資優人士/兒童 情緒問題的有關文章---值得參考

faith

對不起，大部分是英文......
(一)
Dabrowski's Overexcitabilities A Layman's Explanation
by Stephanie Tolan

Dabrowski talked about OE's - over-excitabilities ("superstimulatabilities"), and how the gifted were extremely sensitive in a variety of areas. It's a stimulus-response difference from the norms. It means that in these 5 areas a person reacts more strongly than normal for a longer period than normal to a stimulus that may be very small. It involves not just psychological factors but central nervous system sensitivity.

The five areas are:

Psychomotor
This is often thought to mean that the person needs lots of movement and athletic activity, but can also refer to the issue of having trouble smoothing out the mind's activities for sleeping. Lots of physical energy and movement, fast talking, lots of gestures, sometimes nervous tics.

Sensual
Here's the "cut the label out of the shirt" demand, the child who limps as if with a broken leg when a sock seam is twisted. Also a love for sensory things -- textures, smells, tastes etc. or a powerful reaction to negative sensory input (bad smells, loud sounds, etc.) The kids tend to be sensitive to bright lights (squinting in all the family photographs, etc.), harsh sounds. A baby who cries when the wind blows in his face, for instance; a toddler who cries at the feel of grass on bare legs and feet.  Another important aspect of this is aesthetic awareness -- the child who is awed to breathlessness at the sight of a beautiful sunset or cries hearing Mozart, etc.

Imaginational
These are the dreamers, poets, "space cadets" who are strong visual thinkers, use lots of metaphorical speech. They day dream, remember their dreams at night and often react strongly to them, believe in magic  (take a long time to "grow out of" Santa, the tooth fairy, elves and
fairies, etc.).

Intellectual
Here's the usual definition of "giftedness." Kids with a strong "logical imperative," who love brain teasers and puzzles, enjoy following a line of complex reasoning, figuring things out. A love of things academic, new information, cognitive games, etc.

Emotional
This includes being "happier when happy, sadder when sad, angrier when angry," etc. Intensity of emotion. But also a very broad range of emotions. Also a need for deep connections with other people or animals. Unable to find close and deep friends (Damon and Pythias variety) they invent imaginary friends, make do with pets or stuffed animals, etc. Empathy and compassion. A child who needs a committed relationship will think herself "betrayed" by a child who plays with one child today and another tomorrow and refers to both as "friends." This is also the OE that makes the kids susceptible to depression.

Dabrowski believed emotional OE to be central -- the energy center from which the whole constellation of OE's is generated.
Highly gifted people tend to have all 5 of these, but different people lead with different OE's. The engineer types lead with Intellectual, the poets with Emotional and Imaginational, etc. But variations in the levels of the individual OE's explain a great deal about the temperamental differences we see!
These five describe the unusual intensity of the gifted as well as the many ways in which they look and behave "oddly" when compared to norms.

              

faith

(二)
資優兒童的人際社交及情緒特徵
(資料整理﹕香港小童群益會輔導中心輔導員袁嘉華)

1.人際社交
   自我觀念強烈，富領導能力，常想表現特殊、主導。對於別人期望較高，判性強。亦有強烈正義感，執著對與錯、公平與否。

"部份"資優兒童有時會給別人一種難相處的感覺。因為以上的特質，他們會容易厭棄別人「蠢」；挑剔別人；過份地執拗對與錯；自我中心，視智慧比人情味重要，難顧及別人的感受。此外，他們不喜歡讚賞別人，因讚人好像顯低自己。又要做「與別不同」的人來建立自尊感，其實正顥示其脆弱的自我觀念。更多被提及的情況，是他們因能力與興趣不同而難找知心朋友，感覺孤獨。而處於朋輩認同為重的青春期更顯孤單。
若他們感到社交困難，或會放棄社交，只專注學術的發展，但身心靈卻得不到平衡發展。

2.家長錦囊
．看人物傳記或人物訪問，特別是奉公守法、人際關係好的人物，以作模範。又與他們討論
受歡迎人物的特質。
．以設身處地或以比喻解釋﹕有時禮貌、人情味跟原則對錯同樣重要。
．參加資優小組或興趣組織，較易找志同道合的人為朋友。
．課外活動選擇要具群性發展的元素。

3. 情緒敏感激烈
資優兒童用不同的方式去經驗這個世界，智力愈高，感受愈深愈敏感。因此，他們可能會情緒起伏大、容易被別人感受所感染、情感複雜、害羞、內向，對感受的記憶非常深刻、恐懼與焦慮、易於內疚、常探究生死問題、容易情緒低落、重情 (親人、朋友、寵物) 、自我評價較負面，常自覺不足。

4. 情緒敏感對資優兒童的影響
完美主義(Perfectionism)、敏感(Super-Sensitivity)、情緒激烈(Emotional intensity) 為資優兒童的三大性格特質。這些敏感與激烈的情緒特質，有時會被別人視為不成熟，只是我們也可用一些正面的角度看，他們實擁有極豐富的內在世界。若成人對他們這種情緒特質太理性的話，或會忽略資優兒童的情感需要。更甚的是，這會使資優兒童覺得自己古怪，

faith

(三)
Parenting Emotionally Intense Gifted Children
By Lesley Sword
      
What is Emotional Intensity?
Giftedness has an emotional as well as intellectual component. Intellectual complexity goes hand in hand with emotional depth. So gifted children not only think differently from other children they also feel differently.

Emotional intensity in gifted people is not a matter of feeling more than other people, it is a different way of experiencing the world.

One of the basic characteristics of the gifted is their intensity. Intensity is not a matter of degree but of a different way of experiencing: vivid, absorbing, penetrating, encompassing, complex, commanding - a way of being quiveringly alive.

How Is Emotional Intensity Expressed?
Emotional intensity is positively correlated with intelligence and so the higher the intellectual level, the more emotionally intense a gifted child will be. Emotional intensity is expressed by the gifted through a wide range of feelings, attachments. compassion, heightened sense of responsibility and scrupulous self-examination.

While these are normal for the gifted and appear very early in gifted children, they are often mistaken for  emotional immaturity rather than as evidence of a rich inner life.

Intensity of feeling: positive feelings, negative feelings, extremes of emotion, complex emotions, identification with others' feelings, laughing and crying together

Somatic (bodily) expression: tense stomach, sinking heart, blushing, flushing

Inhibition: timidity, shyness

Strong affective memory

Fears and anxieties, feelings of guilt

Concerns with death, depressive and suicidal moods

Relationship feelings: emotional ties and attachments, concern for others (empathy), sensitivity in relationships, attachment to animals, difficulty in adjusting to new environments, loneliness, conflicts with others over depth of relationship

Feelings toward self: self-evaluation and self-judgment, feelings of inadequacy and inferiority.

What Does It Mean To Be An Emotionally Gifted Person In A Society That Doesn't Value Feelings?
Many people seem unaware that intense emotions are part of giftedness and little attention is paid to this component of giftedness. Historically the expression of intense feelings has been seen as a sign of emotional instability rather than as evidence of a rich inner life.

The traditional Western view is of emotions and intellect as separate and contradictory phenomenon. Males stereotypically are brought up not to have emotions and females are often seen as the "keeper" of the emotions for the family.

There is however, an inextricable link between emotions and intellect and, combined, they have a profound effect on gifted people.

The emotional lives of the gifted are very intense. When society and other people emphasise only rationality, neglecting emotional experiences, gifted children can become anxious, depressed, alienated, socially inept or emotionally blocked.

Feeling everything more deeply than others do is both painful and frightening. Emotionally intense gifted people feel abnormal. "There must be something wrong with me..... maybe I'm crazy... nobody else seems to feel like this".

Emotionally intense gifted people often experience intense inner conflict, self-criticism, anxiety and feelings of inferiority. The medical community often sees these conflicts as symptoms and labels gifted people neurotic.

Emotionally intense gifted children exhibit a super sensitivity of the nervous system that makes them acutely perceptive and sensitive, more discriminating of external stimuli and more analytical and critical of themselves and others.

This accounts for the tendency for young emotionally intense gifted children to be described frequently as "hyperactive" and "distractable".

Heightened sensitivity to things that happen in the world may be a normal response for gifted children. However they may see their own intense inner experiences as evidence that something is wrong with them.

Other children may ridicule a gifted child for reacting  strongly to an apparently trivial incident, thereby increasing the child's feeling of being odd.

Also, sensitivity to society's injustice and hypocrisy can lead many emotionally intense gifted children to feel despair and cynicism at very young ages.


How Can We Support And Nurture Our Emotionally Intense Gifted Children?


    * Accept childrens' emotions: they need to feel understood and supported. Explain that intense feelings are normal for gifted children. Help them to use their intellect to develop self-awareness and self-acceptance.

    * Take time to listen to childrens' ideas, opinions and feelings. Be non-judgemental: don't interrupt, moralise, distract or give advice.

    * Exercise appropriate discipline as this helps develop a sense of security that leads to the development of self-discipline and a feeling of emotional competency. Appropriate discipline is the consistent application of values, rules and behaviours that are held to be important in the family. Explain the benefit of rules to the child and enforce them through consequence of behaviour.

    * Discuss feelings openly; the negative as well as the positive. Use an "emotional thermometer" to initiate discussion eg "on a scale of 1-10, how are you feeling today?"

    * Appreciate their sensitivities, intensities and passions. Don't try to minimise their emotions because you feel uncomfortable with their pain. It doesn't help to say "you're too sensitive" or "snap out of it" or "it'll be OK".

    * Remember that they are children first and gifted second. Don't expect them to be little "adults". Play, fun and leisure activities are essential for strong emotional development.

    * Reassure them when they are afraid and help them to find ways of expressing their intense emotions though stories, poems, art work, music, journal entries or physical activities.

    * Realise that they become frustrated when their physical capabilities does not match their intellectual ability and help them to deal with this. Reward the process of effort and not only the outcome. Emphasise strengths and don't dwell on shortcomings.

    * Honour emotions in boys as well as girls. Listen to boys problems when they want to talk about them; avoid interference when they don't want to talk.

    * Realise that sensitivity does not mean weakness. Give them responsibility that is age appropriate and do not over protect them from the world and from the consequence of their actions.

    * Find like minded peers for them to prevent social isolation. Help them to find role models.

    * Provide professional counselling where appropriate; it is important both to support healthy emotional development and to prevent social and emotional problems.


As parents we can help our emotionally intense gifted children to accept their rich inner world of experience and value it as a strength. This often means we have to accept and value our own emotional experience and feelings so that we can be a positive role model for our children.

Speaking about and valuing our emotions can be very difficult to do in a society that values logical thinking and sees emotions as the opposite of rationality.

However, if emotional intensity is seen by parents and presented positively to children as a strength, children can be helped to understand and value this gift. In this way emotionally intense children will be empowered to express their unique selves in the world and use their gifts and talents with confidence and joy.

~ ~ ~
        

fiona02

我覺得很多特征很象我.但我是成人wor,我是不是不夠成熟.  

3. 情緒敏感激烈

faith

fiona02:
     幫你找到這個，看看管不管用？

Characteristics of Gifted Adults·

． Perfectionistic and sets high standards for self and
others ·
．has strong moral convictions ·       
．is highly sensitive, perceptive or insightful ·
．fascinated by words or an avid reader ·       
．feels out-of-sync with others ·       
．is very curious ·
．has an unusual sense of humour ·       
．a good problem solver ·       
．has a vivid and rich imagination ·        questions rules or
   authority ·
．has unusual ideas or connects seemingly unrelated
  ideas ·
．thrives on challenge ·
．learns new things rapidly ·
．has a good long-term memory ·       
．feels overwhelmed by many interests and abilities ·．is very compassionate ·
．feels outrage at moral breaches that the rest of
   the world seems to take for granted ·
．has passionate, intense feelings ·
．has a great deal of energy ·       
．can't switch off thinking ·       
．feels driven by creativity ·       
．loves ideas and ardent discussion ·
．needs periods of contemplation ·       
．searches for ???? in their life ·       
．feels a sense of alienation and loneliness ·
．is very perceptive ·       
．feels out of step with others

Please don't expect to have all of these to be a gifted adult.

嘩﹗你中左幾多個呀？？？如果你覺得自己係外星異型，話唔定你就係資優adult喇，咁你寧願係異型定唔係呀？


The adult gifted experience

Gifted adults can misinterpret their complex and deep way of thinking as craziness. They can mistake their emotional intensity for emotional immaturity or see it as a character flaw. Because they have never been given information to explain what is "normal for gifted" they frequently experience frustration in the world, alienation, anger, self blame and emptiness.

Without an adequate explanation of their gifted difference, they develop a façade with which they cover their authentic self; a face that they show to the world in order to fit in and so avoid disapproval or sanction.

Many gifted people consult me because they have difficulty deciding what to do with and in their lives. The traditional approach is to do what you are good at.

But what if you are good at many things and don't want to miss out on exploring as many of them as possible? What if you don't think you are good enough at anything? What if you feel immobilised by the thought of not picking the "right" career? What if you feel that your life should have meaning and want a vocation and not simply a job? What if you are scared by the thought that no job will provide the stimulation, challenge and new learning that you crave? What if……..?

Because of their unique characteristics, gifted people need a different approach to counselling and career guidance; one based on the individual gifted self.

When gifted adults are given information about what is "normal for gifted", they realise that, while they are statistically in the minority, they are not alone in the world. When gifted people have knowledge about themselves and what they need in order to lead a satisfying life, then they can use their intellectual abilities on ensuring that life provides these needs.

In my work with gifted adults, my number one priority is to construct with them, an theoretical framework within which it is OK to be themselves. Gifted adults have a complex intellect and a burning desire for information.

They have high levels of energy, intensity and sensitivity, set exceptionally high standards for themselves and others and are extremely hard on themselves.

They are very independent and perceptive, like to be in control, are frequently driven, full of self doubt and often feel they must be self sufficient.

Despite the enormous diversity within the gifted population, the goal of my work is always the same: for the gifted adults to re-encounter, explore and value the gifted self and allow it to grow in its own unique way. It is my job to provide whatever each gifted individual needs in order for this to happen.

Working with gifted adults ideally requires specialised theoretical knowledge, intellectual flexibility, emotional strength, spiritual development, high levels of sensitivity and empathy, a love of spirited discussion and above all, a great sense of humour. I strive for this ideal, never attain it and continue to learn.

I also feel very privileged to have such enjoyable, challenging and rewarding work.

fiona02

Hi faith,Thanks for your information.
我唸 我都是不夠格做資優成人,如果要做异類,我寧可普通.不過,關于情緒敏感果的,和我幾似wor.我很愛動物植物的,是真愛哪種,不是玩玩吓我很尊重它們,因爲我感覺它們的靈魂和人類沒什麽兩樣.但我從不養動物,因爲怕傷害它們.肉類都要食用的,因爲食用時已沒有靈魂依附在上面.對很多問題都有很多怪的看法.是完美主義者.對人的要求很高.能看穿人的心思.應該大半都准. 可能我只是感覺敏銳的嘖

faith

dear fiona02
       I supposed that you are a highlysensitiveperson .

加入了沒有？如果沒有，入去分享或看看資料啦﹗
http://hk.groups.yahoo.com/group/highlysensitiveperson_group/

你會不會把植物看成如人或動物一樣的生物一樣？會不會和它們聊天架？

fiona02

hi,faith,不用語言的,感應交流.你可知 聽音樂的植物會長的特別好的.科學家證實了的.但我會因爲見到一朵非常美麗的花,感動的眼濕的.
     

faith

看完以下的節錄後要對自己的孩子說﹕「噢.....原來如此，好啦....原諒你啦........雖然很辛苦......」

(四)
<<過度激動特質>>
Dabrowski以「過度激動」為一種發展動能。他認為資優者自幼即精力充沛、活潑好動，有時可能會被誤認為是過動兒，但也因此種特質，使其對感興趣的事物能夠持續專注地投入。
五種過度激動特質為：
1.心理動作的過度激動，
2.感官的過度激動，
3.智能的過度激動，
4.想像的過度激動，
5.情緒的過度激動。

「過度激動」可由資優生日常的行為觀察得之，例如：在心理動作的過度激動特質中，說話快、動作快、冒險性強，但精力旺盛而有強迫性多話的傾向或神經質的表現；

在感官的過度激動特質中，對聽覺、視覺、嗅覺、味覺等的感覺敏銳，但為舒解內在的緊張而尋求感官的滿足或縱慾、不能忍受噪音、不美好的事物；

在想像的過度激動特質中，想像力豐富，善用視覺表徵，但喜歡幻想、作白日夢、注意力不集中；

在智能的過度激動特質中，渴望知識、好問、追求真理、思考獨特，但不滿現實與權威，批判或反抗性強烈；

在情緒的過度激動特質中，人際敏感，關心他人及社會，但常有強烈而複雜的感受，因此對感情的記憶深刻鮮明，關切死亡問題、憂慮社會，可能產生心身性反應，如胃痛、焦慮、抑鬱等。

茲將資優兒「過度激動」的正負面特質整理如下：
1. 渴望知識、好問、好奇、求真、求變 ?不滿現實與權威，
    批判或反抗
2. 想像力豐富 ?喜歡幻想、作白日夢、容易分心
3. 說話快、動作快、精力旺盛 ?強迫性多話、好動坐不住
   、競爭性強
4. 感官敏銳 ?為舒解內在緊張而尋求感官的滿足、對於噪音
    或干擾不能忍受
5. 情緒敏感，同理心強 ?常有強烈而複雜的情緒感受
6. 對感情的記憶深刻鮮明 ?容易害怕、焦慮、多愁善感、害
     怕死亡與黑暗
7. 關心他人及社會 ?思想早熟、憂慮社會


二、資優生過度激動特質的相關研究

     國外有關資優生過度激動特質的研究中，Silverman 與 Ellsworth（1980）曾以31位資優生為對象探討資優生是否有強烈的過度激動傾向，結果發現資優生有相當高的過度激度特質，且在智能與情緒的表現上最突出，

而資優生在智能、情緒與想像三種向度過度激動的程度高於心理動作與感官過度激動。

Piechowski與 Colangelo（1984）探討五種過度激動中哪些最能代表資優，並比較國高中資優學生、資優成人、研究生三群對象的差異。結果發現資優者之智能、情緒與想像過度激動最明顯，資優學生與資優成人在智能、情緒與想像的過度激動顯著高於研究生，而資優成人在感官與智能過度激動顯著高於資優學生。

在不同類型資優的比較中，Piechowski 與 Cunningham（1985）曾比較藝術家和資優學生過度激動之異同，發現藝術家的想像及情緒過度激動特質顯著高於資優生。

Schiever（1985）則發現七、八年級高創造力的資優生較低創造力的資優生在想像、智能、情緒過度激動三種特質顯著地高，但兩組在心理動作與感官過度激動並無顯著差異。

Miller,Silverman, 與Falk（1994）研究性別差異，發現資
優女性比男性在情緒過度激動特質上得分較高；資優男性比女性在智能過度激動特質上得分較高。

在五種過度激動特質對於情緒發展層次的預測中，Miller等人（1994）的研究則發現在五種過度激動特質中，只有情緒、想像過度激動可有效預測情緒發展的階段，智能、心理動作及感官過度激動無法預測情緒發展。

      由上述研究結果中可知資優者在五項過度激動特質中
<智能>、<情緒>與<想像>過度激動的特質最為明顯；

藝術家的想像及情緒過度激動比一般資優者顯著；而過度激動特質在性別間的差異，男性的智能過度激動特質較明顯，女性的情緒過度激動較明顯。（轉引自張馨仁，民89）


過度激動特質與資優特質之比較

   
<心理動作過度激動 >
過度激動特質
（1）精力旺盛               
（2）說話快速，喋喋不休
（3）走路快速
（4）喜歡冒險、刺激的活動
（5）喜歡競爭性的運動
（6）工作狂
（7）抒發內心緊張的方式，如咬指甲、煙癮、痙攣、不斷換
         工作

資優特質 (生理特質)
（1）喜歡說話，常喋喋不休
（2）活動量高
（3）喜歡尋求刺激與冒險
（4）找到感興趣的事便全心投入
（5）睡眠時間少（6）睡眠週期 / RE M期較一般人多
                                                                                                    <感官過度激動>
  過度激動特質
(1)有較一般人更為敏感的感覺中樞
（2）喜歡欣賞美的事物，如夕照、星空
（3）喜歡聞特殊的味道，如霉味、泥土味
（4）喜歡摸不同質地的東西，如絲質、動物毛皮
（5）喜歡被人擁抱
（7）抒發內心緊張的方式，如飲食過量、購物狂、縱欲等

資優特質(生理特質)
(1）對刺激敏感，常表現出無法忍受噪音、覺得教室有壓迫
       感、光線太強等
(2）覺得刺激如排山倒海而來、無法控制
(3）覺得學校功課太多
（4）對食物敏感
（5）較一般人容易有近視、過敏的問題

<智能過度激動>
過度激動特質
(1)渴望知識
（2）不斷問問題，直到問題解決為止
（3）有高度的好奇心、專注力
（4）喜歡閱讀困難的書籍
（5）非常喜歡觀察事物
（6）喜歡邏輯分析與理論思考
（7）有將概念、直覺統合的能力
（8）喜歡用符號思考
（9）常喜歡詳細地計劃
（10）對未知、生命、死亡有興趣
（11）追求真理
（12）常有道德性的思考
（13）對思考或具智能挑戰的問題有持續力
（14）有內省的想法

資優特質(認知特質)
（1）喜愛學習、喜歡上學，且求知若渴，只為學習而學習
（2）興趣廣泛
（3）喜歡問問題，且似乎永遠問不完，務必追根究底直到得
         到其滿足的答案為止
（4）有提早閱讀的能力，且非常熱衷於閱讀而引以為樂（5）有敏銳的觀察力
（6）喜歡分析事情與邏輯性的思考
（7）從錯綜複雜的關係中找出事物間相對的關係與統整的概
         念，並以不同的方式解答問題
（8） 能解碼且有運用符號的能力
（9）常是有組織能力的、井井有條的，喜歡計劃事情（10）較一般同儕更早對物種的來源、終點與知未感到興趣（11）能欣賞真理，認為真理比感情更重要，因此總是說實
            話而不考慮別人的立場
（12）比一般學生更早關心世界、社會的問題，尤其是違反
           公平、正義原則的事件
（13）具有高度的學習動機與持續性、有強烈的意志與使命
             感
（14） 能以批判的角度批判自己與他人
（15）無法忍受無聊感，喜歡有挑戰的學習環境

<想像力過度激動>
過度激動特質
（1）分心、注意力不集中
（2）喜歡幻想、做白日夢
（3）有生動的思考力
（4）能自由地操弄想像力。腦海中有虛構的玩伴
(5)腦中編織出一種混合現實與想像的圖像
(6）腦海中常編造小說般的情節
（7）感受身邊有靈魂
（8）喜歡用影像或暗喻表達
                                 
資優特質(創造力特質)
（1）音樂作曲家在幻想、夢遊的情境中常覺得此時創造力以
         大量、快速而驚人的速度有如洪水般的湧入（引自
         Khatena, 1982）
（2）擴散思考能力強，將不同的想法合併並以不尋常的方式
         呈現，運用雙關語、富有幽默感
（3）智力高於170者，特別容易創造出自己的想像王國、想
         像玩伴，且以此為其主要的娛樂
(4)深信有靈魂的存在
（5）能以類化、暗喻或類比法思考                                    
   
                                                                                               
<情緒過度激動>
過度激動特質
（1）對人、生物、地方有強烈的依附感
（2）很難適應新環境資優特質樸(情緒特質)
（3）能同情與認同別人的感受，有人飢己飢、人溺己溺之情
         懷
(4)有正向的情感，如愉快、迷醉、高潮、溫暖、想向世界吶
     喊這些美的感覺等情緒
  (5）有強烈的負向情緒，如悲傷、孤單、害怕、焦慮、膽
       小、害羞、手心流汗、憂鬱、自卑、自殺心情等
（6）有強烈的生理症狀，如胃翻絞、心悸、臉紅、胸口緊

資優特質(情緒特質)
（1）極資優的學生比智力介於125-144間的資優生有更高
        比例的適應不良
（2）情緒敏感
（3）能了解別人的感受、同情被欺負的弱勢者，甚至別人的
       情緒就像發生在自己身上一般
（4）有些資優生在情緒表現上比一般學生穩定，他們有較低
        的自殺率、酗酒率、較少有精 神上的疾病、焦慮的程度
      較低
（5）資優生的負向情緒如：有懷疑、退縮、抑制、嚴肅、憂
         鬱、悲傷、焦慮、不安全感、有自殺傾向、孤獨感、易
         激動、挫折與憤怒等現象
（6）資優兒童有完美主義的特質，他們常對自己有過高的期
         待、有亟欲成功的壓力，認為自己的能力是無限的，且
        不允許有錯誤。當無法達到目標時，則認為是自己的錯
        而非能力或年齡的限制所致

節錄自....http://www.boe.chc.edu.tw/%AFS%B1%D0%BD%D21/振偉/談資優學生的情意特質與輔導.doc

  

fiona02

FAITH,WHERE ARE YOU?MISS YOU.....DNA YOUR ARTICLES.   

布甸仔媽媽

我大仔有大半都arm, 咁點ar~~~

其實me對佢好tired ga :cry:  :cry: