![]() Historically, nearly all of the research on gifted individuals has focused on the intellectual aspects, particularly in an academic sense. These internal and situational factors can lead to interpersonal and psychological difficulties for gifted children, and subsequently to mis-diagnoses and inadequate treatment.įirst, let me mention the internal aspects (Webb, 1993). ![]() Yet the giftedness component typically is overlooked due to the lack of training and understanding by health care professionals (Webb & Kleme, 1993).ĭespite prevalent myths to the contrary, gifted children and adults are at particular psychological risk due to both internal characteristics and situational factors. In some situations where gifted children have received a correct diagnosis, giftedness is still a factor that must be considered in treatment, and should really generate a dual diagnosis.įor example, existential depression or learning disability, when present in gifted children or adults, requires a different approach because new dimensions are added by the giftedness component. These common mis-diagnoses stem from an ignorance among professionals about specific social and emotional characteristics of gifted children which are then mistakenly assumed by these professionals to be signs of pathology. The most common mis-diagnoses are: Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (OD), Obsessive Compulsive Disorder (OCD), and Mood Disorders such as Cyclothymic Disorder, Dysthyinic Disorder, Depression, and Bi-Polar Disorder. Many gifted and talented children (and adults) are being mis-diagnosed by psychologists, psychiatrists, pediatricians, and other health care professionals. ![]()
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