Gifted Parent Groups: The SENG Model.

Webb, J.W. & DeVries, A.R. (1998). Gifted Parent Groups: The SENG Model. Scottsdale, AZ: Gifted Psychology Press (146 pp., $26.00 pb, ISBN-0-910707-22-7).

SENG (Supporting Emotional Needs of Gifted)--originally established in the early 1980's at Wright State University and now headquartered at Kent State University, Kent, OH--is a program whose mission is to meet the need for services for parents and teachers concerning the social and emotional needs of gifted children. In 1981, the SENG program began guided discussion/support groups as a setting for parents of gifted children to share information and concerns. From the beginning, these groups were found to have clear and predictable patterns and the role of the facilitators was one that could be described. Even so, refinements were made over the ensuing years.

When it became apparent that the SENG Model is one that could be implemented in many locations with a wide range of parents, training workshops began to be conducted in many states as well as outside of the United States. In Gifted Parent Groups: The SENG Model, Webb and DeVries collect, distill, and publish for a wide readership the nuts-and-bolts information required to establish a group along the SENG Model. In addition, they provide a practical training manual for would-be group facilitators.

Clearly and concisely written, the book differentiates SENG Model groups (guided discussion groups) from other parent groups (therapy and advocacy groups). It gives would-be facilitators concrete suggestions about the nature of their role ("the guide from the side," rather than "the sage from the stage") as well as outlining questioning techniques and modeled behaviors that ultimately empower parents to deal with their children and with schools or other institutions.

Over the 10-weeks of the discussion group, 10 key topics are covered: (1) Identification, (2) Motivation, (3) Discipline, (4) Stress Management, (5) Depression, (6) Communication of Feelings, (7) Peer Relationships, (8) Sibling Relationships, (9) Tradition Breaking, and (10) Parent Relationships. The authors note that these ten topics were selected because they are frequent problem areas encountered specifically by gifted children, their siblings and their parents. In the context of the group, facilitators and parents offer comments, advice and guidance. Parents are encouraged to reflect on which suggestions have "takehome" value for them, to implement them within their families, and then to report back to the group. A lending library is recommended so that parents can access books that can be of help.

Perhaps the most helpful aspect of this book is that it really does provide would-be facilitators with all the practical information they need to get a group up and running. Clear and logical in its organization, it is exhaustive, yet succinct, in its coverage. It even has a handy dandy selection of forms and letters to take care of meeting notices, registration forms and confirmation letters. Appendices provide a Planning Checklist as well as lists of books, periodicals, publishers, organizations, and Internet resources.

The authors suggest that parent participants purchase copies of Webb, Meckstroth & Tolan's award-winning book, Guiding the Gifted Child, whose table of contents happens to correspond exactly with the slate of 10 weekly key topics (no surprise, since, like the book under review, Guiding the Gifted Child also emerged out of SENG parent discussion groups). Webb, Meckstroth & Tolan's book, they suggest, provides a standard selection of reading material from week to week, although group facilitators are also encouraged to contribute additional readings that they think will be helpful. A second book specifically recommended by the authors as supportive literature is Children the Challenge by Dreikurs and Soltz. Many of the specific techniques and approaches modeled in the parent groups came from these two books.

While the SENG Model relies on its own suggested topics and its own recommended readings, it struck this reviewer that the questioning techniques and modeled behaviors might be used profitably with any readings. Thus, would-be facilitators might even be free to compile their own topics and readings and to be creative in the implementation of this Model as they became comfortable with it (although I imagine the authors might raise an eyebrow at this suggestion).

While I think the book can be helpful to anyone who reads it and borrows practical tips to implement in their own lives, the authors suggest that there are particular attributes that make it more likely that one will be a good facilitator for a parent support group of this kind. Actually, it is recommended that each group have two facilitators. One of the group facilitators should have solid information regarding the special needs and characteristics of gifted children (e.g., social and emotional development, school-based provisions and programming, identification procedures and current research). The other leader might be less sophisticated in this content area, but have experience in parenting, group dynamics, support groups, or interaction skills. However, the authors do provide references that can be of help in developing skills and knowledge in these areas. Given these parameters, teachers, counselors and social workers would be an ideal target readership for this book, though I wouldn't want to limit its readership to those categories.

In conclusion, this little book provides a fine foundation for anyone who may want to start a parent group but needs some guidance as to how to go about it. Just as it seeks ultimately to "empower" parents, so it also "empowers" future group facilitators. It is unique, as far as I can tell, and it fills a real gap in the field.

Dreikurs, R. & Soltz, V. (1964). Children: The challenge. New York, NY: Penguin. Webb, J., Meckstroth, E. & Tolan, S. (1982). Guiding the gifted child: A practical source for parents and teachers. Scottsdale, AZ: Gifted Psychology Press.

Reviewed by Martha J. Morelock, Research Associate, Study of Mathematically Precocious Youth, Department of Psychology and Human Development, George Peabody College, Vanderbilt University, Nashville, TN, and a Contributing Editor for the Roeper Review.