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Behavior Patterns
The characteristics [listed in previous table] are seldom inherently problematic by themselves. More often,
combinations of these characteristics lead to behavior patterns such as:
- Uneven Development. 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).
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Labelled