»»Gender Issues in Gifted Achievement: Are Girls Making Inroads While Boys Fall Behind? ...... 2 By Dr. Sylvia B. Rimm »»The Perfect Girl Syndrome: Perfectionism and Self-Esteem in Gifted Girls ...... 6

Fall 2015 2015 Fall By Cassie Worley »»Patrilineal Ability: Nurturing Giftedness in Grandfathers, Fathers, and Sons ...... 8

Volume 5 | Issue 1 Volume By Fiona Smith »»It’s All Fun and Games! ...... 11 By Bethany Mullins r »»Girl Power! How Parents Can Support Girls’ Academic Success in STEM ...... 16 % By Ann Gadzikowski 0 »»The Creativity Crusade ...... 22 By Dr. Rick Shade and Patti Garrett Shade parenting for high potential

a note from the editor

hen the planets aligned and different articles focusing on gifted girls or boys started appearing in my editorial mailbox earlier Wthis year, the timing seemed right to devote an entire issue of Parenting for High Potential to explore new perspectives on gender differences among gifted males and females. While it’s impossible to cover every subtopic related to gender differences, Dr. Sylvia Rimm’s overview article offers a crisp launching point for bringing readers up to speed on some of the most recent thinking on gifted boys versus girls. New voices offer new perspectives on topics such as, for females, perfectionism and STEM, and, for males, the “aha” moments gifted fathers experience when their son is identified as gifted. This issue of PHP also encourages families to take time out for play with NAGC’s annual guide to some of the newest toys most exciting for young gifted minds. And, we welcome creativity champions Dr. Rick Shade and Patti Garrett Shade, who will author a regular column in upcoming issues to ignite imaginations and spark innovation. With this issue, the print edition of Parenting for High Potential is returning to a quarterly, seasonal moniker—Fall, Winter, Spring, Summer—and will arrive in subscribers’ mailboxes in November, February, May, and August. This schedule better aligns with school calendars, staggers PHP 6 Exploring the with delivery of sister publications Gifted Child Quarterly and Teaching for High Potential, and provides an easy-to-remember schedule readers can Splendor of Gender gleefully anticipate. PLUS: 2015 Annual Toys & Kathleen Nilles Editor-in-Chief Games List helping boys & girls succeed Gender Issues in Gifted Achievement: Are Girls Making Inroads While Boys Fall Behind? By Dr. Sylvia B. Rimm

chool and life achievement patterns for girls and women differ from those of boys and men. While girls have made dramatic progress in school, they need to be inspired to connect S 1 to lifelong achievement. Both research and clinical work at the Ohio-based Family Achievement Clinic find that more boys than girls underachieve in school.2 There is much that parents and teachers can do to help both genders achieve their full potential.

Boys’ Issues Several approaches that encourage achievement for both boys and girls have been used effectively in the Family Achievement Clinic, and Menlo Park Academy, a tuition-free Cleveland- based community school for K–8 gifted learners.

2015–2016 Parent Editorial and Content Advisory Board Published by

Janette Boazman, J. Denise Drain Nancy B. Hertzog Rhoda Rosen Chair Mooresville, IN Lake Forest Park, WA Evanston, IL Dallas, TX Editor-in-Chief: Kathleen Nilles Thomas Fairweather Susan Jackson Patti Garrett Shade Editorial Assistant: Denise Notz Gerry Charlebois Destin, FL Fountain Hills, AZ Denver, CO Georgetown, TX Layout & Design: Julie Wilson Leigh Friedlander Kathy Jones Joan Franklin Smutny Lisa Conrad Elkridge, MD Chanute, KS Wilmette, IL Ambridge, PA Parenting for High Potential is published, and is distributed as Rosina M. Gallagher Michele Kane Carolyn Welch a membership benefit by the National Association for Gifted Vanessa DeFina Chicago, IL Long Grove, IL Northbrook, IL Children (NAGC). The views expressed in the magazine are Bartlett, IL those of the authors and do not necesarily reflect the views of Stephanie Georgiades Kathleen Robinson NAGC or its Board of Directors. Copyright © 2015. National Tampa, FL Parker, CO Association for Gifted Children, 1331 H Street NW, Suite 1001, Washington, DC 20005. 202-785-4268. www.nagc.org. NAGC Board–Parent Representative Parent & Community Network Chair NAGC Staff Liaisons For advertising information, contact Keri Guilbault Tracy Inman Kathleen Nilles [email protected] Bel Air, MD Bowling Green, KY Karen Yoho

To access digital issues of Parenting for High Potential, visit http://nagc.org/resources-publications/nagc-publications/parenting-high-potential

2 PHP | Parenting for High Potential “ Gifted male readers…lag behind their female counterparts…This literary gender gap manifests in Common Issues Affecting males’ reading behaviors, attitudes, and beliefs and has persisted historically and globally.” Males & Females - Alexander Pagnani, Gifted Male Readers: Males Current Understandings and Suggestions for Future Research • Boys receive lower grades than girls and are more likely to drop High Energy . Hands-on activities writing or by typing their stories once they out of high school. help boys thrive at home and at school. have expressed them. Viewing models of Constructing models, conducting experi- quality writing by other students can help • Boys with high energy (a char- ments, and active participation in learning them to learn what teachers expect. acteristic typical of many gifted build their confidence. Involvement in Reading Disabilities . More boys have children) are more likely to be sports and recess games are important reading disabilities which frequently go diagnosed with Attention Deficit for releasing energy and increasing their undiagnosed.4 Reading disabilities can Hyperactivity Disorder (ADHD). attention in the classroom. Gifted boys decrease verbal IQ test scores by as much are often highly competitive and may as 20 points and can prevent the identifi- • Boys are more likely to have avoid organized team sports where they cation of a child’s giftedness. Early identi- reading and writing disabilities.1 may not feel as skilled as compared to fication of reading problems is crucial, but • Fewer boys graduate college or their academic abilities. Parents might is difficult to do. Tutoring and eye muscle encourage their participation in individual exercises can be of assistance. Listening to earn graduate degrees. sports like track, tennis, and swim team; audio recordings of books simultaneously non-athletic team activities may include while reading them can help improve a Females Future Problem Solving, Destination child’s ability to read, and can also provide • Many girls are perfectionistic and Imagination, or Science Olympiad, for important information in other subjects. deal with math anxiety. example. The Importance of Male Role Impulsive Talk . Talking out of turn Models . The majority of teachers in • Girls struggle more in coping and disruptive talk can cause boys to be elementary schools are women. For some with competition, and experience labeled as behavior problems. Teaching boys, a good male role model seems to be peer pressure to underachieve in boys to keep a note pad on their desk pivotal to inspiring effort and a positive middle school. where they can write down their thoughts, work ethic. Involving fathers in homework then shorten and organize them, can help supervision and work projects can inspire • Bias against girls and women them to garner the appropriate attention and motivate underachieving boys toward continues to take place in school for more organized contributions. learning.5 Sports coaches and male teachers and the workplace. Pencil Anxiety . Boys who begin can be important role models and mentors. • There continues to be much avoiding writing early struggle greater conflict between career with a fear of expressing themselves in written form and and parenting roles for women can easily become long-term than for men.2 underachievers.3 Preschool encouragement of coloring Endnotes and writing often prevents this 1 Davis, G., Rimm, S., & Siegle, D. (2011). problem. Occupational therapy Education of the gifted and talented (6th ed.). Upper Saddle River, NJ: can also be helpful. Learning to Pearson Education. touch type early can help these 2 Rimm, S., Rimm-Kaufman, S., & Rimm, boys communicate stories and I. (2014). Jane wins again: Can reports more effectively using successful women have it all? A fifteen-year follow-up. Tucson, AZ: computers. Voice recording Great Potential Press. their writing prevents thought paralysis and facilitates their verbal expression. They can transpose their recording in

Fall 2015 3 helping boys & girls succeed

Issues for Girls The role of women has changed dramat- ically. There has been great improvement in girls’ school performance and involvement in successful careers. There is now equity in many areas including math scores, grades in school, and earning of university and graduate degrees. The genders are equal in medical and law schools and participation in the biological sciences. However, there continues to be major inequities in some areas (see Figure 1). Parents and teachers can inspire girls to be strong and resilient both in childhood and adulthood. Perfectionism . The continued success at home and in school and will assist them careers is crucial. Girls who want to help that gifted girls find in school easily traps in developing better resilience. Parents make the world a better place should learn them into assuming that they can perform who are role models for positively dealing to recognize that math is a tool that will perfectly in life and are expected to do with pressures help girls to understand allow them to do just that. Brief extra just that. They often believe they must that failure is also a typical and necessary tutoring can sometimes be the step that continue to get all A’s and they struggle part of success. allows girls to recognize that they, too, can with criticism. Extreme praise promotes Math Anxiety . Girls continue to be “math” people. perfectionism and can be habit-forming. avoid complex math and science classes. Coping with Competition . A variety Encouraging risk-taking in school work Math is often an area where girls become of sports have opened to girls and have will inspire girls to take reasonable risks frightened by complexity. Helping them widened opportunities for them to in life. Challenging girls with creative to understand the value of math as a learn to cope with competition. In our thinking can teach them to accept criticism threshold subject to many important (Continues on p. 20) Figure 1. The Leaky Pipeline Women are underrepresented among tenured and full professors, deans, and presidents in almost all fields, and overrepresented among part-time and non-tenured faculty. Women comprise: 3% of CEOs of Fortune 500 companies 13% of chairs of departments at medical schools 13% of college faculties in physics 17% of Congress 19% of law firm partners 27% of school superintendents

35% of symphony orchestras (10% in 1970’s until blind auditions)

Women earn 20% less than men in salaries upon graduating from college and the gap grows to 30% after 10 years.

Source: Rimm, S., Rimm-Kaufman, S., & Rimm, I. (2014). Jane wins again: Can successful women MEN WOMEN have it all? A fifteen-year follow-up. Tucson, AZ: Great Potential Press.

4 PHP | Parenting for High Potential advanced learning developed by Stanford University

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Enroll at GiftedandTalented.com Fall 2015 5 self-esteem in girls The Perfect Girl Syndrome: Perfectionism and Self-Esteem in Gifted Girls By Cassie Worley

n Harper Lee’s coming of age story, To Kill a Mockingbird, narrator Jean Louise Finch struggles with society’s perceptions of femininity and gender expectations. She, like many gifted females, has the combined burden of Idealing with traditional gender expectations and suppressing the intel- lectual, inquisitive nature associated with her giftedness. Since To Kill a Mockingbird made its debut in 1960, considerable research has been published on society’s expectations and attitudes toward females. Men think the most important qualities in the ideal woman are attractiveness, sexiness, and kindness.1 The media suggests females should value physical beauty and marriageability.2 Girls should be obedient, caring, pretty, and polite. These unreasonable expectations and attitudes can create serious internal strife and negative self-perceptions for gifted girls. When females are told from a very young age that looks and sex appeal are what count in this world, they begin to hide their talents and abilities. They begin judging themselves through the eyes of those around them, craving approval, while losing a sense of who they are and what they want to accomplish. Gifted girls’ increased levels of awareness, sensitivity, and potential can also magnify their conflicts and losses.3 Parents and teachers need to be aware Do one thing every day that scares you. that their attitudes and beliefs have a “ ” -Eleanor Roosevelt great impact on female self-perception. When gifted girls are inundated with stereotypes of the “perfect girl” or “ideal woman,” they can begin to lose self-confidence and start underesti- mating their abilities. As their self-confidence progressively declines, their perfectionist tendencies increase.4 Helping gifted girls acknowledge barriers to success and manage their desire to achieve perfection is essential in reversing female underachievement and increasing self-confidence. Parents and teachers can also help gifted girls explore their gifts and talents by encouraging them to take risks, explore their passions, and discuss their emotions. Gifted females want to discuss their issues and need help in presenting their feelings in an appropriate manner. However, when gifted girls were asked how adults respond to them when they are depressed, 52% report that usually adults ignore them.5 Adults need to be receptive, active listeners, and watch for signs of maladaptive perfectionism, such as emotional turmoil, anger, anxiety, guilt, and depression.

6 PHP | Parenting for High Potential Parental Influences develop their talents early in life and grow negative characteristics in girls. Females are Research illustrates that gender stereo- up to be independent and autonomous.7 often rewarded for their ability to get along typing in toys may contribute to girl’s lower Mothers should act as role models for their with others and cooperate; however, these math and science scores on achievement gifted daughters, encouraging healthy same traits and behaviors may be viewed as tests.6 Parents should be aware of the competition, monitoring media exposure, detrimental later in the highly competitive subliminal gender stereotypes they present and discussing healthy body image. professional world. to their young daughters and encourage A lack of prominent female leaders, the exploration of their daughter’s talent or School Influence scientists, and authors in textbooks interest, no matter what it may be. From Teacher bias, classroom expectations, and novels also contribute to gifted the time a gifted girl’s parents put the and curriculum content can also negatively females underestimating their abilities first doll in her hand or lay her in a pink affect self-esteem and achievement. Studies and conforming to gender stereotypes. bed, gender stereotypes are embedded in have shown that classroom teachers perceive Teachers should give gifted girls a voice her memory. Parents need to model that gifted girls as working harder than males, in the classroom, include more eminent chemistry sets, construction sets, and maps but tend to give gifted girls the least amount women and their contributions in the are not considered male-only toys. of attention.8 In addition, males are more curriculum, provide gifted girls with the Mothers also have a significant impact likely to be referred for gifted programs opportunity to journal for exploring their on the lives of gifted females. Talented than identically described females.9 What fears and anxieties, and encourage gifted girls with career-oriented mothers tend to teachers value in boys may be viewed as girls to take academic risks. (Continues on p. 15) What is Perfectionism?

Perfectionism involves the tendency to set standards that from the life experiences they encounter. Many talented are so high that they either cannot be reached, or are only females are affected by the pressure to be attractive.5 met at a high price.1 Setting high standards and being a External barriers, such as the media’s bombardment of high achiever is an inevitable part of the experience of being superficial images of beauty, and society’s expectations gifted.2 While perfectionism can be channeled in positive for females to develop social skills and maintain healthy directions to enable students to explore their passions and relationships, negatively affect achievement and success. work toward their goals, it can also become maladaptive. Female students are often rewarded for their ability to In the case of maladaptive perfectionism, students begin cooperate and conform.6 So, in order to maintain status to judge themselves based on their products. They begin as the “perfect child,” they become submissive and begin to feel inadequate, anxious, and competitive.3 to internalize their confusion, anger, and despair. Gifted girls are particularly at-risk for developing the As these perfectionist tendencies increase, which usually characteristics of negative perfectionism. Research occurs during adolescence, the more susceptible gifted indicates that gifted girls feel more frustrated, worried, girls become to developing mental health issues, including and are generally more anxious than gifted boys.4 These depression, eating disorders, and substance abuse. emotions occur when their perception of reality differs

Endnotes 1 Buhr, K., Simpson, A., & Wang, A. (2014). How to overcome perfectionism. www.anxietybc.com. 2 Silverman, L. K. (1999). Perfectionism. Gifted Education International, (13), 216–225. 3 Pyryt, M. C. (2011). Helping gifted students cope with perfectionism. In J. L. Jolly, D. J. Treffinger, T. F. Inman, & J. F. Smutny (Eds.), Parenting gifted children: The authoritative guide from the National Association for Gifted Children (pp. 546–554). Waco, TX: Prufrock Press. 4 Sands, T., & Howard-Hamilton, M. (1995). Understanding depression among gifted adolescent females: Feminist therapy strategies. Roeper Review, 17(3), 192. 5 Reis, S. M. (2001). External barriers experienced by gifted and talented girls and women. Gifted Child Today, 24(4), 26. 6 Blanco, M., Harris, B., Garrison-Wade, D., & Leech, N. (2011). Gifted girls: Gender bias in gifted referrals. Roeper Review, 33(3), 170–181.

Fall 2015 7 multi-generations of males Patrilineal Ability: Nurturing Giftedness in Grandfathers, Fathers, and Sons By Fiona Smith he identification of his son’s high ability can cause a father to confront his own experiences as a gifted child and adult and change his emotional T 1 life, family dynamics, and career. Over the past decade, I’ve worked closely with numerous multi-generations of grand- fathers, fathers, and sons in Australia to analyze their backgrounds, thinking styles, and preferences for acknowledging and managing their giftedness. I’ve found that the formal discovery of high ability and giftedness in their own sons or grandsons is a catalyst for fathers to: • Evaluate their own life paths. • Better understand personal experi- ences in childhood, both positive and negative. • Love of music Helping Dads Understand their • Explore stereotypical gender roles • Deep love of fiction Giftedness prevalent during their childhood. Self-reflection—either privately or • Accept their own giftedness, and reflect • High level of inventiveness with the help of a counselor—can help on whether it was appreciated or • Vivid imagination fathers of gifted boys understand their nurtured by their fathers. • Skill in creative activities own giftedness and life experiences. This self-reflection often triggers an “aha” • Understand their relationships with • Interest in games of strategy their fathers and grandfathers. moment, and provides new insight on • Strong sense of justice ways to relate to their gifted sons. • Think carefully about their own • High levels of tolerance and compassion Questions during the self-reflection parenting styles. process include: • Feelings of anxiety and difference • What were your thoughts, feelings, and Common Characteristics • Tendency to daydream There are some common features actions after you learned that your son in the profiles of gifted adult males I’ve So, what’s the secret for creating was identified as gifted? interviewed. These characteristics often positive family relationships and nurturing • Are there some strengths, quirks, and include: giftedness in males across generations? memories you have that lead you to Fathers can nurture their son’s giftedness • Intense need for mental activity believe that your father or grandfather by being active and present, being open is/may have been gifted? • Intense curiosity coupled with a passion to changing past family dynamics, and by to learn participating in self-reflection, individual • What is your own pattern of ability, counseling, and family therapy, if needed. intensity, and sensitivity? (Patterns of

8 PHP | Parenting for High Potential ability may be explored through psychometric • Don’t force conformity to stereotypes. 2 and achievement tests or checklists.) • Avoid cripplingly high expectations. “Being a Good Dad” • How are your own and your son’s • Listen to your son—don’t do all the patterns of ability, intensity, and sensi- talking. tivity similar? Different? to Your Gifted Son • Avoid unnecessary power struggles. • Did you experience any bullying or Fathers of gifted boys should, first • Laugh with your son at silly mistakes. negative experiences at school due to and foremost, explore and come your ability, sensitivity, or intensity? Participating in Counseling to terms with their own experiences • What are your personal passions and Counseling techniques can also help of being gifted. This validates their calming flow experiences?(“Flow” is best fathers develop an understanding of their sons’ experiences and helps their described as being completely absorbed own abilities, patterns of intensity, and boys feel less different or strange. in an activity or experience. This total sensitivities, and how these traits have engagement results in a feeling of intense affected and may continue to affect their To nurture their gifted sons and build focus, as well as enjoyment or delight in the life, work, and family dynamics.4 a positive father-son relationship, process of the activity.)3 Self-reflection through individual dads should: • How can you use this knowledge and counseling is a positive way for men and • Be an active and present role experience to better understand your adolescent boys to explore grandfather- own needs as well as those of your son? father-son patterns of giftedness, profiles of model. • How do you feel about using the term intensities, and education and career paths. • Take an interest in all their son’s “gifted” to describe yourself and your son? Counseling helps fathers see how ability has activities—even the ones that been perceived, understood, nurtured, or don’t personally interest them. Changing Family Dynamics ignored within their extended family, and When reflecting on their own child- what this personally means for them. • Find at least one special activity hoods, many gifted adult males often While individual counseling helps or hobby to share. adult men accept their own giftedness, wish their own fathers had parented them • Share personal histories—stories joint counseling sessions with fathers differently. In applying their own past about academic experiences, feelings and experiences to parenting a and sons may be beneficial for ironing career events, and accomplish- new generation of gifted boys, the men I out relationship and parenting issues. interviewed offer the following advice to Specific techniques for counseling gifted ments, including ups and downs. individuals and their families often result fathers of gifted sons: While it’s important to find common ground and be supportive of their

“Rock climbing and surfing, gifted sons, it’s also important for both do the same thing [for fathers to keep their own desires separate from those of their children. me]. They empty my mind Parenting behaviors are like a deposit completely; later in the day I in the bank: the more you put in, the have lots of extra energy for more the investment grows.1 everything. You can’t think Endnotes about anything else if you’re 1 Webb, J. T., Gore, J. L., Amend, E. R., & DeVries, A. R. (2007). A parent’s guide hanging by your fingers from to gifted children (p. 249). Scottsdale, a cliff or catching a wave. AZ: Great Potential Press. Magic.” -Gifted adult male reflecting on calming flow experiences

Fall 2015 9 multi-generations of males

just hanging out. The men I’ve inter- gifted individuals, provided counseling, viewed over the years feel these types of and presented at schools, parent groups, multi-generational interactions are far and conferences. She has a special interest more important than spending money on in working with gifted adults, especially in expensive schools, coaching, or extra-cur- helping them navigate their intensities and ricular activities. 0 sensitivities and concerns regarding parenting.

Resources Endnotes Books 1 Kerr, B. A., & Cohn, S. J. (2001). Smart boys: Delisle, J. R. (2005). Once upon a Talent, manhood, and the search for meaning. mind: The stories and scholars of gifted Scottsdale, AZ: Great Potential Press. education. Independence, KY: Cengage 2 Silverman, L. K. (n.d.). Characteristics Learning. of giftedness in adults. www. Mackintosh, N. J. (2011). IQ and human gifteddevelopment.com/resources/ gdc-forms. intelligence (2nd ed.). New York, NY: from a combination of clinical experience Aron, E. N. (1996). The highly sensitive person: Oxford University Press. How to thrive when the world overwhelms and system approaches (exploring family Webb, J. T. (2013). Searching for meaning: 5 you. New York, NY: Broadway Books. dynamics, communication, culture). Idealism, bright minds, disillusionment, 3 Csikszentmihalyi, M. (1990). Flow: The Many therapists working with the gifted and hope. Tucson, AZ: Great Potential population draw from person-centered psychology of optimal experience. New York, Press. NY: Harper & Row. therapy (Rogers), Gestalt therapy (Perls), 4 Daniels, S., & Piechowski, M. M. (2008). Living rational emotive behavioral therapy (Ellis), Articles and The Theory of Positive Disintegration with intensity: Understanding the sensitivity, Hébert, T. P. (2011). Man to man: excitability, and emotional development (Dabrowski). Building channels of communication of gifted children, adolescents, and adults. Parenting a gifted son can seem like a between fathers and their talented Scottsdale, AZ: Great Potential Press. huge responsibility. It’s understandable sons. In J. L. Jolly, D. J. Treffinger, Webb, J. T., Amend, E. R., Webb, N. A., that fathers feel overwhelmed after their T. F. Inman, & J. F. Smutny (Eds.), Goerss, M. D., Beljan, P., & Olenchak, son has been formally identified as gifted. Parenting gifted children: The F. R. (2009). Misdiagnosis and dual However, the best advice at this stage is to diagnoses of gifted children and adults. authoritative guide from the National Scottsdale, AZ: Great Potential Press. forget the number. A high IQ is simply an Association for Gifted Children (pp. 5 estimate of potential. Giftedness needs to 463–475).Waco, TX: Prufrock Press. Thomas, V., Ray, K. E., & Moon, S. M. be embraced, supported, and nurtured. (2007). A systems approach to counseling It’s important to realize that gifted gifted individuals and their families. In S. Mendaglio & J. S. Peterson (Eds.), Models boys are often more than happy to spend Author’s Note of counseling (pp.69–96). Waco, TX: time with their fathers and grandfathers— Fiona Smith is the principal psychologist Prufrock Press. listening to their stories, playing games, and director of the Gifted Minds practice being read to, enjoying mutually-loved in Sydney, Australia. Throughout her sports and hobbies, play-wrestling, and career, Fiona has assessed more than 2,500

Choosing a Counselor

Choosing a psychologist, counselor, or therapist who is familiar with the profiles and needs of the gifted is paramount. Psychologists with extensive experience working with gifted individuals usually share three important characteristics: • Humility. Intellectually bright individuals need to feel respect, but not patronized. • Humor. Gifted individuals demand challenge; humor is one way to provide catharsis and intellectual stimulation. • Empathic listening. Listening empathically, without judging, requires a facility for waiting and refraining from reinterpreting and reframing thought patterns. Many gifted individuals find the “mirroring” or rewording of their statements patronizing and prefer approaches that focus on reasoning and debate.

10 PHP | Parenting for High Potential 2015 Toys & Games Review! It’s All FUN and GAMES! By Bethany Mullins

or the past 19 years, the National Association for Gifted Throughout the 4 weeks of testing, more than 450 rubrics Children (NAGC) has recruited tween and tiny toy were completed by students and families across various grade testers to select which just-released toys and games most levels. These rubrics collected data on packaging, length of game Fappeal to high-ability children. This year, Science & Arts play, overall feelings of the game itself, and other metrics. Most Academy (SAA), an independent gifted PreK–8 school in students played 5 to 6 different games during the testing period. Des Plaines, IL, was selected for the 2nd consecutive year to test 35 Games with the highest overall average scores based on multiple games and toys from 15 different manufacturers. More than 230 criteria were selected as “Top Picks” and “Honorable Mentions.” gifted and talented students, plus parents and teachers, provided Toy testers took their job very seriously. Students found that valuable feedback and enjoyed partaking in the fun. testing the games and toys was not only loads of fun, but also hard As the toys and games arrived, many students took note of the work when providing genuine, honest feedback for the manufac- growing pile of toys and games and eagerly awaited the launch of turers. After the trials concluded, students eagerly requested infor- game trials. The front office staff catalogued the toys, readied the mation about the games so that they could add them to their own rubrics, and alerted teachers when the games would be available collections. for testing. May was deemed “NAGC Game Month.” Students were enthusiastic and thankful for the opportunity to The students used three level-specific rubrics: Young Learners once again be game testers; one student said, “I wish they’d let us (Pre–K); Grades 1–3; Grades 4–8. After the completion of test games every year!” classroom trials, families signed out games for in-home testing, using a family rubric.

Top Picks

Crowded Waters Manufacturer: Educational Insights Mfr. Recommended Age: Age 8+ Testers’ Recommended Age: Ages 8–12 www.educationalinsights.com MSRP: $19.99

Crowded Waters is a fast-paced game where players place their sharks to block opponents; the last shark with room to move wins the game. One student declared this game “epic,” “fun,” “stupendous,” and “the best game ever played.” Students noted the game was most fun with multiple players. It was popular with first and second graders who were determined not to become fish food!

Fall 2015 11 it’s all fun and games!

Top Picks

IQ-Blox Manufacturer: Smart Toys and Games, Inc. Mfr. Recommended Age: Ages 6–10 Testers’ Recommended Age: Ages 6+ www.smartgamesusa.com MSRP: $9.99

The latest in the IQ Series of travel pocket games, IQ-Blox offers 120 challenges to fit on a rectangular game board, with ring-and-ball shapes and four white walls. Students found IQ-Blox to be “mathematical,” “wonderful,” and “exciting.” IQ-Blox provides an instant break for those who like puzzles or need quiet downtime. Teachers, parents, and students all agreed that this one is a winner!

Ozobot Manufacturer: Ozobot Mfr. Recommended Age: Ages 7+ Riddle Cube Testers’ Recommended Age: Ages 7–13 Manufacturer: Educational Insights www.ozobot.com Mfr. Recommended Age: Ages 8+ MSRP: $49.99 Testers’ Recommended Age: Ages 7+ The hands-on, programmable, robotic www.educationalinsights.com Ozobot intrigued students from 3rd–8th MSRP: $19.99 grade. Students found the intelligent game piece easy The challenge of Riddle Cube to operate right out of the box and enjoyed designing was enjoyed from the youngest and controlling different paths using the provided to the oldest testers. Students open the game, map, player-designed maps, or their own iPads. and begin play immediately because it’s simple to Several older students thought the Ozobot was “epic” and “addictive.” understand, yet challenging. Players must move quickly in order to match Ozobot is a great way for kids to enhance their technology, creativity, and their shape to a challenge card; the first person to match the challenge wins gaming skills. the card. Students thought Riddle Cube was “competitive,” “exciting,” and “creative.” Various levels of difficulty make this game a shoo-in favorite for The Reel Script all students. Manufacturer: SimplyFun Mfr. Recommended Age: Ages 8+ Rush Hour Shift Testers’ Recommended Age: Manufacturer: ThinkFun Inc. Ages 7+ Mfr. Recommended Age: Ages 8+ www.simplyfun.com Testers’ Recommended Age: Ages 6+ MSRP: $36.00 www.thinkfun.com The Reel Script is a game MSRP: $24.99 that exercises a student’s Many of our families requested this love for creative writing game because they were excited and movies. Players bid on to see a two-player version of the classic Rush Hour… script lines in order to build a script and they were not disappointed by Rush Hour Shift! Students as young and pitch it to the group. Players vote on the best script, with one as first grade enjoyed battling older siblings or parents to see who would player winning the round to collect points. One parent enjoyed how this reach the other side of the playing grid first. Parents enjoyed the ease of set game works to “develop language, writing, and sequencing skills.” Some up and called Rush Hour Shift a “great spatial planning game,” and “a great students found the instructions confusing, but a helpful online video is addition to any family’s game night.” available to explain the rules.

12 PHP | Parenting for High Potential Top Picks

SmartMax Tripod Stinky Pig Manufacturer: Smart Toys and Games, Inc. Manufacturer: Patch Products, LLC Mfr. Recommended Age: Ages 3+ Mfr. Recommended Age: Ages 6+ Testers’ Recommended Age: Ages 3–9 Testers’ Recommended Age: Ages 6–8 www.smartmax.eu www.patchproducts.com MSRP: $59.99 MSRP: $11.99

SmartMax Tripod offers fun, Stinky Pig is a fast, exciting, “hot potato” style game creative, hands-on building with a twist. Students particularly enjoyed this game time for students using special during their scheduled 10-minute breaks, making it Y-shaped, sonic-welded bars and ideal when time is limited. The game is easy to open, large 1.8-inch diameter metal operate, and understand. Children roll the dice to see balls that simply click together. which way to pass the singing pig, but you don’t want Testers, who liked building both to be the one holding him when he “toots!” Student laughter could be simple structures and complex heard throughout the building when Stinky Pig was out to play. geometric shapes, called it “cool” and “awesome.” The shapes’ larger size is suitable for smaller hands. Yowza! Manufacturer: Patch Products, LLC Mfr. Recommended Age: Ages 7+ Worry Eaters Testers’ Recommended Age: Ages 6–10 Manufacturer: Haywire Group www.patchproducts.com Mfr. Recommended Age: All Ages MSRP: $7.99 Testers’ Recommended Age: Ages 6–13 Yowza! is an exciting way to spend an afternoon. www.haywiregroup.com First through fourth graders found this game to MSRP: $15.99-$22.99 be a ton of fun because who doesn’t love yelling words like “zap,” “boom,” and “bam?” In this Worry Eaters are cuddly creatures that fast-paced game, students shout onomatopoeia come in a variety of shapes, sizes, and words while discarding their cards; colors to stash and manage your child’s but if their discard matches the word just shouted, they worries! Students wrote or drew their pick up the pile. Students found this game to be worries, “fed” them to the Worry Eater, “exciting,” “fun,” and “full of Yowza!” and were then better able to discuss and manage their feelings. One teacher said, “Every child should have one of these because who doesn’t worry about something?” One student in particular found the Worry Eater to be “uplifting” as it relieved some of her stress. Worry Eaters are a great tool for children in grades 2–8.

Fall 2015 13 it’s all fun and games!

Honorable Mention

Do You Know Shakespeare? Stratego Manufacturer: SimplyFun Manufacturer: Patch Products, LLC Mfr. Recommended Age: Age 12+ Mfr. Recommended Age: Ages 8+ Testers’ Recommended Age: Ages 12+ Testers’ Recommended Age: Ages 8+ www.simplyfun.com www.patchproducts.com MSRP: $38.00 MSRP: $29.99

Testers recommend incorporating Kids agreed this updated version of Do You Know Shakespeare? into Stratego is still enticing, exciting, and classroom learning or a family’s loads of fun for players of all ages looking for a challenge. For single- home game collection. This trivia game helps and multi-player online versions and apps, go to www.stratego.com or develop knowledge of Shakespeare, his literary works, and combines www.youdagames.com. risk-reward analysis with exciting fun. Three Little Piggies Kanoodle Extreme Manufacturer: Smart Toys and Games, Inc. Manufacturer: Educational Insights Mfr. Recommended Age: Ages 3+ Mfr. Recommended Age: Age 8+ Testers’ Recommended Age: Ages 3–5 Testers’ Recommended Age: Ages 6–13 www.smartgamesusa.com www.educationalinsights.com MSRP: $24.99 MSRP: $14.99 Three Little Piggies is a 3D brain-teaser that Kanoodle Extreme offers more than helps small hands build spatial awareness through a well-known story. 300 different 2D and 3D puzzles to Children solve 48 challenges to help the pigs build houses, play outside, challenge your brain. Kanoodle Extreme and stay safe from the wolf. A teacher reported, “Every preschool-aged is an advanced version of single-player Kanoodle Genius. Older students classroom should have this game.” loved its versatility, with virtually endless possibilities. Tumble Trax Magnetic Star Realms Marble Run Manufacturer: Star Realms Manufacturer: Learning Resources Mfr. Recommended Age: Ages 12+ Mfr. Recommended Age: Ages 5+ Testers’ Recommended Age: Ages 10+ Testers’ Recommended Age: Ages 3–10 www.starrealms.com www.learningresources.com MSRP: $15.00 MSRP: $24.99

If you’re looking for a new challenging, Tumble Trax Magnetic Marble Run provides engaging deck-building game, then fun in the classroom or at home with this is it! Star Realms is a space-themed magnetic foam pieces, four marbles, activity combat card game, with the goal of cards, and a variety of challenges to create dominating the galaxy. Students particularly an exciting marble trail. Children develop enjoyed that there are two options for play: physical cards and board, or a engineering and problem-solving skills downloadable online version. by rearranging the pieces to make the marble stop, slow down, speed up, or change directions.

Student photos are courtesy of Corina Vaccarello, Lower School teacher, Science & Arts Academy. Toy and game photos come from the manufacturers.

14 PHP | Parenting for High Potential (Continued from p. 7) Counseling Parent & Teacher Specialized counseling services should Interventions be available for gifted females. Through The following strategies are recom- counseling, gifted girls can embark on the mended to help gifted girls overcome journey to self by shedding the mask they have created to maintain the image of the perfectionism and develop a positive “perfect girl.” Feminist therapy offers an self-image. effective approach to issues like perfec- Parents tionism and depression that stems from gender stereotypes. This type of therapy • Encourage independent thinking. is often directed at “increasing a gifted • Promote risk taking. girl’s self-esteem and self-concept through • Create an environment that fosters the examination of personal value systems open communication. and personal beliefs.”10 By becoming comfortable with who they are, gifted girls • Become assertive advocates in can turn problems into strengths. their daughter’s schooling.

Teaching gifted girls to be independent “I declare to you that woman must not depend • Address and challenge media and confident is the first step toward upon the protection of man, but must be taught gender stereotypes. helping them overcome perfectionism and • Applaud effort, but allow failure. become satisfied and successful adults.0 to protect herself, and there I take my stand. ” • Avoid gender stereotyping with toys. -Susan B. Anthony Resources • Consider specialized counseling to Websites Endnotes deal with perfectionism. The Reconstructionists. A yearlong 1 Sands, T., & Howard-Hamilton, M. (1995). Teachers project, published weekly, that explores Understanding depression among gifted the lives of female trailblazers. Each week adolescent females: Feminist therapy • Use textbooks, novels, and curric- strategies. Roeper Review, 17(3), 192. focuses on a female leader and includes ulum that depict girls and women 2 a biography, portrait, and quotes. Ryan, J. (1999). Behind the mask. Gifted in positive, non-traditional roles Child Today, 22(5), 14. www.thereconstructionists.org. and female leaders. 3 Kline, B. E., & Short, E. B. (1991). Changes Feminist Therapy Connection. Resources • Give gifted girls the opportunity to regarding feminist therapy and its in emotional resilience: Gifted adolescent females. Roeper Review, 13(3), 118. share their concerns and fears. benefits. www.feministtherapy.org. 4 Ryan, 1999. • Provide gifted girls with a safe envi- Author’s Note 5 Kline & Short, 1991. ronment to speak their opinions. Cassie Worley has been an English teacher 6 Reis, S. M. (2001). External barriers • Encourage risk-taking and for 9 years and is currently working in experienced by gifted and talented girls creativity. Hamilton County, Tennessee, as a teacher and women. Gifted Child Today, 24(4), 26. • Spotlight achievements of talented of the gifted. She completed her bache- 7 Reis, 2001. girls. lor’s and master’s degrees in English 8 Reis, S. M., & Callahan, C. M. (1996). My • Encourage girls to explore their education from the University of Georgia boyfriend, my girlfriend, or me: The passions and take advanced and Piedmont College, respectively, and dilemma of talented teenaged girls. Journal courses. is currently working toward her doctorate of Secondary Education, 7(4), 434–446. • Help gifted females understand in gifted and talented education from the 9 Blanco, M., Harris, B., Garrison-Wade, D., healthy competition. University of Georgia. Cassie has a 5-year & Leech, N. (2011). Gifted girls: Gender old daughter, Emerson, who is not only bias in gifted referrals. Roeper Review, • Reduce sexism and bias in the the light of her world, but the driving force 33(3), 170–181. classroom. for her research on gifted girls. 10 Ryan, 1999. • Help gifted girls connect with strong female role models and mentors.

Fall 2015 15 girl power Girl Power! How Parents Can Support Girls’ Academic Success in STEM By Ann Gadzikowski

elping our daughters recognize they learn about STEM can help parents 17% of bachelors’ degrees in engineering science, technology, engineering, become better advocates for their young, were earned by women.2 And, while women and math (STEM) in their daily gifted daughters. represent 48% of the total workforce after lives, even in tasks like feeding the college, more than 75% of all STEM jobs H 3 dog, baking a cake, or packing a suitcase, Girls Are Outnumbered are still held by men. supports and encourages their STEM Females are still significantly under- We see similar trends in enrollment interests and abilities. Often young girls, represented in STEM fields. According to patterns at the Northwestern University’s even those who are very bright, aren’t the U.S. Department of Education, Center for Talent Development, even accustomed to thinking of themselves as high school boys are much more among our youngest students. For being good at science or math. They might likely than girls to enroll in example, in the summer Leapfrog program not know what engineering means, or challenging STEM courses for academically gifted and talented PreK– might think that technology subjects, like such as Advanced Placement Grade 3 students, we consistently see computer programming, are just for boys. (AP) calculus, statistics, and more boys than girls enrolled in math and Understanding the misconceptions and physics.1 At the college technology courses. In robotics courses for obstacles girls may face as level, young women second and third graders, only a handful of are still a minority in girls typically enroll in a class of 18 students. STEM majors. Recent The same is true in our enrichment and studies show only credit-bearing STEM courses at the middle and high school levels: Girls are consistently outnumbered by boys. It’s possible that a girl with advanced STEM abilities may feel isolated, want peers who share the same passions, and seek female role models who don’t conform to stereo- typical gender roles.

Fear of Making Mistakes Some girls might be less willing than boys to take risks and make mistakes in an academic environment. For example, Stanford University researcher Carol Dweck has observed that girls are more likely than boys to perceive their

16 PHP | Parenting for High Potential intellectual gifts as static and Siri, the natural language fixed, and that this perception can interface on an iPhone. If your become an obstacle to girls’ growth daughter enjoys asking Siri and achievement in STEM class- questions and has fun trying rooms.4 Dweck maintains that to come up with questions many girls are vulnerable when that will “stump” Siri, she is faced with confusion or challenge demonstrating that she can because they believe that being troubleshoot and test the limits smart is a gift they are born with of computer code. Encourage rather than an ability that can be her to try introductory coding developed over time. activities at code.org or, better As parents, we can help our ability in STEM learning by observing yet, complete a coding tutorial daughters become more resilient and their daughters at home, watching how together. flexible learners by reassuring them that they play and tinker, and noticing topics Engineering . An interest and ability learning is a process and by modeling how that draw their attention. in engineering may be demonstrated by we respond to our own mistakes: Science . Does your child enjoy a child’s block and construction play or • When you are talking or working spending time outdoors, watching ants in her drawings and doodles. Things to together on homework or chores, let crawl, or chasing butterflies? Does she like look for include a fascination with maps, your daughter know you value the to dig in a sandbox or garden? Your child arrows, and graphic design elements in problem-solving process and reassure may have an aptitude in science if she: picture books or on street signs; attention her that we learn much more from our • Enjoys observing the natural world and to symmetry, balance, and strength in mistakes than our successes. notices details and characteristics of what she creates or draws; and whether she • When your daughter comes home from plants, earth, and insects. asks questions about how things work and school ask her, “What exciting mistakes • Loves to help in the kitchen. There’s what they are made of. did you make today?” a great deal of chemistry involved in Math . Our understanding of math, as • The next time you wreck a home cooking and baking. traditionally taught in American schools, improvement project, instead of • Watches shows like Wild Kratts, Cosmos begins with addition and subtraction. But berating yourself, take the opportunity (both PBS), or Mythbusters (Discovery meaningful and exciting math in the life to show your daughter how to rethink Network). Engage your daughter in of a child often begins with geometry, and recover gracefully. conversations about the science concepts the shapes of things, and the relation- explored, and identify related resources, ships between those shapes. Her interest Start Young: Early Signs of such as library books or enrichment in blocks, LEGO® bricks, puzzles, board Exceptional STEM Abilities classes. games, and measurement may indicate If we want to encourage bright girls to Technology . Most children seem to be an advanced ability or special interest in pursue STEM studies and careers, we need fascinated by computer games and smart mathematics. to start early in their academic careers—as phones, but a child’s special interest or early as preschool—before they encounter ability may be most evident in the questions Role of Play in STEM Learning obstacles, bias, and stereotypes. Parents are she asks about how technology works. For In 2013, mechanical engineer Debbie in a good position to recognize an early example, your child might be curious about Sterling made a big splash in STEM

Girl-Centric Programs

To minimize your daughter’s isolation in STEM activities, look for “girl-centric learning environments” such as the girls- only animation and technology courses offered at Northwestern University’s Center for Talent Development (CTD). Northwestern has found that girl-friendly courses have successfully increased the participation of second to sixth grade girls in animation and web design. Public libraries and other out-of-school programs may offer technology classes focused on engaging girls. If no courses are offered in your area, investigate online classes and social media groups that focus on encouraging girls and young women to study STEM subjects.

Fall 2015 17 girl power

education and social media when she intro- duced GoldieBlox, a line of toys designed to teach engineering concepts to young girls. Sterling, who studied engineering at Stanford, was inspired to develop a girl-friendly line of construction toys because she observed that she and other female engineering students seemed to have much less hands-on experience than male students with tinkering, building, and creating 3D constructions. At home, parents can provide opportu- nities for STEM play experiences by: • Playing with blocks, LEGO® bricks, and other construction toys. Wooden unit blocks, with standardized sizes and ratios, provide a kinesthetic intro- duction to geometry and engineering. • Playing board games. Most board are engaged in creating stories, solving readers, and teacher guides including games have some element of math, such real-world problems, and collaborating Challenging Exceptionally Bright Children as counting and estimation (traditional with others. 0 in Early Childhood Classrooms (Redleaf games like Parcheesi or Sorry); spatial Press, 2013) and Creating a Beautiful Mess: reasoning (Battleship); and coding Resources Ten Essential Play Experiences for a Joyous (Robot Turtles and Code Monkey Island). Websites Childhood (Redleaf Press, 2015). Some girls may prefer Euro-style games Code.org that require trading, negotiation, and www.code.org/learn Endnotes collaboration (Forbidden Island, Ticket Girls Who Code 1 U. S. Department of Education, Office for to Ride, and Settlers of Catan), when girlswhocode.com Civil Rights. (2012, June). Gender equity compared to military, war-themed, or Amy Poehler’s Smart Girls in education: A data snapshot. www.ed.gov. “winner take all” games. amysmartgirls.com/smart-girls-in-stem/ 2 St. Rose, A. (2010). STEM major choice • Coding video games. Girls may be Vi Hart, Mathematician and the gender pay gap. On Campus more interested in the story that drives www.youtube.com/user/Vihart/featured with Women, 39(1). Washington, DC: Association of American Colleges & the game rather than the game’s actual Scratch Universities. http://archive.aacu.org/ outcome. At the Center for Talent www.scratch.mit.edu ocww/volume39_1/feature.cfm?section=1 Development, while boys were more www.scratchjr.org 3 likely to use Scratch to explore different GoldieBlox Economics and Statistics Administration. (2011). Women in STEM: A gender gap kinds of special effects, girls more often www.goldieblox.com to innovation: Executive summary (Issue wanted to create a character and then Brief No. 04-11). Washington, DC: U.S. use Scratch tools to create a setting and Author’s Note Department of Commerce. story about that character. Scratch and Ann Gadzikowski brings 25 years’ 4 Dweck, C. A. (2006). Is math a gift? Beliefs Scratch Jr. are great ways to introduce experience as a teacher and adminis- that put females at risk. In S.J. Ceci & computer programming and coding to trator to her role as Early Childhood W. Williams (Eds.), Why aren’t more girls of all ages. Coordinator at Northwestern University’s women in science? Top researchers debate In short, girls—and, of course, boys, Center for Talent Development. Ann’s evidence. Washington, DC: American too—are most inspired to learn when primary responsibility at CTD is coordi- Psychological Association. learning is meaningful. This is especially nating the summer Leapfrog program true in challenging STEM subject areas. for children age 4 through Grade 3, at However, whether your daughter is playing multiple locations in the Chicago area. a board game at home or studying physics A graduate of the Erikson Institute for at school, girls with interest and ability Advanced Study in Child Development, in STEM seem to thrive most when they Ann is the author of textbooks, leveled

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(Continued from p. 4) research about the childhoods of successful women,6 the women most frequently reported winning in competition as an important positive childhood experience. Winning builds confidence, but the experience of losing builds resilience. Girls will need to risk competing if they are to be successful in life. Social Pressures to Be Popular . The middle school years seem to put great anti-achievement pressure on both girls and boys. Girls seem to struggle more with the concern that being an excellent student will prevent their being in the popular crowd. They need support at home and school to recognize that uncomfortable pressure. Subtle Unconscious Bias . Research finds that there is continuous unconscious bias by both males and females that favors males. In blind controlled research studies of grading compositions, identifying students for gifted programming, and reviewing job and tenure applica- tions, males are continually rated higher even when applications and written materials careers, but felt stressed and somewhat men and women, who have been suffi- are identical except for gender.7 This has dissatisfied with their careers and ciently successful in managing both family to change, and parents and educators can frustrated about lack of time for family. and career. Parents and educators play an make this happen over time. As more girls These women would have been viewed important role in helping girls and boys to and women are viewed in successful roles, from the outside as being highly successful understand their tremendous possibilities perhaps evaluators will be less biased and in both roles. At the time of the study, for the future. Gifted programming holds more likely to recognize their talents. 15% (Compromisers) believed they were out great opportunity for both genders. Family and Career Conflict. The not able to manage both. They skipped A 2005 survey of 5,000 middle grade most difficult problem that women face in their career, or did not manage to have students found that students in general adulthood is the conflict between family children. Only 7% (Strugglers) were at a programming viewed their first priority and careers (see Figure 2). Although neither place in their lives where they were feeling as making great amounts of money, while men nor women can actually “have it all,” as if they had failed, but even in that group those in gifted programming were signifi- our 15-year follow-up study of a sample they had hope for a better future ahead. cantly more likely to see their primary of successful women found that 36% One hundred percent of the women inter- goals for the future as making contribu- of the women (Balancers) believed they viewed were happy that career opportu- tions to the world.9 0 were able to successfully manage both nities had been available to them.8 family and career all at once. Another There is reason for optimism and true Resources 27% (Sequencers) indicated that they hope for equality in future generations. Davis, G. A., & Rimm, S. (2011). could “have it all” by sequencing family Boys need good male role models to inspire Education of the gifted and talented (6th and career. Fifteen percent of the women effort and a positive work ethic. Girls need ed.). Upper Saddle River, NJ: Pearson (Perfectionists) had both family and to see continual role models in adults, both Education.

20 PHP | Parenting for High Potential 2 Pagnani, A. (2013). Gifted male readers: Pagnani, A. (2013). Gifted male readers: Author’s Note Current understandings and suggestions Current understandings and suggestions Sylvia Rimm, Ph.D., is a psychologist for future research. Roeper Review, 35(1), for future research. Roeper Review, who directs the Family Achievement 27. 35(1), 27. Clinic in Ohio, and specializes in working 3 Rimm, S. (2008). Why bright kids get poor Rimm, S. (2003). See Jane win for girls: A with gifted children. She is also a clinical grades and what you can do about it (3rd smart girl’s guide to success. Minneapolis, professor at Case School of Medicine. ed.). Tucson, AZ: Great Potential Press. MN: Free Spirit Press. Dr. Rimm speaks and publishes inter- 4 Pagnani, 2013. Rimm, S. (2007). Keys to parenting the nationally on parenting, giftedness, gifted child (3rd ed.). Scottsdale, AZ: creativity, and underachievement. Among 5 Rimm, S. (2008). How to parent so children Great Potential Press. her many books are Education of the Gifted will learn (3rd ed.). Scottsdale, AZ: Great Potential Press. Rimm, S. (2008). How to parent so and Talented, How to Parent So Children children will learn (3rd ed.). Scottsdale, Will Learn, Keys to Parenting the Gifted 6 Rimm, S., Rimm-Kaufman, S., & Rimm, AZ: Great Potential Press. Child, and Jane Wins Again. Dr. Rimm I. (1999). See Jane win. New York, NY: Rimm, S. (2008). Why bright kids get was a longtime contributor to The Today Three Rivers Press. poor grades and what you can do about Show, hosted Family Talk on public radio 7 Rimm, S., Rimm-Kaufman, S., & Rimm, it (3rd ed.). Scottsdale, AZ: Great nationally, and served on the Board of I. (2014). Jane wins again: Can successful Potential Press. Directors of the National Association for women have it all? A fifteen-year follow-up. Tucson, AZ: Great Potential Press. Rimm, S., Rimm-Kaufman, S., & Gifted Children. She has received many Rimm, I. (2014). Jane wins again: Can awards for her lifetime contributions to 8 Rimm, et al., 2014. successful women have it all? A fifteen-year gifted children. 9 Rimm, S. (2005). Growing up too fast. follow-up. Tucson, AZ: Great Potential Emmaus, PA: Rodale. Press. Endnotes Sandberg, S. (2013). Lean in. New York, 1 Sandberg, S. (2013). Lean in. New York, NY: NY: Alfred A. Knopf/Random House. Alfred A. Knopf/Random House.

Figure 2. 15-Year Jane Follow-Up Study: “Can Women Have It All?” Can women have both a successful career and family? Sylvia Rimm and her daughters recently published a 15-year follow-up to their study that reflects on the challenges and aspirations of women who want it all—education, career, marriage, family, and more. The original study includes surveys of 1,000 women and interviews with 100 of them. Following are the responses from a sample of the group interviewed.

% CAN WOMEN PRIMARY GROUP EXPLANATION RESPONDENTS HAVE IT ALL?

Balancers 36% Yes Sometimes difficult to balance.

Sequencers 27% No Not all at once.

Stressed, but glad they had both career and family; Perfectionists 15% Yes sometimes disappointed in career.

Compromisers 15% No Missed out on family or career to date.

Had unfortunate struggles, but conclusions not Strugglers 7% Yes & No final.

Source: Rimm, S., Rimm-Kaufman, S., & Rimm, I. (2014). Jane wins again: Can successful women have it all? A fifteen-year follow-up. Tucson, AZ: Great Potential Press.

Fall 2015 21 cultivating curiosity The Creativity Crusade By Dr. Rick Shade and Patti Garrett Shade

reativity has and always will be at the heart of American culture. It’s evidenced in our daily “Don’t be pushed lives thanks to the contributions of society’s most revered icons—folks like Steve Jobs, by your problems. Walt Disney, Thomas Edison, Bill Gates, George Eastman, and Albert Einstein, to name a few. Be led by your C These individuals didn’t obtain notoriety or fame as a result of intense and repetitive focus dreams.” on mathematical and literacy skills while attending school. In fact, most of them openly admit it was the act of leaving school that gave them the freedom for their creative genius to grow.1 -Chinese fortune cookie For decades, creativity has languished in the educational system. Despite the work of educa- tional thought leaders like Sir Ken Robinson, who advocate that creativity is as important as literacy, schools have yet to capitalize on this important skill.2 Creativity is not the norm in schools, and seems to only survive in classrooms or enrichment programs when highly creative students find mentors and/or like-minded teachers. We assume most would agree that being creative is enjoyable and that it enriches and enlarges our lives. It’s the genius behind all new innovations. It’s the “secret sauce” propelling companies to the top of global competiveness. And, it’s often missing in structured or developmental ways in many of our schools.

22 PHP | Parenting for High Potential Ask yourself these questions: images for children to complete. Authors’ Note • What attitudes and abilities will your • Play is important! Play with language Dr. Rick Shade is an internationally child need when she/he leaves school? (games like Scrabble or Scrabble Junior). known author, consultant, and speaker • How important is creativity to your Play music. It increases emotional who is passionate about unleashing the child’s personal and professional awareness, strengthens social skills, and power of creativity in the classroom, home happiness and success? aids in relaxation and distress reduction. environment, and work place. In addition • As a parent or teacher, what can I do to Encourage both free play and directed to his U.S. teaching experience, Rick nurture creativity in gifted children? play (organized games). worked as a senior lecturer in the Gifted • How can I help bring creativity into • Learn and teach your child creative Research Center for Able Pupils at Oxford both my and my child’s life? thinking tools. SCAMPER, a mnemonic University, consulting with educators Creativity is a developmental skill created by education administrator and throughout England and Europe. He is that can be integrated into all teaching author Bob Eberle, can be used to change co-author of several books on creativity, and learning. It’s essential for your child’s an organization, fix a relationship, re-wind and is the recipient of the “Outstanding future work life and personal happiness. or pre-wind a social-emotional encounter, Educator” awards at two universities for Because schools primarily focus on or invent something fun and useful. innovative teaching practices. teaching content, parents often serve Google SCAMPER for useful tips and on the frontlines of helping their child ways to use the tool. Patti Garrett Shade has worked in nurture and protect their creativity: • Provide a strong foundation of education in Europe and the U.S. as a • In situations in and out of school, creative tools and strategies to change consultant, author, and educator. She is encourage and teach your child to the “creative climate” in your home passionate about supporting educators as be a proactive thinker. Urge them and inside your child to unleash their they respond to the differentiated needs to become intellectual risk-takers by imagination. of creative learners. She received national making guesses, trying, failing, finding • Help your child understand that recognition for both her work as a state alternatives, and making decisions. creativity is an essential ingredient for director of gifted and talented and for the • It’s as important to tell children personal and professional happiness and development of an elementary science lab stories as it is to read to them. When success. enrichment program. Her work focuses children hear a story, they have to use • Look for demonstrations of creative on creating interactive learning environ- their imagination to create characters behaviors such as playfulness, curiosity, ments that result in the production of and scenery. Ask them to describe or and intellectual risk-taking in your rigorous and creative student work. She draw a picture of what they “see” as you child. Journal or chart this data to help is co-author of several books on creative tell a story. Infuse stories with phrases confirm you are on the right track. thinking and learning. that include all five senses. Perhaps Mihaly Csikszentmihalyi • Facilitate your child’s artistic explora- captured it best when he stated, “Studying Their latest book, The Creativity tions. Start with blank pages or coloring creativity is not an elite distraction; it Crusade: Nurturing and Protecting Your books that only have bits and pieces of provides one of the most exciting models for Child’s Creativity, is a 2015 Legacy living. If the next generation Award winner. Contact them at is to face the future with zest [email protected]. and self-confidence, we must educate them to be original as Endnotes well as competent.”3 1 Shade, P., & Shade, R. (2014). Curiosita Awareness is the important teaching: Integrating creative thinking into first step toward fostering all teaching & learning. Denver, CO: RASPO Publishing. creativity. Parents need to put up their antennae and 2 Robinson, K. (2006, Feb). Do schools kill dial into the creative oppor- creativity? TED Talk. www.ted.com. tunities for their children. 0 3 Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.

Fall 2015 23 1331 H Street NW, Suite 1001 Washington, DC 20005

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Innovation Lab @Ross is an academy within Ross School, located in East Hampton, New York, that is designed for students grades 5–12 who are passionate about science, mathematics, engineering, media, technology, and now marine science. Watch us innovate! NOW AC www.ross.org/innovationlab CEPTIN AP G PLICAT F IONS OR 201 5–2016

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