Saturday, May 5, 2018
The Brig at Magnusson Park
Please note: the second day of SMPG training will be completed online, at a date & time determined by the group.
|Time||View Ridge Room||Garden Room||Belvedere Terrace Room|
|8:30-9:00 AM||Introductions: Making the Most of a SENG Conference||SMPG Facilitator Training|
Neurological Development and the Gifted Brain
|SMPG Facilitator Training|
|10:30-11:30 AM||Break Out
Megan Reinmann, Hallowell Todaro Center
Executive Functioning & the Learning Brain: Understanding What Educational Neuroscience Says about Highly Capable Students with Learning Differences
Anne van Roden & Gloria Sanford
Anxiety, Perfectionism, & the Inner Critic
|SMPG Facilitator Training|
|11:30 AM-12:30 PM||Lunch & Reflection||Lunch & Reflection|
|12:30-1:30 PM||Afternoon Keynote
Understanding the Essential Need for Social Emotional Development in Gifted Children
|SMPG Facilitator Training|
|1:30-2:30 PM||Break Out
Todd Christensen and Jody Hess
On-line Professional Development Opportunities that Support the Needs of Highly Capable Students
Technology and Ethics in Healthcare, Trauma, and Giftedness
|SMPG Facilitator Training|
|2:30-3:30 PM||Break Out
Confronting ‘Cultureblind’ Ideology: Toward a Social Emotional and Cultural (SEC) Contextual Model for STEM Identity and Talent Development
Austina De Bonte
What Parents And Educators Need To Know About Smart Kids
|3:45-5:00 PM||P. Susan Jackson’s RISE: The Movie and Discussion|
About the Sessions
Understanding Brain Development in Gifted Children – Dr. Beth Houskamp
In order to be a helpful adult in a gifted child’s life, it is very useful to understand the unique trajectory of brain development in gifted children and ways in which brain development directly impacts a child’s emotions and behavior. Challenging behavior has traditionally been thought of as willful and goal oriented. However, recent neuropsychological research with gifted kids suggests that challenging behavior is often not purposeful. A conceptual model of brain development in gifted children, along with relevant research data, will be presented. When adults are able to understand what’s happening from a brain development perspective it allows us to consider ways of relating to gifted children in order to develop positive, helpful deep relationships with them and to enhance their ability to maximize their potential.
Dr. Beth Houskamp spent over 25 years in academia, as a Professor of Clinical Psychology, Director of Neurodevelopmental Clinics, and administrator of graduate programs in Clinical Psychology. Her areas of research, teaching, and clinical interests include neurodevelopment in gifted children and parenting gifted children. She currently is retired from academia, lives in the mountains in Southern California, and consults and lectures on holistic approaches to parenting and a neurodevelopmental understanding of gifted children.
Understanding the Essence of Developing Social and Emotional Needs in Gifted Students – Dr. Michael Postma
Developing social and emotional intelligence in gifted children is the foundation to a successful life. Explore what it is like to be a gifted student in school and the social/emotional impact of stress, anxiety, and relationships on the social/emotional well-being of the gifted student. Examine these challenges and discover strategies to help.
Dr. Michael Postma is the Executive Director of SENG (Supporting the Emotional Needs of Gifted). A former consultant, speaker, and author, Dr. Postma has dedicated his career to the holistic development of both gifted and twice-exceptional children. Dr. Postma has worked in the field of gifted/talented education as both a teacher and administrator in the public school system and was the architect of the Minnetonka Navigator Program, a magnet school for highly and profoundly gifted students. You can check out his latest book “The Inconvenient Student: Critical Issues in the Identification and Education of Twice-Exceptional Students” on Amazon. He currently lives in Surf City, NC and is the father of four children, three of whom are twice-exceptional.
Confronting ‘Cultureblind’ Ideology: Toward a Social Emotional and Cultural (SEC) Contextual Model for STEM Identity and Talent Development – Dr. Kristina Henry Collins, SENG President-Elect
At the earliest stages of development for any individual are the family and the community. Culturally responsive educators first recognize the values and interests that families and communities instill in students as members of that culture. As they work to empower students through the perspective of their own social, emotional, and cultural capital, they validate that which families offer in terms of development and guidance of the gifted individual. This compels us to approach learning, including gifted and advanced development, as extended development with continuity and a positive perspective of all communities. This presentation addresses shortcomings in the contextual examination and implementation of STEM talent development, offering insight and strategies throughout the STEM pipeline.
Dr. Kristina Henry Collins’ research focuses on STEM identity, STEM talent development, parent engagement, and multicultural gifted education. She is a graduate of the The University of Georgia, where she earned a Ph.D. in educational psychology. She also holds an Ed.S. in educational psychology from the The University of Georgia, a M.S.Ed. in mathematics from Jacksonville State University, a B.S. in engineering from the University of Alabama, and a Military Science diploma in cryptology from the United States Navy. Dr. Collins has many years of experience with STEM teaching and leading in Title I middle schools and high schools. Her professional certifications include technology education, AP computer science, and educational leadership/administration. At Texas State University, she teaches courses related to talent development and gifted education.
What Parents And Educators Need To Know About Smart Kids – Austina De Bonte, President NWGCA
Many people are surprised to learn that their bright child’s unique “quirks” are actually well studied social & emotional behavior patterns that appear across large populations of highly intelligent children. Whether it’s refusing to wear shirts with buttons or tags, overreacting to the slightest criticism, gravitating towards adults and older children, forgetting to turn in their homework, trouble with handwriting, anxiety about trying something new, or preferring a book to a party, these and many other perplexing behaviors are common in this population.
Learn what’s normal, what to expect as they grow, and why genuine challenge is vitally important for kids’ social and emotional development, as well as developing their academic talents, from the preschool and elementary years all the way to high school and beyond.
Austina De Bonte is the current President of the Northwest Gifted Child Association (NWGCA), the Washington State support and advocacy organization for families with gifted children. Founded in 1963, NWGCA is the oldest gifted organization in Washington state. A dynamic and engaging presenter, Austina speaks regularly at conferences, as well as conducts parent education talks and professional development workshops for educators. She is a parent advocate who is passionate about speaking about the unique social and emotional development of highly capable (HiCap) or “gifted” children. Austina’s signature style combines her experience as a parent and parent coach along with synthesized research and cutting edge neuroscience. Austina is a certified SENG Model Parent Group facilitator.
On-line Professional Development Opportunities that Support the Needs of Highly Capable Students – Todd Christensen and Jody Hess
This session provides an exploration of two on-line professional development courses available through OSPI as a component of the HiCapPLUS Project, a project funded by the Javits Gifted and Talented Students Education Program. The two online courses, Access and Equity and Pedagogies and Strategies that Enhance Learning for Highly Capable Students, were developed by the project’s two university partners, Dr. Jann Leppien at Whitworth University, and Dr. Nancy Hertzog at the University of Washington. We will explore more deeply one of the professional development modules, Social and Emotional Learning.
Dr. Todd Christensen is a consultant for programs serving highly capable children. His career has covered over forty years in the field of gifted education, including roles as a teacher, program director and building principal in public school highly capable programs. Currently, Dr. Christensen works with OSPI in the HiCapPLUS Project, a federally funded Javits grant project that provides professional development for educators serving highly capable students. The project also focuses on identifying and serving underrepresented populations in districts across the state. Dr. Christensen also works as a consultant with NW ESD 189 where he coordinates the Highly Capable Programs Co-operative. The Co-op currently has 15 member school districts serving students in the north Puget Sound region. NW ESD also is one of three pilot ESDs in the state HiCapPLUS Project. Dr. Christensen serves as the coordinator of project activities throughout the NW ESD region. Dr. Christensen earned an Ed.D. at the University of Washington in Curriculum and Instruction, in the field of gifted education.
Jody Hess is Program Supervisor for Highly Capable in Washington State Office of Superintendent of Public Instruction and Project Director for Javits Project HiCapPLUS. A former teacher, principal and district director, Ms. Hess earned her M.A. in Exceptional Child Education, with emphasis on gifted education, from the University of South Florida. She is an SDB fellow with the Center for Talented Youth (CTY) at The Johns Hopkins University.