by Mary Rocamora, M.A.

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     The term "gifted" is often misunderstood. I have heard people respond to that label by saying, "Well, everyone is gifted in some way," as if to mitigate the implication that "gifted" is synonymous with "elitist." I have also encountered the false assumption that giftedness is circumscribed by what society values from generation to generation, most notably in the arts and sciences.

     In the world of researchers, educators, and knowledgeable psychologists, the term "gifted" refers to individuals who, in addition to high intelligence, share personality traits such as perfectionism, introversion, intensity, sensitivity, idealism, and overexcitability. As Abraham Maslow noted, giftedness can manifest in a myriad of ways, although we don’t typically reward our gifted auto mechanics and gifted homemakers.

     Another misconception is that ability automatically leads to high achievement, that compelling talent will overcome all obstacles. As children, many of us heard inspiring stories about eminent men and women who did just that. However, the reality is that there are both circumstantial and psychological factors that can adversely affect the actualization of the gifted. Poverty, ethnicity, opportunity, lack of understanding about the nature of giftedness in the family, and being female are circumstances that can impede talent development. Self-limiting beliefs, persistent fears, and oversocialization (where the need to be socially acceptable suppresses divergent impulses and spontaneity) are some of the psychological issues.

     Gifted women are thought to be able to meet conventional expectations of partners, family and society while pursuing challenging careers, and are often subtly pressured to do so. Studies have shown that during earl y adolescence, gifted girls are torn between the desire to fit in with their peers and prioritizing academic excellence; boys are assumed to be grooming for careers. Statistically, gifted girls drop one IQ point per year, and many are unable to sustain their academic priorities and their adult dreams through this critical adolescent period. While there has been a dramatic increase in the number of careers available to women, there are too few role models for women that demonstrate alternative lifestyles that are "feminine" and accomplished.

     It is also presumed that the gifted do not need any special type of emotional support. In fact, just the opposite is true. The experience of being gifted, with its heightened intensity and sensitivity, in itself needs ongoing support and understanding. Many gifted adults lead carefully examined lives and need support and guidance for their inner searching. The gifted benefit greatly from counseling that helps them understand their process, cope with self-doubt, recognize and break free from psychological limitations, and realize their vision.