Giftedness does not equal achievement. Giftedness is a way of being. Giftedness is not what you do; it’s who you are.
What are the hallmarks of giftedness? Key concepts include intensity, asynchronous development, perfectionism and idealism.
In 1991, a group of leading thinkers in the field of studying the concepts of giftedness, education, and counseling gathered in Columbus, Ohio to consider the existing definitions of the term gifted as it had been applied to children, and to attempt to develop a better definition. Here is what they said:
"Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity.
The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally."
Martha Morelock, a participant at this gathering (which has since been referred to as The Columbus Group) later elaborated with these remarks:
"...asynchronous development and the emotional consequences and altered quality of life stemming from it is at the very heart of giftedness .... the contemporary tendency to define giftedness as behaviors, achievement, products or school placement, external to the individual, necessarily misses the essence of giftedness..." (1993)
Gifted children and adults do not put aside their giftedness when they leave the classroom or the workplace -- nor is it set aside in any situation where it may not seem apparent to others -- giftedness is a phenomenon that affects their experiences all day, every day.
Some gifted children possess a complex combination of individual characteristics which may render them more vulnerable than other children to emotional distress. They may frequently experience misunderstanding or misjudgment by others, which can contribute to social relationship difficulties and low self-esteem.
Gifted adults may face experiences similar to those which caused them difficulty and pain in childhood. Some gifted adults feel lonely, isolated, or alienated from the very people with whom they work and live. They may be more vulnerable to psychic and emotional pain than other adults.
While not every gifted individual experiences significant social and/or emotional distress, many do -- or will -- at one time or another.
Fortunately, social and emotional development in gifted children can be facilitated and supported by well-informed parents, professionals, and other caring adults. The social and emotional health of gifted adults can also be supported and remediated, if necesary, through exposure to accurate information about giftedness, as well as increased interaction with other gifted adults.
