Arousing the Sleeping Giant:

Giftedness in Adult Psychotherapy

Mary-Elaine Jacobsen therapeutic relationship, as many of my clients have claimed,

the effect can "change everything." Clients who are able to
reclaim and honor their traits and talents, reuniting with a
truer sense of self as a gifted individual, are prepared to shed
When the term gifted is used in casual conversation, it generally is
assumed the discussion is about someone under the age of eighteen.
the constraints of a defensive false self established in child-
Yet the attributes and concerns of the gifted do not disappear in adult- hood as a countermeasure against pressures to conform. From
hood, and at certain junctures in an adult's lifespan can become critical there, the needs, intensities, vulnerabilities, intuitions, and
to an individual's well-being. As adults proceed through various stages intellectual idiosyncrasies of giftedness can be reframed as
of development, they inevitably seek a clearer sense of identity, inte-
gration, and purpose. Such tasks are replete with difficulties, particular-
personal strengths, the wellspring of self-confidence, autono-
ly for those gifted adults whose drive toward realization is obstructed by my, fulfillment of high potential, and enriching new contacts
mistaken self-concepts. Especially challenging to the counseling psy- with true peers.
chologist are clients who were identified as gifted children, but now
believe their special abilities have somehow expired, who never were
appropriately identified as gifted or educated about what giftedness
means, and who suffer from anxiety, depression or relationship prob-
R elying on anecdotal and observational material
derived from clinical practice based on a broad range
of research findings, I describe a method of inquiry for the
lems that are unknowingly related to lack of information and support as therapist who suspects unidentified giftedness as an underlying
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a gifted person. To further understandings of the nature of giftedness

across the lifespan, this article offers a glimpse into the clinical "aha"
issue of well-being, common components of the process of
experience of under-recognized giftedness in adults, and suggests gifted-self discovery, attendant affective and behavioral
methods for exploring and supporting a reunion with the gifted self. responses of both client and therapist, and suggestions for
assisting the client's post-therapy stability and growth.

Mary-Elaine Jacobsen is director of OmegaPoint Resources, an orga-

nization dedicated to the advancement of human potential in individuals
An Overview of Characteristics
and organizations. A former teacher for gifted students, she practices
psychotherapy with gifted and talented adolescents and adults. Her first A survey of clinical and educational literature reveals cer-
book was recently published by Ballentine. It focuses on the inner life
and real-world experience of gifted adults with strategies for maintain-
tain identifying characteristics known to be indicators of gift-
ing well-being and meaningful fulfillment of high potential. edness that fall more in the realm of personality traits, habits,
and/or needs than numerical findings of IQ tests. This is espe-
cially important for the clinician who works with self-referred
adults and for clients for whom evaluation via a battery of
intelligence tests is ordinarily unwanted, unproductive, and
I
ndividuals usually seek psychological evaluation
because of a vague perception that something is out of
balance, incomplete, unexplained, or that some vital factor in
perhaps ethically unjustifiable. Since the goal of identifying
giftedness in adulthood is generally for personal growth and
self-efficacy, as opposed to school placement or advocacy for
their well-being equation is missing. Rarely do clients enter
special services, an inquiry approach is often most appropriate.
with more than a list of symptoms and complaints, which are,
of course, the very place to sort through the problem puzzle Not once in my clinical experience has a gifted client
and a necessary part of a complete assessment. Yet limiting an sought evaluation or therapy straightforwardly suggesting gift-
evaluative inquiry to current symptoms is far from adequate edness, high potential, or unusual creativity as an important
for the gifted adult. issue for exploration. Indeed, why would a therapist hold such
an expectation given what is known of the experience of gifted
A simplistic symptom focus often shortchanges the gifted
persons, many of whom have learned to deny and attempt to
client who has not been accurately identified as such, and
excise the very traits and mannerisms that make them gifted in
therefore has no method of introducing a topic of immense sig-
order to manage societal pressures to "be normal". Because of
nificance or of explaining the existential angst that arises from
the hidden quality of giftedness in adulthood, it is essential that
being vaguely aware of a disparity between potential and ful-
within a thorough clinical interview intended to uncover and
fillment. As Linda Silverman reminds us (Silverman, 1993, p.
specify diagnostic data, the well-informed therapist observe
644), for the gifted, "Counseling is essential, because the jour-
the client in two ways. On a parallel and more subtle level than
ney to discovering that which is finest in oneself is precarious,
direct questions, the therapist must be heedful of the particular
and those who embark upon this journey sometimes falter and
behaviors, attitudes, past experiences, and complaints sugges-
lose their way."
tive of unidentified giftedness.
The psychotherapist is in a unique position to offer the
gifted adult accurate information about gifted traits and what
giftedness really means over the life cycle. Within a reassur- M arkers of adult giftedness include a broad knowledge
base that is highly interconnected and readily linked
to new information (Coleman & Shore, 1991; Larkin, McDer-
ing atmosphere the client can — often for the first time - feel
truly understood and valued. Face to face with someone who mott, Simon & Simon, 1980; Resnick, 1989; Shore &
understands, a rare opportunity arises in which gifted adults Kanevsky, 1993). It is common to observe a striking habit of
may openly discuss their inner lives and existential questions, self-monitoring and self-guidance, personal insight and
talking freely without the usual holding back. When sound
psychoeducation is blended with a supportive and challenging Manuscript submitted February, 1998.
Revision accepted August, 1998.

36/Roeper Review, Vol. 22, No. 1

 metacognition (Flavell, 1976; Meichenbaum, 1980; Shore & (Lovecky, 1986, 1990; Piechowski, 1991; Roeper, 1991;
Kanevsky, 1993; Coleman & Shore, 1991). Gifted clients tend Rocamora, 1992).
to demonstrate pliable thinking and unusual perceptivity, an Contrary to popular opinion and faulty expectations of
ability to grasp seemingly conflicting perspectives, and to nerdism, the gifted adult commonly shows unusual psychoso-
quickly ascertain problems and reinterpret them beyond the cial maturity, popularity, charisma, trustworthiness, social
obvious, combining intellectual strengths for effective and effi- adjustment and relationship competence. For many of them,
cient solutions (e.g. verbalizing imagery) (Clark, 1992; David- leadership is a natural role that is upheld by self-assuredness
son, 1986; Dover & Shore, 1991; Getzels & Csikszentmihalyi, and an excellent sense of humor (Hollingworth, 1931; Monks
1976; Kay, 1991; Lewis, Kitano, & Lynch, 1992; Lovecky, & Ferguson, 1983; Olszewski-Kubilius, Kulieke, & Krasney,
1986; McCrae, 1987; Piechowski,1986). 1988; Robinson & Noble, 1991; Silverman, 1993b, 1993c;
Terman, 1925).
T he astute therapist will catch a client's preference for
complexity, original responses, and novelty, and be
watchful of a pronounced tolerance or penchant for ambiguity
Despite their abilities, the gifted experience recurring feel-
ings of isolation and being largely misunderstood. Most have
(Bowen, Shore, & Cartwright, 1992; Piechowski,1991; been aware since early childhood that they are inherently dif-
Roeper, 1991). A tendency to be excitable, with high levels of ferent, though they may not know in what ways, and typically
energy (not hyperactivity) is typical. This may be evidenced by believe their differences are disreputable. Likewise they may
overt expressiveness, by a love of discussion and debate, by an eventually admit to chronic experiences of deep loneliness in
ability to concentrate for long periods of time, multiple inter- spite of a preference for working alone.
ests and multipotentiality, and by complaints of being easily In addition, many have been berated for being picky, per-
bored (Clark, 1992; Freed, 1990; Gallagher, 1985; Lewis, fectionistic, or overly-committed to orderliness because neither
Kitano, & Lynch, 1992; Lovecky, 1986; Meckstroth, 1991; therapist nor client realize it is normal for the gifted to seek
Piechowski, 1979,1986, 1991; Schiever, 1985; Silverman, security by systematizing. Gifted adults may fail to respect
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1983a; Whitmore, 1980). their own need for solitude, reflection, and time to daydream
Frequently, clients report a history of uneven or asynchro- or play with concepts and ideas. They may shame themselves
nous intellectual, emotional, psychomotor, language, and/or when their strong bids for autonomy result in a pattern of
social development (e.g. reasoning ahead of language skills; butting heads with authority figures when most have never
complex ideas ahead of ability to sufficiently express; emo- been told that they challenge tradition because of their deep
tional maturity lagging reasoning). Many also chronicle signs personal values and a reverence for truth and authenticity
of exceptional intelligence, high academic achievement or (Clark, 1992; Dabrowski, 1972; Gallagher, 1985; Krueger,
unexplained underachievement despite exceptional ability 1988; Lewis, Kitano, & Lynch, 1992; Piechowski, 1979,1986;
(Kerr, 1991; Page, 1983; Piechowski, 1991; Roedell, 1980; Silverman, 1983).
Silverman, 1991; Terrassier, 1985; Tolan, 1994; Webb &
Kleine, 1993; Webb, Meckstroth & Tolan, 1982). They are
inclined to disclose exceedingly high standards for themselves
O verall, gifted adults are almost entirely unaware that
the so-called excesses of their nature are the very
same traits that underpin excellence. With help, as gifted
and others, a perfection orientation, an intolerance for mun- adults discover their true identities, they can rewrite their his-
dane tasks, idealism, and an injurious habit of self-criticism tories in terms of assets rather than liabilities. They may come
(Clark, 1992; Frost, Marten, Lahart & Rosenblate, 1990; to understand a gifted child's tears and rage over playground
Hamachek, 1978; Hollingworth, 1926; Kaiser & Berndt, 1985; unfairness or pointing out politically incorrect truths were
Parker, 1995; Powell & Haden, 1984; Rocamora, 1992; early signs of moral leadership. They many finally realize that
Roeper, 1988; Silverman & Conarton, 1993; Webb, Meck- badgering teachers and parents with questions and getting into
stroth & Tolan, 1982). all kinds of investigative mischief often foreshadows entrepre-
neurism and innovation. They may also discover that when the
P articularly for the gifted female, it is not uncommon to
find a self-perception distorted by accompanying feel-
ings of being a failure, a fraud or impostor, or a belief that it is
gifted child's touchiness seems excessive, it may be a harbin-
ger of profound empathy, the kind revered in social reformers
others who are truly gifted (Bell, 1990; Bell & Young, 1986; and servants of the poor and needy. Thus, a corrected personal
Clance, 1985; Clance & Imes, 1978; Dweck, Davidson, Nelson history is fundamental for self-support, a prerequisite for con-
& Enna, 1978). In general, the gifted exhibit sensory and emo- fidently embarking on new ventures in a world that is still
tional sensitivity, difficulty in accepting criticism, extraordi- stuck on stereotyped notions about the gifted.
nary empathy and compassion, passionate dedication to caus-
es, deep concern and worry, overwhelming feelings of
responsibility for the well-being of others and the advancement The Case of Smart Alec
of humanity, and become easily outraged by injustices and
inhumane acts (Dabrowski, 1972; Lovecky, 1986,1990; An unassuming man in his late forties, Alec was recently
Piechowski, 1979, 1991; Post, 1988; Roeper, 1991; Silverman, promoted to CEO of a nationally-recognized sales incentive
1993b). Not unexpectedly, gifted adults are prone to periods of company. It was obvious that Alec was smarter than most and
existential depression. he was revered by associates and competitors alike as the idea
On the other hand, one of the more glaring traits of gifted- man. Everyone around him was taken by his remarkable per-
ness is extraordinary goal orientation that coexists with a ceptivity and creative vision, assets that were the booster rock-
relentless curiosity. Challenge seems to be more of a need than ets of his rapid ascent.
a want, and feelings of being driven or pressured to understand Without understanding why or how, Alec was able to see
and excel are the companions of achievement. Entelechy (from at once all sides of an issue, to quickly assess the motivations
the Greek entelekheia meaning full realization, a vital force of others, and to sniff out hidden agendas. His popularity was
urging one toward self-actualization) is the sum and substance underscored by his ability to see sparks of underdeveloped
of their remarkable self-motivation and perseverance potential in others, to believe in them even more than they did

September, 1999, Roeper Review/37

 themselves, and to bring out the best in those who worked for Lenore: Queen of Hearts
him. The most often repeated commentary about Alec was
"He's one in a million." Everything mattered to Lenore, a trained nurse who divid-
Everyone was sure Alec was riding a high of success and ed her time and energy amongst a small family-owned sporting
fulfillment. Everyone but Alec. Undoubtedly he was profes- goods store, her husband and young twins, teaching on an
sionally satisfied and genuinely grateful. Alec had never been adjunct basis at a local community college, and concerns about
arrogant or selfish. But he couldn't help noticing an unshak- her older brother's failing marriage. When it came to relation-
able feeling of emptiness that had crept into his life, a feeling ships, Lenore never overlooked the tiniest shift of tone in any
he couldn't easily explain. situation, picking up the shades of gray in all the feelings of
There was a growing distance between Alec and his sub- her world, feelings that went by undetected by nearly everyone
ordinates. Little by little his enthusiastic descriptions of a new else. When Lenore felt any emotion, she really felt it. In truth,
vision for the company elicited more distrust than zeal. He was she was quite sure she could actually think with her feelings.
privately frustrated with what he saw as naysaying and uncre- Tndeed, Lenore's world was one of outstretched hands,
ative foot dragging. His mind was filled with conflicting Lall seeming to be aimed at her. From an early age she
thoughts and a dislike for his own feelings: had been acutely troubled by things stirred up in her sensitive
Why can't the others see what I see? Their sights are set awareness, many of them unbidden feelings of uneasiness
too short; they just keep making minuscule changes that about the human condition, famine, disease, inequity, and
aren't really advancing anything. The big new things we oppression. Lenore recalled at age six witnessing a develop-
do are just remakes of the tried-and-true, nothing spec- mentally delayed boy being teased by a neighborhood bully.
tacular or evolutionary. The others here have no idea Undiscovered by anyone, she cried herself to sleep that night,
how much I hold back. I know exactly what it means feeling vaguely responsible even though she had only been a
when I throw out ideas and my managers look at me like far-off observer. Somewhere along the way she translated her
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I just sprouted ten heads. I'm too far down the road in unusual sensitivity and empathy into a personal call of respon-
my thinking for them to go along with me, so they think sibility. Almost as if deep within her heart she had made a life
I'm not being realistic, that it can't be done, that I'ma decision: If there's an unattended hurt out there, I'll sense it;
dreamer. and if no one else seems to care, it must be mine to repair.
Yet more than once, Lenore had been touted a "drama
L
ittle by little Alec began to wonder if he'd lost his
business touch. He worried that mid-life was doing a
number on both his common sense and credibility. The bewil-
queen". She knew she was emotional, but had no idea her
intensity was a fundamental characteristic of the gifted who
derment threw him into a frenzy of self-analysis to no avail. tend to freely share themselves with others. But since she had
The only thing he could figure out was that suddenly his work no knowledge of the source of her exceptional empathy, she
seemed meaningless and he needed to make a change. Or per- had no strategy to balance it with self care. Lenore had never
haps he had simply fooled everyone including himself and he learned to distinguish the difference between feeling with and
was not so smart after all. Perhaps his talents had hit the limit. feeling for someone else. Increasingly she felt cheated out of
Alec was afflicted with a creeping case of existential angst. At her own emotional needs. She had no way of protecting her
the beginning of our first session, Alec confessed: vulnerability in the face of obvious need and thus continued to
I've always been a dyed-in-the-wool seeker of best-fit be a perennial responder to others' predicaments.
solutions for complicated problems, someone perennial-
A while back a friend had ridiculed her as she shared her
ly on the trail of the larger truths of life. And I've
concern for an overworked peer: "Lenore, I swear if a stray cat
learned to apply my clear-sightedness to the practicali-
was hit by a bus in New Delhi, you'd be on the first plane over
ties of business. But right now I think the truths that
there to rescue it." Even as she scoffed at the absurdity of his
evade me must be my own. For the life of me I can't put
gibe she caught herself thinking: Is there really a wounded cat
my finger on anything wrong at work or with the family
lying alone on some dirty street? Is there someone I should
or my health. So why all of a sudden do I feel lost and
call? That remark was the catalyst that brought Lenore in for
unsure? Lately I've even begun to feel like a fraud? It
an evaluation.
seems like there's something about my identity that's
missing, something vital. But what could it be? When she entered my office Lenore first apologized for
taking my time, suggesting perhaps others needed to be seen
o matter how insightful he was, the missing identity
piece that was undermining Alec's well-being was
something he was unlikely to guess. Even though he knew he
N far more than she. After being reassured her distress was legiti-
mate, Lenore admitted to many times over having wished for
"an emotion-ectomy":
was smart and capable, no one had ever told him about the per- The problem is", she objected, "too much of the time I
sonality traits and life issues of giftedness. Hence, an essential don't know where other people's feelings end and mine
part of him was indeed missing from his awareness. begin. Lots of times I feel so joined at the hip with other
For someone whose reputation was built on getting to the people's problems that I feel overloaded, almost like the
core of an issue with lightning-speed, his unsettled feeling was weight of the whole world rests squarely on my shoul-
tantamount to waking up one day to discover he was mysteri- ders. But I really and truly care about them, you know.
ously lost in a familiar-appearing place. Alec was facing a It's not something I can just get rid of. Believe me, /' ve
developmental crisis of unknown origin as he wrestled with a tried.
growing intolerance for the get-ahead-at-all-costs agenda of Though Lenore had no intention of remaking herself as an
competitive business. Though he was being hailed as an exem- aloof, emotionless automaton, she was desperate to understand
plar of leadership and was envied as a master of his immediate herself and to make a change. She sought a way to care
universe, he was secretly agonizing over questions of purpose intensely without feeling like a pushover, and to be close to
and meaning. others without being drained dry.

38/Roeper Review, Vol. 22, No. 1

 She discovered there had been very little "I" in Lenore's authority figures, an intolerance of unfairness.
perspective for many reasons. But the one source of her pro- Don't always suppose the client is accurate when at first
found compassion central to her development was as yet your suggestions of unidentified giftedness are heartily
unknown, the fact that she was receptive to collective angst renounced. Do not assume giftedness is as rare as popular
and overly responsible because she was gifted. opinion suggests, or that because a client comes from an undis-
tinguished or uneducated family that such is evidence of lack
of giftedness.
On the Trail of the Gifted Self:
A Strategic Inquiry Process R esist interpreting the client's defensiveness, autono-
my, demandingness, and suspiciousness as an insult
to your professional integrity or authority. See through the
Once equipped with basic information about the traits of veneer of apprehension, irritability, distrust, and resistance to
gifted individuals, the evaluation process that begins psy- the underlying fear. Remember that the vulnerability that
chotherapy is set to include, on the periphery at least, a screen- accompanies giftedness often outweighs advantage. Consider
ing for unrecognized or discounted giftedness. With training established defenses as legitimate, intelligent products vestiges
and experience, the therapist or evaluator can develop an intu- of the gifted life within an unsupportive and often hostile soci-
itive sense of undetected giftedness, which is essential since ety. Judiciously disclose personal experiences or confidentiali-
adults rarely broach the subject directly. Listening and watch- ty-protected stories of other gifted individuals to normalize the
ing for clues, behavioral or verbal indicators of the characteris- client's experience.
tics set forth above, is one valuable means of investigation. Yet Weave into the assessment a query about unfulfilled pur-
I find the client must subsequently be questioned more directly pose or burning desire such as: "Let's imagine you had some-
to tease out enough information to decide if unresolved issues how been free to go your own way, that you had all the train-
related to giftedness are an important and beneficial focus of ing and skills necessary to accomplish your life mission. What
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treatment. Moreover, the client's interest will be peaked in this would that look like now? What would that mean to you?"
process if, indeed, the therapist is on the right track. Approach the subject of feeling inherently different, lone-
In my estimation there are three critical reasons for pro- ly, and misunderstood with questions that simultaneously elicit
ceeding gingerly and initially withholding any blunt declara- information and imply empathy for a glimpse of a potentially
tion of suspected giftedness. A client's presenting concerns supportive connection with you. For example: "Has there ever
must be treated with respect and taken seriously. Because the been a time in your life when you felt fully understood?' Or:
term gifted is emotionally loaded with potentially incompatible "How long has it been since you felt you could truly be your-
connotations and stereotypical images that can evoke intense self, without covering up, slowing down, or holding back?"
resistance, too much too soon may seriously impair further If not essential, being gifted yourself is invaluable to suc-
progress (Lovecky, 1990; Piechowski, 1986; Rocamora, 1990). cessful therapy. This special population requires a therapist
And if the client's responses, history, behaviors, and character- prepared to: follow the client's expressions of intense interest
istics fit criteria for giftedness, whether or not this is to become with enthusiasm and intentness, even if the subject matter is
a central factor of treatment must ultimately be decided by the abstract, complex and/or presented in a somewhat circuitous or
client. tangential fashion; occasionally and respectfully intersperse
humor and curiosity that dovetails with the client's wonder-
A n in-depth exploration of the psyche and life experi-
ence of the gifted person is central to therapeutic
change when giftedness resonates at some level with the
ings, avoiding excessive, inactive listening and routinized
responses; be an understanding collaborator who is sophisticat-
client's self-understanding, and the therapeutic relationship is ed in the ways of psychological development, self-actualiza-
bolstered by the therapist's social and referent power (Kerr & tion, and the gifted personality without being a competitor or
Claiborn, 1991; Kerr, Olson, Claiborn, Bauers-Gruenler, & someone with all the answers; portray a genuine self and an
Paolo,1983; Strong & Claiborn, 1982; Strong & Matross, authentic preference for the idiosyncrasies of the gifted person-
1973). ality; discuss, explore, then discuss some more, from many
The following suggestions for strategic inquiry of a client angles and on several levels of meaning; operationalize
suspected to be one of the millions of unidentified gifted adults abstract insights and offer the client homework (whether direct
can be framed in various ways with the intent to open a chan- or subtle suggestions) for continuation of the process between
nel for growth-oriented self-reflection (Petty & Cacioppo, sessions (Kerr & Claiborn, 1991; Lovecky, 1986).
1986). Moreover, when interspersed respectfully in a timely Be sure the client knows you value her or him as a
way, they can provide a pathway to the obscured gifted self unique person with or without the creation of socially-
and a foundation for further dialogue and psychoeducation desirable products.
befitting the client's specific needs.
Ask the client for her or his theory about both current and
longstanding problems of well-being and obstacles to gratifica-
W ork with the client in a collaborative manner, nego-
tiating the direction, pace, and approach to treat-
ment, and setting clear boundaries when necessary. Let the
tion. In an attempt to explain emotional reactions, don't press client know you understand her or his needs and that you have
for revelations of childhood trauma that may never have concrete ideas about how to be of assistance, but be sure the
occurred. client's story has been allowed enough air time for her or him
Briefly investigate the client's intellectual, educational, to feel understood.
and creative background, looking for indicators of early skill Endorse reflection, meditation, and transpersonal inquiry
development, asynchronous progression (mental conceptual- even if it may look to others as a radical search for deep self-
ization preceding the means to manifest an imagined product), understanding, regular time-outs for unproductive fun, consis-
a history of remarks from adults about prematurely probing tent application of relaxation training to offset the painstaking
questions, a tenacious curiosity, artistic, musical, or spatial, an hard work and rewarding achievement, solitude, development
early sense of morality, a willingness to butt heads with of peer relationships with gifted kindred spirits. Deal openly

September, 1999, Roeper Review/39

 and directly with spiritual concerns, referring to other profes- and new understandings about what giftedness is and is not,
sionals as necessary. Do not discount the import of transper- and expedient ways to manage life as a gifted person.
sonal awakenings, deeply felt dreams, and trie supportive role In every case, therapy must be conducted in a way that
of symbolism. does not mirror society's overt and covert attempts to tamper
with the gifted personality and place sanctions on the ways and
P
romote outreach efforts to establish new intellectual,
educational, musical, artistic, social, recreational, and
spiritual resources, as well as opportunities to serve others.
means of high potential. Gifted adults need an advocate who
champions their differences, not someone who unwittingly
The right combination, which must be determined individual- reflects inapt urgings to "slow down and stop being so touchy,
ly, will markedly strengthen the gifted person's confidence, driven, overly-responsible, and intense", to impersonate the
intelligently focus and prioritize multiple passions, restore social norm. In due course, in stepwise and sometimes circular
depleted energy, bolster creativity, and profoundly augment fashion, the therapist moves the client's self-perception from
integration and self-realization. "a problem person", to "a gifted person with a few problems",
Help the client balance time and energy so she or he may and ultimately to " a gifted person prepared to prevent prob-
be intensely involved in as many areas of interest (usually far lems of well-being".
more than the average person) as is healthy and fulfilling. Be The results of suitable therapy for the gifted aie some-
mindful of the fact that understimulation can be as emotionally times subtle, sometimes sharp, and nearly always a matter of
damaging as overstimulation. But do not overlook the need to emancipation. The "aha" experience of the newly-identified
question the client's efforts when she or he seems to be spread gifted adult might be summed up in the words of a former
too thin with reminders that some, even the most desirable new client:
ideas might be another's to develop. All these years I thought being so sensitive, picky, emo-
Expect a variety of reactions from the gifted client, includ- tional, and driven was something to be ashamed of. I
ing denial, annoyance, anger, grief, apprehension, self-doubt, can't tell you how many times I looked to the sky and
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self-berating, joy, relief, intermixed with surges of restored pleaded to be "normal". This changes everything. I'm
energy and self-determination. Count on particular reactions of not weird after all. Maybe now I can make up for lost
your own, such as irritation, fatigue, frustration, envy, delight, time in the selfhood realm; supporting myself and my
fascination, kinship, and protectiveness, working through each goals from the inside out for a change. I don't know
as they arise. whether to laugh or cry. All I know is I'm back. My vital-
Refer when appropriate for specialized career counseling ity has returned along with hope. I can be me in my own
or job coaching, leadership training, peer groups, mentorship, way, differences and all. What a relief to no longer be
supplementary learning opportunities, journals and educational absent in my own life!
resources for the gifted, psychoeducational and esoteric litera-
ture, and religious or numinous resources designed for the
advanced self-realization and synthesis seeker.
W hen at last the gifted adult repossesses an authentic,
unfettered identity, a radical shift occurs, a coming
out of the potent individual who can breathe free, and create
with vigor, and whose talents may mature without shame or
disabling wariness. Then, and only then, can the gifted adult
Conclusion arouse the sleeping giant of high potential and adroitly sidestep
obstacles to happiness and actualization. In turn, the gifted per-
Evaluating and counseling gifted and talented adults is as son's revolutionary bequests to humanity may enrich us all.
stimulating and rewarding as it is demanding and challenging.
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Bell, L. A., & Young, V. (1986). Impostors, fakes and frauds. In L. Moore (Ed.), Not as far as
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A direct and indirect inquiry process can facilitate a client's Clance, P., & Imes, S. (1978). The impostor phenomenon in high achieving women: Dynam-
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F
or the client to experience a successful reunion with
the gifted self, the therapist must acquire specialized
skills and a distinct attitudinal approach that permeates the
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Emotional and Behavioral Problems Among Highly

Intellectually Gifted Youth
Ann F. Garland Ann F. Garland is an Assistant Professor, likely to exhibit poor psychosocial
Department of Psychiatry, at the University of adjustment (Oram, Cornell, &
Edward Zigler California, San Diego and the Scientific Coor-
dinator of the Center for Research on Child Rutemiller, 1995). Despite a lack of
and Adolescent, Mental Health Services. She empirical support, this myth persists due
conducted this research while a graduate stu- perhaps to anecdotal examples or the
There is some controversy in the literature dent at Yale University under the mentorship "ironic, compelling quality" of the pre-
regarding the relationship between exception- of Edward Zigler. Edward Zigler is Sterling
ally high intellectual ability and psychosocial Professor of Psychology and the Director of sumed relationship between high ability
adjustment. Despite some evidence to the the Bush Center for Child Development and and low adjustment (Oram, et al., 1995).
contrary, myths persist about an inverse rela- Social Policy at Yale University. The purpose of this study was to exam-
tionship. Using a well standardized scale of ine this relationship empirically, using
emotional and behavioral problems, this study
examined this relationship with 191 intellectu-
standardized, well established measures.
ally gifted youth ages 13 to 15 years. Results Highly gifted children, often
indicated that the youth's scores on the scale defined as those with IQs above 150 to
were well within normative ranges and the
most highly gifted of the group tended to
exhibit fewer problems than the moderately
S everal research studies have sup-
ported the original findings of
Terman and colleagues (1925-1959)
155, are considered by some theorists to
be especially vulnerable to adjustment
gifted. Thus, these findings are contrary to who reported that students with IQs of problems. Hollingworth (1942) original-
some popular myths about highly intellectually 140 or greater were not more emotional- ly proposed the concept of "optimum
gifted youth.
ly disturbed than the general population intelligence," suggesting that a certain
(Cornell, Delcourt, Bland, Goldberg, & range of intelligence is optimal for a
Oram, 1994; Janos & Robinson, 1985). child's personal happiness and adjust-
However, there are prevailing popular ment to society. Children with IQ levels
Manuscript submitted April, 1998. myths suggesting that gifted youth, between 125 and 155 are likely to have
Revision accepted January, 1999. especially the exceptionally gifted, are enough interests in common with con-

September, 1999, Roeper Review/41