Support needs of parents of Support needs of parents of gifted childrengifted children

Adrian FisherAdrian FisherAnthoula KapsalakisAnthoula Kapsalakis

Romana MordaRomana MordaBelinda IrvingBelinda Irving

School of PsychologySchool of PsychologyVictoria UniversityVictoria University

About usAbout us

• The group keeps growing, now:The group keeps growing, now:– A community psychologist researching sense A community psychologist researching sense

of community and supportof community and support– Two developmental psychologists researching Two developmental psychologists researching

aspects of giftednessaspects of giftedness– Three honours studentsThree honours students– Three of the group are parents of gifted Three of the group are parents of gifted

childrenchildren– One was part of a support groupOne was part of a support group– We have several visual spatial childrenWe have several visual spatial children

So, we have:So, we have:

• Professional interest and knowledge in the Professional interest and knowledge in the areasareas

• Professional experience in assessing and Professional experience in assessing and counsellingcounselling

• Personal interest as parentsPersonal interest as parents• A variety of experiences with schoolsA variety of experiences with schools• A variety of experiences with VSA variety of experiences with VS• Some experience in a support group for Some experience in a support group for

parents of gifted childrenparents of gifted children

Why we are here:Why we are here:

• ‘‘This is how embarrassing it gets, but the This is how embarrassing it gets, but the kids were playing with the other peoples kids were playing with the other peoples kids and the father of the other kids said kids and the father of the other kids said “Oh, its such a relief to meet somebody “Oh, its such a relief to meet somebody who doesn’t think their kids are bloody who doesn’t think their kids are bloody gifted”. It’s really mortifying and it just gifted”. It’s really mortifying and it just made me feel a bit foolish, I mean, even made me feel a bit foolish, I mean, even coming tonight, I just felt a bit, is this really coming tonight, I just felt a bit, is this really affected?’ (Focus group participant)affected?’ (Focus group participant)

Literature OverviewLiterature Overview

• Most parents anticipate raising ‘normal’ children and Most parents anticipate raising ‘normal’ children and often feel anxious and worried when faced with often feel anxious and worried when faced with raising an exceptionally unique child (Dettman & raising an exceptionally unique child (Dettman & Colangelo, 1980).Colangelo, 1980).

• Families with exceptional children are rarely Families with exceptional children are rarely equipped to cope with the added equipped to cope with the added responsibilities, heavy obligations and the responsibilities, heavy obligations and the emotional and economic drain that result emotional and economic drain that result from having a child with high intellectual from having a child with high intellectual potential or learning difficulties (McMann & potential or learning difficulties (McMann & Oliver, 1988).Oliver, 1988).

• The needs of parents with children of high The needs of parents with children of high intellectual potential are more often than intellectual potential are more often than not, ignored, which further heightens the not, ignored, which further heightens the issues and challenges that parents of issues and challenges that parents of gifted children are regularly confronted gifted children are regularly confronted with, and parents of children with average with, and parents of children with average intelligence, can never truly appreciate intelligence, can never truly appreciate (Alsop, 1997; Silverman, 1986; Keirouz, (Alsop, 1997; Silverman, 1986; Keirouz, 1990).1990).

• Limited research that examines the Limited research that examines the challenges faced and the psychosocial challenges faced and the psychosocial needs of parents with children of high needs of parents with children of high intellectual potential intellectual potential • Specific challenges include:Specific challenges include:

• Negotiation of family roles and Negotiation of family roles and relationshipsrelationships

• Parental self imageParental self image• Family and relationships with schools Family and relationships with schools

and wider communityand wider community

Social SupportSocial Support

• BufferingBuffering – provides support to overcome – provides support to overcome immediate challenges and demandsimmediate challenges and demands

• Main effectsMain effects – we develop the skills and – we develop the skills and resources to overcome later challenges.resources to overcome later challenges.

Types of SupportTypes of Support

• EmotionalEmotional

• InstrumentalInstrumental

• Informational Informational

• MaterialMaterial

Source of supportSource of support

• FamilyFamily

• Other parents at school, kinder, playgroup, Other parents at school, kinder, playgroup, shared activitiesshared activities

• FriendsFriends

• SchoolSchool

• Service providersService providers

• Support groups – mothers groups or otherSupport groups – mothers groups or other

Types of Support GroupsTypes of Support Groups

• Professional led groups – often an adjunct to Professional led groups – often an adjunct to therapy and used to monitortherapy and used to monitor

• Professional led 2 – non-therapeutic, but Professional led 2 – non-therapeutic, but direction and content determined mostly by the direction and content determined mostly by the facilitator (perhaps the SENG model)facilitator (perhaps the SENG model)

• Member led, professional contentMember led, professional content• Member led and determined – a number of the Member led and determined – a number of the

models around, including lists like EGPG and models around, including lists like EGPG and Oz-GiftedOz-Gifted

MethodsMethods

• ParticipantsParticipants– 18 Parents, 14 mothers and 4 fathers18 Parents, 14 mothers and 4 fathers– 11 children formally assessed, others in 11 children formally assessed, others in

accelerationacceleration– All but one families intactAll but one families intact

• Data CollectionData Collection– 13 interviews13 interviews– 2 focus groups2 focus groups

• Phenomenological theme analysisPhenomenological theme analysis

ResultsResults

• Education, education system Education, education system – Negative storiesNegative stories

• PatronisedPatronised• Not believedNot believed• New teacher each yearNew teacher each year• Crying has been effectiveCrying has been effective

– Children often assessed for behavioural Children often assessed for behavioural problemsproblems

– School shoppingSchool shopping– External providers – limited and expensiveExternal providers – limited and expensive

Professionals and service providersProfessionals and service providers

• Cost and availabilityCost and availability

• Suitability for the locationSuitability for the location

• Talked down toTalked down to

• Assumptions made about the children or Assumptions made about the children or the parentsthe parents

ChildrenChildren

• Early developmentEarly development– Asynchronous developmentAsynchronous development– Hidden development – or parents not knowing Hidden development – or parents not knowing

the differencethe difference

• Boredom at school and behavioural issuesBoredom at school and behavioural issues

• Motivation – either wayMotivation – either way

• Emotional instabilityEmotional instability

• Various issues with peersVarious issues with peers

Parental StressorsParental Stressors

• Labelling of the child and stereotyping Labelling of the child and stereotyping (resistance to use of the term gifted for (resistance to use of the term gifted for their children)their children)

• Pushed by the childPushed by the child• Not able to discuss the child and parenting Not able to discuss the child and parenting

with otherswith others• Balanced family life/providing stimulationBalanced family life/providing stimulation• Child’s futureChild’s future• Expense – time and moneyExpense – time and money

Sources of SupportSources of Support

• ““No where”No where”• ““my support…no-one really…myself”my support…no-one really…myself”• FamilyFamily

– Many a long way from families so no opportunitiesMany a long way from families so no opportunities– Some families more interfering than supportiveSome families more interfering than supportive– Many families do not understandMany families do not understand

• SchoolsSchools– ““We don’t exist”We don’t exist”

Experiences of supportExperiences of support

• Some playgroup, in another stateSome playgroup, in another state

• Support group when first identifiedSupport group when first identified– Group ceased after about 1 yearGroup ceased after about 1 year

• Other support group involvementOther support group involvement– Good to just talk to othersGood to just talk to others– Too many professional presentersToo many professional presenters

Support groups ideasSupport groups ideas

• Resistance to forming a groupResistance to forming a group– TimeTime– EffectivenessEffectiveness– CostCost– Focus and styleFocus and style

Would like:Would like:

• Phone numbers Phone numbers • A school mediation serviceA school mediation service• Website with lots of information, and Website with lots of information, and

reviews (schools, principals, services)reviews (schools, principals, services)• Email listEmail list• Chance to bring the children together with Chance to bring the children together with

others like themothers like them• A good bottle of red and someone to have A good bottle of red and someone to have

a cry witha cry with

Contact:Contact:

• Adrian FisherAdrian FisherSchool of PsychologySchool of PsychologyVictoria University – Footscray ParkVictoria University – Footscray ParkPO Box 14428PO Box 14428Melbourne VIC 8001Melbourne VIC 8001

03-9919-522103-9919-5221adrian.fisher@vu.edu.auadrian.fisher@vu.edu.au