Are you a gifted adult?
Before we dive into the g-word, take a moment to notice what parts are present for you when you think and feel into the word gifted. Without needing to shift in any way, I invite you to stay in a space of curiosity as you explore the inner workings of what it is to be a gifted adult.
This is a HUGE topic to explore!
First and foremost giftedness does not equate to superiority, nor does it equate to life being "easy" for those with gifted traits. The following is a brief overview of some key features meant to help you explore the possibility of your own giftedness and/or confirm for those of you that already have arrived at this knowing. Take what you like and leave the rest. I am not an expert in giftedness but approach the concept with an open heart and deep curiosity for the purpose of understanding myself and others who think, feel, process, and experience the world differently than their neurotypical peers.
First, let's explore the common assumptions, misconceptions, and stereotypes associated with being gifted
Misconceptions about giftedness
There are many misunderstandings about giftedness that can lead to misconceptions and myths about gifted individuals.
A few of the most common stereotypes about gifted individuals:
Gifted individuals are always high achievers: While gifted individuals may have a higher potential for achievement, this doesn't mean that they will always be high achievers. Many gifted individuals may struggle with underachievement due to a variety of factors, including a lack of challenge, perfectionism, or social/emotional issues.
Gifted individuals are socially awkward or introverted: While some gifted individuals may exhibit traits of introversion or social awkwardness, this is not true for all gifted individuals. Gifted individuals come from a wide range of backgrounds and personality types, and may exhibit a variety of social and emotional characteristics.
Giftedness only applies to academic or intellectual abilities: While giftedness is often associated with high intelligence or academic abilities, it can also manifest in other areas, such as creativity, leadership, or athletic abilities. Gifted individuals may exhibit exceptional abilities in a wide range of areas.
Gifted individuals don't need support or accommodations: While gifted individuals may be able to excel without specialized support or accommodations, this does not mean that they don't have unique needs that should be addressed. Gifted individuals may benefit from access to advanced coursework, opportunities for intellectual stimulation and creative expression, and support for social and emotional issues.
Gifted individuals are always happy and successful: While gifted individuals may have many strengths and abilities, they are not immune to the challenges and difficulties that everyone faces. Gifted individuals may struggle with mental health issues, underachievement, or other challenges that can impact their happiness and success.
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A Holistic Lens for Exploring Giftedness
The framework for giftedness I most identify with was created by Jennifer Harvey Sallin of Intergifted. She works within a more holistic framework and has identified six areas of intelligence for giftedness. Giftedness is essentially equated to having high intelligence, although it is more than IQ scores and intellectual intelligence. There are also levels of giftedness (mildly, moderately, highly, exceptionally, and profoundly).
You can read more about giftedness from Jennifer Harvey Sallin on the Intergifted blog.
Intergifted's Domains of Intelligence
(the following is an excerpt from Jennifer Harvey Sallin's blog post on What is Giftedness?)
INTELLECTUAL
Profound and complex curiosity, love of knowledge and learning, love of problem-solving, probing questions, search for truth, understanding, knowledge, and discovery, keen observation, avid reading, sustained intellectual effort, love of theory and analysis, and independent thinking.
EMOTIONAL
Depth of emotional feelings and relational attachments, wide range of complex emotions, strong memory for feelings, high concern for others, heightened sense of right, wrong, injustice and hypocrisy, empathy, responsibility, and self-examination.
CREATIVE
Detailed and complex visualization, vivid dreams, love of fantasy, creativity, inventions, love of music and art, good sense of humor, preference for the unusual and unique.
SENSUAL
A complex and profound sensory experience of visual, auditory, olfactory, gustatory, or tactile stimulus. Appreciation of beauty and harmony.
PHYSICAL
High physical skill or dexterity, preference for fast action, physical expression.
EXISTENTIAL
High and complex focus on meaning, values, ethics, morality, ecological interconnectedness, and the nature of reality.
We Can Also Understand the Experience of Giftedness Through Intensity, Complexity, and Drive
Mary-Elaine Jacobsen in her book The Gifted Adult defines giftedness through understanding the qualities of intensity, complexity, and drive. (I understand drive as an internal motivation to learn and understand, as well as motivation toward the achievement of desired goals).
Intensity: Gifted adults often experience a heightened intensity in their emotions, thoughts, and behaviors. This can manifest as a strong passion for their interests, an intense curiosity about the world around them, and a deep emotional connection to their values and beliefs. This intensity can be both a strength and a challenge, as it can fuel creativity and drive, but can also lead to feelings of overwhelm, anxiety, or isolation.
Complexity: Gifted adults often exhibit a complex way of thinking and processing information. They may be able to see connections and patterns that others may miss, and can often think critically and deeply about complex issues. This ability to see complexity can be both a strength and a challenge, as it can lead to a greater understanding of the world, but can also result in a sense of being out of sync with others who may not share their level of intellectual complexity.
Drive: Gifted adults often exhibit a strong drive to achieve their goals and make a difference in the world. They may have a strong sense of purpose and direction and may be highly motivated to pursue their interests and passions. This drive can be both a strength and a challenge, as it can lead to a high level of achievement and success, but can also result in burnout, stress, or a sense of being unfulfilled if they are not able to achieve their desired goals.
Some Gifted Individuals Exhibit Overexcitabilities
Overexcitabilities are a concept introduced by psychologist Kazimierz Dabrowski to describe the intense and heightened sensory, emotional, intellectual, and imaginative experiences that are often observed in gifted individuals. According to Dabrowski's theory of positive disintegration, gifted individuals may experience these overexcitabilities as a result of their heightened sensitivity and awareness of their surroundings.
To Note:
It is important to note that not all gifted individuals will exhibit all types of overexcitabilities, and that the expression of these overexcitabilities may vary across individuals. Additionally, overexcitabilities are not exclusive to gifted individuals and can also be found in individuals with other types of neurodivergence. And, some folks that exhibit overexcitabilities are not gifted.
The five types of overexcitabilities identified by Dabrowski:
Psychomotor overexcitability: This refers to a heightened need for movement and physical activity. Gifted individuals with psychomotor overexcitability often display high levels of energy, restlessness, and a need for constant stimulation.
Sensual overexcitability: This refers to a heightened sensitivity to sensory experiences, including sight, sound, touch, taste, and smell. Gifted individuals with sensual overexcitability may be easily overwhelmed by sensory input and may have a strong preference for certain textures, colors, or sounds.
Intellectual overexcitability: This refers to a heightened interest in intellectual and abstract ideas. Gifted individuals with intellectual overexcitability may have a strong need to explore complex concepts, question assumptions, and engage in intellectual debates.
Emotional overexcitability: This refers to a heightened sensitivity to emotions, both their own and those of others. Gifted individuals with emotional overexcitability may be particularly empathetic and may have a strong need to express their emotions.
Imaginational overexcitability: This refers to a heightened imagination and creativity. Gifted individuals with imaginational overexcitability may have a rich inner world, a strong sense of fantasy and play, and a tendency to daydream.
Twice-exceptionality
Twice-exceptional, or 2e, refers to individuals who are gifted but also have one or more disabilities* or challenges. These challenges can include: ADHD, dyslexia, Autism, and other neurodivergence.
Some of the challenges that 2e individuals may encounter:
Misdiagnosis or underdiagnosis: 2e individuals may be misdiagnosed or underdiagnosed due to the masking effect of their giftedness, which can obscure or overshadow their disabilities or challenges.
Inconsistent performance: 2e individuals may have uneven or inconsistent performance, excelling in some areas but struggling in others. This can make it difficult to identify and address their strengths and challenges.
Frustration and stress: 2e individuals may experience frustration and stress due to the discrepancy between their abilities and their performance, as well as the challenges posed by their disabilities or challenges.
Social isolation: 2e individuals may feel isolated or misunderstood, struggling to fit in with peers who may not share their interests, passions, or challenges.
Difficulty accessing services and resources: 2e individuals may struggle to access appropriate services and resources, as their giftedness may disqualify them from some supports while their disabilities may not meet the criteria for others.
Stigma and stereotypes: 2e individuals may face stigma and stereotypes related to both their giftedness and their disabilities, leading to feelings of shame, self-doubt, and low self-esteem.
* When speaking about neurodivergence and disability I am holding a non-pathologizing lens and referring to the social model of disability vs. the medical model definition.
A great podcast episode to follow up with is Celebrating Neurodiversity, Overexcitabilities, and Giftedness with Katy Higgins Lee
