-
The
“too wide mouth” taking in life (“Funnel and
Cylinder Theory”)—taking in more than they can process, creating
asynchronous development
Receiving
more information
Encountering
more emotional stimulation
Making
more connections
Seeing
more options
-
Feeling
different, being told they are different—not fitting in
Trouble
finding same age peers
When
young, not accepted by children as a child / not accepted by adults as an
adult
Teased
or shunned for “being smart” or for being “a know-it-all”
Can
come from other kids, or adults, including teachers…from peers or
authority figures
Finding
lack of awareness in the general public disheartening, or even frightening
-
Mismatched
expectations
Teacher
may expect speed or switching gears on command when student is slowing down
due to deep/broad interest/investigation into present subject
Parents
may expect consistent “A’s” and no academic complaints
All
(teachers, parents, and students) may expect the student to figure
everything out for themselves, counting on raw intelligence to get them
through
Experience
may be lacking
Each
may have different outcome expectations
-
Subjected
to prejudice
Simply
because of labeled or exhibited intelligence/ability—called egotistical,
teased for vocabulary, etc.
If
the student needs special services
If
the student rocks the boat
If
the student’s understanding in a situation exceeds that of parents or
teachers (or co-workers)
-
Overwhelmed
with potential
Perfectionism,
due to high ability to imagine any work significantly better than what it is
Feeling
overly responsible / taking on too many responsibilities, since they understand
Suffering
from lack of satisfaction, due to always seeing all the rest of the projects
they could do
-
The
potential for giftedness to cause emotional problems over time
The
larger the “funnel”, the more likely are emotional issues
Emotional
concerns can show up at any age
Every
child’s different: “smooth sailing” at one age doesn’t preclude
problems at another
Problems
can begin as young as one, or as old as adulthood
Most
common in toddlerhood and middle school
Problems
from giftedness more likely when other at-risk issues exist concomitantly
Examples
of at-risk issues: LD’s, family difficulties, health trouble, etc.
Emotional
concerns are best addressed early, but certainly can be successfully
addressed at any time
Discussing
these issues will not create them (contrary to common myth)
Self-understanding
is the best inoculation against future emotional strain
If
these issues haven’t been addressed previously, and student is showing
signs of depression, frustration, general angst—individual or group
counseling directed specifically at the issues connected to being gifted may
be effective, and is recommended
Gifted
students need direction, support, and advocacy—working in isolation is not
the most effective way to do this emotional work
It’s
best if the parent understands and help their kids through these issues,
sometimes teachers need to educate the parents about their gifted kids’
special needs
For
teachers of the gifted to be most efficacious, they need to understand these
issues; sometimes parents need to educate the teachers of their gifted
children
Gifted
people often have no idea their giftedness is causing them problems
Gifted
people need a safe environment in which they can fully be themselves, in
order to realize how they aren’t being themselves in other situations
Gifted
kids (and adults!) need time alone with gifted peers in order to know
themselves better
Gifted
students need a chance to learn what giftedness means to the people around
them, and what it means to themselves
