Social Vulnerabilities
relationships with others
Students who are labeled as gifted in a certain area may feel isolation as they are pulled from their regular classrooms and given instruction in separate settings. These students sometimes “they feel lonely even when they are popular and that they try to hide their giftedness to save their friendships” (Shechtman & Silektor, 2012, p. 63). They may feel as if they are different from others and experiences feelings of loneliness, especially in the school setting. Children who are gifted often may feel as if they are not part of the normal group. According to Barbara Clark (2013), “the gifted label itelf may create problems between these children and others in the classroom” (p. 113). These feelings can lead to poor interpersonal relationships among highly gifted students and their average intelligence counterparts. According to Lovecky (1992), highly gifted students can have trouble finding peers who truly understand and appreciate their unusual and advanced perceptions (p. 18).” It is important for parents and teachers to help these students find peers who have either common interests or are intellectually challenging.
Highly gifted students can have their interpersonal relationships affected by their perfectionism. They may often feel they have more unstable relationships due to the fact they feel they do not measure up to the standards of others (Schuler, 2000). Perfectionism can also cause gifted students to set unrealistic expectations and standards for those around them (Clark, 2013). These unhealthy expectations can put a strain on their social interactions. hese children tend to take on too take on too much responsibility for their relationships. They then compensate by trying to please those around them resulting in them feeling personal responsibility for the feelings of others (Lovecky, 1992). Diedre Lovecky (1992), author of Exploring Social and Emotional Aspects of Giftedness in Children, believes these children,
Highly gifted students can have their interpersonal relationships affected by their perfectionism. They may often feel they have more unstable relationships due to the fact they feel they do not measure up to the standards of others (Schuler, 2000). Perfectionism can also cause gifted students to set unrealistic expectations and standards for those around them (Clark, 2013). These unhealthy expectations can put a strain on their social interactions. hese children tend to take on too take on too much responsibility for their relationships. They then compensate by trying to please those around them resulting in them feeling personal responsibility for the feelings of others (Lovecky, 1992). Diedre Lovecky (1992), author of Exploring Social and Emotional Aspects of Giftedness in Children, believes these children,
“negative affect in another is seen as their own personal failing. Some try to avoid any negative situations by being exceptionally good at all times. Those children who withdraw from feeling too much pain from others may actively avoid people and situations that tend to produce negative feelings. This results in isolation and disconnection from common bonds with others (p. 21).”
The resulting relationships can be negative because the child is not fully involved in the relationship as an individual and, instead, behave in ways they believe will please their peers. Their relationships can also tend to be somewhat one-sided. For example, often their peers tend to take advantage of them using them to do the work and forcing them to be the responsible party (Lovecky, 1992). Children who are gifted often have trouble interacting with children their own age. They often feel isolated and lonely (Schechtman & Silektor, 2012). As a result of these feelings, the students will often have trouble with certain social skills such as friendship, conflict resolution and tolerance (Schechtman & Silektor, 2012).
Another area of vulnerability for academically gifted students is that they are often viewed as less appealing than their artistically or physically gifted counterparts. Children who are advanced in certain sports are often idolized or thought more highly of than those who are smart in reading or math. “Smart” children are often labeled as nerds or geeks and can be the brunt of cruel bullying by their peers (O’Connor, 2012). Often students who are “sporting prodigies are characterized by admiration, and stories about musical prodigies are characterized by awe, then stories about academic prodigies could best be described as being characterized by pity” (O’Connor, 2012, p. 301). Academic students need to be encouraged to foster their talents just as athletic or artistic students are taught to foster their skills. These stereotypical attitudes must also be addressed in order to help gifted students feel accepted and understood.
Another area of vulnerability for academically gifted students is that they are often viewed as less appealing than their artistically or physically gifted counterparts. Children who are advanced in certain sports are often idolized or thought more highly of than those who are smart in reading or math. “Smart” children are often labeled as nerds or geeks and can be the brunt of cruel bullying by their peers (O’Connor, 2012). Often students who are “sporting prodigies are characterized by admiration, and stories about musical prodigies are characterized by awe, then stories about academic prodigies could best be described as being characterized by pity” (O’Connor, 2012, p. 301). Academic students need to be encouraged to foster their talents just as athletic or artistic students are taught to foster their skills. These stereotypical attitudes must also be addressed in order to help gifted students feel accepted and understood.