Handling Frustration and Unpleasant Feelings

This week we tackled the topic of handling unpleasant feelings in a beneficial manner (versus being a volcano that explodes out the side). We discussed why it is wise to acknowledge frustration and anxiety are normal feelings sending us signals. Such feelings can be present even while pursuing something we love. When challenging feelings send us “made up stories,” we have to learn how to talk back to them and let them out in a way that doesn't hurt ourselves or others. Using activities 13 and 14 in the Gifted Kids Workbook, we analyzed the complex nature of frustration.

Guiding quotes:

"What makes it frustrating is what makes it valuable."

“You don’t have to believe everything you think.” 

“I feel, then I think, therefore I am.” 


Optional journal/discussion prompts to go along with this week’s mini lesson:


1. What frustrates you the most right now and what stories come with it? If you had to give your “frustration story” a title, what would it be? (The “I’m not as good at this as I thought” or “I’m a bad person” stories are lies!)

2. What proof do you have that your “frustration story” is untrue or exaggerated?

3. Do you think gifted brains are especially prone to dealing with anxiety and frustration? Why or why not?

4. Do you think young people who are gifted have additional insights into adult-level problems? How does this increase anxiety (especially if they don’t have the skills to emotionally cope)?



Comments

Post a Comment

Popular posts from this blog

What is Twice-Exceptionality (2E) in Gifted Education?

Image
Concerning the mini-lesson, this week we focused on common “maddening myths” about gifted education (see below). Students were presented with a myth and asked to break it down from their own perspective while being exposed to the “fact” in the Gifted Teen Survival Guide (sometimes I borrow from this excellent book in addition to the Gifted Kids Survival Guide). We used myth number four (“gifted kids are good at everything they do”) to segue into a discussion about twice-exceptionality. I let students know, even if they don’t identify as twice-exceptional themselves, they will encounter many students on their educational journey who do, and it’s beneficial to be aware of this definition and the specific challenges involved (see images below). We also discussed Famous 2e people in history (a brief list) and analyzed corresponding quotes. Hans Christian Andersen  Simone Weil  Mozart  Beethoven  Archimedes  Vincent van Gogh  Isaac Newton  Nikola Tesla  Einstein  Henry Cavendish In addition
Read more

About DYS Homerooms

Welcome to homeroom classes addressing social and emotional needs, creative problem solving, and effective task management in a friendly setting.  This is a fun space for students (8-12 years old) who are profoundly gifted to meet like-minded peers.   “I love DYS Homeroom because it is a safe space where I feel I can talk about my feelings with friends. It’s so fun to be around other Davidson Young Scholars in a friendly environment! I enjoy all of Michelle’s mini lessons. I love and cherish every moment with Michelle and my peers.” – Lauren, Age 11  First Semester 2023: Sep. 5th - Dec. 22nd (except Nov. 23rd and 24th) Second Semester 2024: Jan. 8 - May 24th (spring break: March 29 - April 5) Click  here  for the topics/curriculum calendar.  DYS Homerooms are held M-F at the below times: DYS Homeroom 1 (9:30am EST / 8:30am CST / 7:30am MST/ 6:30am PST) DYS Homeroom 2 (10:00am EST / 9:00am CST / 8:00am MST/ 7:00am PST) DYS Homeroom 3 (11:00am EST / 10:00am CST / 9:00am MST / 8:00am PST)
Read more