Giftedness

Children, parents, teachers and communities are often confused by gifted children's uneven social, emotional, physical, spiritual and intellectual growth. Transitioning into college is a time when students' asynchronous development is very much on display and open for discussion. Kate works to support this transition.

Kate believes that college counseling for a gifted child begins by recognizing the whole child. Working with gifted middle and high school students and their parents in seminars, Kate often begins by asking students what they remember about being three to five years old, and then introduces them to Annemarie Roeper and Betty Meckstroth's field notes on gifted preschoolers. Common self-identifications from Roeper and Meckstroth's work are with "Self-taught non-sequential learner:" "Powerful emotional imagination;" "Makes and follows own plans;" and "Has difficulty separating from Mom." Students usually admit that they have not changed much. How does this student go to college? Using the Over-exciteabilities framework, the group explores how an intensity is a learning strength and weakness, and how it can be best adapted to college. An optimal college placement is the key to successful adaptation.

Kate has worked with and for individual gifted children and their families since 2005 when she became a project consultant to the Institute for Educational Advancement. In 2011 she became IEA's College Consultant. Kate has been mentored by Michael Piechowki, Ph.D., a research collaborator and co-author with Kazimierz Dabrowski, M.D. (Theory of Levels of Emotional Development, 1977). Dr. Piechowski is an Institute for Educational Advancement Senior Fellow, and his support has been invaluable to Kate's college consulting work.


Photo: Cornell University central campus, by Harald / CC BY