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Misdiagnosis and Dual Diagnoses of Gifted
Children and Adults:
ADHD, Bipolar, OCD, Asperger’s, Depression, and
Other Disorders

by
James T. Webb, Ph.D., ABPP-Cl
Edward R. Amend, Psy.D.
Nadia, E. Webb, Psy.D.
Jean Goerss, M.D., M.P.H.
Paul Beljan, Psy.D., ABPdN
F. Richard Olenchak, Ph.D.

Great Potential Press

© 2005; 2012. All rights reserved.
 Table of Contents
Foreword by Ronald E. Fox, Ph.D.
Preface
Introduction
Chapter 1. Characteristics of Gifted Children and Adults
Chapter 2. Attention-Deficit/Hyperactivity Disorder
Chapter 3. Anger Diagnoses
Chapter 4. Ideational and Anxiety Disorders
Chapter 5. Mood Disorders
Chapter 6. Learning Disabilities
Chapter 7. Sleep Disorders
Chapter 8. Allergies, Asthma, and Reactive Hypoglycemia
Chapter 9. Relationships Issues for Gifted Children and Adults
Chapter 10. Differentiating Gifted Behaviors from Pathological Behaviors
Chapter 11. How to Select a Health Care Professional or Counselor for a
Gifted Child or Adult
Chapter 12. Resources
Appendix A. Suggested Readings
Endnotes
References
Dedication
Acknowledgments
About the Authors
About the Publisher
Copyright
Try to see your child as a seed that came in a packet without a label. Your job is
to provide the right environment and nutrients and to pull the weeds. You can’t
decide what kind of flower you’ll get or in which season it will bloom.

~ A modern educator (cited in Mogel, 2001)1

 Foreword

In the Summer of 2004, while flying to the 25th reunion of the founding of the
School of Professional Psychology at Wright State University in Dayton, Ohio, I
struck up a conversation with a fellow passenger who turned out to be the wife
of a university president. When she learned the purpose of my trip, she
mentioned that she knew about Wright State University—specifically that the
School of Professional Psychology happened to have a program called SENG
(Supporting Emotional Needs of Gifted) that was dedicated to services for the
gifted and their families and which was “a real national treasure.” Unaware that,
as the founding Dean of the School, I was already familiar with the SENG
program and its founder, Dr. James T. Webb, she proceeded to tell me all about
it. I, of course, was more than willing to listen to her praise for my obvious good
judgment in having agreed to give the program a home at Wright State, where I
was Dean at the time.
Her story was familiar and very much like others I had heard over the years.
Her sister’s nine-year-old son, some years ago, was on the verge of being
expelled from his school’s regular classroom because of poor performance, lack
of attentiveness, poor homework habits, impatience with classmates, and a
fascination—bordering on an obsession—with electric motors, which he insisted
on pursuing regardless of what might be going on in the classroom at the time.
His teacher was not only annoyed, but also quite puzzled and frustrated because
the boy was highly intelligent, yet he had resisted all efforts to get him to
change. Unable to control his disruptive behavior, this teacher wanted him
placed in some kind of alternative program. The boy’s aunt, my fellow
passenger, suggested that his mother contact a program called SENG located at a
state university in Dayton, Ohio.
The parents brought their son to Dayton for evaluation and advice. It was
determined that the boy was so intellectually gifted that his needs were far from
being met in his small-town Indiana school. The parents were apprised of
resources and methods for providing appropriate intellectual stimulation and
were given sound advice about how to deal with his various disruptive classroom
behaviors, as well as practical recommendations regarding how to deal with his
siblings.
The results were quickly apparent. Despite the fact that there was no available
program for the gifted in their Indiana school system at the time, the help that
this family received from SENG allowed these parents to better provide for their
son’s intellectual and developmental needs and to see the success of their own
efforts. Over the course of just a few months, the boy was transformed from a
problem student into a motivated and eager learner. There was more. The change
was so dramatic that the parents of another student in the same school brought
their son for somewhat similar patterns of behavior and with equally dramatic
results.
This encounter vividly reminded me of the early history of SENG, how it
came to be housed in a new School of Professional Psychology (SOPP) at a
young state university in Dayton, Ohio, and how its work resulted in the present
book. The story began in 1980 with the suicide of a gifted and talented 17-year-
old boy named Dallas Egbert. His parents approached Dr. James T. Webb, then
an associate dean in SOPP, about possibly developing a program at Wright State
University for families of gifted children. They were particularly interested in
the emotional needs of such children because of their own difficulties in finding
help for their son. Dr. Webb, a former Director of Psychological Services at the
Children’s Medical Center in Dayton, recognized the need for such a service and
rapidly outlined a program that would also meet training interests of doctoral
students in the School of Professional Psychology. I approved his proposal, and
we were off and running. The opportunity to work with such a special pool of
children, whose needs are so often neglected in our school system, brought two
things to our School—a unique addition to SOPP’s offerings for child
psychology practitioners, and the opportunity to meet a real social need.
The new SENG program quickly attracted students, funding, and public
attention. The financial support from the Dallas Egbert Fund, as well as a local
nonprofit venture and other more traditional sources, soon made it one of the
School’s best-funded programs in terms of student support. An appearance of
Dallas’s parents and Dr. Webb on the Phil Donahue Show in 1981 brought
responses from more than 20,000 viewers across the country. It was clear that the
program was addressing a real need.
The SENG program was simple and directly to the point of the need. First,
formal intellectual and personality assessments were provided by psychologists
at the School, who then consulted individually with the gifted children and their
families. Second, in response to requests from around the country, consultation
services were developed for psychologists, counselors, teachers, and other
professionals both individually and through workshops presented. Third, SENG
developed and implemented a sequence of guided discussions with parent groups
—a weekly series of 10 key topics of concern to families with gifted children.
Through this experience, parents shared ideas and learned from each other. They
became better able to anticipate problems, find solutions, and prevent difficulties
from occurring. What was learned was that parenting a gifted child requires
skills for which few parents are prepared.
By any of the measures typically used to evaluate public university academic
programs, SENG was a success. It met a real social need, it led to the
development of new knowledge and new methods of intervention, it resulted in
numerous contributions to the scientific literature, it contributed to better
professional training, and it attracted outside funding. Unfortunately, as the
program matured, its backers moved on to other things. Typical to the modern
university, an influx of new faculty and administrators brought new priorities
and new opportunities that led in other directions. SENG at Wright State
University was allowed to wither and die. Fortunately, SENG reformed itself as
an independent nonprofit organization (www.sengifted.org) and continues to do
good works through conferences, research grants, and speaker grants, as well as
through continuing education programs for psychologists.
The greater issue, and the sad fact of the matter, however, is that the emotional
needs of the gifted and talented have never been high on the social agenda of
American education, nor have either the counseling or the health professions
made it a priority. Focus on gifted children and adults seems somewhat elitist
and undemocratic in a society in which the concerns of the poor and the needy
seem to take precedence. Giving money and support to support programs for
gifted children seems to many to be “gilding the lily” when other needs are so
numerous. This is not a new phenomenon.
In 1919, a psychologist named Leta Stetter Hollingworth founded the field of
gifted education when she began teaching the first college-level course on the
subject at Columbia University’s Teachers College. Seven years later, her
pioneering work led to the publication of the fist textbook in gifted education,
Gifted Children: Their Nature and Nurture (Hollingworth, 1926). In that book,
Hollingworth elaborated on several themes that could well have been written by
Webb and his associates almost seven decades later—public schools were failing
to serve their exceptional students, gifted children are not necessarily all alike,
asynchrony is inherent within giftedness, environment determines future
attainments of the gifted, and children of superior intelligence may have special
problems with social adjustment.
Forcing a democratic society such as ours to focus attention and energy on the
social and emotional needs of gifted children has been problematic since the
founding of this country and is likely to continue to be so into the foreseeable
future, despite the fact that such students are the “intellectual gold” of our
society. Concerned, creative, and energetic parents, teachers, and other
professionals, through strong advocacy for these children, can sometimes reverse
the tendency of society to look the other way, but it requires constant and
exhausting effort. As when pressing a finger into an inflated ball, the ball will
yield to the pressure only as long as the pressure is maintained. When the finger
is relaxed, the ball returns to its previous position.
Without the constant pressure of groups like those represented by the authors
of this book (two of whom, Dr. Ed Amend and Dr. Paul Beljan, were trained in
the SENG program at Wright State University), the needs of this special group
will go unmet and unacknowledged, and many gifted children and adults will be
misdiagnosed as suffering from a mental disorder. The authors and their
publisher, Great Potential Press, are to be commended. The legacy of Leta
Hollingworth is preserved in their work, and American education as well as
society at large is the better for their work. Health care professionals, as well as
parents, will benefit greatly from the information in this book, and the numbers
of gifted children and adults being misdiagnosed will decrease.

Ronald E. Fox, Psy.D., Ph.D.

Executive Director, The Consulting Group of
HRC, Chapel Hill, NC
Former President, American Psychological
Association
 Preface

This book describes a modern tragedy. Many of our brightest, most creative,
most independent thinking children and adults are being incorrectly diagnosed as
having behavioral, emotional, or mental disorders. They are then given
medication and/or counseling to change their way of being so that they will be
more acceptable within the school, the family, or the neighborhood, or so that
they will be more content with themselves and their situation. The tragedy for
these mistakenly diagnosed children and adults is that they receive needless
stigmatizing labels that harm their sense of self and result in treatment that is
both unnecessary and even harmful to them, their families, and society.
Other equally bright children and adults experience another misfortune. Their
disorders are obscured because, with their intelligence, they are able to cover up
or compensate for their problems, or people mistakenly think that they are
simply quirkily gifted.
And there is another group of intellectually gifted children and adults who
suffer from very real disorders, but neither they nor the treating professionals are
aware that their disorders are related in any way to their brightness or creativity.
We—the six authors of this book, all of whom are practicing clinical health
care professionals—independently came to the alarming conclusion that many
very bright people are suffering needlessly because of misdiagnosis and dual
diagnoses. Each of us, during the past 20 or more years, became aware that in
our clinical practices, we were seeing patients who were misdiagnosed by other
practitioners—professionals who were well-trained and well-respected.
Sometimes the characteristics of giftedness were misinterpreted. Other times the
characteristics of gifted children and adults obscured the clinical disorders. And
in still other situations, the diagnosis was accurate, but the giftedness component
needed to be incorporated into treatment planning.
In 2003, after talking informally at several professional meetings about these
issues, we decided—somewhat hesitatingly—to write this book. We hesitated
because we knew that our ideas were not in the mainstream of either psychology
or medicine. We knew also that our ideas would be controversial to some. But
we also believed that our information was accurate and would be very helpful to
children, parents, and professionals. We frankly hope that our ideas will soon be
more widely accepted in the health care professions.
As a reader, you need to know our credentials, and you may wish to turn to the
last pages of this book to read the “About the Authors” section. Here, we will
just point out that we include two clinical psychologists, two neuropsychologists,
one counseling psychologist, and one pediatrician. The only way we differ from
other professionals in our fields is that each of us has an interest in
developmentally advanced persons, as well as many years of working with gifted
individuals and their families. We want to share our accumulated knowledge
with others. We think that the descriptions, conceptualizations, and case studies
in this book will strike chords that resonate with many parents and health care
professionals and perhaps will result in a paradigm shift—a new way of looking
at behavioral, educational, and health care concerns of many gifted children and
adults.
This book is written for two audiences. The first group consists of health care
and counseling professionals—pediatricians, family practice specialists,
psychiatrists, psychologists, clinical social workers, nurses, nurse practitioners,
and counselors. It is also written for parents of gifted children and for bright
adults who are not health care professionals. Our experience tells us that many
parents of gifted children are searching eagerly—sometimes desperately—for
information that might help them understand which behaviors are due to
giftedness and how many of the behaviors are due to some behavioral or medical
disorder. We know that many adults are searching for information to help them
understand themselves and why they feel so different and out of step with their
world.
All of the vignettes in this book are real. They have not been modified except
for clarity and to protect identities, and we believe that they represent an honest
cross-section of experiences. Readers can find similar stories by parents of gifted
children in chat rooms on the Internet at sites like www.hoagiesgifted.org or at
http://disc.server.com/Indices/9457.html.
Finally, we want you to know that half of the royalties from this book will go
to support the ongoing efforts of a nonprofit organization called SENG
(Supporting Emotional Needs of Gifted). This organization—which arose in
1981 from the tragic suicide of a 17-year-old highly gifted youngster—has been
approved by the American Psychological Association to conduct continuing
education courses for professionals about the social and emotional needs of
gifted children and adults, including misdiagnosis and dual diagnoses.
 Introduction

Assigning a diagnosis to behaviors that are normal for gifted and talented
persons is, in our opinion, a significant and widespread problem. In our clinical
experience, classifying such behaviors as mental health problems occurs all too
often.
These misdiagnoses stem primarily from the widespread ignorance among
health care professionals about the social and emotional characteristics and
needs of gifted children and adults. The imprecision of practitioners within the
fields of psychology and psychiatry also contributes to this problem.
Mental health diagnoses are frequently (and unfortunately) made solely upon
the presence of behavioral characteristics, with little regard for the origins of
these behaviors and/or whether the behaviors might be considered normal given
the person’s background or life circumstances. The level of impairment caused
by the behaviors must also be considered in deciding whether they are symptoms
that warrant being classified as indicators of a diagnosable disease.
Impairment is the result of a disconnect between the individual’s behavior and
what the environment expects. Yet most often, it is only the presence of specific
behaviors that is used as the basis for the diagnosis. Rarely do people take into
account that the situation or setting may be inappropriate. Behaviors that fit in
one environment may be seen as problematic in another setting.
In addition, there is a tacit assumption that everyone should function similarly
well in every circumstance. Many people in our everyday society show unusual,
eccentric, non-impairing behaviors that might be symptoms of a variety of
disorders, but that does not mean that a clinical diagnosis is appropriate.
Sometimes symptoms that serve as criteria for diagnoses of behavioral or
medical diseases are really normal behaviors that are simply judged to be
extreme. For example, attention to detail is adaptive in most circumstances,
depending on the degree. Taken to extreme, this behavior is called obsessive-
compulsive. Most doctors, for instance, focus on details to a degree that
approaches obsessive-compulsive but which enables them to complete difficult
training without the constant exhausting application of will.
During the last 10 years or so, the authors—competent and very experienced
professionals in psychology, psychiatry, and pediatrics—all reported that they
were seeing many patients who have been referred to them with diagnoses such
as ADD/ADHD, Obsessive-Compulsive Disorder, Asperger’s Disorder,
Oppositional Defiant Disorder, or Bipolar Disorder. Upon examination, these
professionals discovered that many of these patients had been seriously
misdiagnosed—that, in fact, they were gifted individuals who were in situations
in which the people around them did not sufficiently understand or accept
behaviors that are inherent to people who are intellectually or creatively gifted.
Our experiences have led us to the realization that misdiagnoses are being
made by otherwise well-meaning and well-trained professionals. We are
convinced that misdiagnosis of gifted children and adults is not only a very real
phenomenon, but also one that is very widespread.
How is this possible? How could this happen? Don’t physicians,
psychologists, nurses, nurse practitioners, and other health care professionals
learn about the behavioral, emotional, and intellectual characteristics of gifted
children and adults? The answer is no. In fact, these professionals receive
extremely little, if any, training about the intellectual characteristics and diversity
of gifted children and adults, and even less about their typical social, emotional,
and behavioral characteristics and needs. That lack of information is the largest
single reason for the frequent misdiagnoses—and the subsequent reason for this
book.

I’m the mother of a three-year, three-month-old child. I think he is gifted, but the
pediatrician and the psychologist have been helpful only up to a point. I don’t
know if other gifted children are like my son or not, so I hope you can give me
some information. Because he is my first child, I don’t have much basis for
comparison.
He was extremely alert as an infant, but he had a speech delay; he did not
speak until he was two. Because of the possibility of autism, the pediatrician had
him evaluated by a psychologist before he turned three, and he scored in the
high 130s on the Stanford-Binet Intelligence Scale, where he showed a
particular strength in the visual-spatial areas.
Now, six months later, he is pretty typical as far as speech is concerned, and
he began reading almost as soon as he started speaking. He has been reading
since he was three years old (phonetically sounding out words, as well as
fantastic sight memory). He has also been writing words for quite some time and
can spell big words off the top of his head if you ask. In addition, he already
knows some basic math, like recognizing numbers.
He’s not hyper, but he is absolutely on-the-go from the moment he wakes up in
the morning until bedtime. He wants new and fun things to do all the time. For
his third birthday, he got a puzzle of the United States, and he learned all 50
states after we went over them one time. At 6:00 the following morning, he was
asking me to quiz him on the states, while I had one eye barely open.
He fell in love with the movie The Sound of Music and watched it every day
for three weeks. He has memorized all of the songs and sings them in perfect
pitch, with lots of drama and flair. He even made me drive around to look for
Maria (from The Sound of Music). This “looking-for-Maria” thing has kind of
scared me. Is he schizo? Could he be a hyperactive child? Are these obsessions?
Now, after three weeks, his passion for The Sound of Music is over. He does
this with a lot of his interests; he explores them intensely for a while, then moves
on to something else. He is into the planets now.
He remembers shapes very well. After a couple of bites, he held up a sandwich
and said, “Look, Idaho!” And it really did look just like Idaho. Then he took a
few more bites and declared, “Ohio!” Sure enough, just like Ohio. A few days
later, he held up his Nevada sandwich. Looked just like it. Another day, he kept
saying “Eight, eight,” and pointed to the bookcases. He was pointing to our
stereo speakers, where the two sections did form what looked like number 8’s.
I guess my big thing is getting him into the social world. My son has a hard
time playing alone. He does great at his preschool (the kids there are as old as
five, which is good because he definitely likes older children), but he has a low
level of frustration when I am around. If his hands can’t do something he wants
them to, he cries. And he occasionally has a very strong tantrum when told
“no.” He is getting better at listening to reason, though, and he doesn’t do the
tantrums or crying at preschool.
I guess I just want him to be a kind, happy child and not a perfectionist. As the
social world gets more complex (children beating him at a game, or not doing
things the way he wants them done), I want him to have ways of dealing with
that. Fortunately, he has a great personality and is very funny.
Also, someone close to me said, “Well, if kids are smart when they are little,
by first grade, the rest of the kids catch up.” Is this really so when a child starts
reading at age three?
Some people must chuckle at my musings, but hey, he is unusual, isn’t he? I
don’t tell these things to most family members or even close friends. I have
already figured out that: (a) people don’t believe you, (b) they think you’re
bragging (in my case, I have shared information because his behaviors
sometimes scared the heck out of me, and I wanted to know if they were normal),
and (c) they think you’ve spent time drilling information into your kid. As if it
were possible to teach a toddler to read! I guess it is, but there’s no possible way
to teach a child to love it, pursue it, consume it the way he does this and other
things. Actually, I don’t have to explain; I know that eventually my child will be
himself in front of people anyway.
 Can you give me some information about other children like my son?

One of the authors (JTW) describes his own graduate school training about
gifted children and adults—training that is still typical of psychologists (and
other health care professionals) even today.

My four-year graduate program had full accreditation by

the American Psychological Association to train doctoral level
clinical psychologists. During the four years of my doctoral
training, I received one lecture of slightly less than one hour
on the topic of gifted and talented children, and none on gifted
adults. The majority of that lecture focused on the studies done
by Lewis Terman and his colleagues of more than 1,000 gifted
children, which began in the 1920s and are continuing, and the
lecture emphasized the methods involved in longitudinal
research.
Then, during the last five minutes, the professor said, “Oh,
by the way, I need to tell you a little about the children,
themselves. Terman found that intellectually gifted children, as
a group, were high academic achievers, and they were socially
more adept, physically healthier, and emotionally more stable.
So you don’t need to worry about them in your clinical
practice.” Then the professor added, “Oh, and by the way, if
you are testing such a child on the Wechsler Intelligence Scale
or similar test, you can stop testing once you get to IQ 130
because the scores above that level don’t matter.” The
professor subsequently went on to talk about other categories
of exceptional children about whom he felt we did need to be
concerned.

Terman and his colleagues (Cox, 1926; Terman, 1925; Terman, Burks, &
Jensen, 1935; Terman & Oden, 1947, 1959) did generally find what the professor
reported. However, the above professor did not discuss subsequent findings (e.g.,
Coleman, 1980) that about 20% of Terman’s subjects showed significant
underachievement or emotional problems, and the professor failed to mention
some major flaws that influenced the findings in Terman’s study.
Terman was unwittingly working with a selective bias that resulted in
choosing children who were not likely to be behaviorally different from the
norm. The children in his study were selected because they: (a) were the
youngest in the class, (b) scored well on a group test, (c) were nominated by
their teacher, and (d) subsequently did very well on an individually administered
intelligence test (the Stanford-Binet). In short, their intellectual needs were
identified and generally being served appropriately in the educational setting,
and they were accepted, not isolated. Thus, the gifted children who were likely
to meet Terman’s criteria were ones whose intellectual, academic, social, and
emotional functioning were at reasonable levels already, not children who were
underachieving or having significant social or emotional problems.
In addition, Terman and his colleagues met with these families every year,
sometimes two or three times a year, either in person or by telephone, to help
them with educational planning, family concerns, peer guidance, etc. Such
caring contact, counseling, and mentoring doubtless enhanced the social and
emotional, as well as the educational, functioning of these children. If all gifted
children had access to such services, it is likely that gifted children today would
have fewer concerns and difficulties and that they would be better understood
and nurtured. The need for this book would be substantially decreased.
At the time Terman began his study, the prevailing belief was that
intellectually precocious children were more at risk for social, nervous, and
mental disorders—a notion that Terman set out to challenge. Some persons
called it “early ripen; early rot.” That is, if a child developed early, then he or she
would pay a heavy social and emotional price later and perhaps be a failure.
Terman and his colleagues were pleased that their results disproved that belief.
Unfortunately, it seems likely that Terman’s research may have influenced
popular beliefs too far in the opposite direction.
Most clinical psychologists, clinical social workers, psychiatrists,
pediatricians, or other health care professionals today get no information during
their training about characteristics and special needs of gifted children or gifted
adults.2 Occasionally, an article will be written for that audience about that topic,
such as Gifted and Talented Children: Issues for Pediatricians (Robinson &
Olszewski-Kubilius, 1996), but generally, there is not much continuing
education in this area. Most of these professionals seem to adhere to the myths
that gifted children will do just fine on their own with few, if any, interventions
and that high intellectual or creative abilities do not have implications for
diagnosis or treatment.

What Is Meant by the Term “Gifted”?

Despite the general lack of focus by health professions on gifted individuals, a
substantial amount has been written within the field of education. While
acknowledging that these persons clearly are developmentally advanced, much
of the writing focuses on how to define and identify gifted individuals—a topic
that has been, and continues to be, controversial. As with most human traits,
giftedness is a complex constellation of behaviors that can be expressed in
various ways, and there are honest differences of opinion concerning how much
of which behaviors are needed for a child or an adult to be considered gifted.
Extensive discussion of the definition of gifted is not the focus of this book,
though in the next chapter, we describe common characteristics of gifted
children and adults. We will, instead, refer readers to other resource books,
which can be found in the reference section at the end of this book. For now, we
will simply say that gifted children and adults are developmentally advanced and
that the National Association for Gifted Children and the legislation in most
states define gifted children as those who are in the upper 3% to 5% of the
population in one or more of the following areas: General Intellectual Ability,
Specific Academic Aptitude, Creative Thinking, Visual or Performing Arts, and
Leadership Ability.
Gifted individuals are, clearly, a minority group and are usually thought to be
about the same proportion of the general population as those children and adults
who are considered mentally retarded. Similarly, it is widely accepted that the
category of giftedness encompasses an expanse of abilities that extends well into
the so-called genius range.

Are Gifted Children and Adults at Risk for Problems?

Another psychologist, Dr. Leta Hollingworth, who was a contemporary of
Terman, had earlier put forth the notion in the 1920s and 1930s that gifted
children are likely to experience problems (Klein, 2002). Hollingworth pointed
out that there is an optimal range of intelligence—in IQ terms, between 120 and
145—a range, she said, where people generally are at little risk under ordinary
circumstances. She further speculated that it is from this range that most of the
leaders of our society emerge. In her groundbreaking book, Children above 180
IQ (Hollingworth, 1942), her studies revealed how persons above that range
were at significant risk for feelings of alienation, a notion that continues to
receive some support (e.g., Brody & Benbow, 1986; Shaywitz et al., 2001).
Unfortunately, Hollingworth died before her ideas could receive full attention,
and her work was nearly forgotten (Klein, 2002).
In 1972, the Marland Report of the U.S. Department of Education noted,
“Gifted and talented children are, in fact, deprived and can suffer psychological
damage and permanent impairment of their abilities to function well….”
Unfortunately, the myths—that gifted children had few, if any, special needs—
were well entrenched throughout society, and the cautions in this report to
Congress were not well heeded.
Today, there are two schools of thought on whether gifted children are
particularly at risk for social and emotional difficulties. One group of authors
views gifted and talented children as being prone to problems and in need of
special interventions to prevent or overcome their unique difficulties (e.g.,
Altman, 1983; Delisle, 1986; Hayes & Sloat, 1989; Kaiser & Brendt, 1985;
Kaplan, 1983; Silverman, 1991; Webb, Gore, Amend, & DeVries, 2007). The
other group (e.g., Colangelo & Brower, 1987; Scholwinski & Reynolds, 1985)
views gifted children as generally being able to fare quite well on their own, and
gifted children with problems needing special interventions are seen as a relative
minority (Dirkes, 1983; Janos & Robinson, 1985; Shore, Cornell, Robinson, &
Ward, 1991). In fact, a recent publication from the National Association for
Gifted Children (2002) concluded that, as a group, gifted children were no more
or less likely than other children to suffer social and emotional difficulties.
However, the authors of the NAGC book did note some risk factors such as
perfectionism or asynchronous development, and they stressed that much more
research is needed. Even less research exists concerning gifted adults, and what
is known to date comes primarily from clinical observations.
These two divergent views are not as contradictory as they might at first
appear. Those authors who conclude that gifted children are doing relatively well
on their own typically have done their research on students from academic
programs that are specifically designed for gifted children. Such children, by the
very nature of the selection process, are usually functioning well in school,
which then generally implies that they are not experiencing major social or
emotional problems. Selection procedures are likely to limit the
representativeness of the sample of the gifted children being studied and will
usually exclude gifted children who are academically underachieving because of
social or emotional problems (Webb, 1993; Whitmore, 1980).
By contrast, those authors who consistently observe social and emotional
problems among gifted children more frequently rely on data gathered in clinical
settings and from individual case studies in which the clients have, themselves,
sought clinical help because of social and emotional problems (Silverman, 1991;
Webb et al., 2007). The self-selection in such clinical studies may create an
overestimate of the incidence of social and emotional difficulties.
It is likely that both views have some validity. Gifted children who are able to
function sufficiently in school settings where they can be identified as gifted are
more likely to receive specialized educational services that, if appropriate, will
meet many of their needs. Similarly, if they can function well in school settings,
they are also likely to function well in other areas of life and thus do not appear
to be at major risk for developing social and emotional problems, particularly if
school programs are proactively meeting their academic and social needs.
On the other hand, high potential children who have not been identified as
gifted are often not in special school programs exactly because of social and
emotional difficulties that may develop during the first few years of formal
schooling, when there are few attempts made to search out and provide
assistance to these children (Ballering & Koch, 1984; Webb, 1993). By the time
they reach third grade, many are underachieving and, because of that, are
unlikely to be included in any special school program designed for gifted
students. Some children who are otherwise qualified to receive specialized
educational services for gifted students are excluded because of social,
emotional, or behavioral problems, despite laws or regulations to the contrary.
For example, students labeled (diagnosed) as OCD (Obsessive-Compulsive
Disorder) or ODD (Oppositional Defiant Disorder) will not likely receive
services to promote their high intellectual or creative potential. Sometimes, these
students’ problems prevent identification as gifted; at other times, they may be
identified as gifted, but their behavior problems prevent them from receiving
appropriate educational adaptations.

Brian was a second grader whose behavioral problems in school were what
prompted his referral to a community mental health center. The school officials
believed that Brian must have had Attention-Deficit/Hyperactivity Disorder
(ADHD) and surely needed medication. The evaluation concluded that, although
Brian did show some symptoms often associated with ADHD, he also showed an
amazing pattern of giftedness, with intellectual and academic skills at or above
the 99th percentile for his age group.
These scores were presented to Brian’s school, along with a strong
recommendation from the clinical psychologist that the school provide
differentiated educational services to address Brian’s giftedness. Such academic
adaptations would better meet his needs and would likely decrease his
behavioral problems, said the recommendation, especially if used in conjunction
with minor behavioral modification strategies.
Even with such data from the psychologist, the school refused to consider
placing him in a program for gifted children and pushed to have him enrolled
instead in the classroom for children with emotional/behavior disorders. Not
surprisingly, this route was not productive, and Brian’s behavioral problems did
not improve. His parents subsequently transferred Brian to a private school,
even though it strained them financially to do so.
 Groups of children who are gifted but not identified as such by their schools
have received few empirical studies. Principally, this is because it is difficult to
locate such subjects in ways that fit with accepted experimental designs. Also,
some researchers have considered children as gifted only when they are overtly
achieving, even though, ironically, other research suggests that the degree to
which a gifted child’s educational needs are met greatly influences his or her
social and emotional adjustment (National Association for Gifted Children,
2002; Neihart, 1999). Children not identified and/or not properly served are
likely to experience more difficulties in school and, possibly, in life.
When research is absent, professionals must rely upon their experience and
observational skills in clinical practice. In fact, most research evolves from what
initially are clinical observations. Our clinical viewpoint, as noted earlier, is that
certain gifted children are indeed more at risk for some diagnoses. In fact, some
aspects of giftedness may comprise key parts of some diagnoses, such as
Asperger’s Disorder and existential depressions. However, our judgment
suggests that there are still many misdiagnoses, and it remains to be seen how
many problem behaviors can be prevented or improved by providing an
acceptance of gifted children, an understanding of their behaviors, and an
appropriate educational environment for all gifted children.
Throughout this book, we provide examples of gifted children—most of
whom, once their educational and emotional needs are addressed, fare very well
in life. We also, conversely, present examples of children who are misdiagnosed
and inappropriately treated and who have less successful outcomes.

Why Are so Many Gifted Children Receiving so Many Diagnoses?

There are two main reasons. First, the lack of knowledge among professionals
results in common characteristics of giftedness being mistaken for one or more
disorders. School counselors, teachers, and other professionals such as
psychiatrists, psychologists, and pediatricians receive little training that allows
them to distinguish between behaviors that derive from giftedness as compared
to behaviors that arise from diagnosable behavior disorders (Hartnett, Nelson, &
Rinn, 2004; Silverman, 1998).
The fields of education and psychology, as well as other health care areas,
have largely neglected the field of gifted and talented children and adults—those
with substantially above average intelligence or creativity—although retarded
children and adults have long been subjects for extensive research and study. In
clinical training and practice, far more emphasis is placed on individuals who
function two standard deviation units or more below average than on persons
who function two or more standard deviation units above average in ability.
Research efforts and emphasis on gifted children and adults within the field of
psychology have been episodic and small (Hayden, 1984; Horowitz & O’Brien,
1985); the National Association for Gifted Children’s publication (2002) cites
the need for additional research in many areas.
Second, there are disorders, such as existential depression or anorexia
nervosa, that are more likely to occur among certain groups of gifted children
and adults, and diagnoses of these disorders are, thus, accurate (Neihart, 1999;
Piirto, 2004; Webb, 1999, 2001). Yet how many of these disorders are the result
of the interaction between temperament and environment? Environmentally-
induced problems should not be considered simply as “pathology of unknown
origin.” Changing the environment can effectively treat many conditions. It is
our opinion that health care professionals could provide more appropriate
treatment if they incorporated into their planning more understanding of the
persons’ mental functioning along with the person’s environment, whether the
environment is home, school, or workplace.
We must also highlight another concern that potentially influences the
accuracy of several diagnoses. Some characteristics of gifted children can lead
health care and educational professionals to overlook an underlying disorder.
That is, the characteristics of giftedness can sometimes actually confuse the
situation, making appropriate diagnosis and intervention less likely. For
example, a young child’s brightness may obscure a learning disability for several
years because the child can intellectually absorb the school material by simply
listening or watching, combined with astute guessing. Many parents have
described how their children have used their verbal skills to “snow” the parents
or the therapist into believing that there are no problems or that the parents,
themselves, are the problem. Gifted children often do not do well in describing
their own shortcomings, and they may minimize or put a positive spin on the
concerns, thereby preventing the therapist from ascertaining the real issues.
Some gifted children have a history of multiple or even conflicting diagnoses,
suggesting that the problem is quite severe or that this child doesn’t fit neatly
into a diagnostic category. If diagnoses are based solely on common gifted
behaviors, the child may accumulate a long list, where each diagnosis captures a
few aspects of the child’s behavior but does not describe it fully. For example,
we have seen gifted children being given the simultaneous diagnoses of
Oppositional Defiant Disorder, Obsessive-Compulsive Disorder, ADD/ADHD,
Bipolar Disorder, and Asperger’s Disorder. Such multiple diagnoses serve to
muddy the picture, stigmatize, and reinforce the child’s suspicion that
“something is wrong with me.” Because gifted children are already exceptional
by nature, and because they often dramatically exhibit certain behavioral
Exploring the Variety of Random
Documents with Different Content
A Red, Red Rose

O, my love is like a red, red rose,

That’s newly sprung in June:
O, my love is like the melody
That’s sweetly play’d in tune.
As fair art thou, my bonnie lass,
So deep in love am I,
And I will love thee still, my dear,
Till all the seas gang[58] dry.
Till all the seas gang dry, my dear,
And the rocks melt wi’ the sun!
And I will love thee still, my dear,
While the sands o’ life shall run.
And fare thee well, my only love,
And fare thee well a while!
And I will come again, my love,
Tho’ it were ten thousand mile!

Robert Burns.
[58] gang: go.
Blow, Bugle, Blow

The splendour falls on castle walls

And snowy summits old in story:
The long light shakes across the lakes,
And the wild cataract leaps in glory.
Blow, bugle, blow, set the wild echoes flying,
Blow, bugle; answer, echoes, dying, dying, dying.
O hark, O hear! how thin and clear,
And thinner, clearer, farther going!
O sweet and far from cliff and scar[59]
The horns of Elfland faintly blowing!
Blow, let us hear the purple glens replying:
Blow, bugle; answer, echoes, dying, dying, dying.
O love, they die in yon rich sky,
They faint on hill or field or river:
Our echoes roll from soul to soul,
And grow for ever and for ever.
Blow, bugle, blow, set the wild echoes flying,
And answer, echoes, answer, dying, dying, dying.

Alfred, Lord Tennyson.

[59] scar: a crag, a precipice.
West and East
Rome is chiefly known to young readers through the medium of
Macaulay’s spirited “Lays,” which, however, are only a re-telling, in
English ballad form, of some of the legends which survived into
historical times concerning the infant city, about which nothing
certain is known. They give no idea of the Rome of history, the
world-power, or of the brooding immensity of her influence through
centuries. This and the following poem illustrate, to some slight
extent, the later Rome.

In his cool hall, with haggard eyes,

The Roman noble lay;
He drove abroad, in furious guise,
Along the Appian way.
He made a feast, drank fierce and fast,
And crown’d his hair with flowers—
No easier nor no quicker pass’d
The impracticable hours.
The brooding East with awe beheld
Her impious younger world.
The Roman tempest swell’d and swell’d,
And on her head was hurled.
The East bow’d low before the blast
In patient, deep disdain;
She let the legions thunder past,
And plunged in thought again.

Matthew Arnold.
Genseric
Genseric, King of the Vandals, who, having laid waste seven lands,
From Tripolis far as Tangier, from the sea to the great desert sands,
Was lord of the Moor and the African,—thirsting anon for new
slaughter,
Sail’d out of Carthage, and sail’d o’er the Mediterranean water;
Plunder’d Palermo, seiz’d Sicily, sack’d the Lucanian coast,
And paused, and said, laughing, “Where next?”
Then there came to the Vandal a Ghost
From the Shadowy Land that lies hid and unknown in the Darkness
Below.
And answered, “To Rome!”
Said the King to the Ghost, “And whose envoy art thou?
Whence com’st thou? and name me his name that hath sent thee:
and say what is thine.”
“From far: and His name that hath sent me is God,” the Ghost
answered, “and mine
Was Hannibal once, ere thou wast: and the name that I now have is
Fate.
But arise, and be swift, and return. For God waits, and the moment
is late.”
And, “I go,” said the Vandal. And went. When at last to the gates he
was come,
Loud he knock’d with his fierce iron fist. And full drowsily answer’d
him Rome.
“Who is it that knocketh so loud? Get thee hence. Let me be. For ’tis
late.”
“Thou art wanted,” cried Genseric. “Open! His name that hath sent
me is Fate,
And mine, who knock late, Retribution.”
Rome gave him her glorious things;
The keys she had conquer’d from kingdoms: the crowns she had
wrested from kings:
And Genseric bore them away into Carthage, avenged thus on
Rome,
And paused, and said, laughing, “Where next?”
And again the Ghost answer’d him “Home!
 And again the Ghost answer d him, Home!
For now God doth need thee no longer.”
“Where leadest thou me by the hand?”
Cried the King to the Ghost. And the Ghost answer’d, “Into the
Shadowy Land.”
Owen Meredith.
Kubla Khan
 In Xanadu did Kubla Khan
A stately pleasure-dome decree:
Where Alph, the sacred river, ran
Through caverns measureless to man
Down to a sunless sea.
So twice five miles of fertile ground
With walls and towers were girdled round:
And there were gardens bright with sinuous rills
Where blossom’d many an incense-bearing tree;
And here were forests ancient as the hills,
Enfolding sunny spots of greenery.
But O, that deep romantic chasm which slanted
Down the green hill athwart a cedarn cover!
A savage place! as holy and enchanted
As e’er beneath a waning moon was haunted
By woman wailing for her demon-lover!
And from this chasm, with ceaseless turmoil seething,
As if this earth in fast thick pants were breathing,
A mighty fountain momently was forced;
Amid whose swift half-intermitted burst
Huge fragments vaulted like rebounding hail,
Or chaffy grain beneath the thresher’s flail:
And ’mid these dancing rocks at once and ever
It flung up momently the sacred river.
Five miles meandering with a mazy motion
Through wood and dale the sacred river ran,
Then reached the caverns measureless to man,
And sank in tumult to a lifeless ocean:
And ’mid this tumult Kubla heard from far
Ancestral voices prophesying war!
The shadow of the dome of pleasure
Floated midway on the waves;
Where was heard the mingled measure
From the fountain and the caves.
It was a miracle of rare device,
A sunny pleasure-dome with caves of ice!
A sunny pleasure-dome with caves of ice!
A damsel with a dulcimer
In a vision once I saw:
It was an Abyssinian maid,
And on her dulcimer she play’d,
Singing of Mount Abora.
Could I revive within me
Her symphony and song,
To such a deep delight ’twould win me
That with music loud and long,
I would build that dome in air,
That sunny dome! those caves of ice!
And all who heard should see them there,
And all should cry, Beware! Beware!
His flashing eyes, his floating hair!
Weave a circle round him thrice,
And close your eyes with holy dread,
For he on honey-dew hath fed,
And drunk the milk of Paradise.
Samuel Taylor Coleridge.
Something to Remember

Ah, did you once see Shelley plain,

And did he stop and speak to you,
And did you speak to him again?
How strange it seems, and new!
But you were living before that.
And also you are living after,
And the memory I started at—
My starting moves your laughter!
I crossed a moor, with a name of its own
And a certain use in the world, no doubt,
Yet a hand’s-breadth of it shines alone
’Mid the blank miles round about:
For there I picked up on the heather
And there I put inside my breast
A moulted feather, an eagle-feather!
Well, I forget the rest.

Robert Browning.
Ring Out, Wild Bells
Ring out, wild bells, to the wild sky,
The flying cloud, the frosty light:
The year is dying in the night;
Ring out wild bells, and let him die.
Ring out the old, ring in the new,
Ring, happy bells, across the snow:
The year is going, let him go;
Ring out the false, ring in the true.
Ring out the grief that saps the mind,
For those that here we see no more;
Ring out the feud of rich and poor,
Ring in redress to all mankind.
Ring out a slowly dying cause,
And ancient forms of party strife;
Ring in the nobler modes of life,
With sweeter manners, purer laws.
Ring out the want, the care, the sin,
The faithless coldness of the times;
Ring out, ring out my mournful rhymes,
But ring the fuller minstrel in.
Ring out false pride in place and blood,
The civic slander and the spite;
Ring in the love of truth and right,
Ring in the common love of good.
Ring out old shapes of foul disease;
Ring out the narrowing lust of gold;
Ring out the thousand wars of old,
Ring in the thousand years of peace.
Ring in the valiant man and free,
The larger heart, the kindlier hand;
Ring out the darkness of the land,
Ring in the Christ that is to be.
Alfred, Lord Tennyson.
 INDEX OF AUTHORS
PAGE
Anonymous, 228, 230, 234, 236
Arnold, Matthew, 265, 315
Beddoes, Thomas Lovell, 283
Browning, Elizabeth Barrett, 284
Browning, Robert, 219, 220, 254, 303, 320
Burns, Robert, 313
Byron, Lord, 239, 243
Campbell, Thomas, 221
Clough, Arthur Hugh, 257
Coleridge, Samuel Taylor, 318
Collins, William, 252
Crashaw, Richard, 302
Herrick, Robert, 221
Hovey, Richard, 227
Howe, Julia Ward, 247
Hunt, Leigh, 277
Ingelow, Jean, 292
Jonson, Ben, 218
Keats, John, 227
Kingsley, Charles, 231, 278
Longfellow, Henry Wadsworth, 222, 224, 226, 272
Lovelace, Richard, 248
Meredith, Owen, 316
Miller, Joaquin, 256
Roberts, Theodore, 237
Scott, Sir Walter, 249, 253, 279, 304
Shakespeare, William, 230, 301
Shelley, Percy Bysshe, 29, 213
Tennyson, Alfred, Lord, 222, 258, 314, 321
Thornbury, G. W., 305
Wolfe, Charles, 250
Wordsworth, William, 224, 300
 INDEX OF FIRST LINES
PAGE
A lofty ship from Salcombe came 234
Abou Ben Adhem (may his tribe increase!) 277
Ah, did you once see Shelley plain 320
Ah! what pleasant visions haunt me 222
“All honour to him who shall win the prize” 256
Angels, thy old friends, there shall greet thee 302
At the corner of Wood Street, when daylight appears 300
Ay, Oliver! I was but seven, and he was eleven 292
Come, dear children, let us away 265
Full fathom five thy father lies 230
Genseric, King of the Vandals, who, having laid waste 316
seven lands
“Hadst thou stayed, I must have fled” 272
Hail to thee, blithe spirit 213
Here’s the tender coming 230
How sleep the brave, who sink to rest 252
I am fever’d with the sunset 227
I come from haunts of coot and hern 222
I’d like now, yet had haply been afraid 303
If there were dreams to sell 283
In his cool hall, with haggard eyes 315
In the pleasant orchard closes 284
In Xanadu did Kubla Khan 318
It was roses, roses, all the way 254
Mine eyes have seen the glory of the coming of the Lord 247
Nobly, nobly Cape St Vincent to the North-west died away 220
Not a drum was heard, not a funeral note 250
Oh England is a pleasant place for them that’s rich and 231
high
O for the voice of that wild horn 249
O Mary, go and call the cattle home 278
O, my love is like a red, red rose 313
O my true love’s a smuggler and sails upon the sea 236
O, to be in England 219
O wild West Wind, thou breath of Autumn’s being 229
O young Lochinvar is come out of the West 279
Often I think of the beautiful town 226
On either side the river lie 258
Over meadows purple-flowered 305
Queen and huntress, chaste and fair 218
Ring out wild bells to the wild sky 321
Say not the struggle nought availeth 257
Season of mists and mellow fruitfulness 227
Simon Danz has come home again 224
Soldier, rest! thy warfare o’er 253
Tell me not, Sweet, I am unkind 248
Tell me where is Fancy bred 301
The isles of Greece! the isles of Greece! 243
The splendour falls on castle walls 314
There was a sound of revelry by night 239
There was a time when meadow, grove, and stream 224
Thunder of riotous hoofs over the quaking sod 237
’Twas in the good ship Rover 228
Waken, lords and ladies gay 304
Ye have been fresh and green 221
Ye Mariners of England 221

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