Growing 'up' Gifted...

I am not weird!
Maybe a little off... well, okay... a little weird!
And proud of it!
Finally.
Was a long (and yes, at times, winding) road.

With a measured I.Q. of 183, there are but a handful who can truly appreciate how I see and experience the world.
Think about it.
183 is in the top 15th percentile... that's a 99 followed by 14 nines.

There were times I wish I could simply take a dumb down pill just to make life a little easier... just a little bit.
Ever see that House MD episode entitled Ignorance is Bliss?
Buddy is a brilliant physicist and, in order to get close to people he begins taking something to dumb himself down.
That's me, wish I could do that.
Just a little bit of peace, not feel everyone... see everyone.
Shame you don't know what I'm saying... right?

My aim in this post is to perhaps do just that.
To hopefully give you a little insight on what it's like to 'be' me.

Enjoy...

Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences. - Annemarie Roeper




I came across the following paper (a compendium of articles, essays and interviews) on the subject of Gifted individuals and their associated (and unique) 'issues'. It is authored (in part) by Francis Heylighen, a research professor at the Free University of Brussels.

I sent him off an email, we'll see (and I'll advise) if he responds.
(Did not respond, though, he did say to expect this due to the volume of emails received.)

In the paper he goes on to say that he intends to prepare a more in depth paper on his interpretation of the subject and, in particular, how it relates to his field of interest of Cybernetics.

I have yet to locate said paper, but remain hopeful.

The following has been edited by me for space, with apologies to both Francis and the original authors (credited where due).

Levels of Giftedness
(Giftedness and education from the perspective of sociologic social psychology by Steven M. Nordby © 1997-2002)

According to IQ measurements, the following labels are generally accepted;

* Bright - 115 and above
* Gifted - 130 and above
* Highly gifted - 145 and above
* Exceptionally gifted -160 and above
* Profoundly gifted - 175 and above

Gifted people have a number of personality traits that set them apart, and that are not obviously connected to the traits of intelligence, IQ, or creativity that are most often used to define the category. Many of these traits have to do with their particularly intense feelings and emotions, others with their sometimes awkward social interactions. These traits make that these people are typically misunderstood and underestimated by peers, by society, and usually even by themselves. As such, most of their gifts are actually underutilized, and they rarely fulfill their full creative potential. This is particularly true for gifted women, as they don’t fit the stereotypes that society has either of women or of gifted people (typically seen as men).

Cognition

* original, unusual ideas, creativity, connects seemingly unrelated ideas
* superior abilities to reason, generalize or problem solve, high intelligence
* vivid and rich imagination
* extensive vocabulary, verbal ability, fascinated by words
* learns new things rapidly
* excellent long term memory
* grasps mathematical/scientific concepts readily, advanced comprehension, insightful
* avid reader
* complex and deep thoughts, abstract thinker
* runs mind on multiple tracks at the same time, fast thinker

Perception/emotion

* highly sensitive
* excellent/unusual sense of humour
* very perceptive, good sense of observation
* passionate, intense feelings
* sensitive to small changes in environment
* introverted
* aware of things that others are not, perceive world differently
* tolerance for ambiguity & complexity
* can see many sides, considers problems from a number of viewpoints
* childlike sense of wonder
* openness to experience
* emotional stability, serenity

Motivation/values

* perfectionistic, sets high standards for self and others
* very curious, desire to know
* very independent, autonomous, less motivated by rewards and praise
* seeker of ultimate truths, looks for patterns, meaning in life
* enjoys challenge, penchant for risk-taking
* outrage at injustice or moral breaches, good sense of justice
* wide range of interests, overwhelmed by many interests and abilities
* strong moral convictions, integrity, honesty
* high drive
* visionary, realizes visions, sense of destiny or mission
* loves ideas and ardent discussion
* sincerity
* acceptance of self and others

Activity

* great deal of energy
* long attention span, sustains concentration on topics of interest, persistent
* cannot stop thinking, work myself to exhaustion
* needs periods of contemplation, solitude
* spontaneity

Social relations

* questions rules or authority, asks embarrassing questions, non-conforming
* feels different, out of step with others, sense of alienation and loneliness
* very compassionate
* empathy: feels along with others, helps them understand themselves

(The Intellectual and Psychosocial Nature of Extreme Giftedness Philip M. Powell & Tony Haden)
The highly gifted are rare in the population. Using IQ scores as a gross index to assess this rarity, those with IQ's of 150 and above occur about 5-7 times out of 10,000 persons. The literature about them is also rare. Nevertheless, the attempt to understand the highly gifted is valuable because it can help us to help them achieve their potential. It has been reported that the higher the level of giftedness, the greater the chance of psychological and social adjustment difficulties.

Characteristics of Creative Genius

* I have always had an insatiable curiosity.
* I am able to run my mind on multiple tracks at the same time.
* I learn rapidly and retain / apply what I learn.
* I tend to be very independent.
* I tend to be less motivated than others are by rewards, bonuses, and praise.
* At times I have asked embarrassing questions or rudely pointed out truths at the wrong time.
* My preference for the complex can fool me into underestimating the simple answer.
* I like to refine and improve others' innovations.
* I feel comfortable with a wide range of emotions.
* I can see many sides to nearly any issue.
* Honesty, integrity, and ethics are important to me.
* I can help others understand themselves better.
* I am a seeker and champion of ultimate truths.
* My nervous system is easily aroused, and I am able to discern the slightest changes in my environment (aromas, shifts in light, etc.) or detect irritants (e.g. scratchy sweater label).
* I can feel along with and for others.
* I set high standards for myself and for others and am my own worst critic.
* I tend to look for consistency and security in systems, rules, and orderliness.
* I am often considered a "driven" person.
* I have maintained my childlike sense of wonder.
* I am intent on searching out universal truths.
* I am deeply disturbed by inequity, exploitation, corruption, and needless human suffering.
* I can and do work myself to exhaustion.
* Some people think I'm too serious.
* I have always been interested in social reform.
* I value and will defend diversity.
* I have a strong need to "make a difference."
* I have a penchant for risk-taking.
* I can and do ignore my own needs for the sake of others.

Torrance (1965) has argued that the gifted are independent thinkers. Dunn and Price (1980) provided evidence to show that those of average ability have a greater need for external structure than the intellectually gifted. One important difference, then, between average persons and their gifted counterparts is in the need of externally imposed structure. Gifted persons are more likely to make sense out of their intellectual experiences than the average person. Another important difference is in the desire to know complex ideas.

Average persons have less desire to know ideas for their own sake. They substitute participation in social affairs for idea dominance or the preference for thinking and generating ideas argued as characteristic of the mentally gifted (Powell, 1982). The possession of the desire to know means that gifted individuals have a need to search for the inherent pattern, logic or meaning in a set of data information, while average people prefer to have the pattern, logic, or meaning already generated and explained.

The highly gifted, on the other hand, have the greatest capacity to create structure and organize data and the greatest need to know. At this extreme, such people can create whole disciplines (De Candolle) and/or frameworks for comprehending the universe (Newton and Einstein).

Another problem for the highly gifted is they grow up with and are often socialized by significant others who do not understand them well enough to guide their ideas and actions with valid feedback. This was true of Leopold and Loeb, who were given free rein to go and do as they pleased at an early age. Parents can also vacillate between being proud of and being scared of the achievements of the highly gifted child. Parental pride in achievement can quickly turn to a fear of social stigma which can cause parents to give their gifted child inconsistent feedback. Hence, highly gifted children are never quite sure if it is good or bad to be very bright. Thus, their concept of the value of being very gifted develops slowly and ambivalently.

Peers, especially children, are often confused by the highly gifted person because it is difficult to identify with their superior cognitive abilities. They may downplay the degree of superiority of the highly gifted by invalidating feedback. If this feedback is internalized, a self-conception may be constructed based on underrating the self.

Clark (1979) reported on a young female student who had spent 18 years believing she was not intelligent because she asked more questions than the others in class. Later, in Clark's university class, when the characteristics of the gifted were discussed, the woman was so moved that she decided to say that she identified with the gifted even though she knew she was not gifted. She was so stirred by the class that later that evening she called her parents. During a conversation with them, the woman student found out that she has a measured IQ of 165. School personnel had advised her parents not to discuss her extraordinary IQ with her. This resulted in a low level of academic self-esteem and the ridiculous self-conception of being stupid!

Characteristics of Gifted Adults
(LIBERATING EVERYDAY GENIUS™ by Mary-Elaine Jacobsen, Psy.D.)

* 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.

Normal Behavior for Gifted People
(The Gifted Resource Center and Lesley Sword, Ph.D.)

It is NORMAL for Gifted People to:

* Have complex and deep thoughts.
* Feel intense emotions.
* Ask lots of questions.
* Be highly sensitive.
* Set high standards for themselves.
* Have strong moral convictions.
* Feel different & out-of-sync.
* Be curious.
* Have a vivid imagination.
* Question rules or authority.
* Thrive on challenge.
* Feel passion and compassion.
* Have a great deal of energy.
* Have an unusual sense of humour.
* Feel outrage at injustice.
* Look for meaning in life.
* Feel sad about the state of the world.
* Feel a spiritual connection to life.

Most Prevalent Characteristics of Giftedness
(The Gifted Resource Center and Lesley Sword, Ph.D)

99.4% learn rapidly
99.4% have extensive vocabulary
99.3% have excellent memory
99.3% reason well
97.9% are curious
96.1% are mature for their age at times
95.9% have an excellent sense of humor
93.8% have a keen sense of observation
93.5% have compassion for others
93.4% have a vivid imagination
93.4% have a long attention span
92.9% have ability with numbers
90.3% are concerned with justice and fairness
89.4% have facility with puzzles and legos
88.4% have a high energy level
88.3% are perfectionistic
85.9% are perseverant in their areas of interest
84.1% question authority
80.3% are avid readers

Characteristics of the gifted student

* Shows superior abilities to reason, generalize or problem solve.
* Shows persistent intellectual curiosity.
* Has a wide range of interests; develops one or more interests to considerable depth.
* Produces superior written work or has a large vocabulary.
* Reads avidly.
* Learns quickly and retains what is learned.
* Grasps mathematical or scientific concepts readily.
* Shows creative ability or imaginative expression in the arts.
* Sustains concentration for lengthy periods on topics or activities of interest.
* Sets high standards for self.
* Shows initiative, originality, or flexibility in thinking; considers problems from a number of viewpoints.
* Observes keenly and is responsive to new ideas.
* Shows social poise or an ability to communicate with adults in a mature way.
* Enjoys intellectual challenge; shows an alert and subtle sense of humor.

These characteristics can lead to conflicts in the regular classroom, as the gifted child may;

* Get bored with routine tasks.
* Resist changing away from interesting topics or activities.
* Be overly critical of self and others, impatient with failure, perfectionistic.
* Disagree vocally with others, argue with teachers.
* Make jokes or puns at times adults consider inappropriate.
* Be so emotionally sensitive and empathetic that adults consider it over-reaction, may get angry, or cry when things go wrong or seem unfair.
* Ignore details, turn in messy work.
* Reject authority, be non-conforming, stubborn.
* Dominate or withdraw in cooperative learning situations.
* Be highly sensitive to environmental stimuli such as lights or noises.

These reactions of gifted students to the regular education environment are normal only within the context of an understanding of the gifted. Without that understanding, they may be used to label the student as ADD/ADHD or SED. (See below)

Overexcitabilities - A term originated by Kazimierz Dabrowski to describe excessive response to stimuli in five psychic domains (psychomotor, sensual, intellectual, imaginational, and emotional) which may occur singly or in combination. Overexcitabilities are often used to describe certain characteristics of the gifted. “It is often recognized that gifted and talented people are energetic, enthusiastic, intensely absorbed in their pursuits, endowed with vivid imagination, sensuality, moral sensitivity and emotional vulnerability. . . . [They are] experiencing in a higher key.” - Michael Piechowski. Extreme overexcitabilities or a strong imbalance between them may reduce the individual's ability to function in society.

Random thoughts, quotes and links

Terman and Oden, (1959) found that the four traits which distinguished the gifted from the control group of normal or average children most clearly were:

* General intelligence
* Desire to know
* Originality
* Common sense

On Giftedness, an interview with Mary Rocamora
Giftedness these days in the research community is being understood more as an inner experience or process than external products like symphonies and films and dance companies and things of that order.

And the research community is far more interested now in studying the nature of that inner process, and expanding the scope of it to go beyond just high intelligence, which we know is a component of giftedness, to include other qualities like sensitivity, perfectionism; a quality called entelechy, which is associated with being a visionary, having a personal vision, and being able to actualize that vision from within - rather than needing other people externally to realize it.

Qualities like introversion are also common among gifted people, and another quality called the autonomous factor - which means that if you're gifted, you're not interested in whether other people see the value of what you're doing, and you don't relate your work so much to other people's opinion, but more to how that vision seems to you, how important it seems to you.
There's also idealism with a lot of gifted people, where there's a sense of disparity between what we are and what we could be, and that disparity becomes the fuel for an inner self-becoming toward perfection.

People might be scared or intimidated of gifted people because of our societal stereotypes that the gifted are somehow above everyone, and that's not the case. A gifted person is not a morally superior human being, necessarily.

Also people may fear others will think they're stuck up if they think of themselves as gifted - and there's the stereotype, right there. And that's one of the real struggles of embracing one's own giftedness is that we have these ideas in this culture that gifted people are arrogant, gifted people are snooty, that they think they're better than others. And that's typically not the case; they're more likely to feel inadequate to others, because of their own high standards.

I've never seen giftedness expire. I've seen it get worse - that the sensitivity deepens, the perfectionism gets more intense, the excitability factor - all this energy will erupt, just makes more of itself.

All of these things refer to people who are self-aware; for people who don't have the awareness, they could easily just die on the vine. And this often happens to gifted girls: because of cultural conditioning it's known that gifted girls lose one IQ point per year growing up in the school system. They don't get the mirroring and they don't get the mentoring - and they're 'just girls'.

Misdiagnosis of the Gifted
(Lynne Azpeitia, M.A. and Mary Rocamora, M.A.)

Gifted individuals face many challenges. One of them may be in getting correctly identified by psychotherapists and others as gifted.
It's well known among researchers of the gifted, talented and creative that these individuals exhibit greater intensity and increased levels of emotional, imagination-al, intellectual, sensual and psycho-motor excitability and that this is a normal pattern of development. It is because these gifted children and adults have a finely tuned psychological structure and an organized awareness that they experience all of life differently and more Intensely than those around them.

These characteristics, however, are frequently perceived by psychotherapists and others as evidence of a mental disturbance because most of the population lacks accurate information about the special characteristics of gifted individuals, couples and families. Most people don't know that what is considered normal for the gifted is most often labelled as neurosis in the general population and as a result, the gifted are personally and emotionally vulnerable to a variety of unique relationship difficulties at home, work, school and in the community.

Since the gifted function with relatively high levels of intensity and sensitivity, when they seek therapy they are frequently misdiagnosed because therapists receive no specialized training in the identification and treatment of persons who have advanced and complex patterns of development.

Therapeutic assessment of gifted persons with asynchronous development, heightened levels of awareness, energy and emotional response, and an intense level of inner turmoil often results in their developmental transition being mislabelled as a personality or attentional disorder.

Histrionic, dysthymic, cyclothymic, borderline, narcissistic, ADHD (Attention Deficit Hyperactivity Disorder) or ADD (Attention Deficit Disorder) are a few of the diagnostic labels mistakenly used to describe normative stages of positive disintegration.

The results of this type of misdiagnosis can range from benign neglect to misguided counselling strategies that invalidate and attempt to 'normalize' the complex inner process of the gifted. When misdiagnosed gifted clients are prescribed medication to suppress the "symptoms of giftedness" there is the danger that the wonderful inner fury of the gifted process will be neutralized, thus minimizing the potential for a life of accomplishment and fulfilment. As a result, those who have the most to offer society are the least likely to get their therapeutic needs met.

For the gifted, inner conflict is a developmental rather than a degenerative sign, because it drives the gifted person forward to replace current ways of thinking and being with those of higher level development. This type of positive disintegration is characterized by an intensified inner tension between what one is and what one could be. This dynamic tension is what fuels the creative person's complex inner life and provides the impetus for growth and development. Any therapist who works with a gifted population must be familiar with these internal processes, which are utilized to develop advanced potential - otherwise, the therapist risks inflicting further psychological damage.

When working with the gifted, a therapist must address the following intrapersonal issues: the internal stress of being gifted; the emotional trauma of rapid development; the effects of introversion, intensity, perfectionism and extraordinary sensitivity on self and others; the recognition of the symptoms of insufficient mental engagement; the importance of interacting with other gifted persons, and channeling and focusing an abundance of physical, sensual, intellectual and emotional energy.

Unique interpersonal challenges that gifted individuals, couples and families encounter during their life span include learning to interact in the mainstream world; manage expectations and pressures to fit the norm; defuse unconscious hostility, resentment, antagonism and sabotage directed at them because they are perceived as intellectually, creatively or personally advantaged; set appropriate boundaries for the utilization of their abilities; collaborate with others, and manage the daily dilemmas of giftedness involving relatives, bosses, co-workers, neighbors, counselors, teachers and other members of the community.

Traits of highly creative people
(Am Psychol [2000] by Prof. Ellen Winner, Boston College and Project Zero, Harvard Graduate School of Education)
sensitive, not motivated by money, sense of destiny, adaptable, tolerant of ambiguity, observant, perceive world differently, see possibilities, question asker, can synthesize correctly, often intuitively, able to fantasize, flexible, fluent, imaginative, intuitive, original, ingenious, energetic, sense of humor, self-actualizing, self-disciplined, self-knowledgeable, specific interests, divergent thinker, curious, open-ended, independent, severely critical, non-conforming, confident, risk taker, persistent

And now, ask yourself the following:

Are you a good problem solver?
Can you concentrate for long periods of time?
Are you perfectionistic?
Do you persevere with your interests?
Are you an avid reader?
Do you have a vivid imagination?
Do you enjoy doing jigsaw puzzles?
Often connect seemingly unrelated ideas?
Do you enjoy paradoxes?
Do you set high standards for yourself?
Do you have a good long-term memory?
Are you deeply compassionate?
Do you have persistent curiosity?
Do you have an excellent sense of humor?
Are you a keen observer?
Do you have a love of mathematics?
Do you need periods of contemplation?
Do you search for meaning in your life?
Are you aware of things that others are not?
Are you fascinated by words?
Are you highly sensitive?
Do you have strong moral convictions?
Do you often feel out-of-sync with others?
Are you perceptive or insightful?
Do you often question rules or authority?
Do you have organized collections?
Do you thrive on challenge?
Do you have extraordinary abilities and deficits?
Do you learn new things rapidly?
Feel overwhelmed by many interests/abilities?
Do you have a great deal of energy?
Often take a stand against injustice?
Do you feel driven by your creativity?
Love ideas and ardent discussion?
Were you advanced developmentally in childhood?
Have unusual ideas or perceptions?
Are you a complex person?

If 75% of these characteristics fit you, you are probably a gifted adult!

In closing, get help from those you trust. Don't try going it alone, as I was forced to.
There must be a better way!
YOU ARE NOT WEIRD AND YOU ARE NOT ALONE!

So, next time you feel as if someone is looking right through you, don't panic, it's probably just me.

Be well!