JRS Educational Therapy

Wednesday, April 17, 2024 by Julie Stoner | Educational Therapy

Responsive vs. Directive Communication by Play.Learn.Chat

Directive Communication 🧑 ➡️ 👧

A more 'traditional' approach: Often involves instructing children on how to behave, act and respond. Adults are in charge, adults have all the power.

Problems with Directive Communication:

Diminishes experiences: Makes children feel their experiences, feelings and perspectives are unimportant or invalid. Reduces self-concept and self-confidence. This can lead to poor mental health outcomes.

Invalidates feelings: Sends a message that their experience of the world and their own body and mind are not to be trusted, so they loose trust in the messages they perceive. Removes the ability to self-advocate if they can't even figure out what support they should ask for or need.

Responsive Communication🧑 🔄 👧

Empathetic, respectful approach: Focuses on listening (seeing, perceiving... not just with your ears!), viewing the child’s perspective as true for them and valid. Interactions start and continue by following what the child is thinking, telling us, and communicating in any way (behaviors included).

Benefits of Responsive Communication:

Validates experiences: Recognizes the legitimacy of a child’s feelings and perspectives, even if they fluctuate and even if they seem very different to what you would have expected.

Enhances understanding: Encourages a deeper empathy towards what the child is actually experiencing.

Supports self-advocacy: Helps children develop the ability to advocate for themselves by reinforcing their confidence in their own experiences.

Wednesday, April 10, 2024 by Julie Stoner | Neurodiversity

Rethinking Academic Rigor 

In the following blog, I'm using the term rigor in the way it is typically seen in schools (more work), not as it defined within higher academia (deeper work). More reading: 

https://www.nais.org/magazine/independent-school/summer-2021/the-dark-side-of-rigor/

https://portal.ct.gov/-/media/SDE/MBL/Documents/4-Myths-about-Rigor.pdf

Gifted and talented programs have long been associated with academic rigor claiming to challenge and nurture exceptional abilities. This is a misguided stance that makes GT synonymous with high achieving. Gifted and talented does not mean high achieving! In fact, it often means the opposite. 

High achieving kids tend to have good executive functioning skills and be externally motivated by grades, achievement, and praise. Gifted/talented kids often have significant executive dysfunction due to asynchronous development and are internally motivated by creativity and curiosity. Throw in a 'sprinkle' of PDA (Persistent Drive for Autonomy) and, clearly, the traditional emphasis on academic rigor, busyness, and productivity does not serve the diverse needs of gifted learners. 

To be clear, I don't support academic rigor for any students, but it is especially harmful to GT and other neurodiverse students. Rigor and its one-size-fits-all, pro-capitalistic approach does not nurture varied interests and talents. Many gifted learners thrive in environments that encourage exploration, creativity, and interdisciplinary learning, yet traditional rigor often focuses solely on academic achievement. This disconnect can lead to disengagement and frustration among gifted students who may feel constrained by narrow expectations. In my work I see it often result in underachievement, anxiety, depression, low self-esteem, and significant parent/student conflict. 

Instead of prioritizing academic rigor, we should focus on nurturing a holistic development of gifted learners. This involves recognizing and supporting their social, emotional, and creative growth alongside intellectual pursuits. By creating a supportive and inclusive environment that values diverse talents and passions, we can empower gifted students to explore their interests and develop their unique strengths. The world needs their strengths!  

Creativity is a vital aspect of gifted education that often gets overlooked in traditional approaches to rigor. Gifted students possess immense potential for creative thinking, problem-solving, and innovation, yet these abilities are stifled in rigid academic settings. 

Stay quiet, and keep busy doesn't cultivate curiosity. 

Providing opportunities for self-directed exploration, critical inquiry, and real-world problem-solving, cultivates a culture of creativity and innovation.

Rethinking academic rigor in gifted education means moving beyond narrow standards of achievement. Gifted education should be a dynamic and inclusive space that celebrates the unique talents and contributions of every learner. Gifted and Talented schools/programs should understand neurodiversity on the deepest level. Academic rigor is burning out our most creative, imaginative minds.