that more than six hours, per week day, are spent on the school grounds. Add in the time utilized for getting ready to attend and for getting back home, and we are at eight hours. Then, , and we find that at least nine hours, per week day, are spent in devotion to schooling.

After subtracting time necessary to eat; tend to hygiene; and complete household chores; the typical student is left with only a precious few hours of waking time to possibly engage in recreation or socialization. For students who are involved in extracurricular activities after school or on the weekends, perform yet another subtraction of utilizable leisure time.

In sum, our young students are often engaged in a demand of workload which is similar to the adult requirement of working a full-time job. This pattern of behavior may be fine for one who has already established an adulthood as a productive member of society, but the adolescent has another yet another duty to attend to. He or she is tasked with simultaneously .

As ideas of self-conception are typically set in place before reaching young adulthood, the following ideas are best explored 鈥� and integrated 鈥� by parents of the gifted child. On our quest to provide our child with the best start in life, it is paramount that we endow them with sound instruction in the business of living. As many , life is more than school.

A Student Is Not His/Her Grade

The concept of letter grades has done much to label our students over the years. It is the major marker for defining failure or success, and it is the first information that students report when asked about how school is going. Students with high grades are awarded with certificates, ceremonies, and even by well-meaning family members.

For a gifted student, earning top marks in a class tends to come fairly easily. It is inevitable, however, that something will occur which threatens to topple that tower of A鈥檚. It could be that an unexpected event takes place, keeping the gifted student from completing an assignment on time. It could be that a student encounters a professor with a chip on the shoulder, and who happens to be in charge of grading a subjective work. It could just be that the gifted student finally runs into a topic which doesn鈥檛 make as much sense in his or her mind.

A student who is so accustomed to being associated with high marks can feel immense pressure to do whatever it takes to continue to receive them. The letter grade can become a part of his or her identity, as much as does being described as tall, creative, or kind. Receiving an 鈥淎鈥� becomes equivalent to the very concept of being smart, and receiving anything less can throw the gifted student into an .

To combat this trend, some parents will opt for putting their students into programs which , all together. While this tactic can provide a good basis for ensuring that your gifted child understands that letter grades are imperfect measures 鈥� and as delivered by imperfect people 鈥� it is unlikely that a student can avoid this system, indefinitely.

have not evolved toward doing away with the letter system, either for admittance or continuance. Work place politics, as well, are prone to include a performance report in which the highest marks are . In preparing your gifted child for facing the harsh reality of not being assigned top scores, indefinitely, ensure that they learn, early on, that such marks are not always an accurate measure of contribution or ability.

Quantity Does Not Equal Quality

There has been a recent media focus on the concept of . This concept has roots in the Eastern practice of parents to involve their children in multiple academic and cultural endeavors, sometimes beginning in infancy. The expectation is that demanding so much from students will train them to become successful, high-achieving, adults.

Through a mix of positive and negative feedback 鈥� much like how our grading system operates 鈥� students are pushed to their limits of ability. The student鈥檚 own passions and interests are considered irrelevant, as the agenda of the surrounding culture is deemed paramount.

Parenting in the Western culture can . We feel pressured to involve our gifted students in simultaneous areas of sports, arts, academics, and school politics. Parents will gather and discuss how busy they are, running their children to various events and meetings, as though it is a mark of successful parenting to push our children into exploring all that life has to offer before the age of 10.

In both cases of parental push, the long-term feedback in regard to student adjustment does not look hopeful. Family time, self-care, and finances all take a hit when our focus is on exposing our children to this smorgasbord of experience. And, try as we might to impose it, subjective well-being does not arise from these types of excessive endeavors.

that the students of 鈥渢iger鈥� parents suffer from more depression, anger, and anxiety than the average population. They also struggle with developing social skills, and have difficulty with properly channeling their emotions.

For parents who have been keeping up with the data on difficulties which exist for gifted children, in general, this list of mental health problems should sound familiar. Gifted children to suffer from challenges related to these areas. Adding the additional stress which arises from over-committing them can be a recipe for disaster.

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The very things which are proposed to benefit the gifted student can also play a role in frustrating, stunting, or socially ostracizing them. The following are four areas in which careful pondering of the net value of participation in school approaches toward working with your gifted child are warranted.

Initial Identification of Gifted Students and Academic Approach

In spite of all of our years spent studying the topic of giftedness, there is yet by which to measure it. Schools have traditionally employed tactics which range from reports of I.Q. scores; to scores on state tests; to teacher or parent recommendations for inclusion in gifted programs.

With such varied approaches, there is as much of a chance that your gifted child will be overlooked as there is that a hard-working, average, child will end up being identified as gifted.

Even with proper identification methods in place, there remains the problem of how to best serve those who are gifted. Research shows that schools are wildly varied in their approach toward serving this population. Tactics range from to by ability.

Recommendation for levels of academic content range from pushing these students far beyond their peers, to ensuring that they do not become academically isolated. At every level, the disagreement as to what a gifted child is 鈥� and needs 鈥� is apparent in our schools.

At the end of the day, it behooves parents of the gifted child to work as an advocate on their student鈥檚 behalf. With the lack of solid information and resources regarding giftedness which are made available to schools and teachers, it is unreasonable to consider that these institutions are solely capable of meeting the individualized needs of your gifted student.

Finding a well-qualified school can be a boon, but your gifted child will need your intervention, as a parent, to ensure that overall needs of quality education are met.

Ambiguity of Gifted Programs

The go-to process, once a student has been recognized as excelling beyond his or her peers in class, is to enroll the student into the school鈥檚 gifted and talented program. While this may provide a good start, that the typical gifted program does very little in the way of fostering a gifted child鈥檚 abilities.

Particularly during the elementary school years, students in such programs are not observed as receiving any empirical benefit in their areas of expertise. These programs tend to focus on skills which are more broad, such as problem solving; creativity; and critical thinking.

As can be commonly noted, gifted children tend to foster these particular , and the argument can be made that the time spent within such a school program is not being utilized to its fullest potential.

The primary benefit of such programs appears to be that the gifted child is permitted to socialize with others of a common intellect or propensity. This can enable the gifted student to which includes the conception that what makes him or her different from average peers is also something which is cherished and valued within our community.

When weighing the academic value of enrolling our gifted students into such programs, it is useful to also factor in the potential social benefits.

Utilizing Gifted Students as Leaders

Most of us can conjure up images of the quintessential teacher鈥檚 pet, set on polishing apples and tattling on fellow students. It is a natural response of teachers to want to place those of apparent ability into positions of usefulness, and the skill-set of a gifted student often provides ample opportunity to be placed in these administrative and tutoring roles.

While some gifted students may thrive under such , others may become stressed; overwhelmed; or even haughty.

Simply possessing the ability to complete a higher level task does not imply that one is equipped with the skills or desire to utilize it in the service of others. Factors such as levels of ; ; and personal interests need to be weighed when calling upon our gifted students to assume such roles.

It may look great on their eventual college applications or resumes, but a reluctant stint of public service can leave a bad taste for leadership in your gifted student鈥檚 mouth. It could be that their developmental time is better spent on tending to their own academic, artistic, and social needs. It is these types of successful adolescent developments which pay off over the long run.

Risks of Pigeonholing Talent

Once a particular propensity toward mastering a subject area has been identified, there is a temptation for educators 鈥� and parents 鈥� to steer a gifted child in the career direction that is considered most suited to the skill set.

A student who is gifted in math may be pushed into studying the sciences; a linguistically gifted student may be pushed toward humanities or communications; and an artistically gifted student may be pushed into the arts.

If the gifted child is on board with this, it can be a match made in heaven. If not, we can be setting our gifted student up for frustration, , and failure.

It is important that the areas of study that our gifted students engage in are not only tailored to their abilities, but also tailored to their areas of personal interest. A on the factors which contribute to eventual success and satisfaction for the adult, gifted, individual show that personal interest in a career choice 鈥� combined with proper environmental support 鈥� is what makes the difference in eventual life quality.

For the gifted person, reaching contentment in career and life achievement is dependent upon finding a match between natural ability and personal passion. A school which recognizes and fosters this complex dynamic is doing our gifted children a service.

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The following are some of the more static traits which gifted children tend to possess. You may find that your own child has several 鈥� or maybe even all 鈥� of these tendencies.

Gifted Children Learn Quickly

One of the first aspects which tends to identify a gifted child is the fact that he or she can pick up on topics . Your gifted daughter may be moving on to algebra while the rest of the class is working on multiplication tables. Your gifted son may be reading at third grade level by the time he enters kindergarten.

The mind of a gifted child is quite like a sponge, and information which he or she has been exposed to has a tendency to soak right in. The more information that a gifted child is exposed to, the more they will integrate into their overall understanding of the complexities of the world.

Gifted Children Can Self-Teach

is a fancy term for people who have the ability to teach themselves complex topics. The concept extends beyond simply being able to read and retain information. It is a skill which allows the gifted person to intuitively understand the best way that she or he learns, along with approaching a topic from a detailed and encompassing lens.

A gifted child may use an inside-out approach to learning 鈥撀� or an outside-in 鈥� but the final result will be that such child will have a comprehensive grasp on topics which many would struggle to obtain, even after years of studying with a school. What this means for the gifted child is that a lifetime will often be spent in continual learning mode.

The world is a complex place, full of interconnected ideas, and the mind of a gifted child is likely to observe those connections without effort. The task for an autodidact is to piece those connections together, and often in a way that has not been exactly done, before.

Gifted Children Have Eccentricities

Gifted children will often have odd little habits. While some of these habits may simply be due to the way that your gifted child鈥檚 mind works, others may be attributed to the observed fact that gifted children often have .

Your gifted child may want to have the hem of his sock perfectly straight due to needing a sense of order, or he may need it straight due to the intolerable feeling of it being crooked in his shoe. Your task, as a parent, will be to accept the eccentricities which are not detrimental to your gifted child鈥檚 development, and gently steer them away from those which can become overly burdensome.

Gifted Children Experience Emotional Intensity

For gifted children, it seems to be the case that the level of brain processing power is matched by the level of . Just as a concept can occur very quickly to a gifted child, an emotion can strike out of nowhere, and with similar intensity.

When these emotions are good, the gifted child can become adorably enthusiastic and bubbly while engaging in a favored activity, or over having learned something new. When the emotions are negative, the gifted child can be prone to throw tantrums; isolate; or even experience periods of . When it comes to managing emotions, it is true that the gifted child has the equivalent journey of taming a wild lion.

Fortunately, however, a gifted child鈥檚 propensity for cognitive reasoning and logic can work as an ally in the task. Gifted children are able to learn to apply reason in a way which tames the excessive emotion and places it into rational submission.

Gifted Children Are Compelled to Argue

Of all of the traits and tendencies of a gifted child, this one tends to produce the most stress for parents and teachers. Gifted children are prone toward being argumentative.

This behavior can come off as the child being all manners of unpleasant, such as being haughty; disrespectful; stubborn; or disobedient. For the gifted child, however, arguments are usually nothing more than a logical way to arrive at the core truth of a matter.

Assertions and demands which cannot stand up to the logical scrutiny of a gifted child are often considered frivolous, superfluous, and tedious. In these situations, their consideration is that their time and brain power can be much better utilized in ways other than what is being presented.

Other situations which invoke the tendency to argue can arise when the gifted child is certain that what is being stated is technically incorrect. In their gifted minds, it would be doing you a disservice to continue to allow you to proceed with such an error in hand.

Gifted Children Struggle With Social Skill

All of the aforementioned traits typically add up in a way which produces this final topic. Gifted children are often socially awkward. Being socially adept requires that a certain measure of learning be directed outward, and with a particular purpose in mind.

Children who are good at social interactions spend their energy on mastering human relations, and tend to view acceptance by the group as a reward. Gifted children are not often motivated by the same reward system.

This phenomenon may be partially due to the fact that a gifted child is already a minority. Their abilities work to of their age group rather early.

And gifted children, like most people, tend to enjoy employing what comes naturally. It is easier for them to continue their solo journey of extensive academia than it is to put the brakes on it, and to do so for the purpose of social inclusion may seem like a waste of time.

Also, as friendships are often based on common interests, the gifted child may simply be at a loss when it comes to relating to those around.

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Regardless of the actual numbers of gifted children, however, it can be agreed that gifted children are a minority. And, as a minority, it is important that their unique needs be properly accounted for. One way to in achieving their best life experience is through dispelling some of the common, and incorrect, stereotypes which surround them.

Myth #1: They Are Good at Everything

describes the obtainment of certain milestones, while missing some corresponding components. Gifted children can often struggle with asynchrony while in the classroom. Your gifted daughter may be completing advanced level computations, but still be struggling with forming a complete sentence for her language arts assignments.

Your musical prodigy may practice penmanship skills akin to a kindergartner, or your avid reader may feel dismayed at simple arithmetic. Unrealistic expectations of parents and teachers in regard to overall mastery can become a source of frustration and discouragement for the gifted child.

As if the possibility of excelling at one academic topic while struggling with others isn鈥檛 enough, gifted children are also prone toward lagging behind their peers in matters of development.

While the gifted child鈥檚 nose is buried in a book, their age-group peers are busy learning the nuances and unspoken rules which dictate social success. The gifted child can become particularly aware of this asynchronous difficulty during the adolescent years, which is the period when they begin to be vulnerable to the presence 鈥� or absence 鈥撀� of social acceptance.

Myth #2: They Don鈥檛 Need Any Assistance

While independent learning is certainly a hallmark of the gifted child, the reliance on his or her abilities as a self-directed learner can be devastatingly overextended. As mentioned in the previous myth, being gifted doesn鈥檛 mean that all tasks are considered equal.

In addition to often requiring direct intervention in regard to social learning and academic areas outside of expertise, a gifted child can also struggle with maintaining vision and motivation. In the absence of focus, the which drives a gifted child onward can end up being directed toward less desirable pursuits, even resulting in problems such as depression and delinquency.

Myth #3: Advancing Gifted Students Is Bad for Their Development

When encountering arguments for not advancing a gifted student to further grade levels, the most common point made is regarding the potential of negative impact on social development. It is argued that placing a child in an environment outside of his or her own age group will contribute to social awkwardness. If you have been paying attention, thus far, you will already be able to spot the error in this assumption.

For the gifted child, is more important than age peer relation. Being around those of a more mature emotional state 鈥� combined with the possessing of cognitive prowess which enables academic relation 鈥� can actually assist the gifted child toward becoming more comfortable in his or her own skin. This phenomenon is often what leads a gifted child toward preference of hanging out with adults over socializing with kids of their own age.

Myth #4: All Gifted Children Get Good Grades

It is often the case that academic concepts come easily, and naturally, to a gifted child. As such, they are often identified, in the early years of elementary school, by their top scores on report cards. Many parents and teachers are later dismayed when witnessing a in these objective forms of assessment.

There are a multitude of reasons why a gifted child may not be performing according to expected academic standards. A gifted child can become accustomed to the ease by which knowledge is gained, and simply give up when the going gets too tough. A gifted child can forsake academics 鈥� in the intense manner in which other pursuits are invoked 鈥� for the purpose of .

A gifted child who is suffering from depression may see no logical reason to bother with classwork, or a precocious, gifted, child may decide to challenge norms by rebelling against the conventions of standardized measures of academic success.

Myth #5: They Are Role Models for Average Children

There is often the idea that placing a gifted child within a group of less-intellectual peers will assist the entire group in achieving academic success. In reality, this arrangement can be stressful for all involved. The gifted child ends up taking on an isolated role, while the average students simply dismiss the idea of comparison.

There is a learning concept which asserts that, in order for optimal learning to take place, the standards must only be set a few degrees higher than what has already been obtained. The basis for this concept is that we to be established before adding onto it.

For the child who is gifted, the foundational pieces of the learning puzzle have likely been established for quite some time, and asking them to recall 鈥� and transmit 鈥� such foundations to their average peers is over-burdensome. Likewise, expecting average students to catch up, without those basic pieces already in place, is like asking them to fly to the moon.

Myth #6: All Children Are Gifted

While all children can certainly be considered special, the ascription of giftedness is becoming overutilized within our culture. Traditionally, the term has referred to someone who possesses abilities that are remarkably advanced in relation to those within their age category. These areas of exception are defined in measurable, empirical, terms.

The disputes which are arising as a result of parents who wish to assert their children as being gifted 鈥� without any empirical measure of such 鈥� is contributing to considerations of for describing the experience, entirely.

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Knowing how to properly assist our gifted children in making it through the experience of death, loss, and grief can have a lasting impact on their future.

Emotional Intensity of Gifted Children

It is well acknowledged that gifted children experience emotions . It is supposed that their emotional lives share the same depth and intricacy which can be observed in their intellectual enthusiasm.

Just as the gifted child鈥檚 mind is quick to integrate topics; explore an issue down to its core; and debate itself over the truth of a matter, his or her emotions are likely to follow a similar modus operandi. What this means is that emotions are experienced more exquisitely, more deeply, and more tumultuously within the gifted child.

During the good times, the presence of intense emotions means that your gifted child can be observed as taking extreme pleasure over the smallest of things. The intensity and irrational nature of such emotions during grief, however, can often result in the gifted child resorting to extreme methods of coping.

The presence of such powerful, negative, emotions can intrude the logical mind of a gifted child, similarly to how a flashing 鈥渆rror!鈥� message on a screen alerts us to a computer problem. The gifted child may frantically attempt to find ways to contain and alleviate this supposed malfunction of their normal, rational, existence.

Negative Consequences of Improper Approach

With any unpleasantly intense experience, it is human nature to seek to alleviate it. The drive toward homeostasis is a strong one, and can take charge in both the physical 鈥� and the psychological 鈥� realms.

The gifted child is often accustomed to relying on reason and calculation to guide thoughts and behaviors, and the intense emotional experience of grief can present the logical mind with an unsolvable dilemma. In response to the overwhelming and non-logical nature of emotions, a gifted child may simply shut them down.

While this can be considered a natural response, and necessary in order for the gifted child to function in the short term, allowing the emotional response to grief to be permanently silenced can have detrimental effects.

Studies have indicated that failure to properly process emotions can lead to:

• • Mental health disorders

Emotions of grief which are not addressed can later materialize in unhealthy ways, such as through:

• • Misplaced anger
  • Depression
  • Anxiety

With the penalty of not learning to properly process emotions being so detrimental to their adult lives, assisting our gifted children toward productive grief processing during the earlier years can make a tremendous difference in their quality of life.

The best method toward assisting them is to model successful navigation of our own grief, as parents. Further techniques toward assistance are to allow space for your gifted child鈥檚 unique process to unfold, and to arm yourself with information to share.

Approach the Process With an Open Mind

Adequately responding to a gifted child who has compartmentalized the emotional experience of grief takes skill and awareness. The remarks of someone who is working to shut down intense emotions can be viewed as callous; inconsiderate; and inhumane. To those around who are actively experiencing the throes of grief, the gifted child can be prone to make comments which entirely invalidate the necessity of such.

If your gifted child makes statements which seem to make light of the tragedy or diminish the suffering of those affected, there is usually no call for alarm. It is simply a for those who haven鈥檛 yet made peace with their emotional sides. If it helps, think of your gifted child as being like the character, during those moments (in the stages before he found his humanity!)

On the opposite end of the spectrum is the gifted child who is allowing the emotion of grief to be present, but who has absolutely no ideas about how to handle the experience. These types of gifted children may revert to the which you had assumed them to have grown out of, years ago. They may begin to throw temper tantrums, and over seemingly unrelated issues. They may socially withdraw, or become excessively argumentative.

A parent in this type of situation is encouraged to , rather than punishment, when redirecting the negative behaviors. Understanding that your gifted child is simply incapable, at this stage of development, of handling grief in a pro-social way can provide a parent with the patience to address the situation with tact.

Normalize the Experience Through Education

One of the first lessons that a gifted child would be well off to learn is that emotions have a biological basis, and are . For a gifted child, who is accustomed to manipulating his or her reality through conscious application, this content of this lesson may be one of the hardest to accept.

In addition to a tendency to experience the emotion more drastically than a non-gifted individual, the gifted child will need to learn to concede to the fact that the unconscious response of grief does not give heed to rationale. He or she will not be able to simply will the emotions away for any, successful, length of time.

It is also important that both the child, and the parent, be aware of the general . While the process is not linear, psychologists have discovered that there are certain milestones which need to be reached in order for a person to properly navigate the experience.

Arming your gifted children with the knowledge that these stages are normal and expected can provide them with enough intellectual basis for understanding their feelings of loss. For the gifted child, understanding the way that the world works can bring a great sense of peace.

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The following is a non-comprehensive list of factors to consider toward finding the best fit of academic program for your gifted child鈥檚 needs.

Practical Considerations

Location

In years gone by, it was standard practice, in pursuit of higher quality education, to send students away to far-off locations. There are many historical tales of gifted children growing up apart from their parents, and within the confines of a boarding school.

Modern times don鈥檛 typically lend themselves to such practices, and determination of which school to attend is often heavily influenced by which schools are available within an immediate vicinity.

An internet search for available schools is handy for narrowing down any potential choices, and the results can be cause for discussion about just how far parents are willing to adjust their lifestyles to accommodate.

For some, the decision about a quality school may require that the family undergo a change in living location. For others, it will have to come down to the best choice between options that are less than ideal. Yet others may turn to the plethora of online educational opportunities, which remove the factor of location from the equation, entirely.

Cost

Closely related to the obstacle of location is that of finances. Though public educational choices are prone to be substandard, they are free. Most high-quality, private, schools come with a hefty price tag, which can require substantial financial sacrifice on behalf of the family. There is a common understanding that the price tag is reflective of the quality of the educational experience, but this might not always be the case.

Before shelling out the big bucks, be sure to investigate the net benefits of attending a particular school. Most schools are upfront with providing course fees and lists of purchasable materials, and some provide documents which indicate levels of past 鈥撀� and predicted 鈥� .

Public educational systems now exist online, and may provide a solution for parents of gifted children who are also on a tight budget. While the process often involves your child having to participate in mundane, standardized, curriculum, there are also opportunities for supplementing the experience with more customized academic pursuits.

The freedom of this type of hybrid home schooling can result in your gifted student spending less time grinding out rote lesson content, and more time exploring higher passions.

Quality of Program

The driving force behind most parents鈥� considerations as to whether to place their child in a gifted school is that of the potential for higher quality education.

Gifted children need to be adequately challenged; recognized for their strengths; and given opportunity to experiment. Public schools are not typically known to excel in those particular areas, as their primary purpose is to provide basic education to the average majority.

Knowledge of Gifted Abilities

One of the hallmarks of a school for gifted children is the ability to recognize them as such. Rather than simply being known as 鈥渢he smart kid,鈥� a child in a school which is designed for the gifted will be able to experience a unique 鈥� but normalized 鈥� existence.

Schools which are equipped with the tools to identify and properly accommodate those who fit the definition of being gifted are able to provide a customized learning environment for the student, and will be able to provide parents with insight into their child鈥檚 abilities, as well.

Qualified Staff

A school which can advertise itself as being knowledgeable of the needs of gifted students is all well and good, but the claim needs to be backed up with good staffing.

Teachers and administrators of gifted student programs need to be ready to challenge and push the gifted child on toward greatness, while simultaneously possessing the skill set needed to address the setbacks which our gifted children are known to encounter.

Learning Environment

Gifted children learn best when there are present in the curriculum: Three of these elements are work which is leveled to their skill; work which encourages them to go beyond what is presented; and work which captures their interests.

It is much more dynamic than simply placing a 10 year old student into college prep classes, and a quality school for gifted children will be highly aware of this. When examining the offerings of a potential school, be sure to ask about the process of learning that is employed, in addition to viewing the curriculum.

Socialization Opportunities for Your Gifted Child

Yet another area for consideration is the content of your child鈥檚 social life. While specialty schools may offer the benefit of customized curriculum and academic challenge, they often also come with a small student population.

This feature is wonderful for ensuring that your gifted child receives enough attention from instructors, and that he or she has opportunity for receiving stimulating input from academic peers, but it can simultaneously deprive a child from the richness of being .

It is known that gifted children receive affirmation, intellectual stimulation, and encouragement when surrounded by peers of a similar mind. Only being exposed to those of similar abilities, however, may not be the best environment for your gifted child to develop the life skills of tolerance, patience, and openness toward the ideas of others.

As most of us are aware, the ability to socially navigate the diverse population of our world is one of the most rewarding features of adulthood. The benefits of social adeptness can result in better career positions; higher financial status; and a more fulfilling support network.

When seeking to place your child in a school for the gifted, keep the overall goal of assisting your child toward becoming a well-adjusted adult in mind.

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Counseling activities for children have been created and implemented successfully in counseling for many years. Activities utilize the senses of children, including touch, smell, visual, auditory and even taste. Using the senses allows children to communicate using what they already know.

Keep reading below to learn some effective activities being used by therapists in this field.

Mindfulness

Mindfulness is important in counseling activities for children because it teaches them awareness of their bodies and minds, and the connection between the two.

Young children can learn to pay attention to what their body is telling them. This is typically called progressive muscle relaxation.

Doing so can help them recognize negative triggers or emotions and make changes early.

Mindfulness activities to try include:

1. The teach them to pay attention to sounds.
2. Deep breathing exercises help children learn to relax through breaths.
3. helps them focus on all body parts, releasing tension in each.
4. The Smell and Tell Exercise can use essential oils to help kids concentrate on smells instead of stress.

Because the activities are fun, children do not always realize they are learning and implementing therapeutic techniques.

Art Therapy

Art therapy helps children express themselves when they can not come up with the right words and are limited, simply due to their developmental age, in language.

The benefits of art therapy include:

• Advancing a child’s sensory-motor functions
• Raises a child鈥檚 self-esteem when they can see a finished project
• They feel pride and reward at their accomplishment
• Children learn that they can communicate in many different forms

Other art therapy activities use worksheets to help children express themselves. Worksheets are age appropriate and are available for pre-school all the way to high school and beyond.

Emotion Management

Children have emotions, just like the rest of us.

Sometimes children do not know how to . They may be angry but find themselves crying. They may be hurt but become aggressive.

Teaching children what emotions are and how to properly express them is essential in their development. Emotional control is an important trait that can help them throughout life.

Therapists can help children create their own stress balls using balloons and rice. Or, they may create their own emotion doll or emotional color wheels.

There are charts with labeled emotions a therapist will have that allow children to choose the face that matches their feelings.

Just by improving a child鈥檚 emotional intelligence, or helping them identify emotions, can offer much improvement in how they react to situations.

Self-Esteem

Building self-esteem in children is one of the best ways to help a child overcome obstacles they may face.

Therapists have tools that enhance self-esteem through developing independence, learning from mistakes, giving back and teaching others, becoming responsible, planning and solving problems.

Other than worksheets, there are many hands-on activities used by counselors to develop self-esteem. Each time a child can decide, or participate in making decisions, they are developing self-esteem. Even if the decision they made is wrong, they can have positive learning experiences.

Therapists can even allow children to take part in planning their therapy sessions, setting the rules for therapy and provide feedback at the end of therapy.

Other activities focus on turning negative self-talk into positive self-talk. Visualization, , rewards for positive behaviors, and learning gratitude can be powerful tools to teach children.

Conflict Resolution

Anger is an emotion that can get out of control quickly if you do not know how to properly cope. Child therapists have many learning experiences to help children learn how to recognize their anger triggers and make decisions on how to respond to anger.

The use of anger management skill cards helps children practice skills for coping with anger. They come with a picture and ideas on how to handle negative emotions.

There are numerous worksheets for teaching conflict resolution, recognizing warning signs and distinguishing between anger and other possible emotions that are often confused with anger, such as fear.

Therapists are also able to implement emotion assessments to evaluate any changes that may be taking place. Children are taught to recognize where and how they feel.

For instance, anger can create stomach aches, headaches, and even rashes.

Family Involvement

Counseling activities for children are wonderful. They should not remain just in the counseling setting, however. Therapists can work with the entire family to implement the techniques learned in therapy in every area of the child鈥檚 lifestyle.

Therapists recognize the importance of family involvement. They can help teach all family members how to resolve conflicts both individually and as a group. Families can benefit from helping each other interact positively, building up each other鈥檚 self-esteem.

Practicing mindfulness as a family can be a fun way to share in an activity focused on physical, mental and spiritual health. Some group activities for your family to try are:

• Meditation
• Yoga
• Attending spiritual services or retreats
• Exercising and developing a healthy eating plan
• You can provide positive accountability for one another

Attending therapy sessions as a family is beneficial as well. It is in sessions with a counselor that the entire family can learn about emotions and how to manage them properly.

Finding the right therapist for your child鈥檚 needs is key to making successful transformations. The right therapist will be trained and have a great deal of experience working with children with the use of age appropriate activities.

A good therapist will have tools that meet your child鈥檚 developmental needs, as well as the needs of your family.

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When seeking to assist your gifted child toward his or her optimal sleep schedule, it pays to keep an open mind and inquisitive perspective.聽 The best sleeping habit, for your gifted child, is the one which allows the child to operate at maximum levels of mental and emotional efficiency.

Monitor for Signs of Sleep Deprivation

The first step in determining whether your child鈥檚 sleeping habits are sufficient is to 鈥� at least temporarily 鈥� suspend the sleeping conventions which have been established for those of non-gifted capacity. The second step is to examine your child for empirical signs that are associated with sleep deprivation. It may be the case that 鈥� though your gifted child is not conforming to conventional guidelines for sleep 鈥� he or she is, in fact, obtaining what is needed.

Physical signs of sleep deprivation include dark circles under the eyes; frequent yawning; and, of course, nodding off in the middle of a task. Mental signs of sleep deprivation include an inability to focus and a lack of clarity in thought. A lack of sleep can also manifest as the inability to regulate emotions. The origin of this latter observation may be hard to discern, however, as gifted children can tend to , regardless of quality of sleep.

If none of these signs of sleep deprivation are present, then there is likely no cause for concern. If it does turn out that your gifted little one is suffering from the lack of sleep, simply insisting that he or she retire to the bed at an earlier time may not be the best solution. Though complying with the demands of daily life might make it more difficult to explore, creative solutions to their unique situations may be your best option.

Allow for Mental Distractions at Bedtime

It is culturally expected that people fall asleep due to a lack of sensory stimulation. Lights are turned down, sounds are shut off, and eyes are closed. While this may lull the mind of an average person into dreamland, this absence of stimulation can actually kick the mind of a gifted person into overdrive. In the absence of outside stimulation, a gifted person鈥檚 mind can become singularly focused upon solving intricate puzzles of existence. It is possible for them to lie there, for hours, and not ever reach the state of sound sleep, at all.

This phenomenon has been noted by many gifted individuals. The most popular notion regarding the wonders which can be unleashed within the mind of a gifted person during periods which are supposed to be dedicated to full sleep was presented by Albert Einstein. that his best ideas came to him while in the twilight zone 鈥� which is that state of being in between wake and deep sleep 鈥� and he would often induce that non-REM state of mind when seeking inspiration. He also compensated for the lack of deep sleep by taking frequent, daytime, naps.

Our gifted little ones may be aware, on some level, that this is their experience with attempting to sleep. Particularly when the directive to sleep is set according to a parental schedule, the gifted child may become distressed by the inability to comply. They may be finding that they are not able to shut their brains down, and obtain genuine rest, until many hours after the directive for sleep time has been issued. Employing the 鈥� such as through mindfulness and relaxation techniques 鈥� is exactly contrary to the problem of their minds being persistently overactive.

Rather than expecting your gifted to do the impossible 鈥� and shut his or her mind down on demand 鈥� consider allowing some sensory stimulation at bedtime. Although it seems contradictory, substituting a less cerebral source of input for the silence can quiet the gifted child鈥檚 mind enough for sleep to be obtained. In a sense, the gifted child鈥檚 brain can be bored into sleeping, through the child paying attention to something that is relatively mindless.

For some gifted children, allowing them to watch familiar television shows 鈥� which they have already fully memorized 鈥� may be the sleeping potion. Others become sleepy while reading, or while engaging in a simple video game. , and ignore the cultural pressure to remove all stimulation from the sleeping space.

Let Them Nap

As opposed to the kinds of naps which arise due to sleep deprivation, planned naps can be used provide a steady stream of energy to the brain. It has already been mentioned that Einstein loved his naps. Napping is also a in multiple, non-western, cultures, where it is expected that some shuteye at lunch time will result in a more productive, second, shift of work. At this point, even within our western cultural development, the idea is catching on that sleeping during the day may not be so shameful, after all.

For gifted children who are already in a specialized educational program, presenting the idea to teachers that a midday brain boost is in order may not be too difficult a task. It is an even easier concept to integrate if your gifted child is home schooled.

For the gifted child who is in a public school system 鈥� where the focus is still on training children to work from dawn to dusk 鈥� making sure that he or she is able to recharge with a nap may be more difficult. If you are up against a school which is not progressive in matters of meeting sleep needs, it may help to champion the cause through pointing out that other of integrated nap time.

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As rewarding as it can be, the experience of having a gifted child in the family is not all roses. The amount of investment, accommodation, and adjustment which can be required of the family can be extensive and expensive. Helping our little stars to shine at their brightest potential can become the equivalent of a full-time job.

Gifted Children Require More Resources

Whether or not intelligence levels are dependent upon genetic makeup, intelligence is definitively fostered through exposure. Even a child of more average intelligence can become well rounded, articulate, and diverse in interests, due to exposure to a wide range of academic and experiential curriculum. A gifted child not only benefits from this exposure, but he or she is likely to critically need it.

The mind of a gifted child is like a sponge. To remove the intellectual stimulation from a gifted child is like taking a sponge out of water. Their can begin to wither and dry up. A gifted child without inspiration can end up feeling depressed, hopeless, and directionless.

A gifted child without appropriate resources 鈥� catered to fit his or her unique interests and perspectives 鈥� can lose focus on the bigger picture. Instances of depression in the gifted population are common enough to provoke studies toward the causes. Much of the the depressed, gifted, child determining that he or she is a social anomaly, and deciding that this planet is not a good fit.

Meeting the intellectual and social needs of a gifted child can require more time, effort, and money than meeting the needs of an averagely-oriented child. Finding the proper source of academic education can become a lengthy journey, and the costs of obtaining such education, once located, can be prohibitive. It does not help that the needs of gifted children are often severely within the public school system.

Socialization opportunities, for the gifted child, also need to include a carefully selected group of peers. Failure to locate a means of social support for your gifted child which includes others of a similar mental capacity can result in your gifted child feeling intellectually isolated. Unless a parent happens to own a home next to the , finding practical solutions toward meeting such socialization needs can be as difficult as finding a proper school.

Parents Can Feel Ineffective

There are which suggest that intelligence levels are inherited, and others which find no genes which can be singled out as contributing. Parents who possess a , themselves, are likely to favor the first angle. For parents who have no idea how they managed to bring such a prodigy into this world, the second scenario is probably more relatable.

Whether a parent is highly intelligent, or closer to average, it can be difficult to consistently meet the expectations of a gifted child throughout the of his or her development. While the average child can be expected to proceed through a series of linear milestones, gifted children can tend to skip over some, while excelling in others. Meeting the developmental needs of a gifted child can require a substantial parental investment of time and energy.

With all of those smarts at their disposal, gifted children can sometimes flabbergast with their displays of immaturity. While excelling in areas of academics, gifted children are prone toward neglecting the natural course of development in emotional regulation. Not only are emotions often disregarded as a byproduct of existence by the intellectual, they are also .

This contradiction of perspective and experience can result in a lack of development in , and can manifest as temper tantrums; anger outbursts; and meltdowns. A lack of emotional regulation as required for interpersonal relation skills can negatively affect the entire family, and can leave a parent at wits end.

The gifted child is also prone to ask a never-ending series of questions, designed to get to the root of logical justification for the simplest of requests. A gifted child may fail to find value in cultural traditions and norms, deeming them archaic and inapplicable for our current times. What worked for the parents, during their own childhoods, may be completely ineffective when attempting to communicate the importance of compliance to the gifted child.

Answering their inquiries of the necessity of propriety with accuracy and tact can mean . Even the most supportive parent can end up feeling exhausted over the task.

Siblings Can Feel Slighted

Unless a parent has managed to produce a crop of high achievers, having a gifted child in the family can be a source of psychological struggle for the siblings. Accounts of sibling rivalry are as , and show no sign of disappearing.

With all of the resources devoted to the successful fostering of the gifted child鈥檚 abilities, siblings with a more normal orientation toward life can begin to feel as though they are of less value. They may feel as though they are not able to meet the standards which are set by the gifted child, and so find no point in even trying to achieve.

Many parents attempt to of a less intellectually gifted sibling to feel valued by emphasizing the importance of differences.聽 It has been suggested that this method is counterproductive, as it is prone to limit the aspirations of each child through association with a singular ability. A more effective approach toward mitigating sibling differences is to teach each child to support, cheer on, and praise the other, without emphasis on a particular set of achievements.

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As the parent of a gifted child, one of the most important tasks that you will have is to discipline your child toward mastery of life. While many advanced topics and skills tend to come easily to them, the importance of compliance with basic, fundamental, aspects of daily living often tend to elude. It is our job, as parents, to ensure that our gifted children become just as proficient at navigating the mundanity of life as they are proficient at applying curiosity and innovation. Arming ourselves with knowledge about the best way to go about this task can make our jobs much easier. The following are some tricks of the trade when it comes to discipline strategies for gifted children.

Present Limited Options

For many gifted children, part of the gift involves being able to see an endless set of possibilities. Gifted children tend to chase down every , and often only for the sake of seeing how far down it goes. An endless list of 鈥渨hy鈥� questions can exhaust even the most enthusiastic parent, and explaining every directive in down to its core value isn鈥檛 often a sustainable approach.

As a preemptive move for avoiding the interrogation as to what makes your directive valid, consider presenting instructions as a set of choices. This is the same technique that is recommended for use with toddlers, which our gifted older children can sometimes surprise us by acting like during times of disagreement. The tactic involves , consisting of two or three different options.

This technique offers a gifted child the opportunity to hash out the details of the most desirable course of action for themselves, while leaving the parent free to move on to other tasks. It works best in tandem with setting . If little Johnny wants to be able to play video games today, then he must either (A) clean his room, (B) clean the guest bathroom, or (C) take out all the garbage. Why he must do so tends to become less important as the day wears on, and no desirable activities are able to be undertaken. A practical way to phrase this type of directive is to ask Johnny if he would like to clean the bedroom, or clean the bathroom, before playing. Any other option is off the table.

Provide Adequate Stimulation

The for a gifted child is to be bored. The gifted brain is a ravenous creature, and tends to demand input at all hours of the day. Failing to supply this stimulation can result in extreme , which can manifest as anxiety, tears, and anger. While a normal child may be fine with looking out of the window of a car during a long drive, the gifted child may feel like a lion trapped in a cage.

When you are able to foresee the scenario of your gifted child being understimulated, difficult situations can be avoided, entirely, by working in some . Doctor office waits can be endured with completing word puzzles or reading a good book. Adult social events can be tolerated with a tablet or hand-held gaming system.

This intellectual distraction from boredom is best when viewed as a supplement to first ensuring that your child implements manners, such as greeting those around and returning conversational cues. Your goal is to teach them how to interact with their mundane environment, while simultaneously teaching them how to keep that brain-beast fed.

Impart Strategies for Emotional Self-Control

The ability to exercise self-control is fundamental for survival in our social environment. Our gifted children are already from the herd. Assisting them toward being able to be viewed as leaders and respected members of the community 鈥� rather than social outcasts 鈥� requires that we ensure that they are able to self-monitor.

The first step in disciplining our children toward self-restraint is to , ourselves. If we are allowing our frustrations to manifest as yelling, insulting others, or isolating, the likelihood of our gifted children following suit is high. It is helpful to keep in mind that social intelligence is something that many gifted children struggle with, and that you are their strongest example of what it needs to consist of. Having a mentor to mimic toward interactions of calm speech, unflustered responses, and use of manners is paramount for their own social development.

The concept of a 鈥溾�� is often applied in situations where a child is not reacting in an acceptable manner. Children who are not exercising self-control are sent to a solitary location, where they are expected to calm down and think about better ways to approach the situation. The downside of this technique, as it applies to gifted children, is that their brains and emotions are not very likely to change course in the absence of contrary input. They are more likely to stew in that corner than to emerge with a cognitive conception of genuine repentance.

In place of simply isolating a gifted child who is not reacting well, consider teaching them . Mindfulness is often employed by those who are in the martial arts. It is a way to maintain intellectual stimulation, while simultaneously bringing emotions under control. When our emotional responses are kept in check, our minds are able to respond with more applicable solutions to a problem.

For the gifted child, means that they are learning to accept that they are experiencing negative emotions, without feeling a need to immediately respond to them. It can become a cognitive exercise, in itself, to engage in introspection and uncover the link between thoughts and the emotional reactions which accompany stressors. Mindfulness does not teach the gifted child to change his or her unique experience, but to accept it for what it is.

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