Types of Problems
It is helpful to conceptualize needs of gifted children in terms of
those that arise because of the interaction with the environmental setting
(e.g., family, school, or cultural milieu) and those that arise internally
because of the very characteristics of the gifted child.
Several intellectual and personality attributes characterize gifted
children and should be noted at the outset. These characteristics may
be strengths, but potential problems also may be associated with them
(Clark, 1992; Seagoe, 1974).
Some particularly common characteristics are shown in the table.
POSSIBLE PROBLEMS THAT MAY BE ASSOCIATED WITH CHARACTERISTIC STRENGTHS OF GIFTED CHILDREN
| Strengths |
Possible
Problems |
|
Acquires/retains
information quickly
|
Impatient
with others; dislikes basic routine. |
| Inquisitive;searches
for significance. |
Asks embarrassing
questions;excessive in interests. |
| Intrinsic
motivation. |
Strong-willed;
resists direction. |
| Enjoys problem-solving;
able to conceptualize, abstract, synthesize. |
Resists routine
practice; questions teaching procedures. |
| Seeks cause-effect
relations. |
Dislikes
unclear/illogical areas (e.g., traditions or feelings). |
| Emphasizes
truth, equity, and fair play. |
Worries about
humanitarian concerns. |
| Seeks to
organize things and people. |
Constructs
complicated rules; often seen as bossy. |
| Large facile
vocabulary; advanced, broad information. |
May use words
to manipulate; bored with school and age-peers. |
| High expectations
of self and others. |
Intolerant,
perfectionistic; may become depressed. |
| Creative/inventive;
likes new ways of doing things. |
May be seen
as disruptive and out of step. |
| Intense concentration;
long attention
span and
persistence in areas of interest. |
Neglects
duties or people during periods of focus; resists interruption;
stubbornness. |
| Sensitivity,
empathy; desire to be accepted by others. |
Sensitivity
to criticism or peer rejection. |
| High energy,
alertness,
eagerness. |
Frustration
with inactivity; may be seen as hyperactive. |
| Independent;
prefers individualized work; reliant on self. |
May reject
parent or peer input; nonconformity. |
| Diverse interests
and abilities; versatility |
May appear
disorganized or scattered; frustrated over lack of time. |
| Strong sense
of humor. |
Peers may
misunderstand humor; may become "class clown"for attention. |
Labelled