In 2004, Simon & Schuster published Genius Denied, 
co-authored by Jan and Bob Davidson with Laura Vanderkam

Welcome back!

This issue contains: Frequently asked questions from parents on the concepts of scheduling and motivation; a commentary from Jan Davidson on the importance of holding core values; and a selection of some of our recent Tips for Parents articles.

Applications for the 2008 Davidson Fellows scholarships are now available online. Also, we continue to accept applications for our Young Scholars program.

Have a wonderful summer!

All our best,

Jan and Bob Davidson

NEWS ALERT: ABC Nightline's recent report on The Davidson Academy

Q. How many extracurricular activities should I get my gifted son involved in? How busy is too busy?  - L.E.

A. Many parents worry about balancing their children's many extracurricular interests and activities. In January, Time Magazine reporter, John Cloud, wrote an article about this subject entitled, "The Overscheduled Child Myth."

Involvement in extracurricular activities can be beneficial, increasing self-confidence, academic performance, school involvement, and connection to peers with similar interests. However, if you are noticing that your child is tired, stressed, or manifesting physical complaints such as headaches, it may be time to talk with him to see if he would like to cut back on his amount of extracurricular commitments.

To learn more:

Q. My 10-year-old gifted child is happy to "just get by" doing the minimum work in most of her classes. I know she is capable of so much more. All she wants to do is write stories for her English class. - M.R.

A. To encourage your child to become intrinsically motivated to achieve, you may have to start with external rewards to help her along the way. For example, you may want to offer a writing camp during the summer if she can keep her grades up in all subject areas.

Psychologist Carol Dweck studied the effects of praise on students and determined that subtle differences in how parents word and express praise can have a substantial effect on future performance. Her research suggests that children who are constantly praised for their intelligence will feel that their performance is out of their control. Therefore, Dweck contends that praising children for their efforts is more effective if the praise is specific, such as complimenting a child for a particular answer. Also, make sure the praise is sincere, as children often recognize hidden agendas. Read more about this study in the New York Magazine article, "How Not to Talk to Your Kids."

Here are a few resources you may find helpful:

Commentary: Who's Responsible
By Jan Davidson

"If you don't know where you are going, you will probably end up somewhere else."
                                                                                    - Laurence J. Peter

This saying rings so true to us. In our business, philanthropic and personal endeavors, we rely on our core values to be our compass so we don’t end up "somewhere else."

Family, respect, integrity, kindness, responsibility, thinking BIG, giving back. These are just a few of the driving qualities (or core values) we live by and hope to inspire in the young people we serve. Balancing the details of day-to-day living with the pursuit of well-being can be a struggle for youth as well as adults. We sometimes find ourselves going full speed ahead, unaware of our direction, as we strain to meet the demands of our hectic lives. Setting aside time to evaluate your intended direction and contemplate whether your efforts have you headed down the desired path is essential in the quest for satisfaction. Understandably, no one is perfect, and from time to time we all stray from what we know is right in our heart of hearts. Re-examining your core values can help you get back on track.

Take time to have a core values discussion with your family; consider these questions:

  • What qualities or traits in yourself do you hold dearest?
  • What qualities or traits do you hold dearest in others?
  • If you had to synthesize who you are and what you stand for, what would you say?
  • How would you like others to describe you?
While it is possible to pursue your goals with only a vague understanding of your core values, numerous successful businesses and institutions take the time to explicitly identify and communicate their core values. Shouldn't we as individuals do the same? Openly discussing core values with people who are close to you may help create a better understanding of one another. Core values provide an anchor as well as a compass.

The Davidson Institute hosts regular online seminars for Young Scholar parents, conducted by experts in the field of gifted education. Tips for Parents were generated from a few of our most recent seminars:

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NOTE: Due to space constraints, questions answered in this newsletter may
be edited and similar questions combined. 

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"The discipline you learn and character you build from setting and achieving a goal can be more valuable than the achievement of the goal itself."

- Bo Bennett

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