Understanding and adequately diagnosing these children is pertinent. Had the assessment not been done, the path might have been very different. We did his assessment, and it turned out that his ability to sustain attention was very highly developed as was his IQ he scored at the exceptionally gifted range. The school and parents filled out questionnaires which indicated that he met criteria for ADHD combined type at a severe level. He would often lie on the carpet, rolling around, joking around with other kids and interfering when he thought he knew better. He endured frequent visits to the principal’s office. His school didn’t know what to do with him anymore, as his sense of justice was so strong that he would talk back to teachers if he thought they were incorrect and continuously question them. I had the luck to meet an exceptional 8-year-old boy. As a result, those who have a lot to offer society are the least likely to get their therapeutic needs met. When misdiagnosed gifted clients can be prescribed medication to suppress the “symptoms”, there is the danger that the incredible inner fury of the gifted process will be neutralised, thus minimising the potential for a life of accomplishment and fulfilment. The results of this type of misdiagnosis can range from benign neglect to misguided counselling strategies that invalidate and attempt to ‘normalise’ the complex inner process of the gifted. Histrionic, dysthymic, cyclothymic, borderline, narcissistic, ADHD are a few of the diagnostic labels mistakenly used. Often this results in a mislabeling of their developmental transition as a personality or attentional disorder. Therapeutic assessment of gifted persons with asynchronous development heightened levels of awareness, energy and emotional response, and an intense level of inner turmoil. Since the gifted function with relatively high levels of intensity and sensitivity, when they seek therapy, they are frequently misdiagnosed because therapists receive no specialised training in the identification and treatment of persons who have advanced and complex patterns of development. These characteristics, however, are frequently perceived by psychotherapists and others as evidence of a mental disturbance. It’s well known among researchers of the gifted that these individuals exhibit higher intensity and increased levels of emotional, imaginational, intellectual, sensual and psychomotor excitability and that this is a typical pattern of development. It is easy to understand how this can be misinterpreted as Attention Deficit Hyperactivity/Impulsivity Disorder (ADHD). Such children usually respond to non-challenging or slow-moving classroom situations by “off-task” behaviour, disruptions, or other attempts at self-amusement. Their specific level of academic achievement is often two to four grade levels above their actual grade placement. Gifted children may spend from one-fourth to one-half of their regular classroom time waiting for others to catch up - even more if they are in a heterogeneously grouped class. In the classroom, a gifted child’s perceived inability to stay on task is likely to be related to boredom, curriculum, a mismatched learning style, or other environmental factors. Poor attention, boredom, daydreaming in specific situations, low tolerance for persistence on tasks that seem irrelevant, judgment lags behind the development of intellect, and intensity – these may lead to power struggles with authorities, high activity levels, and questioning rules, customs and traditions. I’ve seen it get worse – the sensitivity deepens, the perfectionism gets more intense, all this energy erupts, makes more of itself.” Misdiagnosis of the gifted child The second and final article of our gifted child series, here, Dr Lawrence van Hanswijck looks at how to deal with a gifted child. ( Examples, References: Privacy Policy, Disclaimer, Analytics)
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