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Misdiagnosis of the Gifted

by Lynne Azpeitia, M.A. and Mary Rocamora, M.A.

Gifted individuals face many challenges. One of them may be in getting correctly identified by

psychotherapists and others as gifted.

It's well known among researchers of the gifted, talented and creative that these individuals

exhibit greater intensity and increased levels of emotional, imaginational, intellectual, sensual

and

psychomotor excitability and that this is a normal pattern of development. It is because these

gifted children and adults have a finely tuned psychological structure and an organized

awareness

that they experience all of life differently and more Intensely than those around them.

These characteristics, however, are frequently perceived by psychotherapists and others as

evidence of a mental disturbance because most of the population lacks accurate information

about

the special characteristics of gifted individuals, couples and families. Most people don't know

that

what is considered normal for the gifted is most often labeled as neurosis in the general

population and as a result, the gifted are personally and emotionally vulnerable to a variety of

unique relationship difficulties at home, work, school and in the community.

Since the gifted function with relatively high levels of intensity and sensitivity, when they

seek therapy they are frequently misdiagnosed because therapists receive no specialized training

in the identification and treatment of persons who have advanced and complex patterns of

development.

Therapeutic assessment of gifted persons with asynchronous development, heightened levels

of awareness, energy and emotional response, and an intense level of inner turmoil often results

in their developmental transition being mislabeled as a personality or attentional disorder.

Histrionic, dysthymic, cyclothymic, borderline, narcissistic, ADHD (Attention Deficit

Hyperactivity Disorder) or ADD (Attention Deficit Disorder) are a few of the diagnostic labels

mistakenly used to describe normative stages of positive disintegration.

The results of this type of misdiagnosis can range from benign neglect to misguided

counseling strategies that invalidate and attempt to 'normalize' the complex inner process of the gifted. When misdiagnosed gifted clients are prescribed medication to suppress the "symptoms

of

giftedness" there is the danger that the wonderful inner fury of the gifted process will be

neutralized, thus minimalizing the potential for a life of accomplishment and fulfillment. As a

result, those who have the most to offer society are the least likely to get their therapeutic needs

met.

For the gifted, inner conflict is a developmental rather than a degenerative sign, because it

drives the gifted person forward to replace current ways of thinking and being with those of

higher level development. This type of positive disintegration is characterized by an intensified

inner tension between what one is and what one could be. This dynamic tension is what fuels the

creative person's complex inner life and provides the impetus for growth and development. Any

therapist who works with a gifted population must be familiar with these internal processes,

which

are utilized to develop advanced potential - otherwise, the therapist risks inflicting further

psychological damage.

When working with the gifted, a therapist must address the following intrapersonal issues:

the internal stress of being gifted; the emotional trauma of rapid development; the effects of

introversion, intensity, perfectionism and extraordinary sensitivity on self and others; the

recognition of the symptoms of insufficient mental engagement; the importance of interacting

with other gifted persons, and channeling and focusing an abundance of physical, sensual,

intellectual and emotional energy.

Unique interpersonal challenges that gifted individuals, couples and families encounter during

their life span include learning to interact in the mainstream world; manage expectations and

pressures to fit the norm; defuse unconscious hostility, resentment, antagonism and sabotage

directed at them because they are perceived as intellectually, creatively or personally

advantaged; set appropriate boundaries for the utilization of their abilities; collaborate with

others, and manage the daily dilemmas of giftedness involving relatives, bosses, co-workers,

neighbors, counselors, teachers and other members of the community.

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