Intellectual
giftedness in disabled persons |