It took some time, along with talking with one of the authors (NN), to accept herself as she is. However, two of her grandchildren are gifted, and when she was almost 70 she started to think about herself as possibly being gifted because of their stories. This older gifted woman never knew she was gifted. When she talked about her problems to her psychologist, she realized that the symptoms of bore-out applied very much to her situation. When she realized that she needed help for her psychological problems, and she got a referral to a psychologist. Yolanda had already learned about her giftedness. She also found that experiences from her childhood started to haunt her. She started to experience physical and mental complaints. She was not very happy with that, but her repeated requests for more and more challenging or complicated assignments did not result in any improvement. She also started doing volunteer work for others in her community during her working hours. Yolanda then did some volunteer work at her company-organizing the parties at work, etc. When she asked for more, her supervisor said that it was not possible, because the work is done in sequential order and she was disrupting the progress because of her speed. She did her work well, but after about two years she found that she often did not have enough work to do. She worked for a large company, and she was part of a team. The factors that predicted life outcome for the labeled and unlabeled gifted groups were hard work, emotional support, and a positive, open personal outlook.Yolanda is a 41 year old IT specialist in Information Technology (I.T.). By 2005, the labeled and unabeled gifted groups (now in their 40's) were not very different in life outcomes, but both groups were much more successful than the randomly selected group. The results showed quite startlingly that the group labeled "gifted" had significantly more emotional problems than the unlabeled gifted group during childhood. The first matched child had an identical IQ score, and the second was chosen at random. In one longitudinal study, over 100 children labeled "gifted" child were matched for age, sex, and socioeconomic status (SES) with two others in the same school class. Just being labeled "gifted" can create emotional and social havoc. But, as she emphatically points out, they are advanced only in certain areas and are normal children in every other way. Joan Freemen points out that once parents, teachers, and peers see that gifted children are advanced, then they start treating them differently. As adults, the gifted can find the workplace, with its many rules and often rigid power hierarchy, a particularly stressful work environment.ģ. This "urge to create" makes it difficult for gifted children to simply "play by the rules." Although they quickly learn the rules of a game, they just as quickly become bored with them and want to change them - frequently leading to consternation on the part of other children who often find solace and comfort in routine. Joan Freeman, a specialist in the needs of gifted children. On the playground, they can exhibit a trait termed an "unstoppable urge to create" by Dr. Gifted children often find age-appropriate lesson plans boring because their cognitive skills may extend well beyond the schoolwork and lessons contained in those plans. To a harried teacher with lesson plans to cover before the bell rings, the seemingly incessant questions of gifted children can seem like a special kind of hell. It depends a good deal on the environment within which that giftedness finds itself. Giftedness can be as much a curse as a blessing.
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