James Webb noted that while the characteristics
shown in the chart above are seldom inherently problematic by themselves, a combination of the characteristics can result in the following behavior problems:
Uneven Development (Asynchrony)
Motor skills, especially fine-motor, often lag behind cognitive conceptual
abilities, particularly in preschool gifted children (Webb & Kleine,
1993). These children may see in their "mind's eye" what
they want to do, construct, or draw; however, motor skills do not
allow them to achieve the goal. Intense frustration and emotional
outbursts may result.
Peer Relations As
preschoolers and in primary grades, gifted children (particularly
highly gifted) attempt to organize people and things. Their search
for consistency emphasizes "rules," which they attempt
to apply to others. They invent complex games and try to organize
their playmates, often prompting resentment in their peers.
Excessive Self-Criticism The
ability to see possibilities and alternatives may imply that youngsters
see idealistic images of what they might be, and simultaneously
berate themselves because they see how they are falling short of
an ideal (Adderholt-Elliott, 1989; Powell & Haden, 1984; Whitmore,
1980).
Perfectionism The
ability to see how one might ideally perform, combined with emotional
intensity, leads many gifted children to unrealistically high expectations
of themselves. In high ability children, perhaps 15-20% may be hindered
significantly by perfectionism at some point in their academic careers,
and even later in life.
Avoidance of Risk-Taking In
the same way the gifted youngsters see the possibilities, they also
see potential problems in undertaking those activities. Avoidance
of potential problems can mean avoidance of risk-taking, and may
result in underachievement (Whitmore, 1980).
Multipotentiality Gifted
children often have several advanced capabilities and may be involved
in diverse activities to an almost frantic degree. Though seldom
a problem for the child, this may create problems for the family,
as well as quandaries when decisions must be about career selection
(Kerr, 1985; 1991).
Gifted Children with Disabilities
Physical disabilities can prompt social
and emotional difficulties. Intellect may be high, but motor difficulties
such as cerebral palsy may prevent expression of potential. Visual
or hearing impairment or a learning disability may cause frustration.
Gifted children with disabilities tend to evaluate themselves more
on what they are unable to do than on their substantial abilities
(Whitmore & Maker, 1985).
Problems from Outside Sources
Not all of the problems that gifted children encounter are due to their own personality characteristics or behaviors. They may also be confronted with lack of understanding for
gifted children, and ambivalence or hostility from other people. (Webb & Kleine, 1993) Webb lists the following common
problem patterns:
School Culture and Norms
Gifted children, by definition, are "unusual" when compared
with same-age children--at least in cognitive abilities--and require
different educational experiences (Kleine & Webb, 1992). Schools,
however, generally group children by age. The child often has a
dilemma--conform to the expectations for the average child or be
seen as nonconformist.
Expectations by Others
Gifted children--particularly the more creative--do not conform.
Nonconformists violate or challenge traditions, rituals, roles,
or expectations. Such behaviors often prompt discomfort in others.
The gifted child, sensitive to others' discomfort, may then try
to hide abilities.
Peer Relations Who
is a peer for a gifted child? Gifted children need several peer
groups because their interests are so varied. Their advanced levels
of ability may steer them toward older children. They may choose
peers by reading books (Halsted, 1994). Such children are often
thought of as "loners." The conflict between fitting in
and being an individual may be quite stressful.
Depression Depression
is usually being angry at oneself or at a situation over which one
has little or no control. In some families, continual evaluation
and criticism of performance--one's own and others--is a tradition.
Any natural tendency to self-evaluate likely will be inflated. Depression
and academic underachievement may be increased. Sometimes educational misplacement causes
the gifted youngster to feel caught in a slow motion world. Depression
may result because the child feels caught in an unchangeable situation.
Family Relations Families
particularly influence the development of social and emotional competence.
When problems occur, it is not because parents consciously decide
to create difficulties for gifted children. It is because parents
lack information about gifted children, or lack support for appropriate
parenting, or are attempting to cope with their own unresolved problems
(which may stem from their experiences with being gifted).
Preventing Problems
James Webb suggested the following five approaches for preventing social and emotional problems:
Reach out to Parents Parents
are particularly important in preventing social or emotional problems.
Teaching, no matter how excellent or supportive, can seldom counteract
inappropriate parenting. Supportive family environments, on the
other hand, can counteract unhappy school experiences. Parents need
information if they are to nurture well and to be wise advocates
for their children.
Focus on Parents of Young Children
Problems are best prevented by involving
parents when children are young. Parents particularly must understand
characteristics that may make gifted children seem different or
difficult.
Educate and Involve Health-Care and
Other Professionals Concentrated
efforts should be made to involve such professionals in state and
local meetings and in continuing education programs concerning gifted
children. Pediatricians, psychologists, and other caregivers such
as day-care providers typically have received little training about
gifted children, and therefore can provide little assistance to
parents (Webb & Kleine, 1993).
Use Educational Flexibility
Gifted children require different and
more flexible educational experiences. When the children come from
multicultural or low-income families, educational flexibility and
reaching out may be particularly necessary. Seven flexibly paced
educational options, relatively easy to implement in most school
settings (Cox, Daniel & Boston, 1985) are: early entrance; grade
skipping; advanced level courses; compacted courses; continuous
progress in the regular classroom; concurrent enrollment in advanced
classes; and credit by examination. These options are based on competence
and demonstrated ability, rather than on arbitrary age groupings.
Establish Parent Discussion Groups
Parents of gifted children typically
have few opportunities to talk with other parents of gifted children.
Discussion groups provide opportunities to "swap parenting
recipes" and child-rearing experiences. Such experiences provide
perspective as well as specific information (Webb & DeVries,
1993).
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