Reversal of Underachievement
There are several reason why the underachiever continues to underachieve because the home, school, and/or peer group support that underachievement. The students is not motivated to achieve.
Reversing underachievement is not an easy process, but Sylvia Rimm has strategies that have proven success in case after case. She has found that the treatment of underachievement involves the collaboration of school and family in the implementation of the six steps of her TRIFOCAL Model (see image).
The TRIFOCAL model provides a flexible framework .
Step 1: assessment that involves the cooperation of the school psychologist, teachers, and parents.
Step 2: communication between parents and teachers is an important component of the reversal of underachievement. Reversing an underachievement without parental assistance is not as efficient, but nevertheless can be very effective.
Step 3: involves guiding students to recognize their growth by viewing past accomplishments, by viewing samples of previous work to show progress, and by encouraging children to chart and compete with themselves. Changing self-expectations and peer expectations can be done in individual therapy, in group counseling sessions, and in classroom settings. A great book to help gifted students learn about these topics is Gifted Kids Have Feelings Too.
Step 4: a turning point for the underachieving student is to discover a role model for identification. The role of the model could be to tutor, mentor, companion, teacher, parent, sibling, counselor, psychologist, minister, scout leader, doctor, and so on.
Step 5: underachieving students almost always have skill deficiencies as a result of inattention in class, and poor work and study habits. Because he or she is gifted, the skill deficiencies can be overcome reasonably rapidly.
Step 6: behaviors need to be modified by setting important long-term goals, as well as some short-term objectives that can ensure immediate small successes, for the child both at home and at school. The rewards can be anything from gold stars or extra art time to money or special outings with parents.
Reversing underachievement is not an easy process, but Sylvia Rimm has strategies that have proven success in case after case. She has found that the treatment of underachievement involves the collaboration of school and family in the implementation of the six steps of her TRIFOCAL Model (see image).
The TRIFOCAL model provides a flexible framework .
Step 1: assessment that involves the cooperation of the school psychologist, teachers, and parents.
Step 2: communication between parents and teachers is an important component of the reversal of underachievement. Reversing an underachievement without parental assistance is not as efficient, but nevertheless can be very effective.
Step 3: involves guiding students to recognize their growth by viewing past accomplishments, by viewing samples of previous work to show progress, and by encouraging children to chart and compete with themselves. Changing self-expectations and peer expectations can be done in individual therapy, in group counseling sessions, and in classroom settings. A great book to help gifted students learn about these topics is Gifted Kids Have Feelings Too.
Step 4: a turning point for the underachieving student is to discover a role model for identification. The role of the model could be to tutor, mentor, companion, teacher, parent, sibling, counselor, psychologist, minister, scout leader, doctor, and so on.
Step 5: underachieving students almost always have skill deficiencies as a result of inattention in class, and poor work and study habits. Because he or she is gifted, the skill deficiencies can be overcome reasonably rapidly.
Step 6: behaviors need to be modified by setting important long-term goals, as well as some short-term objectives that can ensure immediate small successes, for the child both at home and at school. The rewards can be anything from gold stars or extra art time to money or special outings with parents.