Supporting HPI children with the systemic approach

Increased sensitivity

Many HPI people feel emotions more intensely. This hypersensitivity can make them more vulnerable to stress, anxiety, and other negative emotions.

Developmental asynchrony

HPI people may develop certain skills faster than their peers, but other areas may lag behind. For example, an HPI child may read books intended for much older children but may have difficulty with social interactions.

Boredom and disengagement

In a traditional educational environment, it is not uncommon for HPI individuals to become bored due to the lack of intellectual stimulation. This can lead to a lack of motivation, behavioral problems or even disengagement from school.

Social difficulties

Some HPI people may have difficulty integrating socially because they have interests, concerns, or ways of thinking that differ from those of their peers.

Perfectionism

The fear of failure or the desire to achieve perfection can be overwhelming for some HPI people, which can lead to procrastination or increased anxiety.

Self-esteem issues

Despite their abilities, some HPI people may doubt themselves, particularly if they have been criticized or misunderstood in the past.

Identification issues

It can be difficult for education or mental health professionals to recognize and understand the specific needs of people with PI, which can lead to misdiagnoses or inappropriate interventions.

Associated dysfunctions

Some HPI people may also have associated disorders such as ADHD, autism spectrum disorders, or learning disabilities, which can further complicate their journey.

Pressure and expectations

HPI people may feel considerable pressure (from society, family, or themselves) to succeed or to use their talents in a certain way.

Transition to adulthood

For some, challenges may persist or even intensify into adulthood, particularly around relationships, careers, and the search for meaning.

Children with High Intellectual Potential (HIP), often called precocious, gifted, or gifted children, have above-average cognitive abilities. However, despite their talents and advanced skills in certain areas, they may encounter various difficulties at school. Here are some of these difficulties:

Boredom and disengagement

HPI children absorb information quickly and may become bored if the pace of the class is too slow for them. This boredom can lead to disinterest in classes, demotivation or even disruptive behavior.

Increased emotional sensitivity

They may be more sensitive than their peers, feel things more intensely, and have difficulty managing their emotions, which can cause relationship problems or misunderstandings with teachers and other students.

Social problems

Some HPI children may feel out of step with their classmates, have difficulty fitting in, or be victims of teasing or bullying.

Perfectionism

They may have very high expectations for themselves, which can lead to frustration, anxiety, or fear of failure.

Developmental asynchrony

This is the mismatch between their intellectual development and other areas of development, such as motor or emotional development. For example, they may understand complex concepts but have difficulty tying their shoelaces.

Organizational difficulties

Some HPI children may have difficulty getting organized, managing their time, or following school routines.

Unrealistic expectations

Teachers and parents may expect too much (or sometimes too little) of an HPI child simply because he or she is intellectually advanced, which can create unnecessary pressure.

Specific learning difficulties

A child with HPI may also present specific learning disabilities, such as dyslexia or dyscalculia, which may go unnoticed because they are compensated for by their high potential.

Atypical learning methods

They may have their own way of approaching and processing information, which can sometimes be at odds with traditional teaching methods.

Self-esteem issues

Because of their differences, some may develop self-esteem issues, feel inadequate or misunderstood.

Specialized training can enable teachers, parents, and education professionals to be informed and trained to recognize and respond to the needs of HPI children. An individualized approach, adapted teaching, as well as emotional and social support are essential to help these children flourish and fully exploit their potential.

HPI children and adolescents, what support?

High Intellectual Potential (HIP) is sometimes called “giftedness”, “intellectual precocity” or “giftedness” in English. People with high potential often have a thought structure and sensitivity that differ from the norm, which can cause adaptation difficulties, particularly in contexts such as school. Systemic support is an approach that considers the individual as a whole and in their interaction with their environment.

What is systemic support?

The systemic approach considers that a problem or symptom is the result of complex interactions within a "system" (family, school, society). Instead of focusing solely on the individual, it takes into account the dynamics of relationships, reciprocal influences and feedback.

Why use a systems approach for HPI in schools?

The difficulties encountered by HPIs are not only the result of their high potential, but also of interactions with their environment. For example, an HPI child may feel misunderstood by peers or teachers, which can lead to anxiety, demotivation, or disruptive behavior. By using a systemic approach, we seek to understand and act on these interactions.

Key principles of systemic support for HPI at school

• Overall understanding : Seek to understand the situation as a whole, including all stakeholders (the child, the family, teachers, peers, etc.).
• Adaptation of the environment : Rather than seeking to "correct" the child, the systemic approach seeks to enter the patient's world and offer them new learning so that they can adapt to the environment. This approach can be accompanied by educational adaptations, raising awareness among teachers or mediation with peers.
• Networking : Involve different professionals (psychologists, specialized teachers, mediators) for comprehensive support.
• Awareness raising and training : Raise awareness and train teachers and educators on the specificities of HPI to avoid misunderstandings and promote better care.
• Enhancement of strengths : Emphasize the child's strengths and talents, rather than their difficulties.

Techniques and tools

• Family interviews : Allow family dynamics to be explored and joint solutions to be found.
• Discussion groups : For HPI children, this can help share their experiences, feel less alone and develop coping strategies.

In conclusion, systemic support offers a global vision of the difficulties encountered by HPI at school, taking into account the interaction of the individual with their environment. This approach makes it possible to implement appropriate strategies to promote the development of these students.

How to train in the systemic approach to understand and support HPI children and adolescents?

At a time when the education system is being tested by the evolution of the fault lines which divide our society and its functioning, teachers, educators, carers and parents are often helpless in the face of the multiplication of difficult situations faced with children or adolescents suffering and facing a profound loss of orientation, sometimes with violent behavior and significant learning difficulties. What posture should you adopt in these blocked situations as a teacher, caregiver, educator or parent? How to deal with harassment? How to support children with HPI, ADHD, DYS or ASD? How to deal with teacher burnout? How can we support the teaching process and best support the child? How to include those around you in the change process?

Is there training in the systemic approach for teachers to support HPIs at school?

From February 2024, teachers, school professors and all those involved in the world of education (parents, psychologists, nurses, educators, association leaders, etc.) will be able to follow the new DU Strategic Systemic Approach for Education ( ASSED) set up by the University of Paris 8 and LACT. Delivered by specialists in the systemic approach in the education sector, this training allows you to acquire the tools of the systemic and strategic approach to solving psychological and relational problems. This approach is particularly effective in the fields of education and makes it possible to identify and stop the dysfunctional processes which often take place between the child and his environment (at school and/or at home), maintain or aggravate a situation that is often paralyzed within a rigid framework. It makes it possible to deal with problems such as school bullying, difficult situations with atypical children, to avoid dropping out of school and the onset of psychological disorders in the child but also in the accompanying person, who, faced with their inability to act, can lose confidence and sink into depression or burnout. This course addresses the management of conflict situations but also certain disorders such as attention disorders, DYS, hyper, ASD, ADHD, as well as disorders affecting teachers, depression, burnout, loss of self-confidence, etc.

Who is the DU University Paris 8 /Lact Strategic Systemic Approach to Education for?

This training is aimed at people wishing to strengthen and diversify their skills as stakeholders in the world of education (teachers, school leaders, parents of students, association leaders, sports association staff, school psychologists , guidance counselors, school mediators, doctors,

nurses, psychotherapists, educators, police officers, SPIP, justice assistants, child protection personnel, etc.).

Read also:

• The indirect approach in schools: helping parents and teachers to help children
• the strategic systemic approach in the school environment
• "Authority and leadership": testimony from Etienne FARRELL, School Principal
• Harassment and strategic communication at school by Marie QUARTIER
• Dealing with resistance to change - THE CASE OF SCHOOL DIRECTORS by Claudette PORTELLI

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