Friday, July 8, 2016

Gifted Ed, Anxlety, Labels, Depression, and More

EDUCATION WEEK, in a blog, posting, offers "14 Things Gifted Students Want Teachers to Know." The posting is based on the personal experiences of a gifted advocate and his family. Example: "I don't want to be singled out." Example: "I need to know I'm gifted." See how many you agree (or disagree) with based on your experience with gifted/LD kiddos. Find the posting.

GIFTED ED: EQUITY VERSUS EXCELLENCE. Professor Scott Peters of the University of Wisconsin, a frequent speaker at gifted conferences, has published a blog posting about equity in gifted education. The issue: making sure that gifted ed is available to develop advanced abilities in students who can benefit from gifted services. The confounding factor: making sure that low-income or ELL students achieve access to those services. Read the blog.

THE CHILD MIND INSTITUTE has posted an article titled "Intensive Treatment for OCD and Anxiety." It describes a form of cognitive behavioral therapy that apparently can get results in weeks rather than months. Find out more.

THE GIFTED CHALLENGES BLOG took on the tricky topic of labels in a posting recently. By default, 2e kiddos are going to have a label (besides "gifted"). But, as psychologist/blogger Gail Post recommends, "The language we use matters. Let's be careful with how we label others." Read more.

TiLT. This site, for parents of "differently wired kids," has posted some advice on travel and vacation strategies featuring TiLT's founder and her 11yo son. Debbie Reber writes, "Asher and I share what we’ve learned over the years when it comes to making sure everyone’s needs and expectations on any given vacation are met, or at the very least, addressed, and walk listeners through the different schedules and planners we’ve we incorporated into our vacation prep. (We also share our planning templates below for free download!)." Find the advice.

BELIN-BLANK, at the University of Iowa, is hosting a conference July 24-26 on academic acceleration based on the Center's book A Nation Empowered. Participants will include researchers and educators. Find out more.

DEPRESSION. A Denver psychiatrist, at the site of, gives a detailed perspective of current knowledge about depression and its mechanisms. Among his points:

  • The same depressive symptoms may, in different patients, be caused by different neurological processes.
  • Brain imaging can detect (in the lab, anyway) different subtypes of depression and predict who will respond well to antidepressants. 
  • A variety of brain injuries/conditions -- traumatic brain injury, for example -- can masquerade as "endogenous" depression.
  • Inflammation may be involved in certain types of depression. 
  • And, importantly: "We have a huge amount of neurobiology research now to conclude that the 20th century neurotransmitter theories of psychopharmacology basically are false." 
Find out more.

ADHD. Attention problems in childhood can have a lasting impact. A new Duke University study found that children with attention problems in early childhood were 40 percent less likely to graduate from high school. Find the study write-up.

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