Poems For Intelligent Children With a Sense of Humor (This Means You)

Mathematically, he is a whiz kid. We jokingly call him Rainman. His sense of humor is on a different level and so mature. On the flip side he is very emotional. He is very sensitive. I wish he would respect how I feel about this? He can articulate his feelings better than most adults! He too, gets very upset when things are not how he wants them. He whips through his school work so fast and it is always right. He gets dinged on things like not capitalizing a noun. I cannot make him understand that it is the rule and he needs to do all the work.

I could put him in an empty room, with 4 white, brick walls, and he would be content! My 6 year old girl is very active, inquisitive, started reading at 2 years old, must know how everything is made and how it works, and thinks beyond her age level. As a first time parent who recently moved to Florida.

I need help in finding a gifted program for her without being penalized for the school zone rules…please help.. Vickey Brownell 3 years ago. Rosenfeld 4 years ago. We were teaching our yr. I found it for you. His mom and I took him to a natural park, where he loved to pick up sticks and stones at age 3. Mom told him that he could not take them home and that he should take only memories and leave only footprints. He murmured that over and over, committing it to memory. Learning to be a Kid 6 years ago.

Parents need to band together and confront the school administration about why kids are being pressured to learn in a way that is not conducive to creating engaged learners. Sensory Processing Disorder 7 years ago. Marianne 7 years ago. I am pleased each time I see attention brought to the unique needs of gifted children. This is equally true in regard to those who struggle with either issues of twice-exceptionality or misdiagnosis.

Meyer states, it is important that testing and evaluation take place before placing a label on a child. SENG is currently in the midst of an international public awareness effort to decrease misdiagnoses in gifted children. I really wish more was mentioned about kids who are both gifted and learning disabled because there are more of these kids than you would think and they fall through the cracks.

Unfortunately, because of the disability, usually dyslexia, their IQ scores are not that high and might even be lower than average because of their failure to read or read well. In fact, I am often puzzled when I see early reading as one of the markers for giftedness. My daughter is profoundly dyslexic yet she is a gifted artist, writes and designs her own comic books she is a prolific writer even though she can barely read , is doing a school project involving how mechanical watches work she is drawing each component, describing how it works, and even comparing them to components in other objects such as gears in wind up toys.

Recently she has also shown a sophisticated understanding of math even though she struggled with math facts, coins, and is currently having trouble learning her times tables. Yet because of her IQ scores and profound struggles with reading my daughter would never be able to get into a gifted program. Still I am hoping that my daughter will persevere and that one day her strengths will become more visible than her disability.

Are these roles how you want to live your life? A solid sense of self cannot be built on roles. To do so increases the likelihood of disintegration, because at some point, all of our roles will be stripped from us.

There will come a day when we will no longer be a teacher or a business owner or musician or a husband or a wife. I can substitute new roles for the ones I have lost, but those may become lost, too. As I lose the roles that organize my existence, I will find myself having to confront provocative questions. What would I be like without my roles? What value would I have? As I substitute new roles, are they truly ones that I want to select? Some years ago, a colleague in psychology introduced me to a role-stripping exercise as a way of focusing thought on these issues. It goes as follows:. After the role-stripping exercise, consider once again how much your roles define you versus how much you define your roles.

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You may wish to contemplate what others would be like without their roles. What value would they have? Perhaps you might ask family members and co-workers how they perceive your major roles. Their ideas might be different! Or you may resolve to develop a new role or invent a new tradition for yourself or your family. There are three underlying existential facts.

Interpersonal relationships are basic to human existence, yet we spend so much of our lives in superficialities that we often give too little focus to meaningful relationships. Here are some questions to consider:. Existential isolation is eased to a degree if people simply feel that someone else understands the issues that they are grappling with.

For example, even though your experience is not exactly the same as mine, I feel far less alone if I know that your experiences have been somewhat similar. Many people have written about how important it is that a person not be allowed to die alone, and hospice centers across the country make sure that someone is present at the moment of death. Anxiety about death is not a disease; it is simply a byproduct of life. It seems that death—the final moment in our life as we know it—is a topic that people avoid except in the abstract.

However, we need to think and talk about death if we are to live our lives well. In our aloneness, particularly as we contemplate no longer being in this world and no longer existing, we do need others. We never outgrow our need for connectedness. Establishing relationships with others typically goes through a sequence of three successive steps: Am I the leader, the follower, the worker, etc.?

However, these three steps can actually interfere with close relationships with others. Here are some exercises you may find helpful for improving your relationships with others:. These exercises should open the door to improved relationships with others. They help people connect in new ways and become more aware of their behaviors in relationships, including some that may be hampering the relationship.

But learning to do this requires that people learn to manage themselves. This involves them becoming more aware of themselves—their roles, their coat of arms, their relationships—and then learning to manage their self-talk about all of this. If they allow themselves to explore as they do this, they may be able to discover parts of themselves that do not fit with their roles. Here are some things to try that will facilitate your learning more about yourself, as well as learning new self-management skills:.

Part of the human condition seems to be to search for meaning. Throughout history, countless great works of literature have focused on this theme. Frankl himself, imprisoned and in desperate circumstances in Auschwitz, searched for and found meaning in his relationships with others and with loved ones, even though they were separated.

Unfortunately, the people who need meaning the most are usually so busy achieving that they have little or no time to search for it. Without meaning as an anchor, people are particularly at risk for disintegration and existential depression.

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Frantic efforts at achievement and control end up collapsing because they are hollow underneath. Are you just playing roles, or are your relationships real? Can you conclude that your life has purpose and meaning? Have you developed values and beliefs that go beyond your roles? What if you could start over?

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What would you do differently? Can you trust that there is some unity or harmony in life and that your life can fit in somehow? Meaning develops first from a deep, conscious, accurate, and authentic understanding of oneself. And third, meaning grows from authentic relations with others, which allow expression for the first and a context for the second. It is through our personal relations that we can express ourselves as the unique individuals we are and how we can understand our practical grounding within the universe. Since, ultimately, you will be the one who has to give your life meaning, what meaning do you give your life?

Here are some suggestions that might help you begin the process:. Yet we do need to help ourselves and our bright youngsters cope with these difficult existential questions. We cannot do anything about death; our existence is finite. However, we can learn to accept those aspects of existence that we cannot change. We can also feel understood and not so alone, and we can discover ways to manage freedom and our sense of isolation so that they will give our lives purpose. We can keep creating and developing ourselves, we can keep working for positive and healthy relationships, and we can keep trying to make a difference in the world, thereby creating meaning for ourselves.

Although we cannot eradicate the basic underlying bricks of the existential wall, we can learn from Dabrowski that growth through the discovery of authenticity within ourselves and the expression of our authentic selves through authentic relationships may serve as a salve to soothe these realities of our existence.

In coping with existential depression, we must realize that existential concerns are not issues that can be dealt with only once, but will probably need frequent revisiting and reconsideration. We can support others and help them understand that disintegration is a necessary step toward new growth and meaning—it can eventually be positive. And finally, we can encourage these individuals to give meaning to their own lives in whatever ways they can by adopting the message of hope as expressed by the African-American poet Langston Hughes in his poem Dreams.

He has been in private practice as well as in various consulting positions with clinics and hospitals. Earlier in his career, Dr. Webb is the lead author of five books and several DVDs about gifted children. Mental growth through positive disintegration. Understanding sensitivity, excitability, and emotional development in gifted children, adolescents, and adults.

Identity and the life cycle. The type T personality. Causes and consequences pp. A theory of cognitive dissonance. Advantages and challenges of lifespan intensity. Understanding sensitivity, excitability, and emotional development in gifted children, adolescents, and adults pp.



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Original work published Civilization and its discontents. The future of an illusion. The childhoods of more than famous men and women 2nd ed. The drive for self: Alfred Adler and the founding of individual psychology. A revolutionary guide for liberating everyday genius. Principles of personal construct psychology. A theory of personality.



A conception of adult development. A graphic model of interpersonal awareness. A new dimension in psychiatry and psychology. A personality theory for the 21st century. In S, Mendaglio Ed. The essays of Arthur Schopenhauer. A three-dimensional theory of interpersonal behavior. Some learning characteristics of gifted children.

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Office of the Ventura County Superintendent of Schools. On depression, development, and death 2nd ed. Mapping your life across time. Predictable crises of adult life. The mixed blessings of extraordinary potential. Misdiagnosis and dual diagnoses of gifted children and adults: Staring at the sun: Overcoming the terror of death. This article is provided as a service of the Davidson Institute for Talent Development, a c 3 nonprofit dedicated to supporting profoundly gifted young people 18 and under. The appearance of any information in the Davidson Institute's Database does not imply an endorsement by, or any affiliation with, the Davidson Institute.

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How to Identify a Gifted Child (with Pictures) - wikiHow

It's very hard to keep your spirits up. You've got to keep selling yourself a bill of goods, and some people are better at lying to themselves than others. If you face reality too much, it kills you. Background A Polish psychiatrist and psychologist, Kazimierz Dabrowski worked and wrote prolifically about his ideas in the years from until his death in , living part of his life in the United States and in Canada, as well as in Europe. Persons with heightened overexcitabilities in one or more of the five areas that Dabrowski listed—intellectual, emotional, imaginational, psychomotor, and sensual—perceive reality in a different, more intense, multifaceted manner.

They are likely to be more sensitive than others to issues in themselves and in the world around them and to react more intensely to those issues. To the extent that they have intellectual overexcitability, they are more likely to ponder and question. Their emotional overexcitability makes them more sensitive to issues of morality and fairness. Their imaginational overexcitability prompts them to envision how things might be. Overall, their overexcitabilities help them live multifaceted and nuanced lives, but these same overexcitabilities are also likely to make them more sensitive to existential issues.

Primary integration characterizes individuals who are largely under the influence of the first factor biology and the second factor environment. These individuals experience the human life cycle and may become very successful in societal terms, but they are not fully developed human beings. Persons characterized by secondary integration are influenced primarily by the third factor; they are inner directed and values driven. As fully human, they live life autonomously, authentically, and altruistically.

Biological drives are sublimated into higher modes of expression. Conformity and nonconformity to societal norms are principled. Movement from primary to secondary integration arises from positive disintegration. The psychologist George Kelley noted that humans do not enter a world that is inherently structured; we must give the world a structure that we ourselves create.

Thus, we create psychological constructs, largely through language, to make sense out of our experiences of the world. Man looks at his world through transparent templets which he creates and then attempts to fit over the realities of which the world is composed. This fact provides the basis for the revision of constructs and, eventually, of whole construct systems.

A Journey into Existential Depression Most of us have grown up in families with predictable behaviors and traditions. Family members are like planets in a solar system which have reached an equilibrium regarding how they interact with each other. The rules of interaction are reasonably clear, and family environment is predictable. A blended summary of the relevant adult stages is as follows: Acceptance of others vs. Learning to Manage Existential Issues and Depression How does one learn to manage existential issues?

First, people must undertake to know themselves. However, as these gifted adults came to understand that such behaviors were normal for people like themselves, their anxiety about it lessened. Below are some guiding principles I have found to be helpful and have shared with others: Your life focus should be on principles and values rather than people. Developing yourself will likely require self-focus and probably some narcissism, but know that there is a difference between healthy narcissism and pathological narcissism.

Your development will likely involve periods of disintegration and reintegration as you move toward increasingly positive disintegration. Your journey will probably make you and others around you uncomfortable. Coping Styles and Strategies Coping with an ongoing awareness of existential issues and the accompanying low-grade depression can be distressing, and few people can directly confront their existential depression for very long.

Some frequent but not-so-effective styles are: Some individuals deal with painful issues in their life through narcissism. Their thought pattern is something like this: Their thought pattern goes something like this: As the days pass and I continue to heal, my body knitting itself back together, I begin to allow myself to think that she has. She now perceived how right he was; and wondered, in dismay, whether it was because he invariably made her laugh that instead of regarding the Nonesuch with revulsion she was obliged to struggle against the impulse to cast every scruple to the winds, and to give her life into his keeping.

Of course, always, to all, because everything seems funnier when you're trying to show respect. God almighty has a sense of humor. For someone, who never smiled, he had a delicious sense of humor. The mark of a worse comedian is asking if the person got it. I just tell people the truth, and then they start laughing and say haha you are funny Intelligence, creativity and a sense of humor mean little to me if a person isn't also kind. It means I waited too long. It means stay away from me. I was especially struck by their sense of humor; so at odds with any self-pity -- the ability to step back and laugh at oneself, however wryly.

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