資優兒童的需要
Linking gifted children, parents and teachersLinking gifted children, parents and teachers into a network
Author: Susan C. McMahon
How to establish support groups for gifted children
Classifications
Classifications of support groups vary. There are support or self-help groups, defined as "a group of people with a common life situation or set of challenges, meeting together to help themselves by sharing their experiences" (Pooley and Goetz,1992, p.2); advocacy groups which are "formed to support a cause" (Perino and Perino,1981, p.178); and local groups in urban areas or in rural, isolated areas (Holloway,1993).
Differences between support groups and advocacy groups, when applied to gifted children, appear to be a matter of emphasis rather than in actual aims or purposes. Support groups aim to provide parents and teachers with information and education, emotional support, the ability to help others in a similar situation to themselves, to provide educational opportunities and stimulation for gifted children which are not provided in their schools, to give gifted children and their parents an opportunity to socialise and to enable parents and teachers to act as advocates for gifted children in the area of education (Ginsberg and Harrison,1982; Pooley and Goetz,1992; Brooks-Dowsett,1993). For many of these groups the main emphasis is on providing activities for the gifted children (Holloway,1993; Brooks-Dowsett,1993); for all of them it is on giving practical and emotional support to parents and teachers faced with the concerns posed by having gifted and talented children.
Advocacy groups have as their primary concern the advancement of the interests of gifted and talented children, with secondary goals being the education of members and mutual support (Perino and Perino,1981). An advocate "pleads in favour of, supports by argument, defends or vindicates" (Berger,1990, p.2). The emphasis in these groups is on bringing changes to the educational provision for gifted and talented children, through a carefully planned approach to authorities in the form of specific requests and proposals for programs (Berger,1990).
In the end, although the method of operation and approach to the difficulties parents and teachers of gifted children encounter may differ between support groups and advocacy groups, they both have as their raison d'etre the improved well-being of gifted and talented children, vividly depicted in the words of the NSWAGTC's stated primary aim : "to overcome the disadvantage, deprivation, suffering and distress experienced by gifted and talented children" (Farmer,1993, frontispiece).
Membership
Membership of support groups which have been formed in Australia are of two types: those which are parent groups such as PACSA (Parents' Association for Children of Special Abilities Inc.) in Bendigo, and those which have teachers and parents as members, such as the State associations for gifted and talented children. In Victoria, since the introduction of the 'Bright Futures' Policy in May, 1995, groups formed as a consequence of the policy, which makes provision for the setting up of support networks for gifted children, have both parents and teachers as members (DSE, 1995). The BRIGHT Kids (Ballarat Region's Intellectually Gifted and Highly Talented Kids) network was also formed for both parents and teachers in 1994, before 'Bright Futures' was in effect.
Knowledge base
It is important to establish a knowledge base about gifted education for parents and teachers from early in the development of the support group. The following steps should prove helpful:
try to assess at the start of the group how much the members know about gifted and talented children (Perino and Perino,1981) build up a knowledge base through establishing a library for members to use (Perino and Perino,1981; Ginsberg and Harrison,1982) have workshops and guest speakers (Berger, 1990; Perino and Perino,1981; Holloway,1993; Brooks-Dowsett,1993) find out what is currently going on for gifted and talented students in the district (Perino and Perino,1981; Berger,1990) find out who in the district is supportive, who is undecided and who is antagonistic to educational provision for gifted and talented children (Perino and Perino,1981; Berger,1990) keep up with national, state and regional trends in gifted education (Berger,1990) learn from the successes of other educational advocacy groups, such as those involved with the handicapped (Perino and Perino,1981).
Group leader
It is important that the leader/initiator/convenor of the group does not to try to do it all alone. S/he should make sure that a core group or steering committee is quickly established with its members involved in initial tasks (Perino and Perino,1981; Cawthan, 1992; Pooley and Goetz,1992; Brooks-Dowsett,1993). Most local groups are initiated by ordinary mums and dads (Holloway,1993; Kolos,1993), having the characteristics of energy, enthusiasm, dedication, courage, caring and the determination to help themselves, their family and others through mutual support and effort (Pooley and Goetz,1992; Kolos,1993; Holloway,1993). Under the 'Bright Futures' policy in Victoria, however, the networks are generally being formed by teachers in DSE schools, with the exception of networks which existed before the policy implementation which were already led by parents. Ginsberg and Harrison (1982) recommend that a professional educator become the leader of the group after the particularly positive experience of the Gifted Child Society (USA) when they appointed an educator to the position of President, but recognise that other groups may not find this appropriate. Positive responses by parents and teachers to a questionnaire on the effectiveness of BRIGHT Kids, a network which is led by a teacher specialising in gifted education, also indicate that a professional educator, especially one with qualifications in gifted education, may contribute positively to the successful formation of a support group (McMahon, 1996).
Structure
The steering group or committee can vary in its operation from group to group. It is usually necessary to appoint formal or informal office-bearers including chairperson, secretary, treasurer and other positions required for the effective operation of the group's activities.
Constitution
A support group needs to develop a constitution that describes the organisation's goals, structures and rules (Ginsberg and Harrison,1982; Berger,1990). Other related matters to be decided are whether to incorporate or not, establishment of the group's status as a non-profit organisation and whether to be affiliated with national, state or other local groups (Perino and Perino,1981; Ginsberg and Harrison,1982; Berger,1990).
Suggested steps to take
Detailed advice as to what to do to start a group is given by Ginsberg and Harrison (1982), Berger (1990), Cawthan (1992), Pooley and Goetz (1992) and Holloway (1993). The following list contains their main suggestions:
find people to share the task of starting a group plan an informal meeting make contact with the state association to tell them what you plan to do at first informal meeting, get someone to take notes; record names and addresses of those present; decide on first activity - venue, date, costs, responsibilities core group to reach consensus on general purpose, goals and possible membership of the group advertise the group call a public meeting and advertise it at play-groups, pre-schools, schools, community noticeboards, local newspapers; contact DSE regional office, prominent community members, university academics at the public meeting have someone responsible for greeting and welcoming newcomers follow a prepared agenda start and finish on time have someone take notes obtain names and addresses of all those present allow those present to introduce themselves discuss the goals and membership of the group decide on a name for the group establish a steering committee find a suitable meeting place and time decide on guidelines and formats for the group - discussion group, speaker meeting, activities for the children or combination write an article on the meeting for publication in newspaper, state association newsletter or journal organise group's activities establish links with state associations and other local groups establish links with the group that holds the power - school board members, politicians, educational authorities start a newsletter decide whether to incorporate or not draft a constitution build up a library for members conduct short-term and long-term evaluation
Activities for groups
Some groups see their main objective to be to provide educational programs for gifted and talented children. This is the major role of the SAAGTC (South Australian Association for Gifted and Talented Chilren). These programs can vary from single day activities such as LEGO Technic days, excursions to museums and quizzes, to weekend classes, holiday programs and camps, depending on the size and emphasis of the group.
Support groups direct energies into providing information and opportunities to consider solutions to problems for parents and teachers through lectures, workshops, seminars and group discussions.
Social activities enable families to relax among people who accept them, and provide opportunities for friendships to form between children with similar interests or personalities.
Advocacy groups often attempt more direct intervention into school provision for gifted children by making formal approaches to authorities with specific requests. These requests are made after a thorough process of needs assessment in the district for gifted children, and careful planning of possible courses of action to alleviate these needs. Once contact has been made, there needs to be follow-up and evaluation of the group's efforts on each occasion. Often the evaluation will point to the next step that the group can consider (Perino and Perino,1981; Berger,1990).
Pitfalls to avoid
Major mistakes when forming a support group for gifted and talented children can be made through creating difficulties with others in the community. This can be done if pressure tactics are used or if the group's approach to gaining suitable provisions for gifted and talented children is adversarial (Berger,1981; Perino and Perino,1981; Ginsberg and Harrison,1982). Enemies can be made if members of the group become reactive rather than pro-active (Perino and Perino,1981), or if they disregard the expertise of administrators, board members or legislators and treat them with contempt (Berger,1981; Perino and Perino,1981). Problems can arise between members of a group through the domination of one or a few members (Ginsberg and Harrison,1982), ineffective leadership (Perino and Perino,1981; Ginsberg and Harrison,1982), the formation of cliques (Perino and Perino,1981; Berger,1990), taking the efforts of voluntary workers for granted and omitting to give them recognition or to thank them (Berger,1981; Ginsberg and Harrison,1982), and overloading committee members with work (Ginsberg and Harrison,1982; Kolos,1993). Other mistakes to be avoided are being impatient when changes are slow in coming about (Berger,1981), trying to do too much at first instead of "starting small" (Perino and Perino,1981; Ginsberg and Harrison,1982), and advertising too widely so that the group grows faster than the organisation can manage (Ginsberg and Harrison,1982). The formation of bright kids (Ballarat Region's Intellectually Gifted and Highly Talented Kids) The first meeting In August, 1994 the author contacted the VAGTC (Victorian Association for Gifted and Talented Children) to explore the possibility of starting a parent-teacher network for gifted and talented children for the Ballarat area. As she was already a member of the VAGTC and knew of a parent support group formed in Melbourne by this organisation, she hoped for some guidance based on the experiences of establishing this local group, and a support base from which to work. After a number of phone discussions with members of the committee of the VAGTC, all of whom voiced support for the formation of the network, Cawthan, founder of a parent support group for gifted children in Bendigo and a committee member of the VACTC, rang the author and it was agreed that Cawthan and Jones, a VAGTC committee member, Principal of Comet Hill Primary School and co-author with Cawthan of "Great Expectations", a training course for teachers on education for the gifted, would come to Ballarat to conduct an initial meeting to help to form the group. The author approached her campus principal for permission to have the meeting at her school and to advertise it in the school newsletter. However, he expressed some reservations about the meeting believing it to be elitist to form a group for gifted children. Finally permission for both the meeting and the advertisement was granted by the school principal. An advertisement was placed in the local newspaper and in the free district newspaper inviting parents and teachers of gifted and talented children to the meeting. It advised that the characteristics and needs of gifted and talented children would be outlined and that those present would have the opportunity to discuss ideas for future meetings and activities in Ballarat. The author's telephone number was included for those wishing further information. Faxes were sent to a number of primary and secondary schools from all three sectors - DSE, private and Catholic. Seventeen people attended the first meeting of the group, held at 7.30 p.m. on Tuesday, November 29,1994 at the author's school staff centre [a secondary government school]. Four apologies were received. After the initial welcome by the author, Cawthan and Jones were introduced and ran the rest of the meeting. Each one present was asked to introduce themselves and speak of their interest in gifted and talented children. Those present consisted of parents, teachers and parents of gifted children who were also teachers. In order to give an historical perspective, Jones and Cawthan described the Bendigo experience - how PACSA developed and how the separate but related teacher network in Bendigo was set up. The next part of the meeting was to inform those present of some characteristics and needs of gifted and talented children, as had been advertised. Cawthan distributed a questionnaire entitled "Beliefs about the gifted" by Barbara Clark (1988) which was included in the "Great Expectations" package (Blume,Cawthan,Cohen & Jones,1993) and those present completed these questionnaires at the meeting. Eight pages of answers to the statements in "Beliefs about the gifted" (DeBuse and Cohen ,1989) were distributed for parents' and teachers' reference and later close reading. Cawthan then led a discussion based on the responses to the questionnaire. The focus then moved to the possibilities for the Ballarat group. Aims and purposes were explored (Perino and Perino,1981; Ginnsberg and Harrison,1982; Berger,1990; Cahill,1990; Pooley and Goetz,1992; Brooks-Dowsett,1993; Holloway, 1993; Kolos,1993). The audience divided itself into groups of three to four to discuss the following points: I want my child to purposes of a parent group purposes of a teacher group expected outcomes of a parent group expected outcomes of a teacher group issues for a parent group issues for a teacher group Their written "post-it" notes made in discussion were stuck to a large sheet of paper and read out to the whole group. There was some brief discussion and elaboration of the notes as the responses were read out. One point discussed was whether the group wished to become two separate bodies - one for parents and one for teachers, as in Bendigo. All present wished to remain as one group, voicing the opinion that the size of the group was too small to separate and that each group could benefit from hearing the perspective of the other. It was decided by the group to hold the next meeting on Tuesday, February 14,1995 at Ballarat and Clarendon College. The author's aim was to vary the venue so that the network could maintain its independence from any particular school. Cawthan suggested that the group use the expertise of local individuals. Those present agreed to a workshop run by McRoberts (a Ballarat teacher who had completed her M.Ed. in CHIP (Children of High Intellectual Potential) and McMahon, currently undertaking M.Ed. in CHIP, on the topic, "The identification of gifted and talented children for both parents and teachers". An informal coffee and biscuits at the end of the evening enabled mingling and the opportunity for those present to view the display of relevant literature by Wizard Books. Workshop - the identification of gifted and talented children for parents and teachers Following the guidelines of Cawthan (1992) on steps to take in forming a network, the author decided to form a Steering Group at the second meeting. A flier advertising the next meeting and the selection of a Steering Group to take place at the meeting was produced. In order to publicise the meeting well, these fliers were sent to every school in Ballarat, an advertisement was placed in the Ballarat News and every parent who had attended the first meeting was contacted by telephone. McRoberts and the author met to plan the workshop. McRoberts was to address teachers on the subject of the identification of gifted children and the author would address the parents. Thus the evening would be divided into two and an attempt made to cater for both parents and teachers. Wizard Books was invited to put on a book display for the meeting. Approximately thirty parents and teachers attended the workshop, held on 14th February at 8:00 p.m. The workshop was a combination of speaking by the presenters and small group discussions based on sheets describing a number of identification characteristics of gifted children. After the supper break at the end of the workshop, a meeting was held to select a steering committee to assist the author in running the network. In order to represent both parents and teachers, firstly three teacher volunteers were called for and then three parent volunteers. Unfortunately, some present left before selection of the Steering Group due to the lateness of the hour. However, the desired number of volunteers was still obtained. It was noted that business needs to be done earlier in the evening to ensure full participation by all present. A venue for the next meeting was chosen, again by means of a teacher volunteering her school. An offer by a government school was requested in order to move between the school sectors.
Author: Susan C. McMahon
How to establish support groups for gifted children
Classifications
Classifications of support groups vary. There are support or self-help groups, defined as "a group of people with a common life situation or set of challenges, meeting together to help themselves by sharing their experiences" (Pooley and Goetz,1992, p.2); advocacy groups which are "formed to support a cause" (Perino and Perino,1981, p.178); and local groups in urban areas or in rural, isolated areas (Holloway,1993).
Differences between support groups and advocacy groups, when applied to gifted children, appear to be a matter of emphasis rather than in actual aims or purposes. Support groups aim to provide parents and teachers with information and education, emotional support, the ability to help others in a similar situation to themselves, to provide educational opportunities and stimulation for gifted children which are not provided in their schools, to give gifted children and their parents an opportunity to socialise and to enable parents and teachers to act as advocates for gifted children in the area of education (Ginsberg and Harrison,1982; Pooley and Goetz,1992; Brooks-Dowsett,1993). For many of these groups the main emphasis is on providing activities for the gifted children (Holloway,1993; Brooks-Dowsett,1993); for all of them it is on giving practical and emotional support to parents and teachers faced with the concerns posed by having gifted and talented children.
Advocacy groups have as their primary concern the advancement of the interests of gifted and talented children, with secondary goals being the education of members and mutual support (Perino and Perino,1981). An advocate "pleads in favour of, supports by argument, defends or vindicates" (Berger,1990, p.2). The emphasis in these groups is on bringing changes to the educational provision for gifted and talented children, through a carefully planned approach to authorities in the form of specific requests and proposals for programs (Berger,1990).
In the end, although the method of operation and approach to the difficulties parents and teachers of gifted children encounter may differ between support groups and advocacy groups, they both have as their raison d'etre the improved well-being of gifted and talented children, vividly depicted in the words of the NSWAGTC's stated primary aim : "to overcome the disadvantage, deprivation, suffering and distress experienced by gifted and talented children" (Farmer,1993, frontispiece).
Membership
Membership of support groups which have been formed in Australia are of two types: those which are parent groups such as PACSA (Parents' Association for Children of Special Abilities Inc.) in Bendigo, and those which have teachers and parents as members, such as the State associations for gifted and talented children. In Victoria, since the introduction of the 'Bright Futures' Policy in May, 1995, groups formed as a consequence of the policy, which makes provision for the setting up of support networks for gifted children, have both parents and teachers as members (DSE, 1995). The BRIGHT Kids (Ballarat Region's Intellectually Gifted and Highly Talented Kids) network was also formed for both parents and teachers in 1994, before 'Bright Futures' was in effect.
Knowledge base
It is important to establish a knowledge base about gifted education for parents and teachers from early in the development of the support group. The following steps should prove helpful:
try to assess at the start of the group how much the members know about gifted and talented children (Perino and Perino,1981) build up a knowledge base through establishing a library for members to use (Perino and Perino,1981; Ginsberg and Harrison,1982) have workshops and guest speakers (Berger, 1990; Perino and Perino,1981; Holloway,1993; Brooks-Dowsett,1993) find out what is currently going on for gifted and talented students in the district (Perino and Perino,1981; Berger,1990) find out who in the district is supportive, who is undecided and who is antagonistic to educational provision for gifted and talented children (Perino and Perino,1981; Berger,1990) keep up with national, state and regional trends in gifted education (Berger,1990) learn from the successes of other educational advocacy groups, such as those involved with the handicapped (Perino and Perino,1981).
Group leader
It is important that the leader/initiator/convenor of the group does not to try to do it all alone. S/he should make sure that a core group or steering committee is quickly established with its members involved in initial tasks (Perino and Perino,1981; Cawthan, 1992; Pooley and Goetz,1992; Brooks-Dowsett,1993). Most local groups are initiated by ordinary mums and dads (Holloway,1993; Kolos,1993), having the characteristics of energy, enthusiasm, dedication, courage, caring and the determination to help themselves, their family and others through mutual support and effort (Pooley and Goetz,1992; Kolos,1993; Holloway,1993). Under the 'Bright Futures' policy in Victoria, however, the networks are generally being formed by teachers in DSE schools, with the exception of networks which existed before the policy implementation which were already led by parents. Ginsberg and Harrison (1982) recommend that a professional educator become the leader of the group after the particularly positive experience of the Gifted Child Society (USA) when they appointed an educator to the position of President, but recognise that other groups may not find this appropriate. Positive responses by parents and teachers to a questionnaire on the effectiveness of BRIGHT Kids, a network which is led by a teacher specialising in gifted education, also indicate that a professional educator, especially one with qualifications in gifted education, may contribute positively to the successful formation of a support group (McMahon, 1996).
Structure
The steering group or committee can vary in its operation from group to group. It is usually necessary to appoint formal or informal office-bearers including chairperson, secretary, treasurer and other positions required for the effective operation of the group's activities.
Constitution
A support group needs to develop a constitution that describes the organisation's goals, structures and rules (Ginsberg and Harrison,1982; Berger,1990). Other related matters to be decided are whether to incorporate or not, establishment of the group's status as a non-profit organisation and whether to be affiliated with national, state or other local groups (Perino and Perino,1981; Ginsberg and Harrison,1982; Berger,1990).
Suggested steps to take
Detailed advice as to what to do to start a group is given by Ginsberg and Harrison (1982), Berger (1990), Cawthan (1992), Pooley and Goetz (1992) and Holloway (1993). The following list contains their main suggestions:
find people to share the task of starting a group plan an informal meeting make contact with the state association to tell them what you plan to do at first informal meeting, get someone to take notes; record names and addresses of those present; decide on first activity - venue, date, costs, responsibilities core group to reach consensus on general purpose, goals and possible membership of the group advertise the group call a public meeting and advertise it at play-groups, pre-schools, schools, community noticeboards, local newspapers; contact DSE regional office, prominent community members, university academics at the public meeting have someone responsible for greeting and welcoming newcomers follow a prepared agenda start and finish on time have someone take notes obtain names and addresses of all those present allow those present to introduce themselves discuss the goals and membership of the group decide on a name for the group establish a steering committee find a suitable meeting place and time decide on guidelines and formats for the group - discussion group, speaker meeting, activities for the children or combination write an article on the meeting for publication in newspaper, state association newsletter or journal organise group's activities establish links with state associations and other local groups establish links with the group that holds the power - school board members, politicians, educational authorities start a newsletter decide whether to incorporate or not draft a constitution build up a library for members conduct short-term and long-term evaluation
Activities for groups
Some groups see their main objective to be to provide educational programs for gifted and talented children. This is the major role of the SAAGTC (South Australian Association for Gifted and Talented Chilren). These programs can vary from single day activities such as LEGO Technic days, excursions to museums and quizzes, to weekend classes, holiday programs and camps, depending on the size and emphasis of the group.
Support groups direct energies into providing information and opportunities to consider solutions to problems for parents and teachers through lectures, workshops, seminars and group discussions.
Social activities enable families to relax among people who accept them, and provide opportunities for friendships to form between children with similar interests or personalities.
Advocacy groups often attempt more direct intervention into school provision for gifted children by making formal approaches to authorities with specific requests. These requests are made after a thorough process of needs assessment in the district for gifted children, and careful planning of possible courses of action to alleviate these needs. Once contact has been made, there needs to be follow-up and evaluation of the group's efforts on each occasion. Often the evaluation will point to the next step that the group can consider (Perino and Perino,1981; Berger,1990).
Pitfalls to avoid
Major mistakes when forming a support group for gifted and talented children can be made through creating difficulties with others in the community. This can be done if pressure tactics are used or if the group's approach to gaining suitable provisions for gifted and talented children is adversarial (Berger,1981; Perino and Perino,1981; Ginsberg and Harrison,1982). Enemies can be made if members of the group become reactive rather than pro-active (Perino and Perino,1981), or if they disregard the expertise of administrators, board members or legislators and treat them with contempt (Berger,1981; Perino and Perino,1981). Problems can arise between members of a group through the domination of one or a few members (Ginsberg and Harrison,1982), ineffective leadership (Perino and Perino,1981; Ginsberg and Harrison,1982), the formation of cliques (Perino and Perino,1981; Berger,1990), taking the efforts of voluntary workers for granted and omitting to give them recognition or to thank them (Berger,1981; Ginsberg and Harrison,1982), and overloading committee members with work (Ginsberg and Harrison,1982; Kolos,1993). Other mistakes to be avoided are being impatient when changes are slow in coming about (Berger,1981), trying to do too much at first instead of "starting small" (Perino and Perino,1981; Ginsberg and Harrison,1982), and advertising too widely so that the group grows faster than the organisation can manage (Ginsberg and Harrison,1982). The formation of bright kids (Ballarat Region's Intellectually Gifted and Highly Talented Kids) The first meeting In August, 1994 the author contacted the VAGTC (Victorian Association for Gifted and Talented Children) to explore the possibility of starting a parent-teacher network for gifted and talented children for the Ballarat area. As she was already a member of the VAGTC and knew of a parent support group formed in Melbourne by this organisation, she hoped for some guidance based on the experiences of establishing this local group, and a support base from which to work. After a number of phone discussions with members of the committee of the VAGTC, all of whom voiced support for the formation of the network, Cawthan, founder of a parent support group for gifted children in Bendigo and a committee member of the VACTC, rang the author and it was agreed that Cawthan and Jones, a VAGTC committee member, Principal of Comet Hill Primary School and co-author with Cawthan of "Great Expectations", a training course for teachers on education for the gifted, would come to Ballarat to conduct an initial meeting to help to form the group. The author approached her campus principal for permission to have the meeting at her school and to advertise it in the school newsletter. However, he expressed some reservations about the meeting believing it to be elitist to form a group for gifted children. Finally permission for both the meeting and the advertisement was granted by the school principal. An advertisement was placed in the local newspaper and in the free district newspaper inviting parents and teachers of gifted and talented children to the meeting. It advised that the characteristics and needs of gifted and talented children would be outlined and that those present would have the opportunity to discuss ideas for future meetings and activities in Ballarat. The author's telephone number was included for those wishing further information. Faxes were sent to a number of primary and secondary schools from all three sectors - DSE, private and Catholic. Seventeen people attended the first meeting of the group, held at 7.30 p.m. on Tuesday, November 29,1994 at the author's school staff centre [a secondary government school]. Four apologies were received. After the initial welcome by the author, Cawthan and Jones were introduced and ran the rest of the meeting. Each one present was asked to introduce themselves and speak of their interest in gifted and talented children. Those present consisted of parents, teachers and parents of gifted children who were also teachers. In order to give an historical perspective, Jones and Cawthan described the Bendigo experience - how PACSA developed and how the separate but related teacher network in Bendigo was set up. The next part of the meeting was to inform those present of some characteristics and needs of gifted and talented children, as had been advertised. Cawthan distributed a questionnaire entitled "Beliefs about the gifted" by Barbara Clark (1988) which was included in the "Great Expectations" package (Blume,Cawthan,Cohen & Jones,1993) and those present completed these questionnaires at the meeting. Eight pages of answers to the statements in "Beliefs about the gifted" (DeBuse and Cohen ,1989) were distributed for parents' and teachers' reference and later close reading. Cawthan then led a discussion based on the responses to the questionnaire. The focus then moved to the possibilities for the Ballarat group. Aims and purposes were explored (Perino and Perino,1981; Ginnsberg and Harrison,1982; Berger,1990; Cahill,1990; Pooley and Goetz,1992; Brooks-Dowsett,1993; Holloway, 1993; Kolos,1993). The audience divided itself into groups of three to four to discuss the following points: I want my child to purposes of a parent group purposes of a teacher group expected outcomes of a parent group expected outcomes of a teacher group issues for a parent group issues for a teacher group Their written "post-it" notes made in discussion were stuck to a large sheet of paper and read out to the whole group. There was some brief discussion and elaboration of the notes as the responses were read out. One point discussed was whether the group wished to become two separate bodies - one for parents and one for teachers, as in Bendigo. All present wished to remain as one group, voicing the opinion that the size of the group was too small to separate and that each group could benefit from hearing the perspective of the other. It was decided by the group to hold the next meeting on Tuesday, February 14,1995 at Ballarat and Clarendon College. The author's aim was to vary the venue so that the network could maintain its independence from any particular school. Cawthan suggested that the group use the expertise of local individuals. Those present agreed to a workshop run by McRoberts (a Ballarat teacher who had completed her M.Ed. in CHIP (Children of High Intellectual Potential) and McMahon, currently undertaking M.Ed. in CHIP, on the topic, "The identification of gifted and talented children for both parents and teachers". An informal coffee and biscuits at the end of the evening enabled mingling and the opportunity for those present to view the display of relevant literature by Wizard Books. Workshop - the identification of gifted and talented children for parents and teachers Following the guidelines of Cawthan (1992) on steps to take in forming a network, the author decided to form a Steering Group at the second meeting. A flier advertising the next meeting and the selection of a Steering Group to take place at the meeting was produced. In order to publicise the meeting well, these fliers were sent to every school in Ballarat, an advertisement was placed in the Ballarat News and every parent who had attended the first meeting was contacted by telephone. McRoberts and the author met to plan the workshop. McRoberts was to address teachers on the subject of the identification of gifted children and the author would address the parents. Thus the evening would be divided into two and an attempt made to cater for both parents and teachers. Wizard Books was invited to put on a book display for the meeting. Approximately thirty parents and teachers attended the workshop, held on 14th February at 8:00 p.m. The workshop was a combination of speaking by the presenters and small group discussions based on sheets describing a number of identification characteristics of gifted children. After the supper break at the end of the workshop, a meeting was held to select a steering committee to assist the author in running the network. In order to represent both parents and teachers, firstly three teacher volunteers were called for and then three parent volunteers. Unfortunately, some present left before selection of the Steering Group due to the lateness of the hour. However, the desired number of volunteers was still obtained. It was noted that business needs to be done earlier in the evening to ensure full participation by all present. A venue for the next meeting was chosen, again by means of a teacher volunteering her school. An offer by a government school was requested in order to move between the school sectors.