3.6.13 Social and Emotional Gifted Characteristics and Over-Excitabilities in Students and in Teachers

Intensity is recognized as a pervasive psychosocial characteristic of gifted learners (Daniels & Piechowski, 2008; Webb, 2013; Delisle & Galbraith, 2002). Pre-service teachers are traditionally trained in strategies for curriculum, instruction and classroom management with limited attention to the needs of gifted students (McCuller, 2001; Plunkett & Kroburg, 2011). The concept of developing social and emotional skills in teachers to better serve the social and emotional needs of their students is currently developing (Michalec, 2017). Selected programs offer coursework in gifted education during pre-service training. These pre-service teachers explore essential questions during their coursework including, “What is the experience of gifted learners?”, “How can theory help to refine educator practice to meet the needs of gifted learners?”, “In what ways can the academic and social-emotional needs of gifted learners be nurtured and supported?” and “Why is it important to advocate for gifted learners?”. During the focus on social and emotional needs of gifted learners, pre-service teachers are taught to recognize gifted characteristics including those identified as “over-excitabilities” (Dabrowski & Piechowski, 1977) and seen as intensity, perfectionism, sensitivity and similar traits. Pre-service teachers visually represent their understanding of the concepts and generate strategies to apply in the classroom. As pre-service teachers learn these psychosocial characteristics and related student needs, pre-service teachers experience self-recognition. Pre-service teachers’ personal and professional reflections captured understanding, demonstrated growth and indicated potential for improvement. Themes from reflective papers included understanding of elements of the theory, application of concepts to classroom practices, more personalized approach to student learning, recognition of affective needs of students and personal insights. Professional insights included, “I have students who are highly sensitive and I need to address their emotional side with support and understanding”, “I need to notice heightened over-excitabilities to be able to better assist my students and teach to their individual needs”, “I learned to be aware of how over-excitabilities can manifest positively or negatively and how to support those behaviors”, and “I learned I need to work with intensities rather than trying to control or limit them.” Personal insights included, “My knowledge of my own over-excitabilities allows me to better understand others’ feelings by placing myself in their shoes”. This alignment may contribute to the pre-service teachers’ positive impact on gifted students. Results of informal data collection and anecdotal examples highlight this developing concept. Instructional activities, recommendations for practice and suggestions for further research will be shared.

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