Inner dialogue that includes praise for achievements and capabilities and provides a verbal reward for values.
Inner dialogue that is filled with criticism and negative thoughts about the self.
Individuals who are capable of having high achievement academically despite other disabilities. These disabilities can include issues with their hearing, speech, or vision. They may also include emotional impairments, learning disabilities, and other health problems. A student needs to have only one of these issues to qualify as gifted disabled,
A stage where a person must define who they truly are. This period typically occurs during adolescence when a child is quickly changing emotionally and physically. They must form a permanent identity that includes who they are, what they are, and where they intend to go in the future.
Persons that children can seek out whenever their safety or survival needs are threatened. These persons most often are used by gifted children who may feel intellectually, socially, or developmentally threatened. Ideally, a shelter should be an empathic counselor who is aware of the local conditions related to economic status
The ability of an individual to achieve despite significant disadvantages.
An adult who can serve as an example of achievement and a model of behavior that leads to achievement for an underachieving child.
Less instinctive responses to a child’s underachievement that may lead the child to change their actions and achievement patterns in the future.
Instinctive responses to a child’s underachievement that reinforce the actions that led to failure.