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Relationship Skills

Remember, according to Maslow, our psychological needs must be met before we can develop a sense of love and belonging, which requires a sense of trust in others.  The higher needs on the pyramid (from the previous chapter) will never be reached if an individual has not developed a sense of belonging and trust in others.  

Here are some ideas to help 2e students with the very basic need of belonging: 

  • Support students who are twice-exceptional by helping them to connect with peers.  2e students compare themselves with their peers, and it important that the 2e students see their potential, and do not sell themselves short. 
  • Provide a mentorship with an adult who is also gifted, and preferably also has a disability--is 2e.  This relationship can lend encouragement and hope to those who are frustrated with their school experiences.
  • Ensure parents' understanding of their child's giftedness and disability, emphasizing the child's potential.  Build a collaborative relationship with parents to create a school-home partnership that supports the child.

Begin by Increasing Intrapersonal Understanding (within self)
  • Teach them coping strategies to use when they become frustrated.
  • Teach children to identify and verbalize feelings - maybe through journaling for personal reflection.
  • Help children realize that mistakes are part of learning and to recognize their own negative self-talk.
  • Help them set realistic short-term and long-term goals.  Celebrate when they achieve them.
  • Teach them to practice self-evaluation - maybe help them to compare how the teacher grades vs. how they grade themselves.
  • Teach them that hard work leads to success and that they control their own destiny.
  • Introduce and discuss learning styles and personality styles so that they begin to understand individual differences. 
  • Encourage them to reflect on outcomes that when well and what went poorly. 
  • Teach them strategies to solve their problems and manage their behavior. 

Next focus on Interpersonal relationships.  
  • Encourage counseling to monitor student emotions.
  • Help them to develop friendships and affiliations with peers.
  • Work with them to understand both verbal and nonverbal communication cues and gestures.
  • Help them learn how to collaborate.
  • Teach them friendship skills.
  • Create an open climate in the classroom that accepts diversity and discourages bullying.
  • Teach "teacher pleasing" skills such as handing in assignments, bringing supplies and books to class, being on time, not disturbing others.
  • Teach them to be self-advocates by knowing themselves - what their needs are and how to get their needs met. 
  • Providing a structured learning environment that encourages positive social interactions
  • Increasing opportunities for positive peer interactions
  • Giving twice-exceptional students opportunities to act in leadership roles
  • Build a collaborative relationship with parents emphasizing the student’s potential
  • Support student’s future goals and career planning
  • Provide mentorship options

Credit: Emily King, 2005


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