Gifted individuals are expected to live life with greater emotional and intellectual intensity, revealing an increase in intellectual, emotional, sensory, creative, and psychomotor functioning compared to the norm. However, recent research has shown that most gifted individuals have common personality traits and profiles, especially regarding emotional intensity.
One key aspect of giftedness is overexcitability, a term first introduced by Dabrowski in the Theory of Positive Disintegration. This concept suggests that gifted individuals, while unique and inspiring, also face significant qualitative differences compared to their non-gifted counterparts. These differences are often seen in their sensitivity, idealism, intensity, perceptivity, and asynchrony. Other aspects of giftedness include open-mindedness, psychological complexity, reflection, introversion, moral concern, and perfectionism. These factors are typically categorized as neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness, each defined by a series of more specific traits or facets.
Although researchers primarily recognize experiential differences, they have conflicting views on identifying subjects and measuring talent. Talent has historically been defined as a characteristic found in only 1% of the population. However, the definition has since expanded to include character traits, specific cognitive abilities, task commitment, creativity, leadership potential, and achievement motivation. There are differences in how giftedness is conceptualized, including what external norms to rely on, what giftedness looks like in practice, what theoretical or conceptual perspectives to consider, and what measures to use in research.
Gifted individuals are often assumed to be socially well-adjusted and successful, with good mental balance, resilience, and an overall higher level of well-being. However, these assumptions and the misperception that life is easier for gifted individuals can lead to increased internal pressure and exhaustion without external support. When gifted individuals find themselves in uncomfortable situations due to their differences, they may mask their difficulties and are perceived in a distorted, and in most cases negative, way.
Table of Contents
- 1. Introduction
- 2. Common Characteristics in Giftedness Adults
- 3. Defining giftedness
Objectives and Key Themes
This brief introduction aims to provide a starting point for reflection on giftedness in adults, drawing upon Pamela Hunsberger's research on giftedness and complex trauma. It explores the multifaceted nature of giftedness, acknowledging the lack of a universal definition and the variability in evaluation criteria.
- Defining Giftedness: Exploring the various definitions and challenges in establishing a universal understanding of giftedness.
- Characteristics of Gifted Adults: Examining the common personality traits, emotional intensities, and potential challenges faced by gifted adults.
- Overexcitability and Asynchronous Development: Understanding the concept of overexcitability and its implications for the development and well-being of gifted individuals.
- The impact of giftedness on mental health: Investigating how giftedness can impact mental health and well-being, considering potential vulnerabilities and challenges.
- Historical and contemporary perspectives on giftedness: Tracing the evolution of understanding and defining giftedness from historical perspectives to current conceptualizations.
Chapter Summaries
1. Introduction: This chapter introduces the concept of giftedness in adults, highlighting the lack of a universal definition and the variability in evaluation criteria. It emphasizes the asynchronous development experienced by gifted individuals, characterized by advanced cognitive abilities and heightened intensity, leading to qualitatively different inner experiences. The chapter also introduces the concept of overexcitability (OE), first introduced by Dabrowski (1964) within the Theory of Positive Disintegration, which signifies the significant qualitative differences between gifted and non-gifted individuals in aspects like sensitivity, idealism, intensity, perceptivity, and asynchrony. Further, the chapter touches upon other aspects of giftedness, including open-mindedness, psychological complexity, reflection, introversion, moral concern, and perfectionism, often categorized under the Big Five personality traits. The chapter concludes by noting the conflicting views on identifying gifted individuals and measuring talent, highlighting the historical limitations of defining talent solely based on a percentage of the population and the ongoing debates surrounding conceptualization, measurement, and research methodologies.
2. Common Characteristics in Giftedness Adults: This chapter delves into the common characteristics observed in gifted adults, expanding beyond traditional notions of intelligence. It explores recent research indicating increased brain volume, processing efficiency, and better utilization of brain networks in gifted individuals, alongside the potential disadvantages of this increased neural capacity, such as self-regulation difficulties and reduced organizational skills. The chapter further discusses the heightened emotional responses, susceptibility to internalizing behaviors, and increased risk of depression and anxiety in gifted adults. The chapter also points to the similarities between the neurobiology of highly intelligent individuals and those who have experienced complex brain trauma, highlighting how adverse social experiences can impact brain structure and function. The chapter underscores the vulnerability of gifted adults to various emotional and social challenges while emphasizing the limited understanding of their subjective experiences.
3. Defining giftedness: This chapter tackles the complex and evolving definition of giftedness. It acknowledges the challenges in defining giftedness due to the diverse nature of human abilities and cultural influences. The chapter traces the historical evolution of defining giftedness, starting from the early 20th century's focus on IQ scores, representing the top 1% of the population. The chapter details the expansion of the definition to include other factors, including character traits, specific cognitive abilities, and task commitment, ultimately leading to a broader range (3-5%) of the population being considered gifted. The chapter also discusses different models and theories of intelligence, the use of standardized intelligence tests, and the ongoing debates concerning conceptualization, measurement, and research methods. Finally, the chapter notes the impact of the Columbus Group's phenomenological definition, emphasizing the internal experience of gifted individuals and the importance of adapting parenting, teaching, and counseling to support their unique needs.
Keywords
Giftedness, adult giftedness, asynchronous development, overexcitability, emotional intensity, personality traits, neurobiology, brain structure, intelligence, talent, mental health, well-being, social-emotional challenges, defining giftedness, historical perspectives, contemporary perspectives, research methodologies.
Frequently Asked Questions: A Comprehensive Language Preview on Giftedness in Adults
What is the purpose of this document?
This document provides a comprehensive preview of a text focusing on giftedness in adults. It includes the table of contents, objectives and key themes, chapter summaries, and keywords. The preview aims to give a thorough overview of the text's content and approach.
What are the main topics covered in the text?
The text explores the multifaceted nature of giftedness in adults, covering various aspects such as defining giftedness, common characteristics of gifted adults, the impact of giftedness on mental health, and historical and contemporary perspectives on the subject. It also delves into concepts like asynchronous development and overexcitability.
What are the key themes explored in the text?
Key themes include the challenges in defining giftedness universally, the common personality traits and emotional intensities experienced by gifted adults, the impact of giftedness on mental health, the concept of overexcitability and its implications, and the evolution of understanding and defining giftedness throughout history.
What are some of the common characteristics of gifted adults discussed?
The text discusses increased brain volume and processing efficiency, heightened emotional responses, susceptibility to internalizing behaviors, and increased risk of depression and anxiety in gifted adults. It also mentions potential challenges such as self-regulation difficulties and reduced organizational skills.
How does the text define giftedness?
The text acknowledges the challenges in establishing a universal definition of giftedness due to its diverse nature and cultural influences. It traces the historical evolution of the definition, from a focus on IQ scores to a broader understanding that includes various factors like character traits, cognitive abilities, and task commitment.
What is the significance of asynchronous development and overexcitability?
Asynchronous development refers to the uneven development of different abilities in gifted individuals, leading to advanced cognitive abilities alongside heightened emotional intensity. Overexcitability (OE), a concept from Dabrowski's Theory of Positive Disintegration, signifies significant qualitative differences in sensitivity, idealism, intensity, perceptivity, and asynchrony between gifted and non-gifted individuals. These concepts are central to understanding the unique experiences of gifted adults.
What is the impact of giftedness on mental health?
The text investigates the potential impact of giftedness on mental health, acknowledging the increased vulnerability of gifted adults to various emotional and social challenges, including depression and anxiety. It highlights the need for further understanding of their subjective experiences and the provision of appropriate support.
What are the historical and contemporary perspectives on giftedness discussed?
The text traces the evolution of understanding giftedness from early 20th-century reliance on IQ scores (top 1% of the population) to more inclusive definitions encompassing a broader range (3-5%) of the population. It explores the shift from a narrow focus on intelligence to a more holistic understanding that incorporates various cognitive abilities and character traits.
What methodologies are discussed in relation to studying giftedness?
The text mentions the use of standardized intelligence tests and acknowledges the ongoing debates surrounding the conceptualization, measurement, and research methodologies in the field of giftedness. It also highlights the importance of considering the internal experiences of gifted individuals, as emphasized by the Columbus Group's phenomenological definition.
What are the key words associated with the text?
Key words include: Giftedness, adult giftedness, asynchronous development, overexcitability, emotional intensity, personality traits, neurobiology, brain structure, intelligence, talent, mental health, well-being, social-emotional challenges, defining giftedness, historical perspectives, contemporary perspectives, and research methodologies.
- Quote paper
- Anna Giudice (Author), 2023, Giftedness in Adults. Common Characteristics and General Support, Munich, GRIN Verlag, https://www.grin.com/document/1477080
