Profiles of the Gifted The Successful up to 90% of the ‘identified’ gifted have learned the system and what ‘selis’ learn easily - score well on tests few behaviour problems - eager for approval viewed as ‘being able to make it on their own’ often bored - learn to get by with doing as little as possible dependent - lack personal autonomy usually accepted and liked by peers and adults may underachieve at university and during adulthood 690979088 The Challenging divergently gifted - often receive little recognition highly creative, but appear obstinate, tactless and sarcastic often challenge teachers and authority do not conform to the system do not achieve academically interactions may involve conflict frustrated - school has not affirmed their talents and abilities struggle with self esteem may challenge peers and be rejected or accepted due to humour and creativity potential dropouts - at risk for drug/substance/alcohol abuse, delinquent behaviour, etc. o9ee eee een 9 The Underground eager for approval - want to belong socially deny their talent in order to gain peer acceptance change from being highly motivated, intensely interested in academic or creative pursuits to ‘suddenly’ losing all interest tend to be insecure and anxious - resist challenges often in conflict with parents and teachers — leading to increased resistance and denial Po i4. The Dropouts © are angry with adults and themselves because the system has not met their needs © may express their anger by acting depressed and withdrawn or by responding defensively © school may seem irrelevant, even hostile © may have unusual interests/abilities outside of school © characterised by poor self concept © have dropped out emotionally and mentally, if not physically 5. The Double Labelled © may also have a physical/learning/emotional disability © special learning needs are often ignored © perceived as ‘average’ - seldom identified as gifted © tend to focus on weaknesses rather than strengths © may feel discouraged, frustrated, rejected, isolated © often impatient, self-critical, stubborn © may deny their abilities in order to avoid failure 6. The Autonomous Learner © work in the system, but use it to create new opportunities © strong, positive self concepts © respected by teachers and peers © achieve success ~ receive positive support © often serve in leadership roles © independent, self-directed learners © set own educational and personal goals Source: Betts, G. & Neihart, M, (1988). Profiles of the gifted and talented, Gifted Child Quarterly, 32 (2), 248-253.