All of Now What?! in PDF format
Homogenised & Webinated by
Help! Now What?! by Robyn Wilson
INFORMATION AND RESOURCES AVAILABLE THROUGH THE PUBLIC LIBRARIES OF NEW ZEALAND
FOR PARENTS OF GIFTED CHILDREN.
Carroll, L. T., J. (1999). The Indigo Children: The New Kids Have Arrived. Hay-house Australia, New South Wales. 249pgs. ISBN 156-170-608-6.
Indigo children are often described as old souls by those interested in alternative medicines and lifestyles. According to Tober and Carroll, indigo children do exist and are identified by the following characteristics;
- come in to the world feeling and acting like royalty
- possess a feeling of 'deserving to be here'
- often tell parents 'who they are', heightened sense of self-worth.
- difficulty with absolute authority - when given without explanation or choice
- simply will not do certain things
- frustration with systems that are ritual-oriented and don't require creative thought
- see better ways of doing things - appear nonconformist or as system busters
- anti-social unless with their own kind
- school often extremely difficult for them socially
- do not respond to guilt discipline
- not shy in letting you know what they need
The authors propose that these children are born with an instinctive ability to utilise technology and will have a massive influence on the way our world develops. Many of the contributing authors cite real life examples of children tested in the gifted range, some report misdiagnosis of children (e.g. A.D.D.), and discuss how they helped them. Chapter Two provides practical ways in which you can help these children.
Within chapters, references to further readings, including audio books, games and practical techniques, are included where applicable. The appendix gives biographical information regarding contributing authors. Jan Tober and Lee Carroll, authors of many self help books, lecture in human enablement and empowerment and have often been invited to speak at the United Nations.
Cathcart, R. &. Meikle., P. (Eds.). (1995). To the Aesthetic Road: Neglected Areas of Giftedness: New Zealand Council for Educational Research. 65pgs. ISBN 090-891-679-5.
Cathcart and Meikle have brought together five papers presented by Professor George Parkyn over the years 1975 - 1984. Each of these papers elaborates on the theme of giftedness and the importance of aesthetic and empathetic knowledge which should be enhanced through our schooling system alongside that of scientific knowledge. This series of papers by Parkyn, the first commentator on giftedness in New Zealand, are thought provoking even today and require a long gestation period to fully process everything he has commented on. His concerns have borne fruit and give parents much to think about in the way to bring up gifted children. His last paragraph (pg 61) of "To the Aesthetic Road: Neglected Areas of Giftedness" succinctly states, in his opinion, how we should aim to raise our children.
Each essay has a list of footnotes and bibliographical references. As this book reproduces previously published papers there is an absence of diagrams, photographs and bullet-pointed issues. When George Parkyn was invited to be the first patron of the N.Z.A.G.C. (New Zealand Associations for Gifted Children) he accepted on the proviso that the association would try to increase co-operation between regional groups, and the association would be concerned with all areas of giftedness, not just that of measurable cognitive powers. The section entitled 'A biographical note’ gives a list of his awards and a life history, along with a selection of books, papers published in journals, encyclopaedias, yearbooks and co-authored publications. George Parkyn was New Zealand’s first leading writer and researcher of gifted children.
Cox, M. (2004). Growing Tall Poppies: Excellence in Top New Zealanders. Exisle Publishing Limited. Auckland. New Zealand. 216pgs. ISBN 090-898-846-x.
A behaviour which is so prevalent in New Zealand today - commonly known as the ‘tall poppy’ syndrome - often causes damage to gifted children. The message here is to stop negative criticism of those who do well. Another aim is to provide a linking theme of strategies and behaviours to be utilised in all New Zealanders’ lives, and which are intended to promote a positive culture of pride in successful endeavours, whether they be sporting or academic. Michelle Cox reports interviews of twenty one well known New Zealanders in their pursuit of excellence. These interviews report personal approaches to targeted achievement and the resulting successes, what drives them, their family foundations, and answers to a set of questions asked of each participant. Each high profile person interviewed also supplies a 'Key Message on Excellence' in boxed bullet point form at the end of each interview.
Michele Cox, a good example of a high achiever herself, is currently Senior Sponsorship Manager with the ASB and is also involved with Sport Auckland and the Y.M.C.A. She has in the past managed a soccer academy, represented NZ in soccer and played competively in Germany for several years. Cox utilises her M.A. in Psychology and Business Diploma in paid and voluntary work. A bibliography of references, including books, journals, websites and newspaper articles, is included.
Delisle, J. (1991). Kid Stories: Free Spirit Publishing, Minneapolis, U.S.A. 168pgs. ISBN 091-579-334-2.
The aim of Jim Delisle’s book is to give gifted teenagers the chance to read about similar teens, giving them an insight into other gifted teenager’s lives as they grow to adulthood. Each story is divided into five sections: "Family and Background", “Making A Difference", “Lessons Learned", "Personal Goals", and "Global Concerns", headings which are noted in the margins of the story. At the conclusion of each story are several questions which should stimulate discussion amongst groups of teenagers. These questions would be useful in philosophical/ethics discussions with parents, home scholars and teachers. Although this book was written with a noticeable American bias, many teenage experiences and home life are quite similar to those New Zealand, providing yet more areas for discussion and thought among teenagers and interested parties.
Delisle provides an index, but no bibliographic references are supplied. Each chapter has a photograph of the author, which does much to dispel stereotypes of gifted children. Each chapter has a page or two of resources specific to the author’s theme. These resources include books (with encouragement to visit the local library and speak to a librarian), websites, and relevant organisations
Evidence: Magazine of the Maxim Institute: (2003). Maxim Institute, New Zealand. 65pgs. ISBN 117-584-22.
'Evidence' is the magazine of the Maxim institute. This magazine contains discussion regarding education and teaching of our children which is useful for parents of gifted children trying to locate schools or a learning style which will be appropriate for their child. Maxim is an independent charitable institute founded in 2001 by New Zealanders who are concerned with the future of New Zealand society. Maxim philosophies include lifelong families, freedom with responsibility, limited government, and what concerns this bibliography: choice and excellence in education. Taking the Summer 2003 issue as an example, an excellent article on the rise of Onehunga High School is provided. Discussion centres on its dramatic rise in school roll since the option of bulk funding was introduced by "Tomorrow’s Schools". This has enabled the school to put money into specific projects such as their Business School and 'Te Hereanga', a meeting house, which meets specific needs of the community. Articles such as these and other well written political pieces explain the issues surrounding education today. As parents it gives us another means by which we can research the best educational facilities for our gifted children.
‘Evidence’ provides book reviews, world view points and in-depth articles, all of which supply end notes or references. The 'About us' page explains by whom, why and how the Maxim Institute was established and outlines their past and current philosophies.
Faber, A. M. (2003). How to Talk So Kids Can Learn: At Home and in School. Piccadilly Publishers, London, U.K. 272pgs. ISBN 185-340-704-6
Faber and Mazlish have written this book to show how honest and respectful communication can make a difference to a child's life at home and school. Guide lines are set, giving concrete examples of attitude and language which the authors believe lie at the heart of learning. Faber and Mazlish show how to create a safe emotional environment for children to advance through new and unfamiliar territory, gaining responsibility and learning self-discipline along the way. These methods help to encourage children to become life-long learners and cope with problems of everyday learning.
Frequent use is made of sample dialogues and cartoons to vividly portray the messages this book advocates. An additional reading section is provided (many of the mentioned books are also included in this annotated bibliography) with relevant entries. Finally an index completes the book. Adele Faber and Elaine Mazlish have co-authored several other books including Siblings without Rivalry, and How to Talk So Kids Will Listen & Listen So Kids Will Talk.
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century: Basic Books, Perseus Books Group, U.S.A. 292 pgs. ISBN 046-502-611-7.
Howard Gardner and his theory of multiple intelligences are referred to in many books concerning gifted and talented children. This text discussing his latest thinking refutes many criticisms of his work and questions some of its applications made by organisations who have not consulted with him when trying to implement his theories.
Chapters of particular interest to parents of gifted children are five, seven, and eleven. Chapter Five discusses the idea of moral intelligence. Chapter Seven is where one finds the issues and answers to twenty frequently asked questions. Chapter Eleven is a fascinating account of multiple Intelligences in the wider world. Gardner’s basic idea is that standard intelligence tests only examine for verbal, mathematical and logical intelligence. Gardner’s theory postulates seven types of intelligence and those occupations most frequently associated with them.
While effective use is made of bullet-points and subheadings, there is a dearth of illustrations and diagrams. Gardner is a prolific author on the subject of mind/intelligence and is in demand as a speaker at conferences. Currently (1999) Gardner is Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and adjunct Professor of Neurology at Boston University School of Medicine. He has been awarded the MacArthur "Genius" award and fourteen honorary doctorates. Appendix A is a list of books published by Howard Gardner and others co-authored by him. Appendix B is a list of items broken down into section headings regarding the theory of multiple intelligences; it also includes selected books and monographs, relevant articles and reviews and finally theses dissertation papers. Bibliographic detail is listed in the notes section under chapter headings and the index is supplied at the end of the book.
Goldberg, J. (2001). Careers for Geniuses & Other Gifted Types: VGM Career books, NTC Contemporary Publishing Group, Inc. Illinois. U.S.A. 164 pgs. ISBN 065-800-465-4.
Goldberg presents a very practical book for 'geniuses and other gifted types', which can be used by parents and youth to gain an insight on where their areas of interest could lead them. If they have a distinct leaning towards say mechanical engineering, this text outlines the educational requirements necessary alongside potential earnings, short essays by those qualified in the field and references to more information.
Each chapter follows the same format, firstly an imaginary job description, then a 'welcome to the world of ...’. This briefly describes the field being discussed, e.g. biological sciences or careers in aeronautics. A break down of the different fields follows. For instance, engineering starts with acoustical engineers and what they do, through to civil engineers, ending with software engineers. Educational requirements and available training is along with employment outlook and expected earnings and discussed. 'Parade of professionals' sees one to four short essays from professionals in the field stating how and why they chose this area and what they do. 'For more information' ends each chapter with relevant professional bodies in America, also includes web addresses.
Jan Goldberg specialises in writing books for specific career paths such as Great Jobs for Music Majors and jobs which suit particular personality traits, for example Careers for Colour Connoisseurs and Other Visual Types. She has also contributed to many publications at Free Spirit Publishing.
Greene, R. W. (2001). The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated Chronically Inflexible Children: HarperCollins New York. U.S.A. 336pgs ISBN 006-093-102-7.
The explosive child is described as attention seeking, verbally confrontational or physically aggressive. Often these children are diagnosed with ODD (Oppositional Defiant Disorder), A.D.H.D., O.C.D. (Obsessive-Compulsive Disorder), depression, bipolar disorder, Asperger, and non-verbal learning disability. Greene advocates an open mind to alternative ways of helping these children. For example, normal guilt/separation punishments simply do not work. These children have difficulties with executive skills, language or nonverbal impairments, deficits in social skills, and are inflicted with depression or hyperactivity or anxiety. Greene discusses two approaches to helping these children, one of which is to create a user friendly environment. This is where parents try to identify in advance specific situations which routinely lead to inflexible or explosive behaviours, then look at ways of modifying the situation or teaching the child more acceptable ways to cope. He also suggests appropriate responses and adjustments in parental expectations. Secondly, Greene advocates the use of three imaginary baskets (A, B and C) which is a way of prioritising available behaviour options.
Important points are emphasised in the margins and many examples of real life stories and experiences are included in this text. Mini scripts of conversations are included to show parents how to improve communication. The “Additional resources” section provides a list of a wide range of interesting and informative books under relevant subheadings and websites regarding learning difficulties and medical syndromes. Ross W. Greene has discussed these issues on American television and contributes to several psychological Journals. His area of research is A.D.D./A.D.H.D., attention deficit behaviour with or without hyperactivity.
Greenspan, S. I. &. Salmon, J. (1996). The Challenging Child: Understanding, Raising and Enjoying the Five Difficult Types of Children: Millennium books, E.J. Dwyer (Australia) Pty Ltd. 318pgs. ISBN 186-429-063-3.
Professor Greenspan makes the point that you are not the cause of your child’s personality but you can be the solution. Early discussion in this text looks at stages of childhood and new ways of thinking about your child. The author offers a new mind-set for parents of challenging children. Chapters Three through to Seven each discuss a particular type of child; highly sensitive, self-absorbed, defiant, inattentive, active/aggressive. Professor Greenspan accurately describes personalities of children and adults such as those who are bossy, yet tearful and clingy, or who have trouble with overactive imaginations. Each chapter provides real life examples and descriptions. The aim of each chapter is to illustrate ways in which parents can help the child deal with the world around them. Chapter Eight discusses environmental and dietary influences on children’s behaviours, issues about which parents today are becoming increasingly aware. The last chapters look at identifying your child’s personality type and finally meeting the challenges of raising these children.
While no bibliographic detail is provided, an index is included. Each chapter has the photograph of a child and makes use of bold subheadings and many real life descriptions of scenarios with which parents can identify. Stanley Greenspan, M.D. is currently (1995) Clinical Professor of Psychiatry, Behavioural Sciences, and Paediatrics at the George Washington University Medical School. He has been awarded a number of prizes including one recognising ‘Outstanding contributions to child psychiatric research’ from the American Psychiatric Association.
Gross, M. U. M. (1993). Exceptionally Gifted Children: Routledge, New York, U.S.A. 343pgs. ISBN 041-506-416-3.
While special programmes and extension classes are acceptable for the 'average gifted child', children at the higher level of ability require a different teaching experience. Miraca Gross delivers case studies of fifteen exceptionally and profoundly gifted Australian children (exceptionally gifted = I.Q.160-179), profoundly gifted (I.Q. = 180 or over). Initial chapters correspond to the interview questions given in appendices, with the final chapters discussing psychosocial development, recognition and response to these children’s needs. The three areas which schools need to address are; recognising and tackling the problem of an ‘unjust’ education system; identifying the characteristics of the gifted child; and a willingness to provide interventionist procedures which enhance the child’s learning. This text contains many comments and histories from well known individuals and opinions from authorities recognised in gifted education circles.
An index and a comprehensive bibliography are supplied. A whole chapter is devoted to methodology and procedures of this study. Appendices provide sample interviews covering a child’s early development, health, family and reading issues. Appendices E - F are interviews for parents, H - J provide child interviews and finally K covers relevant education-related history and gives a comprehensive picture of the child and its surrounding influences. Miraca Gross is senior lecturer of Gifted Education in the University of New South Wales at publication date.
Lawrence, G. (1993). People Types and Tiger Stripes (3rd ed.): Centre for applications of psychological type, Inc. Florida. USA. 243pgs. ISBN 093-565-216-7.People Types and Tiger Stripes is the culmination of long years of research undertaken by Dr. Gordon Lawrence. Utilising Carl G. Jung’s psychological theories and the practical applications of Isabel Briggs-Meyers, Dr. Lawrence provides practical explanations of sixteen different personality types. He also shows how to understand these types, recognise your own and others’ learning styles, how to improve teaching and learning opportunities for each type, and discusses how to make the most of each learning style and type.
No index is provided; however, the contents pages are most informative. The epilogue forms a basic bibliography and reading guide, while the appendix entitled "Introduction to Type” uses a mixture of topic headings to explain in some detail each type of indicator-associated traits related to the work place which can easily be translated to a child’s school and the curriculum. Dr Gordon Lawrence was Professor of Educational Leadership for nineteen years at the University of Florida until 1988 when he became a consultant and researcher in his field of educational leadership. He conducts seminars on psychological types for teachers and gives training programs to large civilian organisations.
Palladino, L. J. & P. D. (1997). The Edison Trait: Saving the Spirit of your Non-conforming Child. Times Books, New York, U.S.A. 310pgs. (nz NZBN) 100-087-77.
Thomas Edison is used as an example of divergently thinking children who struggle with the conventional convergent expectations of state schools. The three traits of Edison children are discussed: Dreamers, Discoverers and Dynamos. Palladino recommends eight guidelines for parents of Edison-trait children to utilise as part of their coping strategies. Inclusion of bullet-pointed ideas, small illustrative stories in italics, and useful diagrams convey lots of useful information. Palladino coaches the parent or caregiver on how to turn seemingly negative traits into positives, thereby turning negative situations into reinforcement of positive behaviours and situations by the parents.
Lucy Jo Palladino, PhD., clinical psychologist has over twenty years experience treating these children and their families. An index is included along with an extensive notes section which includes bibliographic detail. See also Dreamers, Discoverers and Dynamos which is exactly the same publication under a different title:
Perry, S. K. (1991). Playing Smart: A Parent’s Guide to Enriching, Offbeat Learning Activities for Ages 4-14: Hawker Brownlow Education, Cheltenham, Victoria, Australia. 211pgs. ISBN 186-299-612-1.
An absolute must for parents who love to extend their children. Through chapters with such engaging titles as 'Instant Fun' or 'Find Adventure in Ordinary Places', Susan Perry provides a wealth of ideas to stimulate children and interest parents as well. Offbeat ideas for learning from 'Dirt, Worms, Bugs and Mud' or 'Junior Psychologist' to 'Cultural Diversity' are bound to catch and enthral children. The chapter entitled ' Learning Comes Alive at the Cemetery' was particularly eye catching for this author. Questions abound: are there any locally famous people buried there? Which locally famous people, if any, might have links with the people buried here? What changes can you see? What family relationships can you find? Why are the headstones made of this material, do you think? Extra resources are listed at the end of each chapter. This book is all about brainstorming and open-ended questions which encourage children in problem solving and creative thinking. Perry offers a wide range of subject headings and options from which you and your child can choose.
Lively sketches illustrate every page in this text, adding to the visual appeal provided by bold headings, bullet points, and wise use of italics. "Introducing Famous Authors through their Books for Children" is a useful section where some of the books are annotated, and some useful tips in sourcing authors are included. Susan Perry gained an M.A. in the Administration of Human Development Programs from Pacific Oaks College, USA. This particular degree emphasizes how children and adults learn. Perry went on to develop many programs for the Gifted Children's Association in Los Angeles. At the time of this text’s publication Perry was contributing editor to L.A. Parent magazine and other publications such as Seventeen, L.A. Times and USA Today.
Rimm, S. (1996). Dr Sylvia Rimm's Smart Parenting: How to Raise a Happy, Achieving Child: Crown Publishing, New York. U.S.A. 330pgs. ISBN 051-770-063-8.Dr Sylvia Rimm is a well respected American author, educator and expert on the subject of gifted children. This very practical book covers a myriad of issues relating to raising children in general. What makes it useful to the parents of gifted children is specific information related directly to gifted children in particular. Case scenarios help to give parents clear indications of when and where they can change their own behaviour in order to enhance their child’s development. There are question and answer sections at the end of each chapter which consist of letters written to Dr Rimm by concerned parents. The author offers useful strategies and solutions to these commonplace yet vexing situations.
This self help book was previously published as How to Parent So Children Will Learn. A combination of bullet-points, boxed sections, humorous cartoons, diagrams and real life stories well illustrate this book. 'Parent Pointers' appear in the page margins highlighting particularly important pieces of information. The appendices are relevant for American readers as there is a strong bias towards African-American culture and American literature, which does not appear to be so relevant to New Zealand children. Bibliographic references are provided in the notes section which is followed by the index.
Saunders, J. W. & Espland, P. (1991). Bringing out the Best: A Resource Guide for Parents of Young Gifted Children: Free Spirit Publishing Inc. Minneapolis, U.S.A. 234pgs. ISBN 091-579-30x.Specifically aimed at parents of two to seven year old gifted children, Bringing out the Best gives practical advice from many experts and parents and includes many illustrative real life examples. Section One concentrates on issues of how to test your child's IQ, and some of the implications of being gifted. Discussion moves onto helping your child fit into society, perfectionist syndrome, parenting a gifted child, and most importantly, how to avoid parental burnout. Section Two offers practical activities to share with and stimulate your child, explains scientific theories and lists resources available to parents. Section Three tackles the issue of school, starting with choosing a pre-school. It provides an excellent checklist of things to look for and ask. Early entrance dilemma pros and cons are given in equal measure before moving into a discussion on how to be your child’s advocate.
Photographs, cartoons and bullet-pointed lists abound throughout this book, making it a joy to read. Each chapter has a list of relevant recommendations or ideas on where to buy equipment. In ‘Part (IV) Four: Resources’, nothing relates to New Zealand. Regarding the further reading section, it would be best to speak to your local library about the list provided as some are quite dated. A full index is provided. Jacqulyn Saunders has a M.A. in gifted education and is self-employed in private practice in Minnesota, North America. Pamela Espeland writes books for children and has been an editor for Free Spirit Publishing Inc.
Sowell, T. (2001). The Einstein Syndrome: Bright Children Who Talk Late: Basic Books, New York, USA. 217pgs. ISBN 046-508-141-x.Albert Einstein and Richard Feynman are famous examples of bright children who began to speak later than might normally be expected. Following on from his previous book 'Late-talking Children', Thomas Sowell incorporates research conducted by Prof. S. Camartat, speech-linguist pathologist at Vanderbilt University Medical Centre. Sowell emphasises that correct diagnosis of late-talkers requires a special set of characteristics to be present, including indicators such as highly analytical close relatives (grandparents, uncles, aunts) who are musicians, scientists or engineers , and close relatives who themselves spoke late. Interestingly, the majority of children in both studies were boys.
An index is provided alongside notes of bibliographic detail relating to each chapter. Appendices provide statistical details, part one covering numerical data and part two, methodology. Thomas Sowell is a worldwide and often quoted commentator on sociology and education topics. At the time of publishing, Sowell was a Senior Fellow at the Hoover Institution of Stanford University.
Tynan, B. (2004). Your Child can Think like a Genius; How to Unlock the Gifts in Every Child: Thorsons Publishers, London. U.K. 222pgs. ISBN 000-716-073-9.Twenty-four practical fun activities are provided to show parents how to interact with their children and indicate in which areas their children excel. Guides and discussion within this text show how to teach children to problem solve, how ‘why’ and ‘what if’ questions stimulate children’s thinking and learning, and, most importantly, that learning is fun. Split into four sections, the book firstly explodes myths related to genius, then explains how to unlock your child's gifts. Section Three discusses what helps to make great thinkers, problem solvers and creative adults. Lastly, Tynan looks at our magic minds, the influence of food and diet and thumbprint learning - another way of consolidating learning.
Clean bright white pages enhance the readability of this text. Cartoons and diagrams illustrate points effectively. A variety of bullet-point styles and use of bold headings add interest to the book. An index is provided along with a section entitled ‘Where can I get information on …?’ which lists a range of resources regarding gifted and related contact sites throughout the world. Each chapter ends with a 'Brainbox' section, a bullet-point list of main points and some have a brief discussion included as well. No bibliographic detail is available.
Tynan is a former Senior Lecturer at the Research Centre for Able Children in Oxford, and has obtained plenty of practical experience in working with children, parents and schools. ‘Beautiful’ is a charity founded by the author and dedicated to funding research into developing natural gifts in all children. Bernadette Tynan is the current president.
Weeks, D. & Jamie, J. (1995). Eccentrics: Weidenfeld & Nicholson, Orion Publishing Group. London, U.K. 198 pgs. ISBN: 029-781-447-8.Dr. Weeks’s research began in 1984 after he discovered that there had been no scientific research undertaken on what is or what makes an 'eccentric' – and he subsequently interviewed eccentric people over the course of ten years. In considering the question "What is eccentricity?" care was taken to distinguish it from neurosis. Neurotics suffer from panic attacks, phobias and high levels of anxiety, whereas eccentrics freely engage in their behaviours, and in fact think every one should be like them. Eccentrics are often highly intelligent and frequently experience mental images which are extremely vivid, although having control over these images means they are not suffering from a mental illness such as schizophrenia. Dr. Weeks’s interviews included 309 men and 480 women with such diverse employment as self-made millionaire to house wife, cave-dwelling hermit to senior judge. Makes fascinating reading for parents of the gifted child who might be labelled eccentric.
Bullet points are used to list ideas, and a black and white photograph section illustrates eccentrics in 'full flight'. Extracts of famous people’s thoughts and published work are employed to good effect. A full bibliography and an index are provided at the rear of the book. James Weeks is a clinical neuro-psychologist attached to the Royal Edinburgh Hospital. Jamie James is a journalist with the New York Times and an independent author.