Who Is In Your Zone of Proximal Development?

The concept of the zone of proximal development comes from the work of Lev Vygotsky (1896-1934) a Russian developmental psychologist whose research into how children learn has gained significant attention in recent years. Vygotsky felt that we should not limit our assessment of a child’s development to what they are capable of at present, but rather what they are able to do in collaboration with an adult or more able peer. “The zone of proximal development has more significance for the dynamics of intellectual development and for the success of instruction than does the actual level of development” (Vygotsky, 1987, p. 209). Vygotsky goes on to qualify this statement by saying that while a child can always do more in collaboration than he can do independently, “he cannot do infinitely more” (p.209) meaning if you’re not developmentally ready, you can be shown a dozen ways to solve a differential equation, but you still may not get it. While age groupings in classrooms make an attempt to gather together children who are at a similar developmental level to facilitate learning within that zone, the diversity within those spaces can mean that we are not always able to see what our students are capable of, especially if we are simply checking to see if they have achieved the learning outcomes that have been set out. Thus the concern that many gifted students do not have the opportunity to reach their potential.

Broadly viewed, there is much that occurs within the zone of proximal development that goes well beyond learning new math equations. Doolittle (1997) tells us that Vygotsky viewed it as an “interdependent social system in which cultural meanings are actively constructed” (p. 88) which perhaps makes it the most influential realm of role models, despite the importance often placed on role models who are well outside our “zone”. Whether at school, at home, arenas or performance halls, we are surrounded by individuals who not only help us shape the reality we find ourselves in but assist us in accomplishing more than we may have been able to on our own.

As a teacher, I am often inclined to think about the zone of proximal development as the learning space within my classroom, but on any given day, students may spend more one on one time with connections they have found through social media and online sharing platforms (vlogs, podcasts, blogs, Netflix and Youtube channels) than with other children  I have been amazed by how much children I know have learned through videos and websites, expanding their opportunities to learn in ways that we could not have expected even a decade ago.  I don’t think Vygotsky could have imagined this when he formulated his theory in the post-revolution Soviet Union.  How is culture being shaped in this ever-expanding network of connections? What new responsibilities do we have as more able peers or adults in both the physical and virtual spaces? The possibilities are both exciting and worrisome.

Motivational speaker Jim Rohn (1930-2009) has been quoted as saying “you’re the average of the five people you spend the most time with.”  When this quote was shared with me by a young university student this past summer, he recounted how when he first heard it he interpreted it as a cautionary note around the careful selection of friends. Over time he realized that it was also a call to become someone who could “raise the average” in his own circle of influence through becoming his best person. The ensuing discussion was an amazing voyage through the research and personal development he was doing toward that end leaving me to consider how to bring this ethic not just to my classroom, but to all the “zones” I find myself in.

Click here to find some other perspectives on role models.

References

Doolittle, P.E. (1997). Vygotsky’s zone of proximal development as a theoretical foundation for cooperative learning. Journal on excellence in college teaching, 8(1), 83-103.

Vygotskiĭ, L. S., Rieber, R. W., & Carton, A. (1987). The collected works of L.S. Vygotsky. New York: Plenum Press.

 

Somewhere Between Boredom and Burnout…

There is a wonderful line in the 1998 movie Ever After when the Prince Henry, as he reflects upon his responsibilities as future king, says something to the effect “But if I care about one thing, I’ll have to care about everything…” It is a line that continues to resonate with me, years after first hearing it. The mind that connects an entire universe to the fluttering of a butterfly’s wings knows that engaging in that one thing may not be as simple as it appears.

I ponder if sometimes “I’m bored,” is not so much a statement of one’s state of mind as  putting off or pondering which universe to dive into.The one you can manage? The one that will feed your soul? The one that might just swallow you whole? Or the one that won’t lead you into what can become inevitable burn out as you attempt to explore it in its entirety? When this universe jumping is coupled with a deep sense of caring, careful consideration is crucial or burnout is inevitable.

As I get older, I find I can distinguish between them a little better but that was not always the case. Plus, it can be hard to make any kind of decision, let alone the right one,  if I get distracted. And there are a LOT of distractions.

So perhaps being bored, is not such a bad thing, especially when there are options to consider. Sometimes the distractions can help us find our way but I am always surprised where my and my children’s explorations will take us when we get the chance to be bored and aren’t focused on keeping ourselves distracted. Summer is a great time to “let go” and occasionally get bored as well as distracted but by the time it ends, we tend to get a better idea of what thing will not only connect us to everything, but feed our soul and perhaps not swallow us whole. (*Spoiler Alert: by the end of the movie Prince Henry is building a university and fraternizing with gypsies…) 

For more perspectives on boredom and burn out from an amazing group of bloggers, follow this link or click on the icon below!

Educational Alternatives: Many Paths to Greatness

I have just started reading Scott Barry Kaufman’s book Ungifted: Intelligence Redefined: The Truth About Talent, Practice, Creativity, and the Many Paths to Greatness. I really enjoy reading books that challenge my understanding and conceptions of giftedness because it is such a controversial label and I am curious to see how others engage with it. With this book just reading the cover intrigues and perplexes me. I am intrigued to see what he means by “intelligence redefined” as someone who not only regularly reviews assessments and identifies students, but works with these same students over a number of years. And I am perplexed by  the final phrase in the title “and the Many Paths to Greatness.” This to me suggests, perhaps without intending to, that greatness should be our goal.

The book begins with his own school story, one that he has shared on this Ted Talk entitled from Evaluation to Inspiration.   Suffering from a central auditory processing disorder brought on by numerous ear infections as a young child, he was labelled learning disabled and relegated to special education classes until the 9th grade. It was then, that he finally felt “seen” by a substitute teacher which inspired him to advocate for himself thus changing the course of his academic career. Now with a PhD in cognitive psychology specializing in creativity, he explores the world of neuroscience to see whether there are genetic links to creativity and intelligence as well as the connection between nature and nurture. In the first few chapters, he explores the history of cognitive assessments, their limitations and their power to impact the lives of many children. The interplay of many elements; DNA, environment, self efficacy and opportunity all contribute to our future success, as do the many  genetic triggers and environmental obstacles that are yet to come. The message to the education system is clear: while the information on tests can be valuable, resist labels and find opportunities to inspire as there are many factors impacting our intellectual and creative growth.

I think what makes the educational journey so difficult for both teachers and parents is that the path to greatness is so personal and undefined and at any moment can spin on a dime. Is success somewhat predicated on the unexpected? Overcoming an obstacle can be a defining moment: would Kaufman be writing this book and conducting this research without the “inspiration” of his school experience? Other obstacles can change our trajectory entirely: my mother compelled to leave her home at fourteen and be schooled in another language, culture and country away from her family. Terry Fox diagnosed with cancer and mobilizing an entire nation while running to find a cure.

One cannot help but have great hopes for the children with whom we share and who will eventually inherit the world and therefore it is good that worry about their education. As parents we fear not doing enough to support them as much as we worry about not expecting enough and so what happens in school can create tremendous worry and have us constantly searching for educational alternatives and “better” ways to teach and learn. Living and working where I do, I know that these intentions drive our system, even though it may not always be visible and may still miss the mark for many.  In the Epilogue (yes I sometimes skip right to the back of the book before reading the whole thing) Kaufman goes to see the substitute teacher, now a middle school principal, to acknowledge her for the impact she had on his life on one single day in Grade 9, simply by “seeing” him. Perhaps that is the most important message in his book-the impact we can have on one another when we look beyond behaviors, labels and expectations and see our students and others in the world as they are-full of potential. I am looking forward to reading the rest of the book to see what Kaufman means by greatness and whether that too has been redefined.

Proud to be a part of Hoagies Gifted blog hop. Click on the icon below for more musings on this topic!

 

 

 

 

Emotional Intelligence and the Over-Excitable Gifted Learner

There are many times in my work with gifted students that the question of emotional intelligence emerges as well as the deliberation over whether a strong EQ is favourable over a high IQ and the influence one might have on the other. Teachers and parents will often comment on the intensity of emotions that they observe and wonder about their child or student’s emotional intelligence. This sometimes leads to a conversation around the over-excitabilities (of which one is emotional over-excitability) which are considered  gifted traits. So how do the over-excitabilities relate emotional intelligence, especially when it appears as thought the child is struggling with regulating their emotions?

Let’s start by defining emotional intelligence. In their seminal 1990 paper entitled Emotional Intelligence, Salovey and Mayer concluded that “emotionally intelligent people accurately perceive their emotions and use integrated and sophisticated approaches to regulate them as they proceed to important goals”.  They warned that people who do not learn to regulate their emotions “may become slaves to them” while stating a common ailment “may involve people who cannot recognize emotion in themselves and are therefore unable to plan lives that fulfill them emotionally.”(p.17)

Borrowing from this work, Daniel Goleman, brought the term emotional intelligence into popular culture and put into motion what the Harvard Business Review in the late 90’s called “a ground breaking, paradigm-shattering idea” and as such it has become embedded not only in our educational conversations  but business as well. One cannot help but see the imperative of engaging further in research that could potentially offer so much to so many and thus the field has since evolved to include new models and dimensions along with tools designed to measure EQ.  In addition to this, several programs to teach emotional regulation have emerged, including spark*,  The Zones of Regulation and SCERTS.

But what counts as a lack of emotional intelligence and is this an accurate descriptor for our over-excitable gifted students? If we look at it from the perspective of  an emotional dysregulation diagnosis, early psychological trauma, brain injury, bi-polar disorder and autism are just some of the some of the factors that could contribute to a variety of exaggerated and sometimes aggressive outbursts. How might this differ from our over-excitable gifted students?

To start with, many parents of my students have reported that their children are able to regulate their emotions very well…until they get to a place where it is safe to express them, when they get home. Understanding and having a “safe place to land” can make an enormous difference with these children and when they have decompressed, trying to find the source. Then there are those who struggle with the fact that others do not share the same emotional sensitivities or intensities as they do and are confused when those same others do not see or react to perceived injustices or slights. Sometimes these situations result in tears or rage, but often can be resolved when the situation inciting the reaction is acknowledged and addressed. I have found many children to be relieved when they realize that they might have a different emotional experience than others. There are also my challenging or twice-exceptional students whose emotional outbursts can be alleviated by appropriate curriculum, recognition of gifts along with supportive and understanding adults in their lives.

So do these examples show a lack of emotional intelligence or inability to regulate? We need our emotions to draw awareness to an unmet need and these examples show what some of those unmet needs might be. In fact, I often wonder if we were in a rush to regulate whether we might create additional stress if root issues are not recognized and/or addressed for what they are.

But then there are those, whose anxiety, perfectionism and complexity of emotions can be debilitating and interfere with their success. To support these individuals it is important to acknowledge the intensity of their emotions and how they might experience emotions differently. From there it is important to begin cultivating strategies to address how some these emotions are being manifested. Resources I have used and shared with parents and teachers include Sharon Lind’s article at SENG.org on Over-Excitabilities and the Gifted, as well as the book “Letting Go of Perfect” by Jill Adelson PhD, and Hope Wilson PhD.

But a good question might be whether or not we could all benefit from strategies designed to assist those who struggle with varying degrees of emotional regulation? Those who experience emotional outbursts aside, there may be a great number of individuals struggling internally who could benefit from strategies that are taught. Growing awareness and understanding around our emotions sounds like a good thing as long as we remember that emotions are complex and provide us with valuable information with which to negotiate our world. The teaching regulation strategies would need to acknowledge this. At present our school district is beginning to work with the Zones of Regulation in many of our classrooms and I look forward to seeing how it helps students and influences the culture of the classroom.

For more perspectives on Emotional Intelligence, follow this month’s blog hop at Hoagie’s Gifted or click on the icon below.

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Giftedness and the Impact of Trauma

If you’re a news hound, it’s been a summer of scary news stories from all parts of the globe. My iPhone has made it really easy to find these stories as they emerge…just one swipe to the right and there it is…a deadly accident, acts of terrorism, an environmental disaster and wait…”First shot, new target, led the assault…” No worries. Just a metaphor for a story on pipeline negotiations but it got my attention.

If I’m not careful I can start to have a view of the world that not only frightens me but raises my anxiety levels as I wonder about the future for my children and the children that I work with. Friends tell me that there is a simple solution. Stop swiping to the right. Turn off the news when it pops up on the radio. Scroll over the headlines on FaceBook. And then go into your garden, hang out with your friends, go fishing and you will see that the amazing world we live in is still there. You can stop the trauma.

But even if I can turn away from it, should I?  I live and work in a world that demands I be present for a variety of reasons. For example, we know that gifted students can be traumatized by world events. For some, their sensitivities and tendencies toward deep thought and active imaginations can lead to vicarious traumatization. We need to be sensitive to this and look for ways to support them. (SENGifted.org has some great resources including these Tips for Helping Gifted, Highly Sensitive Teens and Children Cope with Trauma. )

But even more troubling this past year has been the number of children who have come across my radar who are dealing with first hand trauma and exhibiting signs of giftedness. Here’s what makes it especially difficult. Often the trauma is not fully disclosed or acknowledged by the parent so there is no therapeutic intervention as well as behaviours that come with no “explanation.” Another confounding problem is that in the classroom, these flight or fight responses may be interpreted as a behaviour issue and be addressed in behaviour plans that do not incorporate support for trauma. And finally the testing of children who are in a state of hyper-arousal is unreliable and therefore they may not be identified and given access to gifted support which can add yet another level of frustration.

In this article by Dr. Bruce Perry, Violence and Childhood, he writes that it is important to help traumatized children understand their traumatic responses to triggers as they may not feel in control and as a result create an negative internal dialogue: stupid, sick, irrational, bad… He also notes that it is important to offer them hope, which includes an image of a better future and a better world as well as the first hand knowledge that not all adults are unpredictable, inattentive, abusive or violent. Interactions matter and responding with respect, humour and flexibility can start the process of feeling valued. But that isn’t always easy. There is truth to the saying that the children who are the most difficult to love are the ones who need it the most.

The world is full of trauma whether we experience it directly or vicariously. Turning away can be another act of violence…we need to be there for the traumatized who are in our lives as well as those who need us to be aware of what is happening elsewhere in the world so we can make political, social and economic choices responsibly. There is a virtue that can help us with this and it is called detachment. It allows us to experience our feelings without allowing them to control us as well as let go of the things we cannot change. At the same time it gives us the wisdom and grace to be in the world and choose how we will act as opposed to react. You can learn more about the virtues here.

For more blogs about gifted social issues follow this link or click on the icon below.

The Science of Summer

In my heart, I am still a farm kid. As a result, science in the summer is as much about family traditions as it is about learning and knowing the important science behind feeding your family. Much of my early scientific learning didn’t feel like science at all, it was about daily life-like eating and getting your chores done. There was a lot of “science” that happened in the summer without conscious intention that has become part of my family’s summer learning (fun).

1. Gardening: from preparing the ground, seeding to weeding and then finally eating, there is no end to the learning in even the smallest of gardens. My garden teaches me new things every year from knowing when to plant even though spring came very early, to which plants require more “food” if you want them to produce. My family has developed a very sophisticated palate with respect to fresh food!
2. Berry Picking: while we love having food right in our garden, finding a berry patch out in the forest is the ultimate treasure hunt. We have foraged for wild strawberries, blueberries, saskatoons, cranberries and rosehips. For some reason, these treasures taste far better than anything we can find in our garden. Recognizing leaf patterns and ideal growing conditions has made this search a little easier over the years. It doesn’t hurt to know a few “old timers”!
3. Food Preservation: even in the city, our yard produces an amazing amount of food: raspberries, apples, saskatoons, chokecherries, tomatoes, basil, rhubarb and numerous other crops. From jamming, canning, juicing to freezing, there is so much to learn about keeping food safe and fresh tasting as you process it for future use.
4. Farm visits: if you’re lucky like we are, grandma still lives on the farm. If not, there are many farms that you can visit. One of our favorite things to do in the summer to find and visit farm friends…especially gardeners. Each summer we find out who is growing and selling food in our region and we make a point of visiting at key times to add to the treasure chest of food in our freezer and storage room. These excursions have become family traditions!
5. Fishing: from figuring out where to go, what kind of fish to catch, to the best time of day to fish, to what kind of lure to use, to how to cast your rod and if you’re really lucky, filleting and cooking your fish, this activity is full of all kinds of science learning. It is also a sobering look at the impact of industrialization on our lake and river ecosystems when you discover how many fish you could/should eat. If you thought the fish game at the carnival was fun, catching a fish is so much better.
6. Canoeing: everyone needs to schedule some time to just play! Whether you are in the back or the front of the canoe, on a lake or a river, trying to get the canoe going where you want it to is a great lesson in Newton’s third law of motion.

In some ways these explorations are as much about history as it is about science: food security is and continues to be the single most influential factor in how our civilization has and will continue to evolve over time. Having parents and grandparents who experienced the war and depression and lack of access to food, knowing how to “procure” food, was impressed upon me from an early age and it is something that I continue to share with my children despite the abundance of food that is available. It has become the perfect mix of learning, fun, tradition and preparing them for the future!

For more blogs about all things science, go to Hoagies Blog Hop or click on the icon below:

 

Dear Gifted Parent: A Letter From An Educator

Dear Gifted Parent:

Today I want to dedicate my post to you. I can’t tell you what a privilege it has been to work with you and your child for the majority of my teaching career. The uniqueness of your child has often meant that we have had to learn together about the many facets of giftedness and through that process we’ve made a difference for the gifted students I have yet to meet. It hasn’t always been an easy journey, but there are many things that I’ve appreciated as we’ve traveled together and I feel it is time to honour you for those things.

First I want to acknowledge your commitment. I see the schedules that you keep and the opportunities that you provide for your child to explore their areas of passion. You make sure that they get to all the programming options that I provide for them, often practicing tremendous flexibility to make things work. When I need help, you are generous with your time and support. I recognize your commitment.

Next I want to acknowledge your honesty. When things aren’t going well for your child you tell me and give me the opportunity to try to figure out how to make things better. When things don’t make sense, you ask excellent questions that force me to take another look and see how things could be improved. Though there have been times when you have been incredibly frustrated, you have been kind in sharing those frustrations and patient as we explore solutions. I appreciate your honesty.

I  appreciate your idealism as in it I recognize your desire to make the world (schools in particular) a better place. As you “re-enter” school through the experience and eyes of your child and the struggles they have, you dream about the way schools “could be” and share your thoughts with me. I know that idealism is what pushes us to ask the question “could it be otherwise?” and keeps us from getting stuck. I am grateful for you idealism.

In closing, I am most grateful for your trust. The programming that I plan involves helping your child learn flexibility, resilience, perseverance and collaboration. These lessons don’t always come easy and I know there must be days when your child comes home frustrated. Thank-you for trusting the process and giving me the opportunity to work though this with them.

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This month’s blog hop is around forming parent groups and I felt it was important to share how the parents of my students have supported gifted programming in my district. For more insights from other bloggers, click on the link below:

 

2016: Using the Virtues Project in meeting the Social/Emotional needs of Gifted Students

Over the past number of years I have been committed to learning and embedding the language of the virtues (The Virtues Project) into my professional and  personal life. At first it seemed like a simple enough task, after all, it isn’t as if I don’t already know the words. But it started out feeling very awkward to say the words “I see your determination,” or “Thank-you for your courtesy,” or “I need your self-discipline.”  I had become comfortable with short cuts like “Great job!” “Thanks!” and “Pay attention!” and to deviate from the auto-responses in an effort to really “see” the person, be present in the moment,  and most importantly to understand and acknowledge what I was seeing and needing meant that I had to change what I was looking for and who I needed to be to speak with authenticity.

But when you start looking for the virtues in the people around you, it really is like putting on a different set of “glasses” or lenses with which to see the world. Perfectionism can be redefined as idealism that requires an understanding of moderation and humility to fully blossom. Emotional over-sensitivities can be understood as empathy and compassion which may require an understanding of detachment to balance out how incredibly overwhelming they can feel. A temper tantrum can be transformed into learning how to balance commitment and determination with flexibility. In my mind, the value of using the virtues as part of a social/emotional curriculum for gifted learners cannot be understated. But it is not the kind of curriculum where each week you choose a virtue to study and learn. It is a daily search and acknowledgement for the virtues that are already there that need acknowledgement and/or cultivation.

This recent Ted Talk by my mentor in the Virtues Project, Christine Ayling, is a great place to get an introduction to what the project is all about as well as the five strategies in working with the virtues. In 2016 it is my goal to continue learning how to further develop the five strategies she talks about in my own life and practice as well as share some of those insights here. All the best to all of you in 2016!

Let the Season be the Gift

Last year in my December blog post ‘Tis the Season to be…Anxious? I wrote: “I have learned to…submit myself to the comfort and joy of the traditions and make a firm budget to govern all forms of giving.”  As the holiday season approaches I can honestly say that I am looking forward to it because I know what is coming. From decorating to baking, family gatherings to which Christmas movies we’ll watch, there is a certain order to it all that is familiar yet flexible. Keeping it all within a reasonable budget (time and money) alleviates the stress which allows me to be reflective about what the season means to me as well as consider what is coming in the year ahead.

And there are so many things to consider. The new challenges that adolescent children bring and face. A community that is feeling the pressures of an economic downturn. The political, environmental, and economic state of the world. And in just a few short sentences I can feel some of the anxiety slip back. But I know what to do because I believe that on some level all the music, food, fellowship and Christmas “messages” are part of the preparation we will need to face whatever is coming. And with that I would like to share an original Christmas song that has been playing in my heart for many years. It’s for my children, your children and the child within us all.

For more links on how to Surviving the Holidays with a Houseful o’ Gifted click on the icon below:

The (Gifted) Journey: Two Recurring Phases

This past October I had the chance to attend a Global Mentorship Retreat for the Virtues Project International Association in Calgary, Alberta. I was very excited to attend as I have been gradually growing my understanding of how to infuse the virtues into my personal and professional life for the past 10 years. The mentorship provided me with an unbelievable opportunity to connect with others from around the world who have been using The Virtues Project in so many different ways to address issues as diverse as the suicide epidemic in Japan to working through the trauma unleashed by the Truth and Reconciliation hearings here in Canada to Virtue Schools in Finland where children learn from a very early age that they are born in potential with all the virtues in them and they are encouraged to not forget that they possess these as they begin encountering the challenges the world is going to put before them.

I had the chance to sit and chat briefly with one of the founders of the project, Dr. Dan Popov during one of our breaks. I took this opportunity to share a bit about my work with gifted students as well as my interest in Dabrowski’s Theory of Positive Disintegration and how I was using the Virtues Project as a means of introducing students to the idea of understanding that they have the power to define their character through consciously cultivating the virtues that they value. After my very quick description of TPD, Dr. Popov wondered whether the theory could be reduced to two phases, a question that has had me pondering ever since. The first phase is the one where everything is right with the world and we go forth with confidence feeling that all things are as they should be. The second phase? When things are not right with the world and we are tasked with adjusting our worldview in order to restore “rightness”.

While reductionism often fails to capture the nuances and details that can give us comfort as we stumble through uncertainty, this simplification also resists the idea that once we get through this stage or this phase or to this level, things will be as they should be. A complex and changing world is going to continue to throw us curveballs. Pendulums will continue to swing. What we once took as gospel truth may be shown to have been incomplete as research uncovers new ideas and concepts. Add to this complexity the certainty that most of the people and organizations around us will be making “adjustments” as they work to integrate new things into their worldview. And so many individuals to varying degrees who do not fit neatly into existing “systems” to start with, may well be tasked with a constant search for and creation of sometimes fleeting moments of “rightness” with the world and with who they are in this world.

In his article “Keep Radiantly Well” David Jardine (2015), recently retired from his position in the Werklund School of Education at the University of Calgary, reflects in another way on this “rightness” when he asks how we can maintain the “beauty” in places made ugly by “panic, defeat, feat, retraction, entrenchment, reification and hostility.” In it he also reminded me of a quote by political theorist Hannah Arendt who spoke of how the world “must be constantly set right anew” and that we must “educate in such a way that setting right remains possible.” (1969) For those of us in the system this can feel like a monumental and fruitless task. But Jardine tells us not to retreat, but go into those places where beauty is being compromised and be of service. Dr. Dan Popov’s keynote address echoed this sentiment when he asked us all three questions: What use will I make of my gifts? Who will I serve? How will I serve them? The third question leads us back to the virtues because how we serve, be it with love, steadfastness, patience, integrity is what will truly make the difference and allow us to keep the beauty in sight as we work through the struggle.

In one of my favorite Christmas movies “While You Were Sleeping” there is a scene where the father speaks to one of his sons where he says something to the effect “Every once in a while you get one of those moments where everything is alright and everyone is okay,” and his son replies “This is not one of those moments.” They talk it out, their world shifts a little and the movie continues on through some bumps to the inevitable romcom happy ending. (I am a sucker for a happy ending!) But isn’t that what all great stories are about? We start with the status quo, something shifts, and suddenly the protagonists are required to adjust and somehow set things right again, even though nothing will never be the same. Those who are able to persevere through the trials over the course of a lifetime grow in resilience and character and at different times and in different ways find their moments of “rightness”.

For other perspectives on the ages and stages of of giftedness, follow the link below: