Positive disintegration, may look like....

A psychotic break , which could readily be interpreted in a variety of alternative ways by current psychiatric diagnosis. As there's general disagreement, misunderstanding, or lack of appreciation of circumstances leading to or contributing to this condition a number of 'disorders' may be applied by way of diagnosis.

Bi-polar disorder is greatly favoured by current psychiatric teams, at least in the West.

Whatever alternative diagnosis to positive disintegration is involved it almost certainly relies on a clinical definition of normality and considers any diversion from the norm (ordinary and unremarkable) in a less favourable perspective. Though these conditions often involve people with abilities that are more creative, artistic, imaginative and often positive self-affirming views of life.

Those with APD are more likely to exhibit imaginative appreciation of language, expression and emotions. All of which could count towards diagnosis of additional or stigmatic disorders as APD is little understood but frequently associated with psychiatric disorders such as ADHD, Aspergers, and Autism. 

Is it so difficult to understand why people with this condition, and more highly refined depth and range of feeling, are susceptible to depression when they're viewed and described in such negative and encompassing clinical terms. Socially unaccepted or pigeon holed, confined by society's inability to appreciate, or unease.

Underpinning this disorder are a range of talents that are subconsciously engaged, developed and strategically employed. Those with APD are more susceptible to social rejection and likely to develop masking techniques to disguise their abilities to appreciate more than is said, feel more than the average person and express more articulately and specifically.

APD can manifest as problems determining the direction of sounds, difficulty perceiving differences between speech sounds and the sequencing of these sounds into meaningful words, confusing similar sounds such as "hat" with "bat", "there" with "where", etc. Fewer words may be perceived than were actually said, as there can be problems detecting the gaps between words, creating the sense that someone is speaking unfamiliar or nonsense words. 

Those suffering from APD may have problems relating what has been said with its meaning, despite obvious recognition that a word has been said, as well as repetition of the word. Background noise, such as the sound of a radio, television or a noisy bar can make it difficult to impossible to understand speech, since spoken words may sound distorted either into irrelevant words or words that don't exist, depending on the severity of the auditory processing disorder. Using a telephone can be problematic for someone with auditory processing disorder, in comparison with someone with normal auditory processing, due to low quality audio, poor signal, intermittent sounds and the chopping of words.^[8] 

Many who have auditory processing disorder subconsciously develop visual coping strategies, such as lip reading, reading body language, and eye contact, to compensate for their auditory deficit, and these coping strategies are not available when using a telephone.

As the coin turns.....

Asking anyone to repeat themselves is tantamount to entering a mine field. Certain responses and outlook are guaranteed regardless of how polite and genuine the request is made and desired.

The first problem to overcome is timing. In a flow of words anyone speaking is almost certainly unlikely to welcome interruptions. Attempting to ask for clarification in this scenario will probably be met with some annoyance and feelings of disrespect will come into effect. i.e: the speaker will feel you're disrespectful by asking before they've completed their comment.

However, attempting to guide someone to a specific area of their lengthy commentary whilst having no real idea of what was said at that point is difficult. Someone with APD may well switch off at that point (attempting to replay what they didn't understand the first time) and missing the rest of the comment entirely.

There are several ways of clarifying comments that will or maybe employed by those with APD simply because they're in general use and mask the problem.

Asking directly, a simple, "What?"

This can be asked in a variety of ways; using tone to cajole, brevity to engage, laughter to assist. Additions are often made depending on the situation, sugar coating to elicit the best possible response and take ownership of the problem -  "Sorry, I didn't quite catch what you said...?"

Paraphrasing avoids direct argument and deflates potential aggressive stances, so does prompting similar i.e:  "So what you're saying is........ ?"

Lip reading, body language, language parameters, word context, sign language, probability, logical choices all come into use by those with APD along with any background noise, conversation and interest.

APD (sounds like.....)

When you're used to replaying sounds in your head to isolate words, or guess what the garbled string of sounds may have included in word terms - utilising context, syntax, cadence and probability - you can also find external sounds, that are none verbal, overlapping or intruding with sounds like (or suggestive of) verbal expressions.

Word associations play an integral part and personal reminders can often deflect, isolate, and/or indicate specific, key words or retrospective associations. With APD you have to choose carefully or ask for confirmation in order to be certain that you're accurate guessing or isolating sounds and retaining the integrity of the comment.

Comparatively...

Normality is a wide line that encompasses a lack of
Originality, the depth of feeling or creative impulse involved in those 'not'
Reality is a place that encapsulates a whole host of banality
Mindlessly pursuing what's requested or behested by those leading
Auditory processing, if considered different, is a marker
Lowly diagnoses beholds new roses

If we disregard potential through ignorance and apply stigma as a consequence
Still there's alternatives......


Bi-polar, these people exhibit extremes
Often sad or euphoric, thus proving their instability (according to doctrines
Regurgitated in accordance with prevailing medical paradigm, or labelling) per se
It's true to say if you're different today there must be something awry
Notably the capacity to experience and appreciate normality
Gaining reputations for being more in touch with their dreams without commodity

Credibility is a tissue when you're utilising something more fruitful
Only those with issue preclude while the visual can apply similar preview
My concern; those who lack imagination also lack understanding and appreciation
Making fools of folk with greater ability of review
Often those whose feelings extend to over excitabilities encounter
Negative responses from those who tend to reach within the norm
Platitudes extend from the clinically professioned
Like never ending echoes they link with the past and discourage new views
All fad like their perceptions are limiting to those fashioned by predecessors
Clearly they don't understand what trauma and crisis portend
Except to lineate

And square pegs don't hold in the subsequent fold
N'er to express by anger or distress without falling into a report trap
Dangerous or risk is the consequent list ticked

Laughter or glee are also assessed for appropriate need
All and every mood displayed weighed by the limiting few who
Control and behold by position and rank in society, to be frank
Knowing only what they've been told and subsequently hold to be true
In the safety net of obscure medical jargonery
Normal to you isn't normal to me, so you see
Gaining repute by creative pursuit may be planned for me

Spectrums of APD...figuratively...

Over or under the line that's undefined but
Whatever it is it's not normally found

Which means that there's greater undulation
However there's permutation
At a higher or lower echeleon
That's a place where nothing normal exists except by relation

You maybe euphoric, depressive and alcoholic
Or creatively bent, suggestively rent and symbolic
Under various guises or hidden by the shambolic

Reaping little sleep while impulse claims prior orientation
Each heap persuades another artistic gaze
At every leap of imagination
Projection unconsciously betrays

? Question

'E' motions...

Standing up to respond
As I feel I no longer belong
"You're not being blonde....

While the epitome, you example strategically.
How flippant you are prepared to be with me
And though claiming ignorance
That's a poor excuse for discourteous audience.

You adopt a thin veneer of nonchalant indifference
Over the years acquired, as a disguise,
Under literary guided diffidence

My response is in relation
Every prior comment made for elaboration
All now swept aside and clearly declared
No interest in the answers sought, so I quit your negation

My opportunity lost to extrapolation
Each overridden and now forbidden
As you casually trace your inner space
Not considering a word I relate

What upsets us
Happens to be how you ousted, treating
All attempt I had made by your careless interruption
The disgruntle is by nature consequential

You asked, "What are your thoughts..."
Over speaking while I tried to describe
Understanding that your interests actually lie in hearing yourself, not I

So although my thoughts were considerate in reply
All I'm saying now summarily
You weren't listening and you insulted me

The Holy Grail (potentially) ...said...

A washing machine just announced that it would kill me and my family if we didn't leave the house in the next 5 minutes....


Suggesting it would put the remains in small packets in the house fridge and freezer....


Queens in Stafford....said, "Well it was an odd thing for a washing machine to mention rather than the odd sock it had ate..."


http://defining-whats-really-important.blogspot.com/p/works-of-art-oil-paintings.html

There's an old and fascinating traditional ritual linked with the ancient art of Egyptian coronary selection, I've recently inspired (given the primary production and method of language - by development)

As the original 'scripts' went, the ritual concluded with the formal marriage of those persons involved (not quite the chicken and egg play you might have chosen, but infinitely funnier)

As an other example, Tutankhamen, for instance, if said, "Tut, ankh, amen"

In literal terms that means, "No life or death"

Re Michael Jackson's children......

Vic McDermott said, "Did you ever smoke from cig butt roll ups?" (2002)

I die smiling at my brother (He told me)

Penny from the Ambulance Service (Staffing)

AOL : - Steve paul taylor

Victor McDermott (what a laugh)

John *(Your Move)*

Cottaging (all about)

Ring-fencing (Tinkerbelle stylie) courtesy of AOL

Expert ease.....

Paralinguistic Technical Consultant ⅋  Par Eudaimonia




Provisional: - 

System

Method

Sequence

Application

Specification

Parameters

The Essence Of Femininity....(songs of a siren)

Venus

Aphrodite

Sophy

No Introduction (?)

Logic

Persephone

Prophecy

Expression

Knowledge

Wishes & Reasons

Visionary

Sublime

Appreciation

Auditory Intelligence (Evidenced)

The Calling

Glish

Universal

Requests

Abilities

Bets

Hereditary

Precognition

Language Basics

The Cipher

Some kinda writer typing ... V.I.P. . ......

Dear [You'dknow]

There's a long and complex, amusingly intricate yet childishly wondrous story with a surprising(?) history of twists. Providing further opportunities for additional revised scenarios, though retrospective in nature these could be . All variations mutually depend on an original, integral and emerging role. It's this specific aspect that I would very much appreciate your expertise with.


Essentially it's a contemporary blending of a very old and well loved tale. Though it's been retold in various settings, the one I propose is originally set within a legal and scientific 21st century frame.

With all ages taken into consideration, it's appeal should be unlimited, at least in all the terms and avenues I've so far exposed.

The possible titles, I'm currently proposing, are:- "Taking the stand.....," and "In Defence of the Accused." Further titles under consideration eg: "The greatest stories ever told, an in-depth explanation.", "The magic behind creation." - "Logic, explained from a female perspective (background of references)." - "Language development and reference selection by associations - demonstrated."


<bites lip>



THANKS....

Lecture - Theatre....(original draft)

Ships Court



The audience comprise a broad cast of celebrated professionals and assorted students....

Background music plays so that gentle strains can be heard

as the audience take their seats 

The empty stage has a large screen backdrop

with the following image prominently displayed

Once the audience have settled into their seats, the lights dim throughout the auditorium and someone 'unknown as yet' steps out grinning....and wearing an unusual outfit....

"Ladies and Gentlemen, good evening, and thank you all for attending!"

Laughing she continues by first looking towards her feet and then explaining, "Well I couldn't decide what to wear, in fact... I've got to be honest, there's a number of 'changes' planned to occur during the evening. So to assist me with this......."

At this point a full length mirror is brought out on stage between the screen and the speaker and arranged so it's facing the audience.

The speaker thanks the person who brings this out (by name) and explains the 'prop' to the audience....

"You know what women are like?"

(apologetic smile) "Phew..... okay...... "

The speaker now explains to the audience, "Now.... Some of you may have already noticed there are a number of cameras strategically arranged around the theatre (the speaker encompasses by gesture). This is so we can provide spontaneous reactions to the presentation .... with 'live' images on the large screen behind me (indicates). If you feel the need to wave Please try to keep the motion restricted (demonstrated with a swift, short, happy smiley 'reveal' wave to camera) whenever you see yourself on screen.

(With this she half turns toward screen as the original image replaces the 'live feed' and, as if she's never seen the image before - takes a good long hard look before turning slowly back to face the audience - she says....)

"That's very interesting, I don't suppose anyone in here has a clue who or what that means?"

(takes another look towards it....... then - dragging her attention away - proceeds)

"Right .... Now..... in order to proceed, I'm going to need two happy volunteers - a man and a woman. Now, you'll be relieved to know, for the purpose of this demonstration I don't need a couple or any complex mathematical codes solved.

This is easy stuff, we're talking child's play.

However, Both volunteers need to be highly intelligent, independent and imaginative thinkers.

They don't need to have a (laboured to rapid digit counting) computational, psychology - any other 'ology - or law degree to appreciate the basic principles involved within this next demonstration.....you are still allowed to volunteer if you do. but more importantly they  must have been capable of reading and writing from ....about the age of 7 and ....also feel comfortable having a spontaneous chat with a stranger in front of the rest of us... let me think,.... Yes...okay, ...it doesn't matter if they're married or single, okay?"

"So, would anyone who's confident admitting to being both intelligent and independent please stand up now"


(cameras scan the audience)

Eventually a couple of people are selected and two separate volunteers step forward to shake hands with the speaker who explains to the audience.....(as two large boxes are brought out and set beside each of the volunteers at the front and either end of the stage)

"Perception,"....  "There are a number of pre-set conditions that I need you to keep in mind throughout for the purpose of being fair and equal during this demonstration....

First and most obvious is that, there are other people watching from varying distances (indicating the audience).

You're allowed to move around the area you're in, but ..........

(to be continued)

.

Fairly Brilliant Progeny....

The Fairly Good Mother sat and thought about her children and how she'd learnt a great deal through their company (she has four of them).

Each was gifted in various ways, though modesty is innate to them. She knew that they each cared, respected and appreciated - by how carefully they phrased questions and considered her opinion in way of reply.

Her eldest, Tilly (God's Gift of Grace/Wished For) - petite and extremely (or incredibly) pretty is perfectly (symmetrically) proportioned. Balanced and poised she fends with the boys with her naturally charming sways. A born leader, with influential ease she succeeds in achieving, which frequently causes some embarrass or amuse meant for her.

The Kev (Wanted & Handsome) - literary and literally, cool and smooth with a romantic persuasion which licensed the poetic lyrically, is also well endowed with a full complementary resumé (inclusive of sporting skill). It's fair to say he has a special way of enchanting, especially as words are the tools of his choice, though he's also inclined to mumbles (sotto voce).

Day (Beloved/Desired) - eclectic and sensitive who, with little restraint, whizzed from GCSE to University. Generally resistant or disinterested in the competitive, aside from the academic. Having now switched his desire and intention from game play invention to the narrative field with a distinct interest in psychological faceting.

Pea (Stength/Leader), as the youngest was always precocious and as adroitly funny as his siblings. Though, perhaps and per se uniquely, more interested in science and history. With the most nicknames in the family from Patches to Pi - perhaps there's some alchemy. He's tolerant, exceptional and at ease with being unusual.

Now, each and everyone of them were subjected to various rules from the moment they left their home environment (however briefly) and told these were truths based on another principle. In effect they were told that whatever they'd understood previously wasn't 'Fact'. They were duly instructed that there were empirically established methods for isolating truths and values that were more excellent than any previously offered and to discard pre-conceptions.

School robbed them of magic

Taught them to understand what inadequate meant and how to apply this 'idea' to themselves

Spoiled Christmas and/or any special event

And, what annoys me still, this was because those responsible in this weren't happy being miserable in isolation, they wanted company and enjoyed spreading it.

Not sure what I mean?

Consider bigotry... as an example and what's right and/or proper in legal application in educational terms first, though I could go further.

Now, don't get me wrong, I've met some exceptional teachers, though I've also felt that they were exceptional rather than indicators of any rule in that respect. I can't recall some names, but I'd not forget them and I'm sure my children would be able to bridge any gaps if I asked them, "Who was awful?" and "Who was brilliant?" without hesitation.

Practical applications.....

Those with an auditory processing difference by order acquire (or develop - as a natural extension) the complimentary skills to compensate for any apparent momentary lapses in auditory proximity fields - that is to say, on those occasions when a comment isn't readily interpreted as intended.

There could be any number of different, significant reasons for these lapses, or combination.

Individuals maybe completely absorbed in some personal train of thought, or distracted by the same. Likewise, any other sound in their hearing distance may also effectively interrupt.

For example: -

Any context involving another person will include additional sounds in vicinity. So, as these can’t be selectively discarded, in principle, from this point additional skills will or could be utilised to maximise perception. 

These additional skills increase over time and, due to the negative reactions in response to 'repeat' requests, gradually include more visual, context, and 'cue' prompt reactions as independent confirmation sources for implication consideration.


That's applied logic, but explaining it is difficult because, if you're not an experienced practitioner you need to imagine being frequently subjected to the negative aspects of human response, to appreciate  the accumulative effect. As it's this aspect that promotes the personal development of additional compensatory skills.

More often expressions are of an involuntary nature and denial is another huge impact issue that is frequently encountered as a result.

Imagine someone with tourettes, who's unable to prevent themselves from vocally translating - either your words or their own impressions - in (what's socially considered) an inappropriate way. Tourettes has become more readily understood and recognised, though there's no doubt it has significant impact and severe limitations on the realistic expectations of those who suffer from it in any ambitious way, regardless of their intellectual abilities. That's got to be frustrating and probably further complicates the experience.

In very general terms, our societal cultural values and principle depends, promotes and exists on polite pretence. 

Social codes dictate the way that we greet, impart and receive information, there's also a huge amount of human exchange on a subversive unconscious level. Consequently people spend time considering, practicing and rehearsing how to conceal or suppress specific information, particularly when they fear or associate it with weaknesses. This information maybe considered by product, in effect emotional responses such as tears, laughter, by character and context may betray something fundamental and detrimental in so far as they're not the desired impression.

Blushing, for example, is a human trait that gives a massive indication in reaction to some particular cue. Given a choice, the majority of people would eliminate this facet from their own responses, if they could. However, it can be appreciatively received in a variety of settings and so, in effect, the benefits outweigh any perceived disadvantage. Still, this is one basic and elementary clue that those with auditory processing difficulties will more readily identify - some people do have the inclusive ability to limit or control this response too.

In reality, people consciously inhibit their responses by choice selection for a variety of reasons. Those with (what's called) auditory processing disorder are more likely to recognise this indication on a conscious level (though this is often portrayed through subconscious demonstration in general terms) and with experience 'play' the response part expected.

Processing difficulties can perhaps be more readily understood within this description as it takes time to build up the full picture beyond what's explained and empirically understood. Masking techniques are global and include cultural differences, however... indications of use are not limited by area, age, or society and as such can be readily identified.

Unless you understand yourself it's difficult to appreciate the issues encountered or the exact reasons why strategies exist along with their nature.

Even the breaths someone takes, every gesture, timing and measure are indicative. Fluctuations by expression, suppression, inclination, suggestion, implication, rational, motivational, conceptual, logical, ratificational,  et al. Those with rapid processing skills interpret or apply exhaustive measurements to establish what was meant and almost inadvertently identify in addition anything underlying and incorporational through this process.

This fluency and assimilation ease establishes a frame in various undercurrent language terms. It takes time to fully comprehend and appreciate especially when you consider how this skill is established, because it's generally misunderstood, undermined, undesired and frequently dismissed. This leads to confusion and rapid repeat tests to establish accurate data qualified by independent authenticity (without influence).

Specialties....

Main Heading,               "Subtle ties"


A quick outline reference guide to expertise : - 


Para-linguistic Fluency

• Subliminal inclusions
• Subconscious threshold pointers
• Conscious parameter outlining
• Strategic 'masking'
• Defining language operators pattern recognition

System

• Critical 'markers' & motivational index identification 
• Cross referencing (accuracy/authentication)
• Rapid reading (body language, expressive selections, implications)
• Sequence connection (abridging conscious levels)
• Exhaustive inquiry, probability limitations and logical option definition

Logic

• Cryptic encoding mode recognition/appreciation and utilisation
• Consecutive consequence specific significance inference chronology
• Intuitive
• Conceptual
• Efficacy
• Rigorous testing (game-play)

Obstacles faced by the gifted....

Are (exponentially) infinite,

An example,


Pick a subject.... any subject.... now multiply it.... and that's probably the number of paths being leisurely advanced via internal interrogation (whilst covertly and critically assessing information peripherally) and at the same time attempting to make points, to define, in referencing for memory (for further examination, or activity, obviously).

So when someone else commands their attention they may say, "What?" with a look of perplex... Or it just maybe because, they're vexed in regards to the computational addition (as well as the odds) And, they've now got to track back to the beginning of each original line of cerebrally inclined exploratory inquiry.

Though of course, appearing daft should (but it doesn't) get easier with practice. Whilst within the confines of British 'working' classes it provides solace in comically implied advantage, and yet there's still sadness underpinned by traits inherent within participating necessity - specific to integration.

Encountering any other person who offers (by some condition) the potential to exchange the exploratory gains in mutual appreciative understanding is excellent. However unlikely experience suggests the result, I've remained optimistic, albeit dismayed - by what's conveyed via preclusive allusion. Especially when combined with what's underlined by recognised 'startle mode' adoption when relieved of this fallacy by subtle intractable contradiction.

Rights...

Meaning, freedom. Could be described in various ways, and have as many applications as you can imagine. Context maybe limited, probably, by definition or expectation.

Possibly the oldest questions we've asked throughout generations and the ages have been,

"What are we?",

"Why are we here?",

"Where exactly is that?,"

"How did we get here?," and,

"How do the answers provide existence with meaning?" along with,

"How reliable  is the answer, can I question it?"

Every individual to some extent attempts to find the answers and product agreement. It's reassuring to have someone else express the same feelings, in any respect. It offers comfort in acknowledgement and opportunity to develop theory by cross reference. It provides and guides an interest to platform and unravel, extract or, by implication, act as a deterrent.

When I was an infant, I was taught that God was omnipresent and by description, appeared to me to be:- male, old, grumpy-in-disposition with a potential to be very unpleasant. Perhaps unsurprisingly, I didn't like or feel inspired to admire this combination of elements. So, instead of accepting all that I was told, I considered what alternatives maybe (by logical virtue) applied and hold consistent with the whole concept and yet still appeal to me.

Generally, as a rule, the time I had at school was often spent in some form of discord. Though nearly always quiet, well behaved, bright and polite, disagreement maybe deemed apparent by question, which evidently wasn't welcomed. This also seemed to conflict with what I understood, by definition and description, was reasonably to be expected in relation to education. But perhaps that's an underlying issue in association and by connection with auditory processing in itself. Though of course, as a child with apparent flaws, the potential of significant indicators were overlooked and diagnosis didn't occur until adulthood and quite recently.

Now as someone often portrayed in a particular way, I'd like to say what I think and perhaps dispel a few myths....

Contrary to what appears to be current belief, Scientists - whilst frequently fascinating and intelligently charming aren't actually Gods and they don't know everything. In fact, although I maybe wrong, in order to belong to the ranks of respected repute it seems we're all now open and coercively encouraged to denounce, by way of dismissal, all and any deity.

I appear to be out of line, but I've spent a lot of time considering this and maybe I just prefer to remain sceptical. I also believe that I've a right to choose for myself and unless someone can produce evidence that theory is actual and not just one of a series of ideas or guesses that maybe later discounted, I'd quite like to be respected, not subjected to arbitrary insult - because that not only offends - it portends and extends adverse social contexts whilst not pretending to contribute anything constructive to the subject.


While it's on my mind, I'd also like to note that being twice exceptional is extremely difficult, more so than you may imagine.

Extracts below are from Wikipedia's page:-

Intellectual giftedness -Twice-exceptional

Research conducted in the 1980s and 1990s has provided data which support notions of multiple components to intelligence. This is particularly evident in the reexamination of "giftedness" by Sternberg and Davidson in their edited "Conceptions of Giftedness". The many different conceptions of giftedness presented, although distinct, are interrelated in several ways. Most of the investigators define giftedness in terms of multiple qualities, not all of which are intellectual. IQ scores are often viewed as inadequate measures of giftedness^{[citation needed]}. Motivation, high self-concept, and creativity are key qualities in many of these broadened conceptions of giftedness.

Joseph Renzulli's (1978) "three ring" definition of giftedness is one well-researched conceptualization of giftedness. Renzulli’s definition, which defines gifted behaviors rather than gifted individuals, is composed of three components as follows: Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits—above average ability, high levels of task commitment, and high levels of creativity. Individuals capable of developing gifted behavior are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance. Persons who manifest or are capable of developing an interaction among the three clusters require a wide variety of educational opportunities and services that are not ordinarily provided through regular instructional programs.

In Identifying Gifted Children: A Practical Guide, Susan K. Johnsen explains that gifted children all exhibit the potential for high performance in the areas included in the United States' federal definition of gifted and talented students:^[6]

“

The term "gifted and talented" when used in respect to students, children, or youth means students, children, or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities." (P.L. 103–382, Title XIV, p. 388)

”

This definition has been adopted partially or completely by the majority of the states in the United States. The majority of them have some definition similar to that used in the State of Texas, whose definition states

“

[The phrase] "gifted and talented student" means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment, and who exhibits high performance capability in an intellectual, creative, or artistic area; possesses an unusual capacity for leadership; or excels in a specific academic field." (74th legislature of the State of Texas, Chapter 29, Subchapter D, Section 29.121)

”

The major characteristics of these definitions are (a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creativity, artistic, leadership, academically), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience, or environment), and (c) the use of terms that imply a need for development of the gift (e.g., capability and potential).

Characteristics of giftedness

Generally, gifted individuals learn more quickly, deeply, and broadly than their peers. Gifted children may learn to read early and operate at the same level as normal children who are significantly older. The gifted tend to demonstrate high reasoning ability, creativity, curiosity, a large vocabulary, and an excellent memory. They can often master concepts with few repetitions. They may also be physically and emotionally sensitive, perfectionistic, and may frequently question authority. Some have trouble relating to or communicating with their peers because of disparities in vocabulary size (especially in the early years), personality, interests and motivation. As children, they may prefer the company of older children or adults.^[14]

Giftedness is frequently not evenly distributed throughout all intellectual spheres; an individual may excel in solving logic problems and yet be a poor speller; another gifted individual may be able to read and write at a far above average level and yet have trouble with mathematics. It is possible there are different types of giftedness with their own unique features, just as there are different types of developmental delay.

Giftedness may become noticeable in individuals at different points of development. While early development (i.e. speaking or reading at a very young age) usually comes with giftedness, it is not a determinant of giftedness. The preschool years are when most gifted children begin to show the distinctive characteristics mentioned above. As the child becomes older, classes that are 'too easy' and emotional issues may slow or obstruct the rate of intellectual development.^[15]

Many gifted individuals experience various types of heightened awareness and may seem overly sensitive. These sensitivities may be to physical senses such as sight, sound, smell, movement and touch. For example, they may be extremely uncomfortable when they have a wrinkle in their sock, or unable to concentrate because of the sound of a clock ticking on the other side of the room. Sensitivities of the gifted are often to mental and emotional over-awareness. For example, picking up on the feelings of someone close to them, having extreme sensitivity to their own internal emotions, and taking in external information at a significantly higher rate than those around them. These various kinds of sensitivities often mean that the more gifted an individual is, the more input and awareness they experience, leading to the contradiction of them needing more time to process than others who are not gifted.^[16]

Hypersensitivity to external or internal stimuli can resemble a proneness to "sensory overload", which can cause such persons to avoid highly stimulating, chaotic or crowded environments. This kind of highly sensitive nature has also been called "overexcitability" by Kazimierz Dabrowski. Some are able to tune out such unwanted stimulation as they focus on their chosen task or on their own thoughts. In many cases, awareness may fluctuate between conditions of hyperstimulation and of withdrawal. (An individual's tendencies to feel overwhelmed is also affected by their extraversion and introversion.)

These conditions may appear to be very similar to symptoms of hyperactivity, bipolar disorder, ADHD, autism-spectrum conditions, and other psychological disorders, but are often explained by gifted education professionals by reference toKazimierz Dabrowski's theory of Positive Disintegration.^[17] Some researchers focus on the study of overexcitabilities. Overexcitabilities refer to ways people, both children and adults, understand and experience the world around them (Gross 2008). The more channels of overexcitabilities that are open to receive the information or stimulus, the stronger or more intense the experience is.

According to Gross (2008), an individual response to a stimulus is determined by his/her dominant overexcitability. Overexcitabilities are expressed in five dimensions: psychomotor, sensual, intellectual, imaginational, and emotional. These dominant channels of acquiring information differ by quantity in some individuals.^[18]

Twice-exceptional

The term twice exceptional was coined by James J. Gallagher to denote students who are both gifted and have disabilities.^[25][26] People have known about twice exceptional students for thirty years; however, identification and program strategies remain ambiguous.^[27] These students need remediation for their learning deficits and enhancement for their strengths to achieve.^[27] Twice exceptional students are considered at risk because they are hidden within the general population of their educational environment, and usually viewed as either under-achievers or average learners.^[27][28]

"Early identification and intervention is critical; however, giftedness in the twice-exceptional often is identified later than in the average population and is masked by the disability. The disabilities may include auditory processing weaknesses, sensory motor integration issues, visual perceptual difficulties, spatial disorientation, dyslexia, and attention deficits.

Recognition of learning difficulties among the gifted is made extremely difficult by virtue of their ability to compensate. Some guidelines that help in identifying these students are as follows:

• Extensive vocabulary
• Difficulty with written expression
• Ability to understand complex ideas
• Easily frustrated
• Wide area of interest
• Highly sensitive
• Creative
• Stubborn and opinionated
• Specific areas of strength
• Highly developed sense of humor
• Curious and inquisitive ^[29]

Social and emotional issues

Isolation

Isolation is one of the main challenges faced by gifted individuals, especially those with no social network of gifted peers. In order to gain popularity, gifted children will often try to hide their abilities to win social approval. Strategies include underachievement (discussed below) and the use of less sophisticated vocabulary when among same-age peers than when among family members or other trusted individuals.^[30]

The isolation experienced by gifted individuals may not be caused by giftedness itself, but by society's response to giftedness. Plucker and Levy have noted that, "in this culture, there appears to be a great pressure for people to be 'normal' with a considerable stigma associated with giftedness or talent."^[31] To counteract this problem, gifted education professionals recommend creating a peer group based on common interests and abilities. The earlier this occurs, the more effective it is likely to be in preventing isolation.^[32]

Perfectionism

Perfectionism is another issue for gifted individuals. It is encouraged by the fact that gifted individuals tend to be easily successful in much of what they do.

Healthy perfectionism refers to having high standards, a desire to achieve, conscientiousness, or high levels of responsibility. It is likely to be a virtue rather than a problem, even if gifted children may have difficulty with healthy perfectionism because they set standards that would be appropriate to their mental age (the level at which they think), but they cannot always meet them because they are bound to a younger body, or the social environment is restrictive. In such cases, outsiders may call some behavior perfectionism, while for the gifted this may be their standard.

"Perfectionism becomes desirable when it stimulates the healthy pursuit of excellence."^[33]

Unhealthy perfectionism stems from equating one's worth as a human being to one's achievements, and the simultaneous belief that any work less than perfect is unacceptable and will lead to criticism. Because perfection in the majority of human activities is neither desirable, nor possible, this cognitive distortion creates self-doubt, performance anxiety and ultimately procrastination.

The unhealthy perfectionism can be triggered or further exaggerated by parents, siblings, school comrades with good or ill intentions. Parents are usually proud and will praise extensively the gifted child, on the other hand siblings, comrades and school bullies will generally become jealous of the intellectual ease of the gifted child and tease him or her about any minor imperfection in his work, strength, clothes, appearance, or behavior. Either approach—positive reinforcement from parents, or negative reactions from siblings and comrades for minor flaws—will push these kids into considering their worth to their peers as equal to their abilities and consider any imperfection as a serious defect in themselves. The unhealthy perfectionism can be further exaggerated when the child counter-attacks those who mocked him with their own weapons, i.e. their lower abilities, thus creating disdain in himself for low or even average performance.

There are many theories that try to explain the correlation between perfectionism and giftedness. Perfectionism becomes a problem as it frustrates and inhibits achievements.

D. E. Hamachek identified six specific, overlapping types of behavior associated with perfectionism. They include:

• Depression
• A nagging "I should" feeling
• Shame and guilt feelings
• Face-saving behavior
• Shyness and procrastination
• Self-deprecation.^[34]

Underachievement

There is often a stark gap between the abilities of the gifted individual and his or her actual accomplishments. Many gifted students will perform extremely well on standardized or reasoning tests, only to fail a class exam. This disparity can result from various factors, such as loss of interest in too-easy classes or negative social consequences of being perceived as smart.^[35] Underachievement can also result from emotional or psychological factors, including depression, anxiety, perfectionism, or self-sabotage.^[36]

An often overlooked contributor to underachievement is undiagnosed learning differences. A gifted individual is less likely to be diagnosed with a learning disorder than a non gifted classmate, as the gifted child can more readily compensate for his/her paucities. This masking effect is dealt with by understanding that a difference of one standard deviation between scores constitutes a learning disability even if all of the scores are above average. In addition, many gifted children may underachieve because they have grown to believe that because of their intelligence, things should always come easily to them, and thus may lag behind their non-gifted peers in the work ethic required to learn things that don't come immediately to them. One apparently effective way to attempt to reverse underachievement in gifted children includes educating teachers to provide enrichment projects based on students’ strengths and interests without attracting negative attention from peers.

[edit]Depression

It has been thought in the past that there is a correlation between giftedness and depression or suicide. This has generally not been proven. As Reis and Renzulli mention,

"With the exception of creatively gifted adolescents who are talented in writing or the visual arts, studies do not confirm that gifted individuals manifest significantly higher or lower rates or severity of depression than those for the general population...Gifted children's advanced cognitive abilities, social isolation, sensitivity, and uneven development may cause them to face some challenging social and emotional issues, but their problem-solving abilities, advanced social skills, moral reasoning, out-of-school interests, and satisfaction in achievement may help them to be more resilient."^[35]

Also, no research points to suicide rates being higher in gifted adolescents than other adolescents.^[37] However, a number of people have noted a higher incidence of existential depression, which is depression due to seemingly highly abstract concerns such as the finality of death, the ultimate unimportance of individual people, and the meaning (or lack thereof) of life. Gifted individuals are also more likely to feel existential anxiety.^[38]

Dąbrowski and the gifted individual

In an appendix to Dąbrowski (1967), results of investigations done in 1962 with Polish youth are reported. Specifically, "a group of gifted children and young people, aged 8 to 23" were examined (p. 251). Of the 80 youth studied, 30 were "intellectually gifted" and 50 were from "drama, ballet, and plastic art schools" (p. 251). Dąbrowski found that every one of the children displayed overexcitability, "which constituted the foundation for the emergence of neurotic and psychoneurotic sets. Moreover it turned out that these children also showed sets of nervousness, neurosis, and psychoneurosis of various kinds and intensities, from light vegetative symptoms, or anxiety symptoms, to distinctly and highly intensive psychasthenic or hysterical sets" (p. 253). Dąbrowski asked why these children should display such "states of nervousness or psychoneurosis" and suggested that it was due to the presence of OE (p. 255). "Probably the cause is more than average sensitivity which not only permits one to achieve outstanding results in learning and work, but at the same time increases the number of points sensitive to all experiences that may accelerate anomalous reactions revealing themselves in psychoneurotic sets" (p. 255).

The association between OE and giftedness appears to be borne out in the research (Lysy and Piechowski 1983; Piechowski 1986; Piechowski and Miller 1995). It appears that at the least OE is a marker of potential for giftedness/creativity. Dąbrowski's basic message is that the gifted will disproportionately display this process of positive disintegration and personality growth.

Professional attitudes toward giftedness

Grobman discusses how some exceptionally and profoundly gifted individuals may unconsciously create deficits as a way of closing the asynchrony gap.^[43] Certain researchers, such as Stephanie Tolan, postulate that the attribution of controversial disorders such as "ADHD" — which other authors have argued has not been proven to exist by any means other than subjective behavioral analysis^[44][45][46] — to gifted individuals arises from a misguided tendency to pathologize that which we don't understand.^[47][48] Tolan also discusses that identifying as attention deficient has become fashionable in young adults.^[47] Although the diagnosis of ADHD is controversial, it is considered legitimate by organizations such as theAmerican Academy of Pediatrics^[49] and the American Medical Association.^[50] Diagnostic criteria for ADHD have been established by the World Health Organization (in the ICD-10)^[51] and the American Psychiatric Association (in the DSM-IV).^[52]