![]() Fields of endeavor included the social sciences, education, medicine, the biological sciences, business and computers, art, literature, and history. Of these, 6 were doctoral-level professionals, 4 were master’s-level professionals, and 3 were students. There were 8 women and 7 men ranging in age from 20 to 79. Of the 15 gifted adults included, 6 were therapy clients. I selected gifted adults from among my colleagues, acquaintances, friends, and psychotherapy clients. In this article I attempt to delineate some of the social aspects (both positive and negative) of traits displayed by gifted adults. Gifted adults seem to be characterized by imaginational, intellectual, and emotional overexcitabilities. These traits were termed overexcitabilities, that is, wider and more intense experiences in psychomotor, sensual, intellectual, imaginational, and emotional areas. Piechowski and Colangelo (1984) indicated that certain modes of mental functioning are not socially valued because their expression causes discomfort in others. In studies of male scientists (Roe, 1952), creative artists and writers (Cattell, 1971), female mathematicians (Helson, 1971), and architects (MacKinnon, 1962), among others, the predominant characteristics found included impulsivity, curiosity, high need for independence, high energy level, introversion, intuitiveness, emotional sensitivity, and nonconformity.įor the most part, the literature on gifted adults does not address the social impact of the various traits described. In fact, the effects of early experience, particularly in terms of early educational advantage, seem to be one of the most important contributory factors in later adult achievement (Bloom, 1964 Oden, 1968 Terman, 1925). The gifted women reported to be happiest have been those with the best coping skills, which are dependent on early experience (P.S. Nevertheless, by age 62, most gifted men have experienced the same dissatisfactions with family life as have most people (R.R. Numerous longitudinal studies have indicated that the early advantage experienced by gifted children continues into adulthood and that gifted children become adults of superior vocational achievement, generally satisfied with themselves and their lives (Oden, 1968 Terman & Oden, 1947,1959). Nurturing relationships through realistic expectations and learning to share oneself provides a supportive environment in which gifted adults can grow and flourish.Īlthough the personality traits and social and emotional needs of gifted children have been widely described (Erlich, 1982 Terman, 1925 Torrance, 1962 Webb, Meckstroth, & Tolan, 1982), there has been comparatively little focus on gifted adults. Emphasis on self-growth through knowing and accepting self leads to the discovery of sources of personal power. Unless gifted adults learn to value themselves and find support, identity conflicts and depression may result. Five traits (divergency, excitability, sensitivity, perceptivity, and entelechy) seem to produce potential interpersonal and intrapersonal conflict. Using observational data, the author attempts to delineate some of the positive and negative social effects of traits displayed by gifted adults. There has been comparatively little focus in the literature on the characteristics and social and emotional needs of gifted adults. Publisher: American Counseling Association Publications: Journal of Counseling and Development Nurturing relationships through realistic expectations and learning to share oneself provides a supportive environment in which gifted adults can grow and flourish. This article by Deirdre Lovecky explains that there has been comparatively little focus in the literature on the attributes and social and emotional needs of gifted adults.
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