If you’ve ever wondered about this form of communication, you’ll find Achyuta’s videos fascinating! 

 https://www.youtube.com/watch?v=Dc0_ipaSIF0&feature=youtu.be” title=”Cryptography I – The Tools of Antiquity”]

New and Selected Poems, Volume 1 by Mary Oliver

“I give my highest, unqualified recommendation to this collection, whose wisdom continues teaching me what it means to be attentive. Good reading for summer nights.”

– Brianna Safe

The Life-Changing Magic of Tidying Up by Marie Kondo

“Marie Kondo has a writing style that invites you to read slowly and deliberately and enjoy every word.  She has a relationship to objects that makes them seem to have feelings, which many of us gifties can relate to. (Which is why I can never throw away a pen.)  And it just feels freeing to try her method.”

– Zadra Rose Ibañez

The Cuckoo’s Calling by Robert Galbraith (aka J.K. Rowling)

“I couldn’t resist reading another novel by the fabulous J.K. Rowling, and her writing pulled me in immediately, as usual.”

– Jennifer Kennedy

Jane Eyre by Charlotte Brontë

“I love this story both for its beauty and for how it teaches me. Throughout the novel, Brontë asks compelling and profound questions about love and the nature of goodness in a person’s life. Jane Eyre is a captivating and challenging read that I always enjoy.”

– Morgan Carrion

Lila by Marilynne Robinson

“It is deeply contemplative, insightful, and introspective. I like how Robinson deals honestly and lovingly with some of the most profound questions regarding religion and faith.”

– Jennifer de la Haye

My Struggle: Book 1 by Karl Ove Knausgaard

“‘I saw life; I thought about death.’ Slowly slogging my way through this six-book autobiographical series, whose literary voice echoes the cinematic eye of fellow Scandinavian Ingmar Bergman. Not for the easy reader or faint of heart.”

– Brianna Safe

The Mysterious Benedict Society, Book 1 by Trenton Lee Stewart

“Such an engaging story about bright young kids. It actually reminds me a lot of A Wrinkle in Time. I will definitely be getting a copy for my nephew!”

– Jennifer Kennedy

Walking Away by Simon Armitage

“It’s British poet and novelist Armitage’s account as a sort of ‘troubadour’, walking the south-western coastline of the UK, and the people he meets who feed him and accommodate him in return for a poetry reading. It’s a testament to the beauty of the British landscape, the therapy found in walking (and being blasted by the elements) and, most reassuringly, the enduring power of poetry. He’s also just been nominated as Oxford’s Professor of Poetry – and is visiting The Huntington in October!”

– Louise Hindle

Brainstorm by Dr. Daniel J. Siegel

“I love the scientific analysis behind adolescent behavior – this type of understanding is empowering.”

– Jennifer de la Haye

The Big Leap by Gay Hendricks

“This book helped me uncover hidden blocks to reaching for what I wanted and gave me a new perspective for dealing with obstacles in my life.  I absolutely experienced a paradigm shift in how I relate to what matters to me.”

– Zadra Rose Ibañez

Lone Wolf by Jodi Picoult

“Another excellent novel from my favorite author. I get caught up in the language and storytelling ability of Picoult every time. The extended metaphors in this novel relating to wolf behavior and wolf pack dynamics add an interesting dimension as well.”

– Jennifer Kennedy

The Nightingale by Kristin Hannah

“The book is a fictional account of two sisters struggling to survive the atrocities of World War II in German-occupied France—one a resistance fighter in Paris, the other a mother and teacher in the countryside. I’ve read a lot of material about the horrors of the Holocaust, but never from the perspective of the French people.”

– Bonnie Raskin

Misdiagnosis and Dual Diagnoses of Gifted Children and Adults

“What’s most exciting about this multi-authored text is the underlying principle that IQ is not an isolated piece of the individual. The work asks two questions: How can this principle help avoid inaccurate diagnoses and the conflation of giftedness and behavioral/emotional/mental disorders?  And how can we understand the intersection of giftedness and these disorders (dual diagnoses) in a way that preserves the child’s needs first and foremost?”

– Brianna Safe

What books are you reading this summer? We’d love to know. Please share in the comment section below.

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Elizabeth Jones is the President and Founder of The Institute for Educational Advancement. She has worked with gifted and special needs children and their families for more than 20 years. Her current work emphasizes advocacy and the development and administration of specialized programs for underserved youth. She also consults with gifted children and their families to help them find solutions to meet each child’s intellectual, physical, spiritual, social and emotional needs.

Tragedies make us feel helpless. As adults looking for answers, dealing with heartache and trying to process what has happened, it is vital that we honor the fears and concerns of our children, as well. This can be extremely difficult when we don’t understand the events ourselves. It is hard to grasp entering into a conversation with our children without knowing the answers to who, what, why and if it will happen again.

Children can be extremely affected by catastrophes, whether acts of nature or human infliction. They see adults as the gatekeepers to their safety; but when the adults in a child’s world have no control over a tragedy occurring, children often lose their sense of security. They just cannot understand why.

Gifted children exhibit high levels of intensity and sensitivity and can be even more deeply impacted by events such as the Boston bombings. Not only do they feel a loss of security, but they also have a profound feeling of empathy for the victims and a tremendous need to understand and “fix” the problem.

A six-year-old client going through some stress recently had a dream that he was able to bring back a World War II battleship to the New York harbor on September 11, 2001, and the ship saved the Twin Towers. He used what he knew to fix a problem – and prevent a horrible tragedy – that happened years before he was born. It brought him comfort.

Emotionally sensitive, highly able students feel very deeply and have a strong sense of justice and moral fairness. It is hard enough to cope with horrific events; yet, when you feel a responsibility to fix the problem, it can be completely overwhelming. Gifted children have an early awareness of complex problems facing humanity. They experience emotional intensity at a greater level than their non-gifted counterparts. As a result, their concerns should be understood and respected. Telling children they should not worry or think about a tragic event that is now part of their frame of reference can cause children to feel inadequate because they are not able to control their emotions. Feeling insecure can trigger more anxiety and loss of control.

Michael Piechowski speaks about the complex inner lives, early ethical concerns and heightened awareness of the world gifted children experience. This often causes internal confusion and tension between “what is” and “what ought to be.”

How can we help our children cope with tragic events when we don’t even understand the why? Here are some suggestions:

• Gifted children have vivid imaginations. Without appropriate, honest conversation, they will often imagine the worst that could happen to their family, pets, friends and others.
• If possible, be the first one to communicate the event. Give your child honest answers, but do not overload them with details. Limit exposure to media and graphic images. Be prepared to have several conversations that may include asking the same question over and over. Gifted children have a strong affective memory, which causes them to relive significant moments in their lives. Your child will not forget about it, even if you stop them from talking about it.
• Be consistent and reassuring, but do not make unrealistic promises. Children take cues from their parents. Share your concerns and grief, but do not do all the talking. Listen and let your child take the lead. Ensure they know that you always do the best you can to make them and other family members safe.
• Coordinate information between school, home and other locations where your child spends time. Articulate your child’s concerns and deep feelings of empathy to the teachers and others who interact with your child. Remind these people that your child is likely to react differently than peers and that your child is likely to continue to remember and be affected by the event for a longer time than classmates. It is important for everyone in your child’s life to understand this.
• Reestablish a schedule or routine as soon as possible. The normalcy of activities is comforting and can assist children in healing.
• Work with your child to establish ways to take action to support the victims. Encourage and suggest positive ways they can make a difference, like raising money or writing notes.
• Reinforce things in your child’s life that provide safety, including police, fire fighters, school officials and protocol of what to do when a potential problem occurs. Discuss the fact that, although tragedies occur, they are rare; it is important to be prepared, though.
• Encourage emotional, physical, creative and spiritual outlets that can relieve your child’s tensions. This is a good opportunity to discuss ways to rejuvenate yourself when difficult things happen. Expression through the arts can be calming.

Most importantly, be together and reach out to help. And, by far, touch, understanding and unconditional love are the most powerful coping mechanisms for all of us.

What strategies have helped you talk to your child about tragedy? Please share with others in the comment section below.