Bobbie Gilman and Linda Silverman will use this opportunity to share their thoughts, feelings and reactions to events informally.
Submitted by Linda Silverman on Sun, 2017-04-02 15:36
Have you ever wondered why your child came out of an IQ assessment glowing with excitement, asking, “When can I come back?” If you had bad experiences with testing, this positive reaction might have taken you by surprise. What kind of magic goes on in there?
Submitted by Linda Silverman on Wed, 2017-02-08 15:51
When we ask in our Developmental Questionnaire, “What activities during the school day does your child enjoy the least?” the answer is often, HANDWRITING. Why is handwriting such an issue for so many gifted children? Let me count the ways…
Submitted by Linda Silverman on Wed, 2016-09-21 15:55
Anxiety is the birthright of the gifted. You don’t have to be gifted to be anxious, but it helps. Gifted minds can find endless reasons to worry. Kazimierz Dabrowski (1970) saw a close relationship between high intelligence and emotional tension. With high intelligence comes greater awareness, and greater awareness can either motivate or immobilize. While a little anxiety can inspire action, too much can paralyze and punish us. High achievers are anxious about meeting deadlines and reaching goals. They manage their anxiety by focusing their attention, setting priorities, working hard. But everyone is not cut out of the same cloth. Some gifted people are unable to turn off their awareness of others or the pain in the world and just concentrate on their work. They are tuned to a different station.
Submitted by Linda Silverman on Sun, 2016-09-11 15:26
Gifted individuals go beyond excellence. They are driven by their inner vision of what they are seeking to do or accomplish. They set their own criteria for the fulfilment of that vision. They may know despair and failure many times in their journey towards that end. What they are striving to do may not be readily comprehended by those around them, not at that time. Yet what they ultimately bring us sets new parameters for our knowledge and for our insight and understanding of ourselves and of our world.
Submitted by Linda Silverman on Tue, 2016-08-02 06:47
Perhaps, like in creativity theory, with its Big C and little c, we need a Big D and a little d. Big C represents eminent creators; little c represents the creative process in everyday life. What if we applied this idea to Dabrowski’s theory? What if we saw TPD as the tenets of Big D development and applied the basic principles to guide everyday ethical development (little d)? What would that look like?
Submitted by Linda Silverman on Sat, 2016-06-04 11:24
The difference between an IQ score of 118 and an IQ score of 185 is profound. The difference is even more profound when the children are siblings and both have characteristics that indicate they are profoundly gifted. The developmental history of the particular siblings in this case revealed that the 67-point discrepancy was likely caused by the incidence of chronic ear infections (otitis media) in one of the siblings.
Submitted by Linda Silverman on Thu, 2016-05-19 07:35
In the past few weeks, I have had the privilege of reviewing two new books from authors I admire.
Submitted by Linda Silverman on Tue, 2016-05-03 08:37
In May, Linda Silverman’s book, Giftedness 101, was translated into Swedish. This led to a flurry of articles in Swedish newspapers, psychology journals and online media. Here is one of the interviews that emerged from this new interest in Sweden.
Submitted by Linda Silverman on Tue, 2016-04-12 13:21
“The school psychologist stopped testing after our child scored high enough to get into the gifted program.” “We have been told that it doesn’t matter how high a child’s IQ score is, since there aren’t any programs in our school for highly gifted children.” “I don’t want to know my child’s IQ.” “High IQ scores aren’t important; they don’t make people more successful.” “There aren’t enough exceptionally gifted kids to worry about.” “What are the benefits of taking another IQ test? We know our child is gifted. Isn’t that enough?”
I have heard comments such as these for decades, and each time I cringe. Who cares about the outliers? We do.
Submitted by Linda Silverman on Mon, 2016-03-28 09:07
The visual-spatial learner construct came to me as I was trying to make sense of the puzzling behavior of some children during IQ testing. A 4 year old we tested is a good example. This profoundly gifted boy kept saying, “I don’t know” to every question. When he was coaxed, he got all the answers right. (I think his puppet was asked the questions a second time, and he had a very smart puppet!) I tried to figure out why he thought he didn’t know, when he really did. It occurred to me that when he was asked the first time, he might have gone blank. Perhaps answers just came to him all at once in an “Aha!" He didn’t know when that would happen or how he got the answers. Maybe he saw things in his head, but didn’t take a series of steps to get to his answers, so he couldn’t retrace his steps. All he could do is wait until the answers popped into his head. Then I noticed other children like him.