The "green-ness" of the twice-exceptional individual.

Catering for a twice-exceptional young person in any situation requires a quirky combination of: 

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imagination +

possibilities +

open doors +

and a road map ​

 

These elements will help support a twice-exceptional young person to develop the potential they hold within themselves. Eventually, if integrated successfully, enabling an individual to blossom who is comfortable with themself, consistently learning and being challenged, and who feels worthwhile and fulfilled in their life choices. 

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There are many ideas and resources available on the web, but consider the goal of the resource for your young person. Are the materials contributing actively towards the individual's resilience and growth mind-set, or are they merely 'busy work'?

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• Imagine, debate and find real (world) problems that engage with the senses (passions) for example;

  • developing and instilling a carbon neutral model for re-usage of waste items,

  • instigating and running an exercise program for those who are not interested, or who are limited in some way,

  • cleaning up an area of local environment and devising a means of keeping it clean,

  • nurturing and understanding something alive over time - plant, animal, human,

  • reading regularly to a younger person confidently and clearly,

  • training a dog or other animal,

  • learning and becoming competent in a ‘lost trade’ or skill, 

  • studying politics, rules, cultures and/or human motivations in order to comprehend how society makes decisions,

  • investigate own medication and effects,

  • develop a means of advising, advocating or inspiring peers or others to change a behaviour.

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• Finding possible opportunities for example;

  • asking and listening to others explain their ideas, experiences, environments, either face-to-face, or via virtual media,

  • explaining their ideas to others who are experts in the field, or possibly to those who know nothing about the field,

  • being exposed to real or/and virtual teaching, especially southern hemisphere knowledge,

  • being informed on steps to grow self-awareness and understanding of their and others brain, emotions and passions,

  • hearing of ideas, being involved with and seeing examples of other student’s effects, implications, journeys,

  • helping others who are less fortunate, fund raising, volunteer activities,

  • incursions, excursions, hands on experiences, e.g. court, police, hospital, banks

  • investigating 'work' and its contributions,

  • being confident and capable with alternative tools that compensating for weaknesses,

  • discussing with and hearing stories from role models, including those considered negative role models by many in society e.g. prisoners,

  • be able to challenge and question politely to understand or gain information and knowledge,

  • have the courage to problem seek for oneself and not to be curtailed by others who diminish one’s efforts,

  • imagine and deliberately seek out new worlds, places, ideas,

  • develop, harness and invigorate own creativity and passions, even when the 'going gets hard',

  • seek out supports for story-telling and narrative ‘therapy’ to imagine different possibilities and ambitions,

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• Finding doors that open for example;

  • being taught thinking skills and tools, e.g. Six Thinking Hats, Blooms Taxonomy, Higher Order Thinking Skills, Scamper, Mindmapping, CoRT , Thinkers Keys,Graphic Organisers, 

  • being taught problem finding, developing and solving,

  • seeking out mentors and other passionate adults who will assist in the investigation of interests,

  • developing skills to engage positively with peers and adults so they are not rejected or tarnished by poor social interactions,

  • enabling the experiencing of work and 'adult' society,

  • being allowed to discover the possibilities of sitting and wondering,

  • having time to read widely and deeply through multiple genres,  

  • investigating people's faith, politics, values,

  • participate in career expos, information sessions, work places and

  • universities, etc to discover alternative life directions available,

  • listen to and talk with older peers who have ‘made it’ to receive

  • guidance, inspiration and belief in a future with possibilities,

  • encouragement and support to generate of an internal locus of

              control that is positive and self rewarding.

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• Discovering and creating the road map for example;

  • take ownership of own destiny, mistakes and successes,
  • develop a growth mind-set, with fluid thinking,

  • talk with, and explain to specialists in your field of expertise,

  • imagine and wonder 'what if ....?'

  • ​take risks, be careful and understand own thinking patterns and planning,

  • build resilience, grit and determination with the appropriate positive adult assistance,

  • cultivate a path to positive health, safe mental health, and a sense of well-being,

  • find and experience environments where discovery creates a greater knowledge and improvement of own inner strengths and abilities,

  • with support create an internal sense of responsibility, defendable values, and a positive safe outlook,

  • know and evaluate own medication and develop an understanding of own requirements,

  • recognise own value, and subsequent achievable responsibilities towards the planet,

  • remember gifts are potential, talent is the expression of the gifts and understand the necessity of practise and determination.​

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