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Gifted Adults
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Written by James T. Webb, Ph.D.
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Monday, 07 June 2010 21:28 |
Dabrowski’s Theory and Existential Depression in Gifted Children and Adults
James T. Webb, Ph.D.
It's very hard to keep your spirits up. You've got to keep selling yourself a bill of goods, and some people are better at lying to themselves than others. If you face reality too much, it kills you. ~ Woody Allen
When people undergo a great trauma or other unsettling event—they have lost a job or a loved one dies, for example—their understanding of themselves or of their place in the world often disintegrates, and they temporarily "fall apart," experiencing a type of depression referred to as existential depression. Their ordeal highlights for them the transient nature of life and the lack of control that we have over so many events, and it raises questions about the meaning of our lives and our behaviors. For other people, the experience of existential depression seemingly arises spontaneously; it stems from their own perception of life, their thoughts about the world and their place in it, as well as the meaning of their life. While not universal, the experience of existential depression can challenge an individual’s very survival and represents both a great challenge and at the same time an opportunity—an opportunity to seize control over one's life and turn the experience into a positive life lesson—an experience leading to personality growth.
It has been my experience that gifted and talented persons are more likely than those who are less gifted to experience spontaneous existential depression as an outgrowth of their mental and emotional abilities and interactions with others. People who are bright are usually more intense, sensitive, and idealistic, and they can see the inconsistencies and absurdities in the values and behaviors of others (Webb, Gore, Amend, & DeVries, 2007). This kind of sensitive awareness and idealism makes them more likely to ask themselves difficult questions about the nature and purpose of their lives and the lives of those around them. They become keenly aware of their smallness in the larger picture of existence, and they feel helpless to fix the many problems that trouble them. As a result, they become depressed.
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Last Updated on Monday, 07 June 2010 22:19 |
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Gifted Adults
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Written by Deirdre V. Lovecky
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Saturday, 05 June 2010 11:44 |
Abstract
There has been comparatively little focus in the literature on the characteristics and social and emotional needs of gifted adults. Using observational data, the author attempts to delineate some of the positive and negative social effects of traits displayed by gifted adults. Five traits (divergency, excitability, sensitivity, perceptivity, and entelechy) seem to produce potential interpersonal and intrapersonal conflict. Unless gifted adults learn to value themselves and find support, identity conflicts and depression may result. Emphasis on self-growth through knowing and accepting self leads to the discovery of sources of personal power. Nurturing relationships through realistic expectations and learning to share oneself provides a supportive environment in which gifted adults can grow and flourish. Although the personality traits and social and emotional needs of gifted children have been widely described (Erlich, 1982; Terman, 1925; Torrance, 1962; Webb, Meckstroth, & Tolan, 1982), there has been comparatively little focus on gifted adults. Numerous longitudinal studies have indicated that the early advantage experienced by gifted children continues into adulthood and that gifted children become adults of superior vocational achievement, generally satisfied with themselves and their lives (Oden, 1968; Terman & Oden, 1947,1959). Nevertheless, by age 62, most gifted men have experienced the same dissatisfactions with family life as have most people (R.R. Sears, 1977). The gifted women reported to be happiest have been those with the best coping skills, which are dependent on early experience (P.S. Sears & Barbee, 1977). In fact, the effects of early experience, particularly in terms of early educational advantage, seem to be one of the most important contributory factors in later adult achievement (Bloom, 1964; Oden, 1968; Terman, 1925). In studies of male scientists (Roe, 1952), creative artists and writers (Cattell, 1971), female mathematicians (Helson, 1971), and architects (MacKinnon, 1962), among others, the predominant characteristics found included impulsivity, curiosity, high need for independence, high energy level, introversion, intuitiveness, emotional sensitivity, and nonconformity.
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Last Updated on Saturday, 05 June 2010 12:44 |
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News
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Written by Dan Fearnley
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Wednesday, 02 June 2010 23:20 |
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Otto Schmidt of both www.AccentonSkills.com and www.DiscoverTeenergy.com has published the June issue of the GiftRap newsletter and has kindly allowed us to display it here so that our members can easily preview this issue and download it in its usual PDF format.
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Last Updated on Wednesday, 16 June 2010 11:54 |
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News
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Written by Dan Fearnley
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Sunday, 23 May 2010 12:48 |
It has been decided that this year we should celebrate Trillian's 50th birthday online to avoid a repeat of last year's disaster when one of the wheels fell off the cake during the parade.

courtesy of the Bundesarchiv
Beware reading more, this contains sound.
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Last Updated on Sunday, 23 May 2010 23:13 |
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