Joan Freeman

Giftedness in the Long Term.

This ongoing investigation was concerned with why some children were labeled gifted while others of identical measured ability were not. Each labeled “gifted” child was matched for age, sex, and socioeconomic status (SES) with two others in the same school class. The first matched child had an identical Ravens Matrices raw score, and the second was chosen at random for ability (N = 210). The study, begun in 1974 across the UK, used a battery of tests, including IQ, personality, behavior, and in-depth interviews of children, parents, and teachers. The group labeled gifted were found to have significantly more emotional problems than the nonlabeled group, which they mostly grew out of. This follow-up study demonstrates that for the subjects now in their 40s, a gifted childhood has not always delivered outstanding adult success. Better predictive factors for adult success were hard work, emotional support, and a positive, open personal outlook. By 2005, the labeled and nonlabeled gifted groups were not very different in life outcomes, though both groups were much more successful than the random-ability group.

Cultural influences on gifted gender achievement

In Britain, and reflected in other countries, the academic achievements of gifted girls in school are surpassing those of gifted boys in almost all areas of study and at all ages. This is not true in every country. The British evidence suggests two major reasons for this surge by the gifted girls. Emotionally, British girls are now showing greater confidence in their abilities. Educationally, changes in the style and content of the British curriculum and assessment may encourage female study patterns, along with a national system of inspection which checks for equal gender opportunities in the classroom. Although this managed change in gender equality of opportunity in schools is seen to be highly effective, female school advantage has yet to make a significant difference in the workplace.In Britain, and reflected in other countries, the academic achievements of gifted girls in school are surpassing those of gifted boys in almost all areas of study and at all ages. This is not true in every country. The British evidence suggests two major reasons for this surge by the gifted girls. Emotionally, British girls are now showing greater confidence in their abilities. Educationally, changes in the style and content of the British curriculum and assessment may encourage female study patterns, along with a national system of inspection which checks for equal gender opportunities in the classroom. Although this managed change in gender equality of opportunity in schools is seen to be highly effective, female school advantage has yet to make a significant difference in the workplace.

Gender Differences in Gifted Achievement in Britain and the U.S.

In Britain, the academic achievements of gifted girls in grade school are surpassing those of gifted boys in almost all areas of study and at all ages, whereas this does not appear to be the case in the U.S. The evidence suggests 2 major reasons for this difference. Emotionally, British girls are now showing greater confidence in their abilities. Educationally, changes in the style and content of British curriculum and assessment may favor female study patterns, along with a national system of inspection that checks for equal gender opportunities in the classroom. Although this managed change in gender equality of opportunity in schools is seen to be highly effective, female school advantage has yet to make a significant difference in the workplace.

The emotional development of the highly able

The highly able can be expected to be expected to be at least as well balanced as any other children, but they do have special emotional problems arising both from other people’s reactions to their exceptionality and from inappropriate education. This was investigated in a British 14-year comparative study. Children labelled as gifted were found to be from different home backgrounds and to have different emotional profiles than others of the same measured ability who had not been seen as gifted. From this and other research it can be seen that expectations of highly able children can be confusing, for example that they either have poor social relationships or are natural social leaders. Teachers and parents may over-pressure pupils to excel at all times, or raise their all-round expectations for a child, even though s/he is only gifted in a specific area. Stress may also come from always having to learn at an unstimulating level, producing boredom, apathy and underachievement. Suggestions are made for helping the emotional development and improving educational provision for the highly able.RésuméUn enfant surdoué devrait être au moins aussi bien équilibré que n’importe quel autre enfant. Mais les enfants surdoués présentent une vulnérabilité émotionnelle particulière qui vient habituellement des réactions d’autrui aux idées associées à la notion de don, réactions qui peuvent être source de difficultés. Les expectations concernant ces enfants peuvent être contradictoires, soit qu’on s’attende à ce qui’ils aient des relations sociales pauvres, soit qu’on les imagine comme des leaders sociaux. Les enseignants et les parents peuvent exercer une forte pression à l’excellence, ou manifester des attentes trop générales alors même que l’enfant n’est doué que dans un domaine spécifique. De plus, le stress peut provenir du fait que l’enfant est soumis en permanence à des taches insuffisamment stimulantes, ce qui suscite de l’ennui, de l’apathie et des sous-performances. D’autres problèmes proviennent du style d’enseignement auquel ils sont confrontés en classe, à propos en particulier de la vitesse d’apprentissage et de l’approfondissement des connaissances, ce qui pose des problèmes d’organisation pédagogique à l’enseignant. Les enfants surdoué ont effectivement des besoins émotionnels particuliers: confrontation à des problèmes de leur age, sincérité de la communication, possibilité de poursuivre leurs intérêts et d’être acceptés comme des enfants.

A Gifted Programme in Iceland and its Effects

The purpose of this study was to examine the effects of the NER (Namsefnisradgjofin) gifted enrichment programme in Iceland (1985-96). Of the 200 teacher-selected children (aged 6-16), 138 took part and 62 refused. In 2000, the outcomes for participants ( n = 111) and equally suitable non-participants ( n = 63) were compared by postal questionnaire designed by Freeman, previously used in Britain and Finland (Freeman, 2001; Ojanen & Freeman, 1994). The NER programme was successful in that participants did better than non-participants at school. However, participants were already in a better educational position because of superior home backgrounds and higher motivation to succeed. Unfortunately, teachers did not always pick up on these improved achievements, so beneficial effects too often dissipated. Suggestions are made for close cooperation between schools and both programme and home to obtain the best results for the gifted.

Teaching gifted pupils

Gifted performance in pupils does not emerge independently but needs focused educational help, through challenging teaching — the material provision for learning and encouragement. Research indicates that excellent performance is encouraged by a dynamic style of teaching, involving the students own interests and motivation. Exceptional children often have better self-regulatory learning strategies, and can more frequently transfer these to novel tasks, although they will need help in developing these strategies. Attention to the gifted often enhances overall school achievements. High-level specialist provision should be available to those who are prepared to put in the extra work to benefit from it; guided self-selection (Freemans Sports Approach model) can assist in finding undeveloped potential. A school policy for the highly able is recommended.

A QUALITY OF GIFTEDNESS

In my long career studying gifts and talents, I have been heavily involved in research and teaching, and have visited gifted educational provision all over the world. I have also spent a great deal of intimate time with gifted and talented people of all ages. So, it is not only an honour to be asked to write the lead article in this edition of Gifted and Talented International, but a special privilege to be given the opportunity to present ideas which have emerged from my experiences.

The Emotional Development of Gifted and Talented Children

Abstract The gifted and talented can be expected to be at least as well balanced as any other children. But they can face special emotional challenges. For example, expectations of children seen as gifted and talented can be contradictory, in that either they will have poor social relationships or alternatively, are born leaders. Teachers and parents may over-pressure pupils to excel all the time, or raise all-round expectations even though the child is gifted only in one specific area. Youngsters may also find it stressful if they are always working at a stifling level, producing boredom, apathy and underachievement. Problems may arise in the classroom from the gifted child’s personal style of learning, particularly with regard to speed and depth, which produces management problems for teachers. Gifted children do have special emotional needs, notably exposure to the stimulation of like-minds of their own age, honest communication, the opportunity to follow their interests, and acceptance as children.

Giftedness, Responsibility and Schools

Responsibility is used here to mean being in charge of ones own behaviour whether in self-regulation or in relationships with others, whether in action or by omission. It is described as a mixture of intellect and emotion which schools can positively develop, and is particularly pertinent to the gifted as potential opinion formers. It is related to the development of social cognition which starts from birth. The growth of childrens responsibility is considered within the school social context, individual emotional development arid the effects of the teacher and style of teaching. Teaching for responsibility is encouraged, for which techniques of applied psychology are outlined.

SELF-REPORTS IN RESEARCH ON HIGH ABILITY

Self‐reports are particularly suitable for research with the gifted, who are often self‐aware and articulate. By this means, features which could otherwise be missed by standardised tests and observations can add greatly both to the richness of the data and to their validity. However, because of the great variety, unexpectedness and complexity of responses, there are problems of collection and analysis, such as distortion by reporter or researcher. Verbal protocol analysis is suggested as one solution. A 14‐year study in Britain using self‐reports, along with a battery of standardised tests, compared gifted and (otherwise matched) nongifted youngsters (N= 210). This supplied information, unobtainable by other means, on, for instance, the subjective aspects of academic acceleration, teacher‐pupil relationships, the effects of labelling, and intellectual strategies of the gifted. These insights are valuable for care of the gifted and for policy making.