Are gifted individuals really perfectionists?

One trait commonly associated with giftedness is perfectionism. Both gifted children and adults are often seen as high achievers who pursue excellence and suffer from a sense of failure if they don't succeed. Articles linking giftedness and perfectionism, such as , describe different forms of perfectionistic behavior, ranging from healthy to "neurotic," and imply that it is more prevalent among the gifted.


But are gifted people really perfectionists?

Are they really more likely to be perfectionistic than anyone else?

And are we confusing perfectionism with a healthy drive to excel?

I raise these questions because I have not seen an overabundance of perfectionism in my psychotherapy practice with gifted adolescents and adults. Contrary to the (mostly anecdotal) reports in the literature, my clinical experience has suggested otherwise: gifted people, like everyone else, are unique, and in this case, have not necessarily cornered the market on perfectionism. And some research (see below) has also challenged this impression of widespread perfectionism among the gifted. Here are some observations:

1. Gifted individuals often strive for excellence, but their drive is internally motivated.

Gifted children and adults crave meaningful, engaging and stimulating activities that challenge them. Praise from others for their accomplishments or achieving specified goals may bring momentary good feelings, but internal satisfaction is what matters most. Winning an award, nailing an audition, or acing an exam is exciting, but gifted people are quick to appreciate that this form of recognition is temporary and situational. If anything, external demands and goals are often seen as a nuisance and a barrier to fulfilling their true passion.

2. Anyone can be a perfectionist

Perfectionism is not reserved just for the gifted; anyone can be a perfectionist, regardless of intellectual abilities. In fact, those who struggle academically may judge themselves more harshly and suffer from low self-esteem. Regardless of innate abilities, people who doubt themselves, base their self-worth on validation from others, and believe they must conform to external standards are most likely to exhibit perfectionistic traits. These are the people who feel anxious, worry about what others think of them, , and exaggerate the importance of success and failure. They may despair because of a slightly less than perfect grade, labor for hours over homework and projects, and obsessively check for mistakes. And it extends well beyond academics and work. We have all seen perfectionists who cannot rest until every dish is washed, every article of clothing is in place, and whose home is spotless.

In fact, many of the traits associated with perfectionism are inconsistent with those commonly seen among gifted people. In order to alleviate anxiety, perfectionists tend to be conforming, detail-oriented, conscientious, and seek external approval. This is counter to how most gifted individuals approach their world. Intrinsically motivated and non-conforming, they often question rules (sometimes even making their own rules), think creatively and refuse to be defined by external norms.

And many gifted individuals do not reach their potential...and don't even try. Perfection is not their concern. Frequently labeled as underachievers, they take short-cuts, develop strategies for exerting the least amount of effort possible, and coast through school or work. Their inertia often goes undetected by teachers or employers since they usually meet their goals. Sometimes they miscalculate, though, and end up failing the exam, missing that important interview or deadline, or handing in an incomplete project, and then have to suffer the consequences.

3. Perfectionism is not more common among gifted people

Perfectionism is not necessarily more prevalent among gifted individuals than among anyone else, although may be more common among high achievers and among , who have been rewarded for their "good behavior" since childhood. Research by  and colleagues and by , for example, failed to identify any significant difference between gifted and non-gifted children on measures of perfectionism. Parker concluded that:
"...the frequent anecdotal reports of greater perfectionism among the gifted may be a product of differential labeling patterns of similar behaviors..."
Why have there been so many accounts of perfectionism among gifted people? Perhaps intensity and a drive for excellence were confused with the disabling rigid perfectionism that actually interferes with performance. Perhaps underachieving gifted students were not identified (an unfortunately common occurrence), and therefore not included in these studies. Perhaps the criteria for identifying gifted students in some studies was too broadly defined and included bright high achieving students in addition to those who were clearly gifted. Whatever the reasons, the assumption that gifted people are necessarily perfectionistic, and possess this trait to a greater extent than the rest of the population, certainly warrants further research.

4. Perfectionism is a means of managing and containing anxiety

Perfectionists are plagued by fear, and their attempts to be perfect and please others is a defense against this underlying anxiety and insecurity. They are always looking over their shoulder, wary that any flaw or imperfection will be discovered. They overextend themselves, preparing well beyond what is necessary to minimize any possibility of failure. Terrified of disapproval, they conform to whatever is expected, and suppress their own needs or desires. Like any maladaptive coping behavior, it backfires, and the original intention (to suppress anxiety and restore a sense of calm) is never achieved.

5.  Perfectionism is debilitating and distressing 

Perfectionism is maladaptive and often linked to more . Whether a defense against anxiety, a means of seeking approval, or an attempt to boost low self-esteem, it is problematic. Distinctions between "healthy and neurotic" perfectionism create confusion and downplay the seriousness of the behavior. As notes:
"...a body of literature asserts that some perfectionism is healthy, even though a critical review of this literature finds no factual or theoretical basis for such a claim. The commonly asserted belief in a dichotomy between healthy and dysfunctional perfectionism is based on a misunderstanding of the nature of perfectionism, in part confusing the concept with striving for excellence..."
When self-worth hinges on grades and performance, when less than perfection is viewed as failure, perfectionism becomes a ball and chain. Many perfectionists actually perform worse than expected because their anxiety interferes with their performance, they  until the last minute, or they give up completely if they fail to meet their own high standards. At its worst, perfectionism can trigger low self-esteem and additional unintended anxiety, and has been linked to  such as depression, eating disorders, and even suicide.

Final thoughts...

Let's think twice before assuming that gifted people are any more likely to be perfectionists than anyone else. A healthy desire to achieve excellence and "perfect" a meaningful task should not be confused with true perfectionism. Gifted people may hold high standards for themselves and strive to excel, but this may come from a realistic assessment of their actual potential. They realize what they can accomplish if they put in the effort. And if they are fortunate, anxiety and perfectionism will not block their path.

Perfectionism may seem like a behavior that is impossible to eliminate. A future blog post will address some tips for reducing perfectionistic behaviors. But If you or a loved one struggle with perfectionism, consider counseling with a licensed mental health professional, who can address the behaviors, thoughts, and anxiety associated with it and encourage new coping strategies.

This blog is part of the Hoagies Gifted Education Page Blog Hop on Anxiety.
To read more blogs in the hop, click on the following link:




Is it really so terrible to be gifted?

Another sensationalistic headline broadcasts negative stereotypes about the gifted.

A recent article in Business Insider, entitled "" portrays the image of miserable, angry gifted adults, distressed because they were labeled gifted as children. (I'm not sure how this has anything to do with business, but I'll try to reserve judgment on that.)

Let's look more closely at this article. The author, Richard Feloni, reviewed a  asking gifted people if they believed that receiving the label of "gifted" was helpful or harmful to them, and then listed responses highlighting the "top" examples of harmful effects. There was no mention of responses claiming that being gifted was helpful. There was no clarification that the poll was a completely unscientific survey of people who choose to spend their time airing gripes on Reddit. There was no mention of published research about gifted children or adults, or even a nod to peer-reviewed conceptual articles or books published by respected leaders in the gifted literature, such as ,  or . There was no mention about why some gifted children struggle, such as having to face an inadequate education, bullying or negative stereotypes. There were no links to  attesting to normal adjustment among gifted individuals.

So what can we learn from the comments in the Reddit survey? Most of the participants complained about parenting practices that left them feeling angry or confused. Poor parenting practices, such as comparing siblings to one another, bribing for grades, or lavishing praise on children for being smart were cited. These participants most likely missed out on the support and guidance they needed to understand . It is also likely that conflicts would have occurred within these families, regardless of gifted identification.

Readers unfamiliar with giftedness might assume from this article that being gifted caused the problems cited by survey participants. And one has to wonder if the article's intention was to alleviate envy among non-gifted readers by reassuring them that, yes, being gifted is a horrible experience. Yet, . Regardless of what you call it, gifted people have an IQ above 130, emotional excitabilities, and exceptional talents above the norm. Children who are not labeled still know they are different from their peers. They might try to mask their abilities from others, but they can't hide from themselves. It is up to parents and teachers to  and learn how to handle their emotions, self-image and social relationships.

In fact, I have never...not once...encountered a gifted adult who regretted being identified as gifted as a child. I hear distress about childhood experiences in my psychotherapy practice, but have never heard complaints about gifted identification. If any concerns associated with being gifted in childhood are expressed, they tend to include the following:

  • They were not identified and didn't realize they were gifted gifted until adulthood
  • They never received gifted services
  • They still don't believe they are gifted
  • They were bored in school and never received a challenging education
  • They felt isolated and unable to find enough like-minded peers
  • They felt misunderstood by teachers and peers
  • They felt insecure and unable to live up to their own standards

Of course, there are stressors associated with being gifted. But many of these stressors relate to family, social or school situations that are poorly handled and could have been a problem regardless of giftedness. Many gifted adults were relieved to have been told they were gifted in childhood, as it helped to explain why they have felt so different or isolated or misunderstood. And many also feel grateful about their abilities and opportunities. They get joy from their work, interests and hobbies, and actively seek out peers who understand them.

It is unfortunate that Business Insider would publish such a one-sided laundry list of complaints without providing alternative views, established research findings, or informed opinions about giftedness. Some of the regrets expressed in the Reddit column certainly reflect valid struggles many gifted individuals face. But showcasing their concerns in this article serves no useful purpose, and at worst, perpetuates unfortunate stereotypes.

What do you think? Let us know in the comments section below.

Capturing Miracle Moments



Albert Einstein is credited for saying, “There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle.” I wonder how many of us have fallen into the former category, missing the miracles around us each day. We are too busy, stressed, overwhelmed, distracted, living life at 200 mph, and the miracle moments of our days go by in such a blur that we don't even see them. Imagine how different we would be – how grateful and joyful – if we stopped to capture those miracle moments.

If we collected them all throughout our children's childhood, what an amazing bank of memories we would have. If we gathered them throughout our marriage, what a strong bond we would create. If we captured miracle moments every day, with the intention that a child collects dandelions from the yard, what a beautiful life we would live.

I'm ready to live more fully. I'm ready to capture my miracle moments. If you'd like to join me, here are some ideas to get us started on our journey.

Start the day with intention.
We need to set our focus anew each and every morning before we start our day. Begin with a verbal affirmation. “My miracle awaits.” Repeat this mantra as often as needed throughout the day. Visual reminders are helpful, so put them wherever you frequently go. To live life with your eyes and heart open, we have to change our daily habits. Intention, mantras, and reminders help us stay focused on our new goal.

Notice the miracles you encounter.
The little one who comes to your bed for a cuddle is a miracle. The morning sun shining in your window is a miracle. The friend who offers you an encouraging word is a miracle. If we really look, we will notice that we encounter many miracles in our ordinary days, and noticing will cultivate gratitude. The gratitude and the miracle capturing, they enforce one another.

Keep a record.
Once you notice it, capture it. I'm a journal keeper, but maybe you'll choose a miracle jar or photography. In whatever way you choose, keep a record of your miracle moments.

...

I wear every day. It helps me to keep my eyes open for miracles that await me each day. You can . I don't have many of them left!




Love Courageously Challenge Compilation



I am not here to tell you how to parent. My purpose in having this website and is only to encourage you to tune out the clamor of society and tune into your hearts and your children, and secondly, I hope to inspire you to see the miracles around you, to enjoy the seasons, and find joy in the journey. Positive parenting isn't a formula or a 12-step program, it's a philosophy of connection. It's learning to give unconditional, courageous love in a conditional love culture. It's about living and loving well.

In February, we had a 28-day Love Courageously Challenge. Below is the link for each day so that you may complete this challenge any time or refer back to those posts you need the most.




The  you requested have arrived! You can order yours now in red or purple, debossed with white lettering . Ships worldwide.

Order  for more ways to embrace love.



Strategic practice (It's not how much, but how)

"The first 500 watercolors are just practice..." That discouraging statement came from my 10th grade art teacher. It wasn't exactly what I wanted to hear as I struggled to prevent the colors from running amok. And, of course, I never got anywhere near the 500 mark. But he was on to something.

Several recent articles have highlighted the importance of practice.

Despite persistent  over whether innate ability or hard work is more critical to success (including  to the entire controversy), few would dispute the essential role of focused practice. Not just showing up and mindlessly clocking in the hours. But practicing carefully, constructively, mindfully.


How much practice?

In James Clear addresses the amount of time it takes for highly talented people to develop expertise. He claims that at least ten years of dedicated practice are necessary before they can achieve success, and names gifted musicians, artists, and even athletes like Kobe Bryant to highlight his point. He stresses that Mozart, for example, created his best work after at least ten years of effort. And Bryant, despite his talent and aura of success, is portrayed as a model of dedication and hard work.

How many hours are needed?

Yet, in  violinist Stephen Brivati questions how many hours of practice are actually necessary. He points out that fewer practice hours are needed as long as musicians maintain a higher level of concentration and if they truly learn to listen to themselves. Brivati quotes violinist Ivry Gitlis, who criticized the current emphasis on technical skills: "the fingers of yesterday's violinists followed their souls, whereas today's players follow their fingers." Rather than rote exercises and memorization, musical study needs to access a student's passion and excitement for the music.

It's not how much...but how

and his colleagues claimed that dedicated practice accounts for mastery and expertise. This theory led to the popular and often misinterpreted  for dedicated practice. However, a recent meta-analytic review of a large number of studies conducted by  and colleagues found only a weak association between the importance of practice and expert performance. This was particularly evident in studies where actual hours of practice were recorded and where standardized measures were used, rather than when findings were based on retrospective accounts. has disputed Macnemara's findings, though, claiming that inclusion criteria for the meta-analysis were problematic. While this controversy is still not yet resolved, the question of how to practice most effectively remains. As notes:
"There is no doubt that deliberate practice is important...It is just less important than has been argued. For scientists, the important question now is, what else matters?"

What is the best way to practice?

In  Noa Kageyama tackles what constitutes effective practice. He points out that:
"It's true that some degree of time and repetition is necessary to develop and hone our skills, or course. But we also know on some intuitive level that to maximize gains, we ought to practice 'smarter, not harder.' But what does that really mean anyway? What exactly do top practicers do differently?"
Kageyama cites a study of serious music performance students conducted by at the University of Texas. Pianists were asked to learn a short but difficult passage, were evaluated on their learning strategies and later rated on their performance. What became clear was that frequent repetitions and practicing longer had little impact on the quality of their performance. What mattered most was how the musicians spent their practice time. Those who approached learning strategically with an emphasis on ensuring that they would not repeat their mistakes received consistently higher ratings.

What seems clear is that how we practice is essential.

We all know when we cut corners, lose focus, and turn in a sloppy practice or training session. While we may try to fool ourselves and others by putting in the time, we only reinforce negative habits, increase the frequency of mistakes, and slowly drain our creative energy. Long-term problems also can develop, such as chronic and avoidance, lack of motivation, self-doubt, anxiety and loss of interest in what was once a joyful activity. Practice becomes rote, a deadening task devoid of meaning. Before you log the next hour or two or five, ask yourself the following:

  • How do I want to practice?
  • What skills are needed to improve my efforts?
  • Which areas of weakness do I avoid working on?
  • What is the most efficient way to achieve my goals?
  • How can I remain attuned and focused during practice?
  • What strategies could make practice more engaging and enjoyable? 
  • How can practicing enhance my creativity and passion?
  • Where can I get the training, advice, support or inspiration I need?

Deliberate, mindful practice

Focused, deliberate and practice can ease the burden of routine tasks, and can enhance mastery of complex skills that lead to expertise. Practicing a skill is a necessary stepping stone to mastery, but also can be enlivening itself depending on how you approach it. An overview of what constitutes  includes the following recommendations:
"The first element is the design of the practice itself...Perhaps the most important aspect of the practice of future masters is that it allows them to grow continuously...As the pupils' proficiency grow, further specifically conceived exercises take them beyond - or sometimes around - the obstacles that cause most people to stumble."
"A second characteristic of deliberate practice is the presence of a constant stream of feedback. This feedback is most effective when it is immediate and constructive. Of course, a qualified teacher, coach or mentor is vital in providing this continuous, expert guidance."
So, how do you get yourself to practice when you just don't have the motivation or interest?  suggests that the missing link - what actually motivates someone to engage in deliberate practice - is inspiration:
"I believe an overlooked characteristic that influences the motivation to engage in deliberate practice is inspiration...When people become inspired, they usually are inspired to realize some future image of themselves...It is the clarity of this vision, and the belief that the vision is attainable, that can propel a person from apathy to engagement, and sustain the energy to engage in deliberate practice over the long haul, despite obstacles and setbacks."
What you can do next

Try to identify what needs to change so that practice is enlivening and engaging. Find the right teacher or coach. Determine how to make practice more deliberate, focused and mindful. Find your inspiration and create a roadmap for your future goals. If practice becomes more challenging and meaningful, it might lose its dullness and sense of burdensome routine. If you believe you can accomplish your goals more efficiently, learn something new, or achieve a deeper "connection" to your creativity, it might seem worth the effort. And sometimes, you might even enjoy it.

Let us know what practice strategies have worked for you in the comments section below.

Book Review: Not Now, Maybe Later

Although procrastination is not always a bad thing, it can lead to stress and be especially incapacitating for children. It can compromise their dreams and self-esteem and result in underachievement. It can be a game changer as they live within their family, move from one grade level to another, and as they mature and develop a sense of self.”     ~ from the introduction.


Nothing says procrastination like putting off a review of a book about procrastination. Maybe I’m onto something here; or not. A pdf of the new book, , by Joanne Foster has been in an open tab in my browser for several weeks now. I had tons of excuses … looking for a paid gig, blog posts, Twitter chats, laundry (okay, maybe not laundry) … but I finally sat down and read it.

Truth be told, I should have done this weeks ago. It is a book that every parent should read. Too often parents buy books only to leave them on the shelf because – who has time to read when you have kids? I’m here to tell you that you need to take the time to read this one; it’s just that important.

Not Now, Maybe Later is about teaching our children executive functioning; getting things done, completing tasks they don’t think are important, meeting deadlines, finding fulfillment in everyday life. Who wouldn’t want that for their kids? Who doesn’t want that for themselves?

In my opinion, Chapter 1 is priceless. Contemplation of why we procrastinate and strategies to deal with it will prove invaluable to any parent who is frustrated by their child’s failure to complete anything. Think of a world of where you don’t hear the words, “in a minute” or “why do I have to?”

Joanne Foster, Ed.D.

I really appreciated advice like this from Dr. Foster:
Parents should understand that while a child’s procrastination isn’t something that should be praised, it does not always merit scolding or reproach. Sometimes people—young, old, and in-between—just need help getting past whatever is causing the procrastination in the first place, along with some good old-fashioned encouragement and support.
Of course, procrastination can become a serious problem, but parents need to decide what approach they will take with their gifted child. An authoritarian approach never worked with my children; not to say I didn’t try a few times. Dr. Foster suggests using common sense in deciding which way is most effective in motivating and guiding a child to task completion.

Take time to find out the cause for the procrastination. It can be a matter of ability, perceived dangers, lack of an endpoint, or simply bad timing. Understanding why the procrastination is taking place can go a long way in figuring out what to do about it. A child may simply be “taking his time weighing options, planning, reflecting, or working on the task elsewhere with others.”

Another reason a gifted child may procrastinate is the fear of failure and their inability to cope with making mistakes; they see it as a way of avoiding an undesirable outcome. By helping a child work through these feelings, they will begin to develop resilience; a valuable skill that will help them throughout life. Many strategies are offered to cope with failure including talking to your child about the benefits of perseverance, planning ahead, learning about trial-and-error, and knowing that it’s okay to ask for help.

Not Now, Maybe Later is an invaluable resource that will provide you with the knowledge and tools to help your child become a self-reliant, independent adult. Isn’t that what we all want for our kids?  

Disclaimer: I received an advanced copy of the manuscript for review. 

5 Things Your Toddler Needs You To Know



Hi there. I'm your toddler, and there's a few things you really need to know about me. Knowing these things will make things better for all of us. Also, please let me have a cookie while you read this.

1. My Brain is a Toddler Too!

You know the part of your brain that is responsible for logical thinking, forming strategies and planning, foreseeing and weighing possible consequences for behavior, and impulse control? That's called the prefrontal cortex, and mine is very underdeveloped! It doesn't even really begin to develop until around age 4, and it won't be mature until I'm in my 20's!

That means I can't possibly be manipulating you when I cry or have strong emotions. Manipulation requires forming strategies and planning. I'm really just having a hard time when I have a tantrum or act aggressively, and what I need is help.

The best way to make sure my prefrontal cortex grows strong is to show me what it looks like to use yours first, because I really like to imitate you, and then, when I'm a little older, help me practice using mine by teaching me ways to calm down, showing me how to empathize, and helping me learn how to problem-solve and think my way through problems. My brain and I will thank you when I grow up!

2. I Am NEEDY!

Related to the aforementioned underdeveloped prefrontal cortex, now you understand that my bedtime shenanigans and toileting woes are really not a master plan to drive you bonkers. Promise. It's just that bedtime isn't as fun as playing with you, and I like my diaper just fine.

Due to the whole wavering ability to foresee and weigh possible consequences and control my impulses, sometimes you might think I'm being naughty. Just try to understand that everything I do is to get a need met, because that's my driving force right now. That only fully developed part of my brain (the brainstem) is all about getting my needs met. So, if you want me to go to bed, let's make a sweet routine, snuggle a bit and I really like it when you rub my back. 

3. I Am Whatever You Say I Am!

My self-concept is being formed right this minute, and right now, I see myself the way you see me. So, if you see me as naughty or bad, that's how I'll see myself. If you see me as kind and wonderful, that's what I'll think about me, too. Oh, and just so you know, I'll always strive to live up (or down) to my self-concept; that's what we humans do. If you want me to be good and kind and caring, catch me being those things and tell me! I like hearing you say nice things about me, and when you see me as a good person, I'll want to behave like one.

4. Be Connected!




Lost in Translation - The Truth About Positive Parenting

Here's a comment on a recent thread about being a gentle parent:


Today's children are spoiled brats with no sense of honor much less respect because many parents fear disciplining their children. Gentle parenting is coddling and spoiling kids instead of teaching them manners, respect and to respect their belongings and others around them.... no baby you can have whatever you want cause Mommy or daddy are afraid to say no cause you might throw a temper tantrum.

This commenter is sadly misinformed about what positive or gentle parenting is, but unfortunately this is a common misunderstanding. I've seen dozens of comments like this one over the years, and I wonder if our message is getting lost in translation.

People hear "gentle parenting" and automatically assume we coddle incessantly, only want to be our child's friend, and have no limits.

People hear "positive parenting" and automatically assume we are blinded by an ideal of sunshine and kittens and don't quite get parenting is a big job with real challenges because apparently we make everything all better for our fragile tulips at the first sign of distress.

People here "peaceful parenting" and assume that means we do anything to keep the peace, including giving in to our child's every demand and whim.

Finally, people hear "conscious parenting" and perhaps think it's some sort of new-age fad.

Language is very powerful. The associations we build with certain words brings an automatic emotional reaction. We all know this to be true already. Mother. Father. Religion. Faith. Spouse. Republican.

These words all have definitions, and yet each words means something a little different for each of us based on our associations with the word.

We use terms like gentle, positive, peaceful, and conscious to convey the message that we've chosen something other than conventional punitive or fear-based parenting, but the message of what positive parenting really is isn't reaching people because I lose them at the word "positive."

Perhaps it's time for a new term? I wonder if considerate parenting is more palatable? Intentional parenting? Compassionate parenting?

I suppose my favorite may be "mindful parenting" because that truly is the definition of what I'm doing. I have to be mindful to not repeat old patterns. I have to be mindful not to yell. I have to be mindful to maintain emotional discipline. I have to be mindful about building relationships. I have to be mindful about what I'm teaching my children.

Maybe I need to change the name of the .

But let me tell you the truth about the positive parenting *I* speak of on this website and on my Facebook page.

Positive parenting is . Permissive parents fail to set limits or teach children what is acceptable, and that is negligent, not positive and certainly not mindful.

I believe actions have , I just don't throw my weight around to hand them out to make my kids "pay." I believe they are responsible for fixing their own mistakes, and sitting in a chair or losing an iPad doesn't teach them how to do that, so we look for solutions when there's a problem. Problem-solving is about solving the problem, not just punishing it. It takes work, actually, and quite a lot of time and teaching. I'd rather send my kid to a time out chair, actually. That'd be easier, but I mindfully choose to discern what lesson needs to be taught in each situation and guide my child to learning that lesson. Sometimes, that means my child loses something. A toy he threw would get taken away when he was a toddler. A Kindle might get taken away today if it's the source of the problem.



I love being my children's friend, but that's not all I am. I have friends. I love them, but it's not the same relationship I have with my children. I can be my husband's . I can be a parent and a friend, too. If I let my responsibility to them end at friendship, I'm cheating them out of a mother. I'm so much more than that.

I'm certainly not afraid to say no. I still have the authority here. I'm still the . "Can I have this toy, please!?" "No." I say it all the time; just ask my kids. If they get upset that they can't have the toy, I tell them I'm sorry they're upset, but still no, unless you want to work for it. Then, yes, because we can work toward things we want.

Those who think positive parenting is the easy way out are mistaken. It's the hardest thing I've ever done. It has taken so much diligence, courage, study, love, and work to parent this way. Five years in and I'm still a work in progress, and I suspect I always will be, if I'm doing it right. I don't do it to coddle my children. I don't do it to be their best friend. I do it in an attempt to raise wholehearted, emotionally healthy human beings. I do it because . I do it because what they live now, they will take with them into the world, and I want them to take gentleness and compassion, grace and forgiveness, kindness and love out there because heaven knows the world needs it.




When schools cannot meet gifted children's needs

First, do no harm.

That is the principle physicians, therapists, and yes, teachers, strive to honor. But what happens when school actually causes harm? What can parents do to protect their child's emotional well-being and preserve their intellectual spark and curiosity?

This is the dilemma reflected in Celi Trepanier's new book, which details the heartbreaking, enlightening, and ultimately inspiring journey she and her children traveled in pursuit of a learning environment that would not only enliven their education, but rescue them from harm.

But wait...What if you have no interest in homeschooling?

This book is still a valuable resource for parents who continue to choose traditional schools for their children. Highly readable, engaging, and informative, Trepanier not only offers advice about how to implement homeschooling, but provides validation, support and research-based findings regarding the struggles gifted children (and their parents) face in traditional school settings.

Gifted children often suffer due to misunderstanding and myths.

Trepanier highlights some of these harmful myths, including beliefs that gifted children are all high achievers who maintain good grades, have been "hot-housed" by pushy parents, come from upper or upper-middle class homes, and can fend for themselves in the regular classroom. She goes on to point out the absurdity of expecting gifted children to, literally, entertain and teach themselves while teachers tend to the rest of the class.

A book grounded in personal experience as well as research 

Trepanier speaks from experience. Once an enthusiastic and successful elementary teacher herself, she is well aware of how little training teachers actually receive about giftedness.  Her enthusiasm for traditional education waned once she had gifted children of her own, and witnessed the ignorance and roadblocks firsthand. She describes, for example, how one of her children was not only prevented from participation in an advanced class, but was actually bullied by the teacher:
The teacher told my son that he had not yet earned the "privilege" of being in her class, adding, "I know your mom think's you are gifted, but you will have to prove to me how smart you are." (p.14)
Trepanier highlights pressure on schools and teachers, such as the No Child Left Behind initiative and the emphasis on testing to reach proficiency levels. These demands leave even well-meaning teachers with little choice other than to "teach to the middle" and help those struggling students meet basic grade-level standards. There is little time left to attend to gifted students' needs. As a result of these initiatives, Trepanier cites research demonstrating that gifted children's test scores have actually dropped. For a variety of reasons, traditional schools are often unable to meet the needs of gifted students. As she states:
Gifted children require a differentiated education that meets their specific learning needs as much as children well below the norm. Gifted children are not merely smarter, as in simply being above average; they are so much above the norm, that the development of their brains - the way they think, perceive, feel, envision, rationalize and learn - is considerably different from children in the normal range of intelligence...Sadly, our current traditional school systems have failed to address this need, and our gifted children continually fail to show adequate yearly progress and fail to reach their educational potential. (p.41)
Educating your Gifted Child offers helpful guidance for navigating the path to homeschooling, an alternative more parents are starting to consider. But again, its information and advice is valuable for all parents of gifted children. The book details the uncertainty and punch-to-the-gut feeling parents experience when they realize that their gifted child is not receiving the educational services he or she deserves. It incorporates the same engaging and down-to-earth style that is part of Trepanier's popular blog, , and is both powerful and a pleasure to read. Give it a try!

Trepanier, C. (2015). Educating your gifted child: How one public school teacher embraced homeschooling. Olympia, WA: GHF Press.

7 Myths Surrounding Parents of Gifted Children






Recent stories in the media characterizing parents of gifted children as pushy, overbearing, helicopter parents or ‘know-it-all’ fanatics who only care about their own child have become all too common. I would like to clear a few things up ... 

Myths surrounding parents of gifted children:

  • They would rather praise their child than see them work hard
  • They believe intelligence is fixed
  • They think the gifted label is the equivalent of the “golden ticket”
  • They want nothing more than to see their child accepted into an Ivy League school
  • They lack empathy for learning disabled students
  • They can’t wait for the next parent-teacher conference
  • They ‘push’ their children to excel


They would rather praise their child than see them work hard

Parents of gifted children are often the only advocate their child has when it comes to their education and acceptance in society. What appears as excessive praise to others is perhaps the only time some gifted children receive positive feedback at all from an adult. It in no way negates the realization that hard work is an integral part of succeeding in life.  

Why do you think parents desperately try to convince teachers that their child needs to be challenged from the very beginning? Many parents of gifted children are products of the same educational systems they find their children in and know first-hand how debilitating it can be to sit in a classroom where no challenge exists at all.
 

"Many parents of gifted children are products of the same educational systems they find their children in and know first-hand how debilitating it can be to sit in a classroom where no challenge exists at all."


Early on, gifted children reach the conclusion that hard work isn’t needed because they are not given work that challenges them. Parents see the results at home when their child refuses to do the stack of unfinished worksheets sent to be completed as homework. Parents see the love of learning slip away year after year. They are the ones left to deal with the inevitable melt-downs that occur when their child arrives home after an unfulfilling day of being required to do things they already know.

Parents of gifted children know the value of hard work. They also know the value of providing their child with a support system that values their social and emotional needs more than only their achievements.


They believe intelligence is fixed

In recent years, this particular myth has been the result of misunderstanding how we define intelligence and how we conceive giftedness. It is an argument steeped in semantics. Recent scientific evidence is pitted against anecdotal evidence in nature-nurture debates that cast parents as uninformed participants who simply need attitude adjustments. They do not. 

Parents of gifted children are extremely aware of the fact that intelligence can be nurtured. They also know that the definition of giftedness is highly debatable in the halls of academia, but truly personal when it comes to their own child. Exceptional ability cannot be viewed as either an entry point or a destination when discussing giftedness. This is a false dichotomy based on a lack of understanding of what giftedness is and is not.




They think the gifted label is the equivalent of the “golden ticket”

Parents of gifted children do not believe it’s going to be smooth sailing simply because of a label. None. Unfortunately, it is a label required by most schools to participate in gifted programs.

These programs are rarely seen as ‘elite clubs’ for high achievers by the parents I know. They are life-lines to challenging curriculum; a refuge from bullying; a place to spend time with peers and teachers who get them. The number of effective and advanced education programs in this country is few and far between; and for most gifted students, they are on the decline or non-existent.



They want nothing more than to see their child accepted into an Ivy League school

This myth is the result of conflating giftedness and talent development. Parents of high achievers may set an Ivy League education as a goal for their child, but parents of gifted children know that this is a decision best left to their child.

What parents want most is for their child to be happy in whatever path they choose regardless of where they go to college or if they go at all.

They lack empathy for learning disabled students

News reports about funding gifted education sometimes devolve into contentious arguments between allocating resources for either gifted or special education. It suggests that parents of gifted children lack empathy for disabled students.

This myth is offensive and particularly so to parents of twice-exceptional children who must advocate on both fronts for their children. It is not an either-or debate. No one child or group of children is better than another. It is a matter of meeting needs.

"No one child or group of children is better than another. It is a matter of meeting needs."


They can’t wait for the next parent-teacher conference

Parent-teacher conferences are often the most stressful situation the parent of a gifted student must face in the K-12 years. In order to mitigate tensions during these meetings, parents are advised to not mention the ‘g’ word, the ‘b’ word, or their child’s social-emotional needs. While other parents are encouraged to tell about their child’s successes outside of school, parents of gifted student may refrain in order to not appear to be bragging about their child.

Many parents report being made to feel guilty for suggesting their child needs support. They are reminded that resources are scarce and that their child is already ahead of the game. Who wouldn't want to attend one of these meetings? Right?

They ‘push’ their children to excel

Why else would their child be identified as gifted? They must have read to them in the womb, bought Baby Einstein videos before they arrived home from the hospital, and certainly sent them to the finest pre-school available.

Parents of gifted children will tell you that the ‘spark’ they see in their child comes long before their child is identified as gifted. Providing a nurturing environment is a response, not a prerequisite for giftedness. These children push their parents – often to the edge.

"Parents of gifted children face many more obstacles and tough choices than meets the eye."


The truth of the matter …

The truth of the matter is that parents of gifted children face many more obstacles and tough choices than meets the eye. For many it is a daily struggle dealing with the social and emotional issues faced by their children, advocating for an appropriate education for their child, and providing financial resources for enrichment and additional educational opportunities. If you subscribe to any of these myths, may I suggest you take the time to sit down and talk to the parents of a gifted child, making a sincere effort to understand the life they lead? 

What has been your experience as the parent of a gifted child? Have you encountered any of these myths? Share your thoughts in the comments below. 

Graphics courtesy of Lisa Conrad.

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