Gifted Olympians

by Stephanie Newitt

It is Olympic season and my family and I enjoy seeing the Olympic athletes being celebrated for overcoming odds, rising above obstacles and facing challenges.  The Olympians have credited their families and coaches for intense support and expertise training.  I was most intrigued with US swimmer Rebecca Soni, two-time Olympic gold champion in the 200M breaststroke, who broke the world record - again.(1) 

 

Soni is not the typical breaststroke swimmer.  In her interview with NBC, she commented – “I think that each person needs to have individual strokes.  My ideal stroke is smooth and flowing, instead of being like a strength thing.  I’m not as strong as some of my competitors.  I know my kick is not so big and my pull is a little bit different.  My whole focus is on getting the rhythm.

“I’ve been really lucky that I’ve had coaches that are willing to think outside the box and do what works best for my body.”

Her coach Dave Salo stated, “She only has one speed.  We’ve tried in the past to kind of slow things down or lengthen things out a little bit.  She can’t do that.  She starts to sink too much.  She’s got one speed and she picks it up a little bit from there to finish off her race.”(2)

Why did Soni catch my attention?  Because the same things that helped make her an Olympic champion are what helps intellectually gifted students also reach their potential.  Soni had an expert coach who was willing and able to approach her training in an individualized, “out-of-the-box” way.  It made a difference in her growth, in her successfully reaching her potential of being a twice world record holder, a twice gold medalist.

Would Soni have made it as far as she has without her coach?  Would gifted children be able to achieve their potential without someone to mentor them?  It is actually a common misconception in society that gifted students will do fine on their own because they somehow know how to train their own intellect and intense emotions.  If we would never send a star athlete to the Olympics without a coach, why would we not provide our intellectually gifted students with “well-trained teachers who challenge and support them in order to fully develop their abilities?” (3)  

Olympic athlete Gabby Douglas, during her years of training, begged her mother to send her to Iowa to train under Coach Chow.  “My coaches aren’t teaching me anything new,” she said. “I need a higher degree of difficulty.  I need better coaching.  I need to make this dream become real.” (4) 

Gabby’s mother supported her in her choice to train with Coach Chow.  Today we know Gabby Douglas as the “Flying Squirrel,” the 2012 gold medal winner of the women’s gymnastics individual all-around competition.

Gifted children – whether physically or intellectually gifted – need expert mentors and coaches who will treat them as individuals, teach them from an “out-of-the-box” perspective, and guide them into and through the difficult levels that lie ahead.  The gifted need these types of coaches, not just at the beginning of their path, but throughout their journey.   

May there be those in society who are willing and able to support gifted students, to find, teach and nurture the intellectual Olympians that are among us.  To you coaches of the gifted, though you are few, we raise our torches of gratitude to you for recognizing and nurturing the potential in our gifted children.  May there be more who follow your light and who choose to also become mentors to the gifted students in our community.  

Addendum: Resources for the "Coaches" of the Intellectually Gifted -

• Prufrock Press.  Prufrock Press is a publishing company for teachers of grades K-12, across all subjects, for Gifted Education, Advanced Learning, Twice-Exceptional Learners and Special Needs Students.
• NAGC - Resources for Educators
• Estrella Mountain Community College offers Gifted Endorsement
• Gilbert Supporters of the Gifted - Academic Subjects page

Sources:

1.  NBC Olympic sports website: http://www.nbcolympics.com/news-blogs/swimming/rebecca-soni-again-breaks-world-record-on-way-to-gold-in-200-breast.html
2. NBC television interview with Rebecca Soni and Dave Salo, air date Thursday, August 2, 2012.
3. Common Gifted Education Myths from the National Association for Gifted Children:  http://www.nagc.org/commonmyths.aspx#don%27t_need_help
4.  Raising an Olympian – Gabby Douglas by Proctor & Gamble: http://www.youtube.com/watch?v=HbhzLI-vNjE

Gifted Education: What is it? - Part I

By Katherine Varga

Many people assume gifted education is simply providing accelerated or additional school work. Unfortunately, this philosophy often produces developmentally inappropriate gifted education, overworking children with unnecessary and destructive workloads. This type of gifted education focuses intensely on “academics” while neglecting the all around needs of the child such as providing for adequate music, sports and social opportunities. This philosophy also assumes gifted children learn best independently without the advantage of mentors to actively guide their learning progress.

Many gifted learners process information differently from their typical peers. Statistically speaking, with I.Q.s around 130 and above, gifted students are as far away from average students (I.Q.s around 100) as children who qualify as mentally challenged in typical special education programs (I.Q.s around 70 and below). Likewise, research suggests it is just as important to have alternative teaching methods for gifted students as it is to have alternative methods for special education students (“Tips for Teachers,” 2012). Some teaching methods used for typical students may stunt the academic development of gifted students. Without appropriate gifted education, we are educating our gifted children to be average and are losing out on some of their great potential.  

How do gifted students learn differently?

While no two gifted children are exactly alike, research has identified some commonalities in learning style shared by many gifted students. Some points will be expounded on at another time, but here are a few examples:

Gifted children tend to be global learners instead of serial learners (Munro, 2008). Serial learners tend to read through details without seeing the overlapping main concepts. Global learners look for patterns and scan information rather than over focusing on details.  This ability to see the big picture helps them to comprehend ideas more thoroughly and understand a broader depth of implications. Education focusing on the development of higher order thinking skills and practical applications are more appropriate for gifted learners long before many of their peers are ready for this type of thinking.

Serial learners attack problem solving by methodically going step by step through a process modeled by a teacher (Munro, 2008). In contrast, gifted students prefer finding solutions on their own and often rebel or feel uncomfortable with very rigid methods of instruction. Gifted students tend to answer quickly, often unaware of how they come to answers.  Unchecked, this fast thinking can become a weakness. When encountered with a very taxing problem, gifted students, used to instinctively knowing the answer, have difficulty taking themselves through a methodical process needed to find an answer. They make small errors resulting in incorrect responses. This tendency can be especially evident when gifted students reach high school and concepts increase in difficulty.  Without having a lifetime of practice learning how to systematically problem solve, not having learned study skills, students find themselves frustrated with their performance on difficult tasks. Going from the top of their classes to average can be emotionally confusing and destructive to their self-concept and result in apathetic behavior towards academics.  In addition, perfectionistic expectations brought to upper grades, reinforced by an academic history of relatively easy success, keeps some from fully engaging in school when risks are required (Roewell, 1984). Failure, a new personal concept for many gifted children, becomes a stumbling block many typical students have long since learned to overcome. Gifted children see their failures as faults intrinsic to who they are rather than due to the difficulty of the task or other external factors. Gifted education should be challenging enough that gifted students encounter difficulties much earlier in their academic journey than high school or later. Appropriate gifted education would allow students to problem solve where possible, teach them how to break whole solutions into smaller parts, and foster an environment where failures are seen as part of a learning process rather than the end of the world.

Typical students come to new lessons with some limited information on a topic, whereas gifted students often connect new information to a wide web of information they already know (Munro, 2008).  Sometimes the connections made by gifted students seem irrelevant to the topic because they tend to think in many directions at once. Gifted children can be criticized for their creative thought when its true origin is not understood or appreciated by the teacher. A well-intentioned, but naïve, teacher can teach students the multi-dimensional way in which their brains connect ideas is inappropriate and unacceptable. Typical children often answer questions in the classroom, whereas gifted children tend to ask questions (Munro, 2008). Teachers who are not expecting many questions or who do not have the academic knowledge required to answer these questions adequately can inadvertently discourage gifted children from asking questions and seeking more information. Gifted education requires teachers who are truly masters in their subject area (VanTassel-Baska, 2005). Pieces of paper that indicate endorsement in one area or another are likely not sufficient to effectively measure the level of mastery achieved by a potential teacher of the gifted.  Likewise, a curriculum with flexibility is also necessary to accommodate questions and various directions for study (VanTassel-Baska, 2005). 

These are just a few ways in which gifted education needs to be significantly different from the education models currently offered. The purpose of gifted education is not to create an elite group who look down on their peers, but rather to recognize gifted students do indeed learn differently and would greatly benefit from instruction targeting their unique learning styles. “Busy work,” easily resented by gifted students who can see the lack of practical purpose, will never replace an appropriate and thoughtful education geared towards the development of an intelligent, independent-thinking, problem-solving, balanced and happy child.

References

Munro, J.. (2008). Understanding How Gifted and Talented Students Learn. In Melbourne Graduate School of Education: Studies in Exceptional Learning and Gifted Education. Retrieved July 18, 2012, from http://www.edfac.unimelb.edu.au/eldi/selage/documents/GLT-

Roedell, W.. (1984). Vulnerabilities of Highly Gifted Children. In Reoper Review, Vol 6, No. 3. 127-130.

Tips for Teachers: Successful Strategies for Teaching Gifted Learners. (July 25, 2012). In Davidson Institute for Talent Development. Retrieved July 25, 2012, from http://www.davidsongifted.org/db/Articles_id_10075.aspx.

VanTassel-Baska, J. & Stambaugh, Tamra. (2005). Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom. In Theory Into Practice, 44. 211-217.

What is giftedness?

 by Stephanie Newitt               

                I wish to introduce you to one of my favorite authors – Dr. James R. Delisle, Ph.D. (pronounced (/deh-LYLE/).  When, many years ago, my concerns over my gifted and highly gifted children drove me to the brink – the educational isle of my local bookstore – I felt drawn to his book, Parenting Gifted Kids.  It isn’t a book filled with lists of things to do or strategies to try; rather, it is filled with perspective and insight and it raised me from the brick wall against which I was pounding my head, such that I could begin to view the clear blue sky.  Upon reading it, I literally felt my soul and heart peacefully expand.  I could breath.  I could laugh.  I better understood my children, myself and the gifted family we are.  I was home.

                What does it mean to be gifted?  The state mandates will say something about gifted children being in the 97^th percentile or above on accepted tests, but what does that mean to a family?  Annemarie Roeper, a forerunner in gifted education, is quoted by Dr. Delisle, “Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences” (2006, p. 6).  Dr. Delisle goes on to say, “Gifted people come to our attention first and foremost because of the sophisticated ways they perceive the world around them … It is their overall awareness of and sensitivity to the people and surroundings that inhabit their lives that distinguish them from their age peers.” (2006, p. 6).  As I have heard my children making their “out-of-the-box” comments, sharing odd-angled observations, highly sensitive reactions, or seen them cracking their witty jokes with each other, I find myself with a peaceful smile. “This is part of the world of giftedness,” I tell myself.  “I get it.  I love it.  It is mine to enjoy.  I will not pound my square-pegged children into the round holes society would carve out for them.  My children are not typical children and that is O.K.” 

                My children have commented, “I feel like an alien at school.”  They have asked, “Am I normal?”  I tell my children that they are not typical and that being gifted means that their thinking process approaches life from uncommon angles.  This atypical approach to processing life’s experiences impacts not only intellectual development, but social and emotional development as well.  We talk about what their hopes and dreams are and what they think it will take to develop their gifts into talents.  We talk about the few special teachers that have truly understood them, even inspired them – feeding their passion for learning.  We talk about our supportive extended family members.  We are truly grateful for these individuals as they add sanity and understanding to our lives.  

                It is intense, hard work raising gifted kids.  It is not easy, but seeing the results of them discovering and finding their path in life is worth it.  It has been said that it takes a village to raise a child.  When raising a gifted child, or highly gifted child, this saying is also true, but it is often hard to identify the members of the village who are supportive since those special teachers and school administrators who truly understand the gifted are few and far between.  Frequently for families it feels like a lonely road.  Wherever my children's paths take them, I want them to believe in themselves, to believe that they can fly high and touch their dreams, even if their path feels lonely at times, even if their angle of approach is atypical in society’s view.   

Taming the Spirited Child: Strategies for Parenting Challenging Children Without Breaking Their Spirits By Michael Popkin, Ph.D

Book Review written by Jill Humpherys

Years ago, I remember asking my three-year –old son to help pick up the toys before lunch.  I ran through every parenting strategy I knew: asking nicely, making it a game, offering choices, and finally spanking.  That was when I realized that I had one head-strong child.  Unfortunately, Michael Popkin had not yet written his excellent parenting book Taming the Spirited Child: Strategies for Parenting Challenging Children Without Breaking Their Spirits.  Dr. Popkin  gives excellent advice about building relationships, dealing with emotions, and using discipline and structure to help children learn and grow without engaging in power struggles.

                Dr. Popkin helps us to better understand the challenging child, who is more curious, more adventurous, more powerful, more persistent, and more sensitive.  The acronym he uses for this is CAPPS. It certainly helped me understand my challenging children.  Many gifted children have these characteristics and can be very spirited.  He uses many acronyms to better help us remember different aspects of the program.  The one I found most useful is FLAC, for Feelings, Limits, Alternatives, and Consequences.

                Feelings.  Dr. Popkin helps us to understand that accepting a child’s feelings and empathizing with him helps him to feel respected and understood.  Dr. Popkin states, “when the child receives the empathy of the feeling response, she feels like she has a companion to share her concerns and who is willing to help her solve her problems.  This spirit of cooperation is a huge step in the direction of taming a spirited child.”(Taming, p. 149)  Perhaps what I could have said to my son is, “It is difficult to stop playing and pick up the toys, isn’t it?” 

                Limits.  Dr. Popkin says, “After acknowledging the validity of your child’s feelings about the situation, you want to remind him gently of the limits that you are operating under.  The limits may refer to family rules . . . or it may simply be the needs of the situation as perceived by you the parent or by your youngster’s teacher.”(Taming, p. 149)  This gentle reminder of limits helps the child understand that we can’t always have what we want and that we have to function in reality, where there are rules and time constraints.  My son may have better understood why we needed the toys picked up if I had said, “We have to get the toys picked up so we can have lunch.”

                Alternatives.  Brain-storming some alternatives together shows respect for the child and invites his participation.  Dr. Popkin says, “As children get older, looking for alternatives becomes more of a cooperative venture.  You can make suggestions, but do not feel that it is up to you to come up with a solution.  Kids who have been involved in such problem solving can be remarkably creative in finding innovative, and acceptable, alternatives to their problems.” (Taming, p. 152)  Being that my son was only three, I’m not sure that he would have come up with many solutions, but I could have offered several.  “Would you like to pick up by yourself or would you like me to help?  Would you like to pick up the blocks or the trucks first?”

                Consequences.    “if you stay friendly and let the consequences flow logically from the impasse that exists,” advises Dr. Popkin, “your child may find the added incentive of avoiding a logical consequence enough to agree to one of the alternatives.”(Taming , p. 154)  He gives the example of a slow-to-dress child who will miss a nice breakfast if he doesn’t hurry and have to settle for a quick snack in the car.  He suggests, “it is handy to always build in some fun things in any routine so that if the child balks at one point, he loses out on the rest of the routine, including the fun parts.”(p. 155)  I might have said, “When we pick up the toys quickly, we’ll have time for a story after lunch” or “ Would you like to help me decide what to fix for lunch after the toys are picked up?”

                My other favorite chapters were entitled, “The Dynamics of Power” and “Discipline:  Showdown at the O.K. Corral.”  I hope you find Dr. Popkin’s book as interesting and helpful as I did.

                As for my head-strong three-year-old?  He has grown up into a responsible, talented, determined adult, of whom I am very proud.  I must have done some things right.

This book is available through the Maricopa County Library System.  www.mcldaz.org.

               

               

Gifted Education: Is it Worth it?

By Katherine Varga

In 2010, the federal government allocated 12.6 billion dollars for special education students across the country. In contrast, also in 2010, congress passed the Jacob K. Javits Gifted and Talented Students Education Act, which provided 7.5 million dollars for research on ethnically diverse, gifted students. There was no federal funding provided directly to school districts for gifted education and until today this still remains to be the case. Based on these facts alone, one can conclude gifted education is not a priority in our country.

With funding so scarce during these challenging economic times, the question must be asked, would special education for gifted students be worth the trouble and cost?  Should it be a priority?

In 1976, Tucson was a small, but exponentially growing community with approximately 300,000 people. Tucson Unified School District (TUSD), the largest district in Tucson, was losing student enrollment to outlying school districts and therefore money as well. During this time, state funding for schools also dropped dramatically, the cost of many educational materials doubled, utilities in the Tucson area rose by 50% and a budget override of 1.9 million dollars was rejected by public vote. In other words, in many ways, the surrounding economic environment was exceptionally difficult and not very different from what we are experiencing in Gilbert today.

As an attempt to maintain enrollment and target students’ individual needs better, TUSD developed four alternative education programs.  One of these was the Special Projects High School, housed on the campus of a typical high school, which offered AP classes and required high test scores or an I.Q. of 130 to be enrolled.  Over time, the administrators made it a point to provide a balanced and developmentally appropriate education, with excellent access to athletics, the arts and other quality extracurricular programs in addition to providing a phenomenal faculty, many of which held doctorate degrees in their respective fields. In the last 36 years, the school has changed campuses (from Tucson High to Rincon High), their name, their mascot (from the skunk to the penguin), and also their notoriety. University High School (UHS), now known as a public magnet school for gifted and talented students, was recently ranked by the 2012 U.S. World and News Report as the fourth highest performing high school in the country. In 2004, the number of UHS students passing the AP exams for United States History, Comparative Politics and the English Language was higher than any other high school in the world. It boasts some very notable graduates including former congresswoman Gabrielle Giffords. They report that 50-75% of their students receive at least one scholarship and nearly all attend college.

Sounds impressive, right?  Perhaps their gifted students are especially exceptional? Or not. Statistically speaking, Gilbert should have as high a percentage of highly gifted students as Tucson. Maybe University High recruited students from all white, economically advantaged households? Or not. The U.S. World and News Report recorded a minority population of 40% graduating from UHS last year. If these students had been spread out among all the typical high schools in the district, would they have performed as well?  Looking at the evidence, it is not difficult to assume probably not. Again, we can ask the question, does special education for gifted students make a difference?  Is it worth it?

As a student who attended UHS and as a special education employee currently working for Gilbert Public Schools, I have pondered this question myself. We strenuously labor to raise our struggling students to their highest potential, and yet generally neglect to academically target those students who have the most potential to innovate, lead and problem solve in the future. As part of my exploration, I wrote a few of my high school classmates for their feelings on the subject.  James Marsh, a fellow graduate of 1999, wrote the following about his experience attending UHS:

“I don’t know if I am typical of the typical gifted student, if such a thing could be said to exist at all. I was always a little quicker to grasp concepts and build off of them. Large stretches of time during normal instruction were spent reading fantasy or science fiction books in class while the other students toiled away at assignments I’d long since completed.

“I was socially awkward and did not relate with the other students on an intellectual or emotional basis most of the time. There were exceptions to the rule, but for the most part my interaction with the other students was from a studied distance both of us preferred, or as the butt of jokes and pranks. I admit I was arrogant in my intellectual capacity and unknowingly encouraged and rewarded such behavior. I incorrectly divided the world into the intellectual, secluded nerds and all of the “normal kids.”

“When I heard of University High School, I sought it out as a haven – and was not disappointed. Everyone was a fellow comrade in arms, suddenly faced with workloads that challenged our intellect and sometimes stamina. Were we all still teenagers with the accompanying adjustment periods and sometimes clashing personalities? Of course. But we were all equal.

“Everyone had a chance to shine in one way or another, and everyone was regarded with and expressed a certain amount of respect for one another. Each of us had earned our spot there and we knew it. I learned that high test scores were no indication of any demographic, including personalities and interests. There were those that still outstripped the curve, but I did not resent it. In fact, at times it gave me a little insight into how I must have appeared to others growing up. When I struggled, others extended to me help and I returned the favor in areas where I excelled. There were times when I excelled but I took no pride in it. Humility was being drummed into me in other areas.

“For the first time I knew what it was to feel ‘normal.’

“I can’t say that that was the experience everyone held, but for me the most important lessons I learned at UHS was that everyone had something to teach each other. I learned how to interact with peers and how by holding each other to higher standards everyone was sharpened.

“I learned it was ok to be me.”

Certainly the experience of one may not speak for all, but for this one, gifted education made a difference. We have to decide what we want for our children and what we are willing to offer.  Personally, as a community, I believe we can and must do better.

ADVOCACY HISTORY and UPDATE

by Stephanie Newitt

Gilbert Supporters of the Gifted was co- founded in 2009 by Stephanie Newitt and Jill Humpherys.  They met when their daughters became friends in junior high.  They shared with each other the challenges they have faced as they have raised their gifted children – Jill has 5 children and Stephanie has 4.  Between the two of them they have twice exceptional children, gifted and highly gifted children.  Stephanie has a B.S. degree in Early Childhood and Elementary Education.  Jill has a B.S. degree in English.  They have attended the AAGT Parent Institute and have read books on parenting and giftedness.  They felt a support group for the families and educators of gifted students was needed in the Gilbert area.  They have appreciated the support of family and friends who have assisted them with and in their executive board responsibilities.  

If you wish to participate in our organization or learn about giftedness and advocacy for the gifted, please contact us at gilbertgifted@gmail.com.

2012-2013 Executive Board officers: 

• President – Stephanie Newitt
• Vice-President – Jill Humpherys
• Treasure – Emily Redhair
• Secretary – Open … if interested, please email us at gilbertgifted@gmail.com

2012-2013 General Board openings:

• Parent Mentor Coordinator
• Representative for Parent-Superintendent Council
• Communications Coordinator
• Web Master

OUR HISTORY

2009-2010 

• We wrote our mission statement and by-laws
• We filed for and received our non-profit tax ID
• Created our website – www.gilbertgifted.org
• Began networking with the Gilbert Public School (GPS) ALP Coordinator, Linda Sadusky 
• Began observing GPS School Board meetings
• Spoke out at GPS School Board meetings in favor of expansions to Gifted Educational Services

2010-2011

Gilbert

• Affiliated with GPS
• Continued observing GPS School Board meetings
• Continued networking with new ALP Coordinator, Beth Baker
• Began observing the GPS CORE Committee as it worked to develop the guiding principles for the GPS Strategic Plan  
• Began hosting quarterly meetings for parents to network with each other 
• Sent representation to monthly Parent-Superintendent Council
• Spoke out at GPS School Board meetings in favor of expansions to Gifted Educational Services
• Established Yahoo groups for notices and parent networking

Arizona

• Affiliated with AAGT. 
• Sent representation to AAGT Parent Institute.

2011-2012

Gilbert

• Continued observing the GPS CORE Committee  
• Continued observing GPS School Board meetings
• Requested that GPS add a subscribe button to the Gifted Education page of the district website
• Spoke out at GPS School Board meetings in favor of expansions to Gifted Educational Services, specifically an elementary self-contained class
• Sent representation to monthly Parent-Superintendent Council
• Served on the GPS Strategic Planning Committee 
• GSG submitted to GPS the Points for Consideration on Gifted Education for GPS Strategic Plan Implementation. 
• Invited GPS to send a strong delegation to the AAGT Educators’ Conference.  Positive Results - GPS sent 25 educators
• Established a Facebook page for event notices
• Submitted representation to serve on the GPS Gifted Education Vision Statement Committee for 2012-2013
• Through GPS, solicited each GPS Elementary school for a representative to be a Gifted Parent Mentor for 2012-2013.  Eleven out of 27 schools responded.  We hope for increased response each additional school year.

Arizona

• Sent representation to the AAGT Educators’ Conference
• Sent representation to the AAGT Parent Institute

National

• Began letter campaign in support of the TALANT Act

 

OUR GOALS

2012-2013 - To strengthen support for families of the gifted through -

• A fully staffed Executive Board
• A Parent Mentor Coordinator on the general board
• Sending representation to GPS Gifted Ed. Vision Statement Committee
• Gifted Parent Mentors at local schools
• Guest speakers at the GSG quarterly meetings
• New GSG blog for increased community connections
• Continue advocating for self-contained classes for the highly gifted in GPS, at the elementary and secondary levels   

IN THE NEWS - Gilbert Supporters of the Gifted

1. AZ Republic - Jun. 4, 2010 - Mother starts gifted program support group
2. AZ Republic - Mar. 1, 2012 - Gilbert district explores option for elementary gifted program
3. AZ Republic - Apr. 19, 2012 - Gilbert school district closer to adding classroom for gifted

How to Help Your Child Overcome Failure

By Jill Humpherys

                As a new parent, you hold your baby in your arms and dream of a future where your child is the cutest, smartest, most popular person who is quarterback, valedictorian, and student body president all at once.

                You may have that child that always gets the part in the school play or makes the winning basket, but for most of us, sooner or later, reality intrudes and we have to help our son or daughter learn to deal with failure.

                How do you comfort a child who has given his best effort and fallen short of his goal?  How do you help her learn from her mistakes?  How do you encourage your child to move forward when he is discouraged?

1.       Congratulate your child on having the courage to try.   Many times, people allow a fear of failure to hold them back from even making an attempt.

2.       Listen to your child with empathy.  Now is not the time to lose your cool and berate her.  Most children and teens are very sad when they face the reality of  failure.  They need time to talk through their feelings about what happened.  They may need time to grieve for their dream.  Your listening ear and quiet empathy can help them to begin healing.

3.       Ask thoughtful questions about insights that he or she may have gained:  What did you like best? What did you like least?  What were your strengths and challenges?  What did you learn from this?  Help your child gain insights into what he or she accomplished despite obstacles.

4.       Help your child to see this event not as a failure, but as a setback.  “If at first you don’t succeed, try, try again.”  Explore other avenues and other paths.  Perhaps not a part in the play, but part of the stage crew.  Perhaps not valedictorian, but a supportive friend.  Perhaps not a quarterback, but a member of the team.

Each of us has to learn what our strengths and our struggles are.  Sometimes that means dealing with failure.  Learning to overcome obstacles and to move forward is a sign of maturity.  Compliment your child as he or she moves forward and tries again or finds other endeavors to pursue.  Your support can lessen the disappointment and provide encouragement at a challenging time in your child’s life.