It is also apparent that suicide is occurring among the gifted at a rate, which necessitates future research to have (1) the ability to recognize risks and (2) to deploy the most efficient and effective suicide prevention methods. Giftedness is the product of plasticity: the gifted childs brain responds more readily to particular aspects of the environment. But research does indicate that suicide occurs among the gifted population. What is apparent from our review is that the literature with regard to suicide among the gifted is filled with little empirically sound research.
The factors that predicted life outcome for the labeled and unlabeled gifted groups were hard work, emotional support, and a positive, open personal outlook.This paper is the result of a literature study in 20 concerning suicide among gifted and the status quo of suicide research. By 2005, the labeled and unabeled gifted groups (now in their 40's) were not very different in life outcomes, but both groups were much more successful than the randomly selected group. The results showed quite startlingly that the group labeled "gifted" had significantly more emotional problems than the unlabeled gifted group during childhood. The first matched child had an identical IQ score, and the second was chosen at random. In one longitudinal study, over 100 children labeled "gifted" child were matched for age, sex, and socioeconomic status (SES) with two others in the same school class. Just being labeled "gifted" can create emotional and social havoc. But, as she emphatically points out, they are advanced only in certain areas and are normal children in every other way. Joan Freemen points out that once parents, teachers, and peers see that gifted children are advanced, then they start treating them differently. As adults, the gifted can find the workplace, with its many rules and often rigid power hierarchy, a particularly stressful work environment.ģ. This "urge to create" makes it difficult for gifted children to simply "play by the rules." Although they quickly learn the rules of a game, they just as quickly become bored with them and want to change them - frequently leading to consternation on the part of other children who often find solace and comfort in routine. Joan Freeman, a specialist in the needs of gifted children. On the playground, they can exhibit a trait termed an "unstoppable urge to create" by Dr. Gifted children often find age-appropriate lesson plans boring because their cognitive skills may extend well beyond the schoolwork and lessons contained in those plans. To a harried teacher with lesson plans to cover before the bell rings, the seemingly incessant questions of gifted children can seem like a special kind of hell.
It depends a good deal on the environment within which that giftedness finds itself. Giftedness can be as much a curse as a blessing.
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