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Giftedness in Underserved Populations: A Call to Action

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Two weeks ago, I gave a talk on the characteristics of gifted children to a group of 25 mental health professionals in an inner-city setting.  For those of you who know X-Men, you’ll understand when I say that I have an Xavier complex.  My dream is to identify youngsters with special abilities and potential, so that they can flourish and reach their full potential.  I have had the opportunity to come across these children in rich schools and poor schools; I have met some with behavior challenges and others who have long since stopped protesting. I want to expand my influence by training other professionals to notice the traits of giftedness.  In preparation for and as a result of this talk, I’ve had a lot of thoughts I’d like to share.

First of all, I had prepared myself to face the typical defense of multiple intelligences theory, a model that differentiates intelligence into specific “modalities”, rather than seeing it as dominated by a single general ability. Multiple intelligence theory is often used to deny giftedness, including inaccurate statements like “all children are gifted.” While I acknowledge that all people have value and dignity, it’s important to note that some people have beyond-typical sensitivities and developmental potential in addition to a generalized intelligence.  We best serve vulnerable communities by helping the gifted youth in them reach their full potential, and this first requires acknowledging that they exist and that they are different.

Many gifted children go unrecognized and underserved, and this is especially true in underprivileged (read: poor) populations.  In fact, it’s unfortunate, but there are very few people or organizations that would apply Dr. Linda Silverman’s list to such populations.  During my talk, I asked my audience to take these types of lists (even my own) and consider how each characteristic might show up differently if complicated by trauma, poverty, or institutional discrimination.  For example, a child with a strong curiosity is likely not to receive much positive reinforcement for asking questions in a household that is struggling to get food on the table.  Similarly, questioning authority may be culturally frowned upon instead of nurtured.

This is even further complicated by issues of trauma.  We do well not only to consider the impact of trauma on the expression of giftedness, but how giftedness impacts the experience of and hopefully the recovery from trauma. When an especially aware and precocious child is faced with abuse or neglect, the impacts can be particularly difficult.  This child is likely to know too much too soon anyhow, with curiosity about how the world works.  Precocious intellect met with early sexual or physical abuse does mysterious things to a brain.  Much trauma research talks about the impact on memory, how some memories can become embedded in the body, and a person may develop hypervigilance about mood changes, micro-expressions, and precursors of aggression. If a typical mind develops both enhancements and gaps in memory in response to abuse, how much more impacted would a person be who already has a predisposition for exquisite memory and attention to detail? When does intelligence contribute to resilience, and when does age-typical obliviousness contribute to resilience?  I am not trying to say that a typically functioning child does not deeply know the pain of abuse, but I am saying that the capacity for cognitive complexity can force or allow a child to understand deeper levels of pain.  For example, how crazy-making might it be for a child to compassionately understand, like a trained therapist, the pain behind a perpetrator’s actions? People who have experience working with vulnerable families, if bolstered by an understanding of giftedness, can help us address these questions.

Within the broader call to action to identify and serve gifted children, I prioritized an initial step of training these professionals on how to notice them. I advised discussing these characteristics in their clinical supervision and consulting with me. I provided resources on gifted theory and encouraged reflection and dialogue about what it might be like for an adult professional to work with a client who is more perceptive than them.  I’m not just talking about academic abilities, but also suggesting that they can recognize patterns enough to describe the chapters that trainee therapists learned their techniques from.  This means an unsuspecting therapist may be played with like a toy, and a jealous therapist may do great harm by diminishing or ignoring a client’s gifts.

With or without trauma, these children may carry their giftedness with a certain amount of pain.  While I hope for all gifted children to retain a sense of childlike wonder about how their minds work, a pattern of loneliness and isolation may mean they wear their gifts like armor and daggers. They will likely stab at a professional unless that adult can accurately reflect and compassionately understand their giftedness.

Since my talk, I have received feedback that people have reached clients in new ways, achieving a level of understanding and recognition that greatly advanced the therapeutic relationship. Some colleagues have already begun advocating within the school district for independent projects and other accommodations for gifted learners. I have been invited to give further presentations, and I am enjoying this work so much that I am gaining clarity about my career trajectory. I want to focus exclusively on my work with gifted individuals, and this can include both day-job work in underserved communities and private practice. I have not yet, in X-Men tradition, prepared yellow and black uniforms in which they can join forces to fight supervillains.  I leave them to find their own paths to joy and contribution.

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{ 7 comments… add one }

  • Sara Harrier March 10, 2013, 7:25 pm

    Reblogged this on Sara Harrier and commented:

    Wow: this article perfectly marries my long-standing loves for social justice and therapy with my newfound passion for gifted theory. Yes!

  • Hilary Yamtich April 6, 2013, 7:47 pm

    What needs are served by identifying gifted children that wouldn’t be served by providing challenging, engaging, individualized education and learning opportunities to all children?

    Is a gifted kid better off if they are told that they are gifted or if they figure it out themselves?

    Do gifted people have any accountability to anybody or to themselves to use or cultivate their gifts?

    • byamtich April 8, 2013, 8:18 am

      Hi Hilary,

      Thanks for your questions; they give me a lot to think about. I plan to write more about the second as my next post. As for the first, a partial answer is that identifying gifted children can help then spend time with true peers, attending to needs for belonging, understanding and growth. Yes, much of what best serves this population is broadly useful in other settings, including challenging, engaging and individualized learning opportunities. Also, all kids enjoy the respect and collaboration I recommend for gifted students. It is unlikely that a traditional classroom environment can adequately differentiate for gifted learners. One way to address the question is to ask, “Are there any methods I would recommend for gifted students that I would not for more typical students?” One is related to academic freedom: some students, given a challenging question and plenty of time, will face their sweet spot of not-too-hard not-too-easy and overcome a challenge. Others may be overwhelmed, and be better served by sequential and scaffolded learning targets.

      As for accountability, I’d say that is up to a gifted person to figure out for themselves. Heightened potential is not always paired with heightened self-responsibility. I would trust the gifted person’s freedom, but I bet anything less than full cultivation would be not only tragic, but also boring, which is frequently worse. I consider the relevant needs here more participation and engagement than meaning and purpose. Do whatever is fun.

      best,
      Bob

  • Jade Rivera July 19, 2013, 7:29 pm

    Reblogged this on Jade Rivera.

  • Bobbie Barrows July 19, 2013, 8:18 pm

    This article just made me cry. I have a HG child. Came up with the money to through family and friends. Wish I never had. Now I know she is not only gifted but highly gifted. I can’t afford to do right by her. All the articles I read sound hopeful until I look for help. I don’t mean to be disrespectful but articles and conferences don’t help us.

    • byamtich July 20, 2013, 3:30 pm

      I’m really getting how much you want to access resources to serve your daughter. I also hear your pain about wanting tangible support services. Are you referring to how you had her assessed for giftedness? Even if some enrichment opportunities aren’t accessible to you, you can always encourage her creativity and personality. You can help her live in a home with acceptance of her passion and complexity. I know it might not because of circumstances, distance, or my simply not understanding, but does any of this reach you?

      • Bobbie Barrows July 21, 2013, 10:33 pm

        Yes, it does reach me. I fully understand her passion and complexity. I also am gifted. I do all I can to encourage her gifts. We go from models of the brain, to Beethoven. From coping with sadness, to dancing with excitement. Her need to keep going until she finds the answer SHE needs, to playing in the mud. I get it very well. I also know that mentors, like peers and good teachers all have an important roll in her feeling accepted. I can’t seem to find that in our community.Our schools don’t encourage her curiosity, her desire to learn. They encourage compliance, learn until they tell you to stop, and sit and be quiet. Options? Reach out to G&T coordinator of the district. They wouldn’t test her. So I got her tested and took the tests to the G&T coordinator. Her answer,”you won’t find anyone that like your daughter.” Next step, private. No way can I afford that, and it’s two hours away. Last resort, homeschooling. That means finding my little extrovert social outlets. Tried home school groups. The kids didn’t understand her big words or her interests.(Did I say she’s.) I can’t afford any extra curricular so we do parks, and book store, library, museum ect…

        She is in the 99.9% and hit the ceiling on some of the tests. If wasn’t in poverty (due to a car accident caused by another) what would her options be? I don’t even have the option to work harder and get out of poverty. That’s why the article made me cry. All this money spent on conferences. Expecting it will all trickle down to the kids, it’s not hitting the kids. It takes a community to raise a child they say. Where are they? A few good people to support her. In the end, she will be great. She has unconditional love and support. I just think of what she could be. Supportive school, like minds to explore with, invent with. How great would that be. Between finances, and community that wont happen. I just there was someone like you reaching out here.

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