Social and Emotional Development

Concurrent

Cultivating Psychosocial Skills to Illuminate Paths to High Achievement

Friday, November 10
9:15 AM - 10:15 AM
Location: 203 A

As students progress toward high levels of achievement in their future endeavors, they will undoubtedly encounter setbacks, criticism, competition, and challenges. Yet, many gifted students are paralyzed by perfectionism, shy away from risks, and are highly sensitive to criticism. How might these issues interfere with talent trajectories? What can practitioners do to cultivate psychosocial skills and coping strategies to prepare gifted students to embrace challenges, take intellectual risks, and actualize their potential? Attendees will leave with ideas to support and sustain affective and academic development, shining light to put students on a trajectory toward optimal performance.

Emily L. Mofield

Consulting Teacher for Gifted Education
Sumner County Schools

Emily Mofield, EdD is the Consulting Teacher for Gifted Education for Sumner County Schools, Tennessee. She leads her district through major gifted programming shifts, specifically in promoting differentiated instruction for advanced learners in both the the regular classroom and pullout settings. She is the co-recepient of the NAGC Hollingworth research award (with Megan Parker Peters) and is the co-author (with Tamra Stambaugh) on the published Advanced ELA Curriculum Series by Vanderbilt Programs for Talented Youth. She was recognized by the Tennessee Assocation of Gifted as Teacher of the Year in 2012 and has received multiple NAGC Currriculum Network Awards. She has also authored multilple research publications on the social emotional needs of gifted learners relating to achievement motivation and perfectionism. Currently, she serves as Chair-Elect of the Curriculum Studies Network for NAGC.

Presentation(s):

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Megan Parker Peters

Assistant Professor
Lipscomb University

Megan Parker Peters, PhD, is an Assistant Professor and the Director of Teacher Assessment at Lipscomb University. She is co-editor of the National Association for Gifted Children’s (NAGC) Teaching for High Potential publication. Her current research interests include examining the impact of perfectionism on coping, the relationships among socioemotional factors and giftedness, and the academic and external factors that predict student success.

Presentation(s):

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