Emotional problems of the gifted child.

Abstract

THE GIFTED CHILD'S EMOTIONAL NEEDS—IN SUMMARYIntellectual giftedness, whether measured by an IQ score or a non‐verbal test, is not generally related to adjustment (Terman, 1925–1959; Freeman, 1979). Life events which can bring about poor adjustment in gifted children are the same ones that can affect other children adversely. Nor do gifted children necessarily benefit by the imposition of the label ‘gifted’, which trails unjustified mythologies and stereotypes with it. However, there are aspects of giftedness, such as hypersensitivity, perfectionism and inflexible schooling, which can cause problems for a minority of gifted children and bring about conflict, anxiety and unwelcome behaviour. Essentially, the gifted child has the same emotional needs as other children, and the same educational needs for expression and exploration. The difference lies in their intensity. The thwarting of more intense needs is likely to bring about a stronger reaction than in the average child, and with a higher ability to direct his actions, a gifted child is probably going to be more effective in choosing a form of deviance which will bring his frustration to attention or conceal his abilities.However, gifted children do have particular educational needs. Possibly more than other children, the gifted can appreciate and use honest feedback (offered with respect), open communication with learning groups (particularly to acquire social skills), an intellectually challenging, meaningful and flexible curriculum, exposure to like minds, suitable material to work with and the opportunity to pursue personal interests. They are likely to be distressed by rote‐learning, practice exercises, too low teacher expectations and too much highly directed learning. They are capable of thriving, relatively more than other children, in a positive educational environment (Freeman, 1981). Whether at home or at school, they are unlikely to satisfy their potential for development on an inadequate educational diet. Teachers, parents and other care‐givers need to be more child‐centred‐to recognise the ability of their children and the problems it may bring, to provide for their needs and to adjust programmes to the individual requirements.