3.7.8 Social-Emotional Skills Supporting Gifted Development: Keys to Unlocking Potential
Social-emotional skills are often the missing ingredients needed to facilitate optimal achievement in gifted students. Presenters will share lesson ideas for promoting social-emotional skills including guiding students to take intellectual risks, use self-regulation strategies, develop self-awareness of how emotions can paralyze or catalyze pursuits towards achievement, use problem-solving to cope with setbacks, and reflect and appropriately respond to criticism. Participants will leave with engaging lesson ideas that explicitly teach important social-emotional skills and connect to curriculum content. The pairing of social-emotional learning and appropriate curriculum can elevate gifted students to reach unknown heights.
Author(s):
Megan Parker Peters
mparkerpeters@lipscomb.edu
Lipscomb University
United States
Megan Parker Peters, PhD, is an associate professor and
the Director of Teacher Assessment at
Lipscomb University. She is the chair of the National Association for
Gifted Children’s
(NAGC) Early Childhood Network and co-winner of the 2016 Hollingworth
Award. She is also the recipient of the 2017 Jo Patterson Award for
extended service to the field of gifted education in Tennessee. Her
current research interests include examining
the impact of perfectionism on coping, the relationships among
socioemotional factors
and giftedness, and the academic and external factors that predict
student success.
Emily Mofield
mofielde@gmail.com
Lipscomb University
United States
Emily Mofield, Ed.D., is an assistant professor in the
College of Education at Lipscomb University where she teaches gifted
education and doctoral research courses. Her background includes 15
years experience teaching gifted students and leading gifted services.
Emily currently serves as the NAGC Chair for Curriculum Studies. She
has been recognized with numerous NAGC curriculum awards for
coauthored curriculum with Tamra Stambaugh. She has authored several
research articles on the social-emotional needs of gifted students and
has received the NAGC Hollingworth Award for excellence in research
(with Megan Parker Peters).