IN THIS ISSUE
●Director's Corner
-Sylvia Bagley
●Feature Article
-Kathleen Casper
●Feature Article
-Brandi Maynard
●SENG Community Voice Spotlight
-Cherin Escher, SMPG Facilitator
●Upcoming SENGinar
-Code Switching and Gifted Students
●Looking Ahead Upcoming Events
-SENGinars, SENGChats, and Professional Development Courses
●SENG Partner Spotlight
-Improv for 2e+ Teens
●SENG Partner Spotlight
-Dr. Cynthia Z. Hansen
●2023 SENG Annual Conference
-Registration
-Call for Sponsors & Vendors
●University of North Texas Research Study
-Exploration of Parent Perceptions of Gifted Formal Support Groups
●SENGJ: Exploring the Psychology of Giftedness
-Volume 2, Issue 1 now available! Free Open Access
|
|
Director's Corner
Holding Multiple Truths
By Sylvia Bagley
|
|
I’ve been reflecting lately on how often we’re asked to hold multiple (competing) truths – that is, two or more realities that don’t seem like they should go together, yet do.
“My child taught herself the times tables in first grade – and she cries uncontrollably at a paper cut.”
“My teenager can ace all his classes without help – and he has no idea what he wants to do next with his life.”
“My partner is so smart – and he drives me crazy with how disorganized he is.”
“I love my giftedness – and I hate feeling so different.”
“I can’t fix all the problems in the world – and I need to keep doing my part to move toward social justice in whatever ways possible.”
It can be tough, and even heartbreaking, to hold multiple truths – to try to reconcile with the cognitive dissonance they can engender. When I was a kid, the following set of multiple truths was front and center for me:
“I don’t want to cause problems for teachers, and they inevitably have to take time figuring out something different for me to do, since I already understand the core curriculum.”
I tried to stay helpful and hide my “too-much” self as much as possible, but this was stressful and took a toll. I kept pushing up against the limits of my negotiations with school; I would tell myself: “If I just do all the work and turn it in, they’ll leave me alone. But wait… If I do all the work, they’ll wonder what I’m up to next, so I need to show them that I’ll quickly immerse myself in a book. They still might ask me to help others, which I can try to do – but they don’t realize what an awkward position this places me in. I don’t want to stand out above the crowd or be thought of as All Knowing. And what if there’s something I don’t know how to do or explain? What then?”
I remember the moment in first-grade when my teacher was so exasperated by my classmates struggling to understand the concept of “greater than/less than” that she interrupted me over at my station (where I was independently working on the next year’s math book) and asked me to explain to them how the alligator-mouth symbols worked. < > (“Which number is the alligator turning to eat?”)
In truth, while I definitely understood greater than/less than, those darn symbols confused me every time – just like the close and open buttons in an elevator still do to this day. I tend to get directionally mixed up: if there’s a 50-50 chance of going the wrong way on a trail, guess what often happens to me? Yep. I literally get lost in the wilderness and am not sure which paths to retread.
The following multiple truths emerged for me in that moment as a child during math class: “I am doing advanced curriculum, and I can’t even explain a basic concept to my classmates when I’m asked.” The cognitive dissonance was huge.
|
|
Feature Article
The Gifted in the Wild
By Kathleen Casper
|
|
“Earth and sky, woods and fields, lakes and rivers, the mountain and the sea, are excellent schoolmasters, and teach some of us more than what we could learn from books.”
— John Lubbock
Gifted students are best served when education is crafted and accessed in individualized ways that support the unique needs of each student (Garcia-Mendez et al., 2021). Yet, supporting gifted students in an indoor classroom can be difficult as gifted intensities, overexciteabilities, quirks and other characteristics and needs may create behavior challenges in a classroom (Davidson Academy, 2021). Many of those challenges are easier to manage when gifted students are able to move and engage with their surroundings to explore. As Piske et al. (2014) recommend, gifted students need to be “motivated, have freedom of speech to develop their creativity in a stimulating environment and present successful interpersonal relationships in their surroundings” (p. 804).
|
|
Curriculum designers and companies have so many phrases and labels for ways to engage learners within the classroom walls. Research supports many versions of these best practices for inside schools to keep things interesting to gifted students. There are many practices based on connecting students with the world around them, including “hands-on learning”, “inquiry-based learning”, “problem-based learning”, and so forth. There have been many debates and discussions about differentiating and making things accessible through Universal Design for Learning to help students access information in schools and classrooms, and there are trainings and reminders and lessons on how to set up the classroom for these targeted learning situations. Areas in classrooms are created with names such as “centers” or “project areas” or “circles” or “stations”. And our educational system and standards have divided the subjects of learning into contents such as science and math and language arts and physical education and then test them with standardized tests.
And yet, all of these names and claims and divisions and categories and tests can further divide and distance our students from the real topic of learning and being involved with their environment and the world (Blazar et al., 2017). Especially if students remain indoors (Norwood et al., 2021). So, how do we move these hands-on learning experiences beyond standardized gimmicks and fads, corporate labels and tests to help our students develop more than a respect for the learning that happens inside of the classroom and push them beyond those four walls? Researchers say that the best way to do this, especially for gifted students, is to take them outside (Demircelik et. al, 2022).
|
|
Feature Article
Fail Fast Gifted Children: Parenting for Resilience
By Brandi Maynard
|
|
The phrase "fail fast" is frequently used in business and startups, but it can also be used to raise resilient gifted children. When parents encourage failure as an option, we are not accepting the idea of failure as the final outcome, rather encouraging children to try new things, take risks, and learn from their mistakes in order to grow and develop.
Think of failing fast like learning to cook. First, you try out new recipes, then you try variations to those recipes with different methods of preparation, and you employ your family to give you feedback. You learn what works, and what doesn’t, tweak the recipes and try again until you get it right. Rather than giving up, you hope to fail quickly in order to get the information you need to improve your recipes each time.
Fear of failure is something we have all experienced, and the idea of “failing fast” seems counterintuitive. Contrary to that belief, allowing children to fail when the stakes are low reframes failure as an opportunity to grow and as a valuable steppingstone for achieving goals. Here are some additional ideas parents should keep in mind as they allow their children to fail:
-
Embrace experimentation: Failing fast provides the joy of trying new things without the expectation that it is going to turn out perfectly. Embracing experimentation allows gifted children to relax and become playful in the way that they take on new tasks rather than expecting that everything they do the first time is going to turn out exactly as planned.
-
Set realistic goals: Unrealistic goals are more likely to lead to failure. When we teach children to set realistic goals and help them focus on the process of learning rather than the product or outcome, they will learn how to do this for themselves when a grownup is not around to help.
-
Learn from failure: Teaching children that failure leads to success is an important lesson. When caring adults in their lives help them reflect on their mistakes and process the learning from the experience, it can help prevent future failures and will lead to more resilient adults.
-
Seek out a supportive environment: Children need support at home, but they also need at least one caring adult whom they trust to help them navigate both failure and success.
When gifted children have a few failures under their belt, they will feel safer trying new things, taking risks, and learning from their mistakes. As caring adults, this entails giving them the freedom to take risks and experience setbacks in a setting where the stakes are low, such as a classroom or at home. Parents who adopt this mindset recognize the significance of failure in learning, development, and growth. They also think that instead of discouraging kids from taking chances and trying new things, they should be allowed to make mistakes early and learn from them.
|
|
SENG Community Voice Spotlight
Cherin Escher - SENG SMPG Facilitator
|
|
Born in Germany and growing up in a multicultural environment Cherin holds an MA in Philosophie, Literature, and Psychology from the University in Braunschweig. Her five daughters all attend(ed) public schools in CFBISD in Texas, where she had the opportunity to gain a deeper knowledge about advanced programs and gifted education. In collaboration with GT teachers, school administrators, and parents, Cherin has made a positive impact in her community in the past twenty years and helped recently maintain, support, and improve GT programs & education in CFBISD. Cherin is an advocate for students who learn differently & who demonstrate exceptional performance on one or multiple levels. She aims to help promote a more holistic, cross-cultural understanding of development & learning. Her passion is a deeper comprehension of the human condition and working collectively – with professionals, researchers, educators, and parents – towards a whole perception, appreciating & supporting diverse learners. Her life goal is to help promote methods that embrace not only cultural & socio-economic circumstances but acknowledge & develop individual opportunities that allow every learner to thrive. |
|
Cherin served as President of the Carrollton Farmers Branch Association for the Gifted and talented CFBISD’s AGT for five years and was Chair for the TAGT (Texas Association for the Gifted and Talented) http://www.txgifted.org, Parent Division in 2018/19. She is a Texas PTA Life Member, and a passionate SENG facilitator since 2010.
WHY SENG?
Cherin became interested in the mission of SENG and became a trained facilitator of parent support groups over a decade ago. She obtained her online SENG facilitator certification in 2021 to dive deeper into the SENG parenting model groups on a more international level, with a focus on 2E families. SENG means community.
|
|
Upcoming SENGinar
Code Switching and Gifted Students
|
|
To stand out, blend in, or disidentify with others: the age-old dilemma of gifted students.
How do many gifted students create safe spaces wherein they feel accepted by other groups of people? According to Tannenbaum (1984), “Some would rather underachieve and be popular than achieve honor status and receive ostracism.” What methods, procedures and approaches do gifted students use to attempt to reach their social goals? This idea has been called the Stigma of Giftedness Paradigm (Coleman, 1984), and has been continuously studied for 40 years and in multiple countries. See Coleman & Cross, 1988, Cross, Coleman & Terrhar-Yonkers, 1991; Cross, Stewart & Colman, 1994). This presentation will connect these studies with the topic of Code Switching and Gifted Students.
Historically, “code switching” is a label that has been given to the strategy of alternating between two linguistic codes (Gross, 2001). Over time, the concept has been broadened to encompass a variety of behaviors beyond speech patterns, such as language and physical appearance even suppressing multiple aspects of one’s own identity based on the perceived requirements of the setting. Gifted students learn that they can manage the information others have about them, and in doing so, gain a greater degree of acceptance than they would have if they were known as gifted. Code Switching has not been applied to the behavior of gifted students until now, and it can provide some additional understanding of the lived experience of gifted students and the ways many of them approach adapting to their social environments.
|
|
Tracy L. Cross, Ph.D., holds an endowed chair, Jody and Layton Smith Professor of Psychology and Gifted Education, and is the executive director of the Center for Gifted Education and the Institute for Research on the Suicide of Gifted Students at William & Mary. He has published more than 300 articles, book chapters, and columns; made more than 400 presentations at conferences; and published 14 books. He received the Early Leader, Early Scholar, and Distinguished Scholar Awards from National Association for Gifted Children (NAGC). In 2022 he was named a Legacy in the field of gifted education by NAGC. Also, the MENSA Education and Research Foundation give him its Lifetime Achievement Award. He has edited eight academic journals, including SENGJ: Exploring the Psychology of Giftedness. He is president emeritus of TAG and NAGC. |
|
Looking Ahead Upcoming Events
More SENGinar, SENGChat and & Professional Development Events Open for Registration
|
|
Registration is open for several upcoming SENGinars, SENGChats, and Professional Development Events! CLICK HERE for the SENG Calendar of Events! |
|
SENG Partner Spotlight
Improvisational Living for the Gifted: Why Fool Around with Improv?
|
|
Fourteen years old, gifted, autistic, gender non-binary - I remember the moment that they allowed spontaneity to happen. they went from nervous and tense to free and flowing in an instant. They laughed and came alive, transforming from feeling withdrawn and unsure to feeling accepted and seen. My heart swelled, and the whole group smiled.
This was during Improv for 2e+ Teens (I42e+T), a Zoom room full of twice-exceptional adolescents - all of their intensities coming unmasked through structured play in a community of people who welcome the chance to be together.
Improv can be defined “as the form of theatre, often comedy, in which most or all of what is performed is unplanned or unscripted: created spontaneously by the performers.” Through a series of structured scenarios, everyone participates spontaneously.
It came to another teen’s turn, and I saw him freeze. Thirteen years old, gifted, autistic, he paused and said, “Not sure…”. The next person, without missing a beat, said, “Nice shirt. That IS a nice shirt!” He relaxed and smiled, realizing that the rest of the group truly had his back. He realized that he couldn’t make a mistake. From that point forward, he began showing up in all his exceptionalities.
Improv is built on two primary principles: Yes, And & Got Your Back. Yes, And means that whatever is offered will be received and built upon. Got Your Back means that the whole group will support each other to keep things flowing no matter what happens. There are no mistakes in Improv. We use everything.
|
|
Because she’s enthusiastic about sharing the power of Improv with more people, SENG Board Member Sylvia Bagley interviewed her son, Dale about his experience in I42e+T.
Dale, can you tell me what your gifted improv class is all about? What do you do each week?
Every week we do a few activities based on a set theme, like last time the theme was stories. Some of the games we play include “Fortunately, Unfortunately,” “Absurd Animals,” and “Five Things.”
Share one of your funniest stories from gifted improv class so far.
My first week we were playing “Absurd Animals Doing Absurd Sports” and there was bunny baseball… Bunnies were taking over the world! We were teaching them baseball so we could be friends.
How about this “Dr. Ology Ology” I heard you mention last night?
When we were playing our weekly Five Things game last week, someone was supposed to name five sciences and was struggling with the last one, so I put “ology ology” in the chat – Dr. Schwab got her Ph.D. in “the science of science”.
What do you like best about interacting with the other kids in the class?
It’s completely random! Everything that happens in class is very random, and it leads to
completely unexpected stories.
And do you like that?
Um-hmmm.
How come?
Because I had no idea anything remotely close to this would happen – like bunny baseball taking over the world so we want to befriend them, as an example!
What have you learned from improv?
I have learned that spontaneity is the best way to live life.
Oooh! That’s cool. Do you think that’s changed since you started, like you went in with ideas and had to shift? How did that work for you?
Well, I still kind of plan ahead for stuff that I want to do, but like it’s not anything specific.
What is “Yes, and”?
“Yes, and” is where one person says that this could be a thing, and then the next person says, “Yes, AND what if this also happens?”
What’s the point of that?
To get us to agree with the person before us and add on to it instead of saying, “Well, we could do this instead of that…”
Should other kids consider taking improv?
Yes.
How come?
It’s super fun!
So, you say yes, go, improv?
Yes! Improv is essential.
|
|
I've been offering Improv classes for gifted adolescents and adults for two years. Almost all of the participants identified as 2e or 2e+, and we’ve seen remarkable transformations. In addition to folks coming back week after week and series after series, they have reported marked increases in self-trust, self-acceptance, cognitive flexibility, tolerance of uncertainty, social connectedness, and fun in their lives. They have also reported decreased anxiety, worry, and perfectionism. The strength of the community has led to friendships outside of the Improv structure, an ongoing Facebook community of current and past participants, and plans for future in-person gatherings to improvise and nurture these relationships.
“I feel like I can bring all of my complexity, intensity, and drive to the table and know it’s not only okay, but welcomed.” - I4GA participant, L.B.
I’ve found that the gifted people who find the most surprise, excitement, and benefit from Improv overcame their doubts to sign up. “I’m not funny,” they think. They wonder, “What if I can’t think of anything?” Or it’s, “I’ve never done anything like this before. What if it’s not my thing?” Everyone quickly learns that it’s a space that is so fun and supportive they can simply allow the next line to fall out of their mouths. Then the delight and expansiveness opens up.
We’re starting up a new run for Improv for 2e+ Teens on April 30th, and I’m excited to share with SENG just how fun self-development can be.
I stumbled into Improv on the front end of the pandemic lockdown. Searching for ways to build trust and intimacy in online spaces, I sampled various groups, and one day found myself in a Second City, four-week class with the person who’s now a co-facilitator with me, Lisa Bany. I took several series of classes, joined the Board of Improv Therapy Group, and began facilitating Improv for Gifted Adults.
Within minutes, I saw gifted people who have spent the majority of their lives protecting themselves against the pain of being misunderstood open up and begin to play - spontaneous, trusting, and feeling free. This is why Improv matters.
|
|
“Improv may well be the first interaction wherein a gifted person feels their wildest response is the most respected. As gifted folk, we live a life riddled with expectations; in improv, total disregard for expectation is fully embraced and enriches the experience. It’s like a car wash for your sweet little neglected gifted soul that’s been covered in societal grime.” - I4GA Participant, S.Z.
When we’re in a room full of people who we KNOW are going to accept us and build on our contributions, there is a felt-sense experience of safety that’s often hard for gifted people to find. Over eight weeks, these gifted improvisers get hours and hours of practice occupying a place of safety, spontaneity, and play. They can practice Yes, And’ing in their lives away from the classes, and they can feel what happens when we open up space for more connection.
|
|
SENG Partner Spotlight
Dr. Cynthia Z. Hansen
|
|
Dr. Cynthia Z. Hansen, ET/P, an AET Educational Therapist and Twice-Exceptional Education Consultant, facilitates the growth of gifted and creative individuals with executive function delays, ADHD, dyslexia, and complex learning profiles using a strength-based, whole-child approach. Believing in joyous learning, Dr. Hansen developed a game to foster self-awareness and positive self-identity for learners in middle grades and up in conjunction with their communities of support. The Hand You Were Dealt Game: Exploring Diverse Minds™ ©2022, investigates the power of words on our self-image, re-framing our perspectives, and embracing our multiple & often paradoxical identities as exceptional human beings. Dr. Hansen, a graduate of Bridges Graduate School of Cognitive Diversity in Education, holds California teaching credentials in Multiple Subjects, Social Studies, and Language Arts.
|
|
2023 SENG Annual Conference
Authentic Voices: Community & Belonging
|
|
Preparations for the SENG 2023 Annual Conference in Villanova, PA are well underway! We are proud to be able to offer both an in-person and an a-synchronous virtual option this year! We know being in-person, and being able to bring your family with you to an event like this is an amazing opportunity. Bringing our SENG family together after being apart for the last couple years is very important to us.
Please CLICK HERE to access our conference program! The conference committee and staff will be updating this document each month so please keep checking back for more updates!
|
|
-Family Friendly with Children, Teen, & Young Adult Programming
One of the things that sets the SENG Conference apart from other conferences is that it is an event for the whole family. We hope that families are able to attend our event and have an enjoyable and meaningful experience to matter what age they are.
|
|
SENG Science & Storytelling Camp is an engaging, academic STEAM day camp where students engage with molecular science, do detective-level sleuthing, weave fantastical yarns of adventure and intrigue, and even create and crack codes. This camp offers mixed-age, high-interest courses, topics, and projects for students ages 5-14, taught by the camp experts at NuMinds Enrichment. We plan on having two or more age-level groups as well as support form Villanova's volunteers.
|
|
This is a chance to hang out with other gifted teens. We are currently coordinating activities but would love to hear from you! If you are a gifted teen whose family is attending, what would you like to do while you are here?
We would love to give you a chance to meet other teens from across the country and participate in fun and meaningful activities. We are thinking time to work on and share passion projects, volunteer at the conference, or just hang out and talk about issues unique to gifted teens.
|
|
YOUNG ADULT PROGRAM
A SENG EXCLUSIVE!
|
|
Are you a gifted Young Adult looking to meet like-minded peers? Join us on Saturday, July 21st for SENG’s annual Young Adult Adventure Day, a one-day experience during SENG’s Annual Conference in which a group of gifted Young Adults leaves the breakout sessions and keynote talks behind and heads out on the town to have some fun!
During this year’s Young Adult Adventure Day, registrants will take a group trip to the Museum of the American Revolution in Downtown Philadelphia. This program is limited to Young Adults (Ages 18-25; Must submit proof of age). Registration INCLUDES conference registration, a ticket to the Museum of the American Revolution, and transportation to and from the museum.
Cost: $250 (& includes conference registration )
|
|
The Inn at Villanova University is a unique venue less than two miles from Villanova’s campus. The Inn blends the historic charm of the Montrose Mansion with the amenities of a modern hotel and conference center.
Guests of the Inn can enjoy a well-equipped fitness center, coffee service with grab-and-go options in the morning, and a small bar and café with food and drink service. The hotel also features free Wi-Fi in guest rooms, meeting rooms and common areas.
The special conference rate for our event is $179 per night. To obtain this rate, please contact the hotel directly at 610-519-8000.
|
|
A budget-friendly option is to stay at Villanova's family campus housing.
The Villanova University has set aside a limited amount of apartments located one mile away from Villanova Inn. Transportation will be provided. Apartments are 2 bedrooms, 4 beds, 1.5-2 Bathrooms, and kitchenette.
Cost to reserve is $42 per person per night. First come, first served availability. The last day to reserve on campus is June 20th.
|
|
Dining Area - West Campus-
2-Bedroom Apartment
|
|
Living Room - West Campus-
2-Bedroom Apartment
|
|
Bedroom - West Campus -
2-Bedroom Apartment
|
|
AREA HOTELS
The Alloy King of Prussia a Doubletree by Hilton
301 W Dekalb Pike, King of Prussia, PA 19406
$132.99/night
Extended Stay America Suites Philadelphia King of Prussia
400 American Ave, King of Prussia, PA 19406
$138.49/night
Holiday Inn Express Hotel & Suites King of Prussia
260 N Gulph Rd, King of Prussia, PA 19406
$144.99/night
Fairfield Inn by Marriott Philadelphia Valley Forge
258 Mall Blvd, King of Prussia, PA 19406 US
$152.10/night
Home2 Suites by Hilton King of Prussia / Valley Forge Pa
550 W Dekalb Pike, King of Prussia, PA 19406
$158.99/night
|
|
-Virtual Presentations Still Available |
|
Virtual PRE-RECORDED speaker sessions are still available! Want to share your work and experience with our SENG community? Please CLICK HEREfor the Call for Virtual Proposals.
|
|
-Call for Sponsors & Vendors |
|
About our Keynote Speakers |
|
Scott Barry Kaufman is a cognitive scientist and humanistic psychologist exploring the mind, creativity, and the depths of human potential. He is a professor at Columbia University and founder and director of the Center for Human Potential. Dr. Kaufman has taught at Columbia University, Yale, NYU, the University of Pennsylvania, and elsewhere. Dr. Kaufman received a B.S. in psychology and human computer interaction from Carnegie Mellon, an M. Phil in experimental psychology from the University of Cambridge under a Gates Cambridge Scholarship, and a Ph.D. in cognitive psychology from Yale University. He is also an Honorary Principal Fellow at the University of Melbourne’s Centre for Wellbeing Science.
|
|
Dr. Richard Cash received a bachelor of arts degree in theater from the University of Wisconsin-Eau Claire. After a brief retail career, Dr. Cash attended the University of Minnesota-Minneapolis, where he received a post-baccalaureate degree in elementary education. His first teaching position in a magnet school for gifted children, grades 1–6, in St. Paul, Minnesota, allowed him to use my talents as an actor and director. He created learning spaces that were rich in artistry, music, theater, and dance.
Richard later obtained a master’s degree in curriculum and instruction from the University of St. Thomas, in St. Paul, Minnesota. He became a curriculum specialist and developed training modules, curriculum formats, and differentiated learning archetypes that assisted teachers in creating higher-level experiences to meet the needs of all children. Later, he returned to St. Thomas and received a doctoral degree in educational leadership.
Dr. Cash has served as the Administrator of Gifted Programs in Rochester, Minnesota, and the Director of Gifted Programs for the Bloomington Public Schools in Minnesota. In Bloomington, he realigned the gifted programs to service more students during a budget deficit and incorporated differentiated instruction into the total school curriculum. During his tenure with the Bloomington Public Schools, he created a school-within-a-school program for highly/profoundly gifted students, grades 2 – 10.
Dr. Richard Cash has given hundreds of workshops, presentations, and staff-development sessions throughout the United States, Europe, Asia and the Middle East. The research-based strategies and techniques he offers are proven to increase student achievement. Others have commended his talent for working with teachers to develop engaging and enriching learning environments that can improve student learning. At the end of the day, his greatest passion is helping teachers recognize the various talents all children possess and create learning experiences to allow those talents to flourish. He is considered by many to be an exceptionally engaging, motivating, and enlightening presenter.
He is also a member of several professional organizations including the National Association for Gifted Children, the Council for Exceptional Children, and ASCD. Cash has authored numerous articles on quality instructional practices and written three popular teacher resource guides:
-
Advancing Differentiation: Thinking and Learning for the 21st Century
- Differentiation for Gifted Leaners: Going Beyond the Basics (with Dr. Diane Heacox), and
- Self-Regulation in the Classroom: Helping Students Learn How to Learn
|
|
Questions?
inquries@sengifted.org
|
|
University of North Texas Research Study
Exploration of Parent Perceptions of Gifted Formal Support Groups
|
|
The UNT Department of Educational Psychology is conducting a research study “Exploration of Parent Perceptions of Gifted Formal Support Groups.”
If you are a facilitator of or participant in a Gifted Parent Formal Support Group and are above the age of 18; you may qualify to participate in an online research study examining the functions these groups serve for participants and their families.
Eligible subjects will undergo a one hour virtual audio-recorded interview discussing their perceptions of the functions the Support Groups has served for them, with potential follow-up interviews for clarification or confirmation.
You will not receive compensation for participation.
For more information, please click here
|
|
Have you checked out our Free Open Access SENG Journal yet?
SENGJ: Exploring the Psychology of Giftedness - Volume 2, Issue 1 Now Available!
|
|
The SENG Journal: Exploring the Psychology of Giftedness (SENGJ) was created to offer opportunities for diverse voices and points of view on topics important to society as they pertain to the psychology of individuals with the ability or potential to perform or produce at exceptional levels. The aim of SENGJ is to promote the social, emotional, and psychological well-being of these individuals. As the official scholarly publication of the SENG organization, the online open-access journal publishes peer-reviewed, rigorous research, including original studies, reviews of research, meta-analyses, and theoretical explorations. Substantive interviews with leaders and experts in the psychology of individuals in this exceptional population are within the scope of SENGJ. The journal places a priority on diversity, equity, inclusion, and rigor.
|
|
ADVERTISE WITH SENG!
Do you provide gifted services and products that benefit our membership? Visit the SENG Store for more information on how to get your message to over 70,000+ in our monthly SENGVine.
|
|
|
|
|
|
|
