Relative to Gifted / 2E Living:
Your child’s arena of giftedness and often the flip side’s twice-exceptionality are all resources for them to draw upon. What creates a reassuring, helpful overlapping through transition for one child in one moment will not likely do the same for another child, or for another minute for the same child. Designing an overlap successfully likely requires enlisting your child’s unique perspective – outside of the transitioning moments and during them. The efforts pay-off tremendously over time. With that understanding, invite compassion – and creativity – to lead you and your child.

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And when/if you invite them to share theirs from a place inside of you that is a place of genuine curiosity, rather than an agenda to teach, they will be able to connect deeply within themselves, and own their own new skill in easing transitions. Now, won’t that be awe-some!

With that understanding, invite in compassion to lead you and your child.

Relative to Gifted / 2E Living:
We can’t even imagine the creative solutions our children are capable of, whatever their area of giftedness or twice exceptionality. Let’s cultivate that intrinsic brilliance in service of the challenges their gifts bring. Exuding confidence in them to figure out what value there could be for them in the future moment, even if it’s not fun, we optimize their learning, practicing, and honing that tool for them to use throughout their lives. With that understanding, invite compassion – and creativity – to lead you and your child.

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You create the beauty you see and feel. You get to give yourself these kinds of treats, and to marvel at how they ripple throughout your day, from inside of you to the energy you bring to others. Enjoy!

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When you are emotionally available to yourself before entering a transition, you clear your path to being emotionally available to your child. When your child’s inner protector senses your clean energy and authentic availability, it subconsciously deems you to be worthy of trust as a leader to follow. With that understanding, invite in compassion to lead you and your child.

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Relative to Gifted / 2E Living:
There is a joy and a mourning to the “As Is” of our children’s heightened experience of living. Their system’s responses often shift quickly, and forcefully, with little warning. Just as when we respond well in a crisis, responding well to our children begins with seeing and accepting that the reality of the moment just is. We’re not mourning it in the moment. It is. We see the situation as a given. We use our full on powers of perception to assess the needs and options. And that creates our action. With that understanding, invite compassion to lead you and your child.

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Relative to Gifted / 2E Living:
As heightened as the gifted/2e’s experience of inertia is, is how heightened the counter’force’ needs to be to shift it to transition. Another physical law of nature (Newton’s 3rd law) comes to mind: “for every action there is an equal and opposite reaction”. With that understanding, invite compassion to lead you and your child.

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With that understanding, invite in compassion to lead you and your child.

Relative to Gifted / 2E living:
Inertia also applies to our children’s – and our – heightened states of giftedness and twice-exceptionalities. During transitions, inertia perpetuates the heightened state of the giftedness’ and twice exceptionalities’ processing of the transition. Honoring rather than resisting or resenting the degree of the force that you and your children are up against sets you up to learn how to work with it. With that understanding, invite compassion to lead you and your child.

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Relative to Gifted / 2E Living:
Transitions are especially intense for gifted and 2e children – whether the gifts are cognitive, emotional, sensory, imaginational, and/or physical. (Areas corresponding to Dambrowski’s “overexcitabilities”.) Their radars pick up small shifts, and their systems take notice. The extreme reactions during transitions may be related to twice exceptionalities – may be clues that learning/processing differences are making it especially difficult for your child – and you – to put extreme thoughts and feelings into a context that makes them manageable, safe, and secure. The transition to summer provides a great example: The change of seasons for some may bring up the existential life/death aspect of life – a deep knowing that endings and death always will be a part of life. That’s a hard “knowing” to have at a young age. In addition, given that all of us are wired to notice, learn, and feel the negative easily and quickly, but to allow the positives to slip by, the counter-point that birth is also (and always will be) a part of life – that is not weighty enough to offset the existential “negative” thought. That disparity can be felt and rationalized as reality more pervasively, deeply, acutely and lastingly by gifted/2E with existential thinking than it is for neuro-typical children. It’s no wonder that gifted/2E children’s disintegration is more extreme. With that understanding, invite compassion to lead you and your child.

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