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| Acknowledgments | |
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| Preface | |
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| Rimm's Laws of Achievement | |
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| How to Get the Most Out of This Book | |
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| Why Bright Kids Get Poor Grades | |
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| What Is Underachievement? | |
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| What Do Underachievers Look Like? | |
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| Categories of Underachievement | |
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| Perfectionist Pearl | |
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| Poor Polly | |
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| Passive Paul | |
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| Sick Sam | |
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| Taunted Terris | |
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| Depressed Donna | |
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| Torn Tomas | |
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| Jock Jack, Social Shaundra, and Dramatic Dan | |
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| Academic Alice | |
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| Manipulative Maria | |
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| Creative Chris | |
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| Rebellious Rebecca | |
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| Hyperactive Harry | |
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| Bully Bob | |
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| How to Determine if Your Child Has Underachievement Syndrome | |
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| Early Risks | |
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| The Too Soon Child | |
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| The Overwelcome Child | |
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| Early Health Problems | |
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| Gender Issues | |
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| Particular Sibling Combinations | |
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| Specific Parenting Relationships | |
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| The Gifted Child | |
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| Conclusion: Dependence and Dominance | |
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| Parents as Role Models | |
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| Positive and Negative Models | |
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| I Didn't Like School Either | |
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| The Disorganized Home | |
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| Passive-Aggressive Parenting | |
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| Overworked Parents | |
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| Post-Divorce Parents | |
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| Cross-Gender Identification | |
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| Parent Rivalry | |
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| Combinations of the Rituals | |
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| Dependency and Dominance | |
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| Counteridentification | |
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| Fostering Dependency | |
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| Fostering Dominance | |
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| Summary | |
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| School Causes of Underachievement Syndrome | |
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| Structure | |
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| Competition | |
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| Labeling | |
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| Negative Attention | |
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| Boredom | |
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| Peer Pressure | |
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| What You Can Do about It | |
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| Parenting toward Achievement | |
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| Modeling Achievement | |
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| Power and Control | |
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| Giving Clear, Positive Messages | |
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| Reasonable Praise | |
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| Consistency between Parents | |
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| Consistency within a Parent | |
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| "Beat the System" Messages | |
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| Referential Speaking | |
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| Competition-Winning and Losing | |
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| Organization | |
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| Homework and Study Habits | |
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| Grades and Rewards | |
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| The Indulgence Traps | |
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| Family Structure Considerations | |
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| After Divorce | |
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| Single Parenting | |
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| The Blended Family | |
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| The Visitation Family | |
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| Teaching toward Achievement | |
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| Differentiated Curriculum | |
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| Building Task Value | |
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| Teaching Healthy Competition | |
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| Teaching to the Emotional Needs of Students | |
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| Competitiveness | |
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| Boyfriend Worries | |
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| Power and Peer Issues | |
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| Finishing the ALLIANCE Acrostic | |
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| How You Can Reverse Underachievement Syndrome Using the Trifocal Model-Step One: Assessment | |
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| Adapting the Trifocal Model for Disadvantaged Students | |
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| Assessment | |
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| Formal Assessment | |
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| Informal Assessment | |
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| Determining the Next Step | |
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| Step Two: Communication between Teachers, Parents, and Students | |
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| Teacher-Initiated Communication | |
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| Parent-Initiated Communication | |
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| Tracking Student Progress | |
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| The Next Three Steps: Expectations, Role Models, and Deficiencies | |
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| Changing Expectations | |
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| Personal Expectations | |
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| Parent Expectations | |
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| Sibling Expectations | |
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| Teacher Expectations | |
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| Peer Expectations | |
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| Role Model Identification | |
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| Sources of Models | |
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| Process for Encouraging Identification | |
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| Correcting Deficiencies | |
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| Anxieties and Special Skill Deficits | |
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| The Last Step | |
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| What You Can Do for Dependent Children | |
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| What You Can Do as Parents | |
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| Vote of Confidence | |
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| The Place of Shelter | |
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| Encouraging Same-Gender Identification for Boys | |
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| Expressing Feelings | |
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| Organizational Skills | |
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| Teaching Competition | |
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| Teaching Social Skills | |
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| Encouraging Activities with Intrinsic Interest | |
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| Easing Perfectionism | |
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| Teaching Deferred Judgment | |
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| Independent Homework | |
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| Incomplete Schoolwork or Homework | |
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| Teaching Concentration | |
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| Extra-Credit Work | |
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| Goal-Directed Tutoring | |
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| Keeping Children in the Mainstream | |
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| What You Can Do as a Teacher | |
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| Vote of Confidence | |
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| Multiple Methods for Giving Instructions | |
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| Completing Classwork and Homework | |
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| Teaching a Growth Mindset | |
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| Building Resilience through Biography | |
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| Focusing Attention | |
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| Teaching Goal Setting | |
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| Teaching Organizational Strategies | |
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| Test Anxiety | |
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| Social Rewards | |
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| Teaching Other Children | |
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| Punishment | |
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| Creative Problem Solving | |
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| What You Can Do for Dominant Conforming Underachievers | |
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| What You Can Do as Parents | |
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| Monitoring Counteridentification | |
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| Competition | |
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| Intrinsic Motivation | |
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| Parent Messages | |
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| Sensitivity | |
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| Acceptance of Criticism | |
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| What You Can Do as a Teacher | |
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| Keeping Academics Central | |
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| Acceleration or Grade Skipping | |
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| Acceptance of Criticism | |
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| Intrinsic Motivation | |
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| Biographical Study | |
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| Preparation for College | |
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| What You Can Do for Dominant Nonconforming Children | |
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| What You Can Do as Parents | |
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| Reversing Early Childhood Dominance | |
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| Wish, Want, Work, Wait | |
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| Attention Deficit Hyperactivity Disorder | |
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| Avoiding Confrontations | |
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| Emotional Ups and Downs | |
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| Encouraging Time Alone | |
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| Maintaining the Positive | |
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| United Parenting | |
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| Communicating about Achievement | |
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| Communicating with Schools | |
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| Changing Peer Environments | |
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| Getting Professional Help | |
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| What You Can Do as a Teacher | |
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| Forming a Teacher-Student Alliance | |
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| Behavior Problems and Attention Deficit Hyperactivity Disorder | |
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| Anti-Arguing Instructions | |
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| Giving Them Power and an Audience | |
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| Avoiding Student Manipulation | |
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| Changing Academic Grouping | |
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| Providing a Sanctuary | |
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| Helping Students Find Balance | |
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| Appealing to Altruism | |
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| Alcohol and Drug Abuse | |
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| Maintaining Open Doors | |
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| Overview | |
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| The Why | |
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| Essential Elements of Underachievement Syndrome | |
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| Social Changes | |
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| Interaction between Underachievement Factors and Social Changes | |
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| The What | |
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| Rimm's Laws of Achievement | |
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| Reversal of an Epidemic? | |
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| Resources | |
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| References | |
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| Endnotes | |
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| Index | |