July 24, 2013
anxiety, assessment tools, Giftedness

Giftedness In Adulthood: Traits and Issues

gift-of-Brain-Balance

Defining Giftedness

“Gifted” means (As defined in the Texas Education Code) those who perform at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience or environment and who:

  1. exhibits high performance capability in an intellectual, creative or artistic area;
  2. possesses an unusual capacity for leadership; or
  3. excels in a specific academic field.

out in crowd

Gifted Adults

When looking at Giftedness in adulthood, it is critical to note the word “potential” in the definition above; potential does not necessitate outward markers of achievement  to be present for giftedness to exist later in life. In fact, many of the positive traits associated with Giftedness in youth have costs that can be incurred. Often these costs intensifying across development and create significant problems for gifted adults. They can even become deterrents to social and occupational success, and contribute to poor psychological functioning with higher incidence of anxiety and depression.

Traits Possible Problems
1. Acquires/retains information quickly 1. Impatient with others; dislikes repetition; irritable; may mistakenly assume that others can function similarly to the gifted or not accept themselves as gifted
2. Inquisitive; searches for significance 2. Asks embarrassing questions, can be dismissive of new ideas from others, search for meaning may lead to cynicism and hopelessness
3. Intrinsic motivation 3. Strong-willed; resists direction; not driven by money or reward (particularly in matters related to occupational identity)
4. Enjoys problem solving; able to use abstract reasoning 4. Resists routine practice; questions use of abstract reasoning procedures; may find themselves in conflict when faced with dilemmas that have no clear choice and be unable to make decisions in these moments
5. Seeks cause-effect relations 5. Dislikes unclear/illogical areas (such as traditions or feelings), may rationalize to avoid feelings, may struggle with existential matters (morality, life/death, etc.)
6. Emphasizes truth, equity, and fair play, strong moral code 6. Worries about humanitarian concerns, may be unforgiving to self and others for moral transgressions; may have difficulty not relating to human error as the norm
7. Seeks to organize things and people 7. Constructs complicated rules; often seen as bossy; may develop or seek out labyrinthine hobbies/games
8. Large vocabulary; advanced, broad information 8. May use words to manipulate; bored with school/occupation and age-peers; may seek novel stimulation to ward of boredom
9. High expectations of self and others 9. Intolerant, perfectionist; may become depressed and/or anxious; highly critical of self and others
10. Creative/inventive; likes new ways of doing things 10. May be seen as disruptive and out of step, may feel asynchronous (out of step with the times)
11. Intense concentration; long attention span; persistence in areas of interest 11. Neglects duties/people during periods of focus; seen as stubborn; can get swept away by passionate thinking which can inccur high relational costs
12. Sensitivity, empathy, desire to be accepted 12. Sensitivity to criticism or peer rejection may make living with giftedness difficult to tolerate; high need for belongingness but often does not feel a sense of belonging
13. High energy, alertness, eagerness 13. Frustration with inactivity, may be seen as hyperactive or viewed as a distraction
14. Independent; prefers working solo; self-reliant 14. May reject parent or peer input; nonconformity, may have difficulty working with others particularly if not in a leadership role
15. Diverse interests and abilities; versatility 15. May appear disorganized or scattered; frustrated over lack of time; may have difficulty settling on identity due to constantly changing or plethora of interests
16. Strong sense of humor 16. Peers may misunderstand humor; may become “class clown” for attention; may use sarcasm or derisive humor at inappropriate times

lonely

When To Seek Help

If you have felt misunderstood for years; or struggle with persistent bored, or feel plagued by self-doubt; or struggle with loneliness, you may want to seek help. In addition, if you feel subjected to persistent and uninvited commentary about your difference, support may be an important part of your personal growth.  Other problems associated with giftedness in adulthood that benefit from treatment are identity confusion and distorted self concept. The best description of these problems comes from a reknowned author on adult giftedness —Mary-Elaine Jacobsen, PsyD:

” Identity formation occurs gradually and becomes a central task during adolescence. Teens

 Resources

1. Books
 
Living With Intensity
 
The Gifted Adult
 
 Gifted Grownups: The Mixed Blessings of Extraordinary Potential
 
 “Living Out the Promise of High Potential: Perceptions of 100 Gifted Women,” provides many insights about gifted girls and women
 
2. Websites:
 
 
3. Articles: 
4. Therapy: I offer therapy for GT issues to Texas residents and Coaching services to non-Texas residents, including international clients. 

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