The complexity of being gifted as an adult

Giftedness is often associated with exceptional intellectual abilities and extraordinary curiosity during childhood. But how does this trait manifest in adults? And how can it be better understood and supported? Research shows that the experiences of gifted adults are often overlooked in both academia and practice (Brown et al., 2020; Brown & Peterson, 2022). This article explores how insights from recent studies align with the personal experiences of gifted adults and what this means for their well-being, relationships, and careers.

An overlooked area of research

While there is growing attention on giftedness in adults, it remains a relatively unexplored field of study. Research on gifted adults is often overshadowed by studies focused on children and adolescents (Brown et al., 2022). Several factors contribute to this: conceptual ambiguity, methodological limitations, and a lack of interdisciplinary collaboration. As a result, many gifted adults feel unrecognized or misunderstood, a recurring theme often echoed in real-world experiences.

Have you, as a gifted adult, ever felt that your talents and unique needs were overlooked in the workplace or social settings? Such situations often stem from stereotypical perceptions of giftedness, which tend to prioritize academic achievement over personal development and well-being.

Learning from personal experiences

A key theme highlighted in the research by Brown et al. (2020) is the need for more exploration into the lived experiences of gifted adults. For example, what does it mean to have been identified as gifted during childhood, and how does this shape life choices and challenges in adulthood? Many adults grapple with questions about identity, such as: 'What does my giftedness mean for my relationships and career?' or 'How can I realize my potential in a world that isn’t always designed for my way of thinking?'

Does this resonate with you? How has your giftedness influenced your life choices or the way you see yourself?

Relationships and social integration

Another striking theme is the impact of giftedness on relationships and social interactions. According to Brown & Peterson (2022), many gifted adults experience a sense of "being different," which can hinder their social integration. This often leads to feelings of loneliness or being misunderstood, particularly in workplaces or relationships where intellectual intensity is not valued.

Imagine a gifted employee working in a team where quick ideas and creative solutions are not the norm. This individual might feel frustrated by the slow pace of decision-making or the lack of depth in discussions. How often do you find yourself in a similar situation?

Recommendations for research and practice

Researchers emphasize the importance of an interdisciplinary approach to better understand the complexity of giftedness in adults. This involves not only focusing on the intellectual abilities of this group but also explicitly addressing the emotional, social, and contextual aspects that shape their experiences (Brown et al., 2020). Giftedness in adults is not a one-dimensional concept; it is intertwined with factors such as relationships, professional contexts, personal identity, and cultural differences. A holistic approach is therefore essential to gain a comprehensive understanding and provide effective support.

An essential first step in this approach is conducting in-depth qualitative research on how gifted adults navigate their personal and professional lives. Such research can shed light on how this group tackles challenges like feeling 'different' in social situations or seeking meaningful careers. For instance, consider a gifted adult struggling with relationships because they often think faster or reflect more deeply than those around them. How does this affect their social interactions, and what strategies do they use to adapt? These questions call for research that goes beyond quantitative methods to uncover the complexity of individual stories.

Greater attention to diversity within giftedness is essential. Giftedness is often viewed as a universal concept, but individual experiences vary greatly depending on factors like age, gender, and cultural background. For instance, gifted adult women may face unique challenges, such as societal expectations that discourage them from fully embracing their intellectual potential. Similarly, individuals from diverse cultural backgrounds may experience and interpret giftedness differently, influenced by the norms and values of their communities. Research and practice must acknowledge and incorporate this diversity to provide appropriate support for everyone within this group.

Lastly, there is a growing demand for training programs aimed at coaches, therapists, and other professionals working with gifted adults. These programs can help them better understand the unique challenges their clients face, such as perfectionism, under-stimulation, or emotional intensity. For instance, a therapist who understands the interplay between cognitive and emotional intensity in a gifted client can offer more targeted interventions to address burnout or feelings of alienation.

We offer training programs specifically designed for healthcare professionals working with gifted adults. Our modules focus on enhancing knowledge and skills, empowering professionals to provide optimal support for their clients' personal and professional development. Want to learn more? Contact us to find out how we can strengthen your care practice!

Your voice matters

Understanding giftedness in adults begins by listening to the voices of those who live it every day. What does being gifted mean to you as an adult? How can research help us better understand your experiences and needs? Share your story, and let’s work together to build a future where giftedness is recognized and valued at every age.

References

• Brown, M., Peterson, E. R., & Rawlinson, C. (2020). Research with Gifted Adults: What International Experts Think Needs to Happen to Move the Field Forward. Roeper Review, 42(2), 95-108.
• Brown, M., & Peterson, E. R. (2022). Current Approaches to Research with Gifted Adults: Differences Known and Unknown. Roeper Review, 44(1), 6-18.

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