Question: What are some ways to distinguish between gifted behaviors and pathological behaviors?
Answer: One of the most important pieces of information is the context in which the behaviors are shown. Pathological behaviors are not necessarily characteristic of gifted children and adults; however, some behaviors that may appear pathological in certain contexts can be better explained by giftedness than by pathology. For example, inattention can be indicative of Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Type, and inattention would not be considered a characteristic of giftedness. However, inattention and concentration difficulties can also be caused by factors including depression or anxiety, lack of interest, an inappropriate curriculum, or a variety of other factors. Viewing inattention in the context of the person and the environment will better enable a clinician to determine the appropriate cause and whether the inattention would be better addressed by curriculum modifications, therapy, or medication.
Question: What are some characteristics of gifted children and adults?
Answer: Typical characteristics include strong memory, large vocabulary, persistence, and a wide range of interests. Gifted children typically learn to read earlier and show intensity across interests and activities; these characteristics often persist into adulthood. Asynchronous or uneven development and seeing the world differently are two traits that truly differentiate a gifted person. Their superior intellectual abilities allow different perspectives, producing behaviors that are qualitatively and quantitatively different from the norm. Whether giftedness is intellectual, academic, creative, or in the visual and performing arts, gifted people typically show uneven development, intensity, and ability that surpass most peers, often demonstrating both potential and high-level performance.
Question: How can we avoid mislabeling gifted children?
Answer: Society is quick to label behaviors that differ from the norm as pathological. While labels can reduce stigma, ease of labeling is a concern. Gifted children, by definition, are different in at least one way; when these innate differences are misunderstood and labeled as pathological, their true needs are not met. Recognizing that a gifted child’s needs arise from strengths rather than weaknesses allows better intervention. Providing appropriate curriculum and interventions promotes adjustment. Use giftedness as an explanation, not an excuse, for behaviors that deviate from the norm.
Question: What are the emotional needs of gifted children?
Answer: Research shows gifted children are not necessarily more or less well adjusted than others, but they face unique risks. Asynchronous development creates difficulties relating to self and others. Gifted children may view themselves based on relative weaknesses rather than strengths, and as a group they show more perfectionist behaviors, which can create difficulties. Lack of educational fit can also cause adjustment or emotional problems.
Question: Suicide is always a major concern. What should parents, teachers and counselors be on the look out for?
Answer: Although some gifted children commit suicide, it is unclear whether they do so more frequently than others. Specific risk factors include drug and alcohol abuse; family loss or disruption; family history of suicide, psychiatric disorders, or substance abuse; impulsiveness; adverse life events; easy access to lethal methods; and exposure to suicidal behavior of others, including media portrayals.
Question: Perfectionism seems to be a major issue. How can parents and teachers address this concern?
Answer: Perfectionism is a major issue among gifted children. Ideas for parents include allowing children to make and learn from mistakes using natural consequences, modeling appropriate handling of mistakes, and rewarding effort and time invested rather than only outcomes. Encourage appropriate risk-taking, remove ‘should’ and ‘ought’ from vocabulary, and sometimes permit being messy, late, or incomplete. Discuss strengths and weaknesses and find positive outlets for perfectionism; channeled appropriately, perfectionism can be positive. There are several helpful books, including Perfectionism: What’s Bad about Being Too Good.
Question: Some gifted children’s handwriting and work are sloppy or rushed. How can teachers address this?
Answer: Gifted children should have opportunities to demonstrate strengths without being penalized for weaknesses. If handwriting is an issue, provide oral tests, oral reports, or shortened assignments to show mastery. Gifted children can be twice-exceptional, with both giftedness and learning disabilities; additional interventions like keyboarding, recorders, or scribes may be necessary. Focus on strengths, develop persistence, and foster achievement while minimizing the impact of weaknesses.
Question: How do teachers assign appropriate-level work to challenge and stimulate?
Answer: Identify the appropriate level by pre-testing to discover what the child already knows. Use pre-testing to differentiate assignments and challenge gifted learners. Incorporate a child’s interests into independent projects to boost motivation.
Question: How do educational needs of a gifted learner differ from those of the non-gifted learner?
Answer: Gifted children learn more quickly and think more deeply. Their abilities differ qualitatively and quantitatively from the average student, so they need opportunities to delve more deeply, less repetition, shortened assignments, and higher-level materials presented at a faster pace.
Question: What are the most common diagnoses given to gifted children and adults?
Answer: Frequently seen diagnoses include Attention-Deficit/Hyperactivity Disorder and Asperger’s Disorder. Some diagnoses are accurate, but typical characteristics of gifted children are sometimes misconstrued as pathology, resulting in misdiagnosis. Recently there has been an increase in Juvenile Bipolar Disorder diagnoses; controversy and lack of clear criteria suggest many gifted children may be misdiagnosed. Again, typical gifted characteristics can be mistaken for pathology.
Question: What advice can you give parents for ways to select a counselor or health care professional?
Answer: Parents should find professionals with a background in giftedness to avoid misdiagnosis and to obtain appropriate interventions. Many health professionals receive little training about gifted children’s special needs. Supporting the Emotional Needs of the Gifted (SENG) offers continuing education for psychologists and has published guidance and a brochure entitled ‘Selecting a Psychologist or Psychiatrist for Your Gifted Child.’ For more information see sengifted.org.
Question: What question have we neglected to ask?
Answer: Meeting educational needs helps social and emotional adjustment; research suggests the degree to which a gifted child’s educational needs are met is important for overall adjustment. Misdiagnosis frequency is unclear, but clinical experience indicates it happens often and more research is needed. Some gifted children do have other difficulties such as attention disorders, Asperger’s Disorder, or learning disabilities; twice-exceptional children require interventions addressing both strengths and weaknesses simultaneously.
