Multiple_Intelligences
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As supervised visitation programs seek to embrace a family-centered practice and to provide families with optimal resources, it is crucial that they do everything within their power to understand how children learn and develop. Often times we are tempted to use “cookie cutter” type techniques to address children’s learning issues, but children learn in diverse ways. A “one size fits all” approach to learning will not work; instead, it may cause a child to feel inadequate in his/her own abilities and diminish feelings of self-worth. Helping a parent to learn to focus on the strengths of a child and the ways in which that particular child excels can be valuable. One such method, and perhaps one answer to the growing awareness of children’s diverse learning issues, is Howard Gardner’s Theory of Multiple Intelligences (MI).
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Evolution of Multiple Intelligences Theory
Many of us are familiar with Alfred Binet and his introduction of the test which measures intelligence, resulting in one’s “intelligence quotient” or “IQ.” The Scholastic Aptitude Test (SAT) is yet another test which attempts to measure intelligence, specifically that of high school students looking to apply to colleges. The FCAT is well-known as the way in which Florida assesses the level of learning in schools. All of these tests look largely at two types of intelligence: verbal and math.
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If a person a) does not excel in either or both of these rather specific areas, or b) does not feel he or she is skillful at taking tests, then a lower score results. Consequently, he or she is branded as unintelligent.
The social work profession is vehemently advocating for service providers to focus on the strengths of the individuals who are being served. Overall, this is called a strengths-based approach.
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We now know that there are MANY types of intelligence!
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He began with seven intelligences, but has more recently added an eighth (naturalist). The eight intelligences that Gardner presents are the following: linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
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A person with Linguistic intelligence is good with words. As children they may enjoy being read to regularly or reading books themselves. These individuals tend to be well-spoken and good at remembering words and/or telling stories.
A person with Logical-mathematical intelligence is good at logical thinking. A parent might notice that their child enjoys puzzles or other games where they have to think logically. These individuals are typically good at math and sometimes enjoy working with computers. They enjoy problem solving and critical thinking.
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A person with Spatial intelligence is good at images and pictures. He or she may enjoy drawing or painting. As a child he/she may be especially good at mazes, building blocks, or puzzles. He/She might develop an interest in machines or things they can take apart and put back together.
Someone with Bodily-Kinesthetic intelligence is probably going to be good at sports and/or other movement activities. They will display good gross and fine motor skills. This might manifest itself in different ways such as swimming, dancing, building, or participating in competitive sports.
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A person with Musical intelligence enjoys music and/or singing. They may play musical instruments or sing. They are typically good at discerning sounds around them. They might often listen to music and remember songs easily.
Someone with Interpersonal intelligence is usually very social and comfortable in social settings. They might settle conflicts and enjoy group activities. They tend to be more aware of other people’s feelings.
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Someone with Intrapersonal intelligence will probably have a strong sense of independence. As children they may enjoy playing by themselves more than playing with others. Some may also have a strong sense of self-confidence. They also tend to be goal-oriented.
A person who has Naturalist intelligence has a strong interest in nature or animals. These children prefer to play outdoors rather than in. They may enjoy playing with rocks, sticks, water, sand, snow, leaves, or animals.
Note: There is a potential ninth intelligence that Gardner is exploring, which is called “existential intelligence.” This refers to the sensitivity to deeper concepts and tackling big questions about human existence. However, since there is little information on this intelligence, it will not be discussed here.
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While a traditional IQ test may, by its approach, ask the question “how smart are you?” the MI theory asks “in what ways are you smart?” Many children experience learning disabilities and/or the discomfort of testing poorly. The MI theory suggests that they are likely to have other areas in which they can feel accomplished and intelligent. Since children are gifted in diverse and varying ways, it stands to reason that there should be diverse and varying opportunities for growth. Some schools have begun to incorporate the MI theory into their curriculum due to its effectiveness with children who are gifted learners as well as those who have disabilities. The MI theory has been shown to be a valuable tool in working with children on extreme ends of the learning spectrum – those who exude mastery in many intelligences or profoundly in one and those who may be considered learning disabled. No matter where a child lies on the spectrum of aptitude, research suggests that by implementing the MI theory into their learning process their strengths rather than their needs will become the focus.
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Many educators find the MI theory appealing due to its comprehensiveness and ability to adapt to individual differences. Children with ADHD, for example, typically have a negative academic self-concept brought on by what seems to be a continual lack of success in the classroom. Overcoming what they perceive as academic failure involves strengthening areas which are struggles for children by using those areas in which they excel. In other words, if a child is skilled in music or physical activity, it is possible to incorporate those interests in the process of learning math or reading. While some teachers may not have the resources or abilities to use the MI theory in their classrooms to its fullest, parents can help the learning process at home by understanding the concepts of the theory, focusing on their children’s strengths, and using those strengths to gain understanding in more difficult subjects.
The MI theory also has some positive implications for children who have been identified as “gifted.” Due to the curriculum incorporating sensory and environmental aspects, research suggests that it offers more diverse learning strategies, which can increase mental stimulation and maintain interest.
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Children who are participating in supervised visitation programs could very likely be experiencing a good deal of personal stress at home. Possible side effects of that stress could include decreased motivation in school, conflict in relationships with peers and teachers, and a negative view of self. A visit monitor can advocate on behalf of the child and the parent (both the custodial parent and/or the visiting parent) by offering informative resources on the learning strategies of Multiple Intelligences Theory. Empowering the parents to empower their children can potentially improve and strengthen the familial relationship.
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1. Intake with parent
Asking a parent about his or her child.
"Did you know that there are a lot of different kinds of intelligences?" Say "Children can be smart in many ways."
"What does Juanita like to do? For example, does she like to read, dance, play music, play outdoors, draw or color, put puzzles together, interact with people, spend time alone or with nature?” Explain some of the ways that a child can be smart. Then say, “if you want, we can help you recognize some of the ways that your child is smart, and we can help you plan activities that your child likes. We can help you make your child feel better about himself.”
Use the following as a checklist by which to ask the child questions about what he/she enjoys. The parent can help the intake staff determine what type of intelligences the child demonstrates based upon the responses of the child and parent regarding the child’s hobbies, etc. Use the checklist to come up with examples of activities and/or opportunities for interaction specific to that type of intelligence, so that the parent could help structure their own visits with the child. You can also ask the parent what he/she enjoys, so that they could engage in activities that they both enjoy and at which they are both successful.
Checklist for Multiple Intelligences Parent Intake
Supervised Visitation Monitors should use the following questions during intake to help parents realize and determine their children’s strengths, which has the potential to influence more positive parent/child interactions during visits.
1 = Linguistic 2 = Logical-Mathematical 3 = Spatial
4 = Bodily-Kinesthetic 5 = Musical 6 = Interpersonal
7 = Intrapersonal 8 = Naturalist
My child most enjoys the following subjects in school:
___ English/Language Arts (1)
___ Reading (1)
___ Math (2)
___ Art (3)
___ P.E./Sports (4,8)
___ Music (5)
___ Student Government (6)
My child enjoys the following activities:
___Reading or being read to (1)
___Telling stories (1)
___Working out puzzles (2,3)
___Working out logic problems (2)
___Playing computer games (2)
___Playing with building blocks (2,3)
___Working with machines (2)
___Building things (2,3)
___Cooking (2,3,8)
___Taking things apart and putting them back together (2,3)
___Photography (3)
___Painting or drawing (3)
___Dancing (4,5)
___Swimming (4)
___Gymnastics (4)
___Competitive sports (4)
___Running or exercising (4)
___Listening to music (5)
___Playing an instrument (5)
___Singing (5)
___Coming up with songs or jingles (5)
___Participating in student government (6)
___Spending time with friends (6)
___Acting in plays or skits (6,7)
___Dressing up in costumes (6,7)
___Yoga (4,7)
___Playing alone (7)
___Taking care of plants (8)
___Taking care of animals (8)
___Looking at insects or various parts of nature (8)
___Playing with rocks, sand, leaves, snow, etc. (8)
The following are characteristics of my child:
___Can verbalize ideas clearly (1)
___Good at telling stories (1)
___Good at remembering words (1)
___Logical thinker/Good at problem solving (2)
___Good at images or pictures (3)
___Good gross and fine motor skills (4)
___Good at discerning sounds around them (5)
___Remembers songs easily (5)
___Comfortable in social settings (6)
___Good at settling conflicts (6)
___Aware of the feelings of others (6)
___Self-confident (7)
___Independent (7)
___Goal-oriented (7)
___Prefers outdoors (4,8)
___Interested in weather patterns (8)
The following are questions to help further guide parents in thinking about their children’s interests. The answers to these questions may help determine which intelligences children use most:
When your child goes outside, what do you observe him/her doing? (ex. Playing with a ball, climbing a tree, looking at bugs under a microscope, etc.)
______
When your child turns on the TV, what does he like to watch? (ex. Animal shows, weather channel, shows with a story, etc.)
______
What activities do you notice your child engaging in around the house? (ex. Cooking, taking things apart, writing, reading a book, etc.)
______
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2. Intake with the child
When you conduct intake with a child, consider asking them about whether they like school, or what subjects they like best. Tell them that children can be smart in lots of ways. Describe some of those ways based on multiple intelligence theory.
Use the list that you came up with from the parent, and ask Juanita what, of those things, she would most like to do with her mother during visits? That way, you have buy-in from parent(s) and children, both. Also, if visiting Dad has one type of intelligence, and Mom has another, the child can do A,C,F, and X activities with Mom, and B,F,G, and X activities with Dad.
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4. Follow up, at end of visit
Debrief with the visiting parent, talk about what went well, and what could be done next time. Use this as an opportunity to improve the parent's understanding of his or her child. Say "I noticed that you really had a great time making art with the paper and glue. It looked like you were having fun. I think Juanita is a very good artist. Maybe she gets that from you. Next time we can use the clay and colorsticks, or the beads. What would you like to do next time? What do you think Juanita would like to do?
Take time to praise the parent! Remember that we are focusing on the parent’s strengths as well as the child’s. "You looked like you were having fun! It's so nice to see you and Juanita having a great time together.”
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She feels stupid, her self-esteem is suffering, school is causing her anxiety, etc.