Tips For Parents

TIPS FOR PARENTS OF GIFTED AND TALENTED INDIVIDUALS

BEHAVIORS TO PRACTICE

Allow increasing control in areas in which children are able to make decisions. This fosters independence and self-confidence.
Allow choice when possible.
Listen without offering criticism or solutions. Just listen.
Provide opportunities for community service or action; this builds a sense of contribution.
Promote social contact that is positive. Allow friends according to interests.
Praise personal values you are trying to promote: hard work, kindness, responsibility. Criticize privately.
Promote the value of challenging work and appreciation of school and learning.
Teach good time management and organizational skills.
Be alert to conflicts experienced between achieving and belonging.
Encourage positive relationships with other adults, e.g. teachers, coaches, Scout leaders, other relatives, mentors.
Model acceptance of mistakes.
Pick your battles carefully. Think about what is important in the long run.
Model healthy habits of good eating, exercise, downtime, and relaxing.
Stand together in promoting the importance of school, work, effort, responsibility, and kindness, regardless of marital issues, divorce, etc.

BEHAVIORS TO AVOID

Unrealistic expectations
Praise for being the best, for being perfect, for being brilliant
Control or criticism overeating or weight
Criticizing teachers and school in front of the child; seek solutions
Praising for attractiveness, appeal to the opposite gender, etc.
Stereotyping by gender
Criticism in front of others; comparison with other children
Fixing them. They are not wrong, just different.
Rescuing them from consequences or shielding them from difficulties

Burney, V. & Speirs Neumeister, K. (2006). Guiding Students with High Abilities: Social and Emotional Considerations. Indiana Department of Education, Indianapolis, IN

Additional information can be found in the newest Indiana Department of Education's article Guiding Students with High Abilities: Social and Emotional Considerations.