Gifted individuals tend to be emotionally sensitive and empathic, making the normal rough and tumble of the playground stressful for them. Because they often feel they are held to higher standards than their peers, they can find it difficult to accept criticism (anything short of perfection is felt as failure).
Signs of Giftedness in Children Include:
an insatiable curiosity, as demonstrated by endless questions and inquiries. ability to comprehend material several grade levels above their age peers. surprising emotional depth and sensitivity at a young age. enthusiastic about unique interests and topics.
Gifted trauma stems from childhood issues with feeling like you don't belong anywhere because of your gift. Bullying, starving for mental stimulation, school mismatch, and other issues specific to the life experience of the gifted child may also contribute both to the main mental health issue and gift-specific trauma.
They like to learn new things, are willing to examine the unusual, and are highly inquisitive. They tackle tasks and problems in a well-organized, goal-directed, and efficient manner. They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent.
A gifted child's IQ will fall within these ranges: Mildly gifted: 115 to 130. Moderately gifted: 130 to 145. Highly gifted: 145 to 160.
Most people you meet are probably average, and a few are extraordinarily smart. Just 2.2 percent have an IQ of 130 or greater. What's fascinating is that people who score well on one of the tests tend to score well on them all.
0.13% of the population is more than three standard deviations below the mean (IQ <55), and 0.13% of the population is more than three standard deviations above the mean (IQ 145-160). Thus, 13 out of 10,000 individuals score above 145 and are considered profoundly gifted.
Most parents of gifted children won't be surprised that research supports what they can see for themselves: gifted children are highly sensitive to their environment and react with heightened emotional and behavioral responses, more so than do children of average intelligence.
Because giftedness is a form of asynchronous development, gifted children often struggle to reconcile their advanced intellectual abilities with their age-appropriate motor and social skills, resulting in frustration and self-doubt.
Giftedness falls into one or more of the following areas: intellectual, academic, creative, artistic and leadership.
Those who are considered “gifted” are especially likely to experience depression, particularly existential depression, a type of depression that centers around thoughts about life, death, and meaninglessness as the name might suggest.
Gifted students may be at a higher risk for anxiety than their non-gifted peers in general (7). It is reported that they are among the risk group and likely to be vulnerable to anxiety (8). Their cognitive maturity and increased awareness were said to promote existential questions and associated anticipatory anxiety.
Gifted children may be more likely to experience existential depression, as their minds tend to be more attuned to contemplating the big life and death issues facing the world.
Most people use terms like “bright,” “gifted,” “exceptional,” “remarkable,” and “talented” interchangeably, but when a psychologist uses the term “gifted,” we're usually talking about something that is statistically quite rare. About 3 to 5 out of every 100 children could be considered gifted.
Both giftedness and autism fall on a spectrum, so while there may be individuals who clearly fit into one box or another, some behaviors might be more ambiguous and require additional information, context, or professional opinions.
Gifts become talents when they're developed and nurtured.
Many things influence whether a gifted child's natural ability becomes a talent. These things include family values, educational opportunities, personality and motivation, health and chance opportunities.
Giftedness can create problems and conflicts; being a gifted child can also mean difficulty socializing with age peers, thinking styles that don't always mesh well with the demands from the environment, even children who see themselves as little adults, challenging teachers and parents.
Making friends is often fraught for gifted children. They may find it difficult to find friends in a typical school environment or extracurricular activity. The more gifted they are, the more difficult it may be for them to find social connection with other children their age, and understandably so.
Social Skills
The problems gifted children sometimes face with socializing often stem from their asynchrony and educational setting. Asynchronous development, or uneven development, is often considered a core trait of giftedness.
Low social self-esteem is not just a problem for gifted children, but it can manifest differently and more intensely in them.
While we like to think everyone is special, some people have extraordinary abilities — intellectual, artistic, social, or athletic. Many experts believe only 3 to 5 percent of the population is gifted, though some estimates reach 20 percent.
An average person scores 100 on an IQ test using the Stanford-Binet IQ scale. A score of 137 to 160 is considered the top 1 percent to .
Those with higher IQs in comparison with Einstein include William James Sidis, Leonardo Da Vinci and Marilyn vos Savant. Sidis was a child prodigy whose IQ was estimated to be anywhere between 200 to 300, says parade.com.
Even though she failed the California 'baby bar', was Kim Kardashian's score of 474 still a good score? A failing score is not a good score.