A Gifted Brain

A Gifted Brain

By Arshiya Tuli

A Gifted Brain | Arshiya Tuli

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Contents What is Giftedness?

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Personality and Tendencies of Gifted People

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Quiz – What type of Gifted am I?

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What now?

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Glossary

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Bibliography

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Foreword I have always been passionate about understanding how people work, particularly their minds. As with most things, that means delving into subcategories of people, and trying my best to understand people who don’t quite fit into the norm. When I first had an idea to create a publication based on these lines, my ideas were vastly different from what they are now. What I’m trying to say is that through the journey of writing this I came to the understanding that to write something so comprehensive, I had to be far more familiar with it than simple research. So, I chose to educate gifted children like myself, about themselves. It has always been a struggle having a mind that works so vastly different from other people, and I didn’t really understand how I was different until about a year ago, when I started this journey of learning about myself. I have used all of the techniques I recommended to other kids in this publication, and still, I have a lot to learn about myself. But I know that if I had something like this when I off the top of my head, started middle school, maybe I would have a been a little easier on myself. I never thought I would have so much to say on this topic, or even that there was this much to say, but I hope you get as into it as I did as you continue reading. This is intended to be a source for parents of gifted children too. I hope this helps you work with your child more effectively, and I hope some of the tips for raising gifted children come in handy. While in the publication I use a far more impersonal voice than I am using now, I thought it would be good for you to hear the mind behind this. This really is everything I believe you need to know about gifted children.

Happy reading, Arshiya

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A Gifted Brain | Arshiya Tuli

What is Giftedness?

Gifted Children are those who have a demonstrably heightened ability or potential in one or many areas.

These aren’t necessarily academic areas: gifted children often demonstrate heightened emotional intelligence and deep thinking. A common misconception is that gifted children demonstrate their abilities fully and get perfect grades. Many such children are bright but are grouped under different criteria.

These individuals excel in their ability to think, reason and judge, and often need specialized education courses for their highly developed curiosity, comprehension, and self-awareness. A person’s giftedness cannot be defined nor quantified. No gifted individual is the same as any other, and it is important for educators and guardians to understand this and treat them accordingly. There are six main types of gifted people. Often, the more expected version of an intelligent child is the only one attended to, whereas this is only one of the six types.

In different places around the world, giftedness is measured with different categories. For example, in Illinois, you are classified as gifted if you reach the top 5% of Aptitude in America. However, many gifted children who do not fall under the categories of bright or successful, are overlooked. This is because giftedness is a separate notion. Although giftedness cannot be based solely on IQ, most people agree that we can loosely categorize IQ. The IQ range of the general population comes between 85 –115. Gifted children fall between: • 115 to 130: Mildly gifted • 130 to 145: Moderately gifted • 145 to 160: Highly gifted • 160 or higher: Profoundly gifted However, it needs to be more widely understood that giftedness is not marked solely by IQ. Exceptionality can be found across a range of domains, including but not limited to deepened thinking.

Giftedness tends to make your brain work differently from the norm, and not all these tendencies are positive.

Giftedness is not considered a disability or disorder; however, some gifted people are on the Autism Spectrum or have ADHD, ADD, OCD, or like conditions. These people fall into one of 6 types of giftedness called ‘Twice Exceptional’.

A Gifted Brain • Only 3 – 5% of children worldwide are considered gifted, however, only 1 – 3% are considered highly gifted.

• The top 2% of IQ in the world is 132 and above.

• Giftedness is partially genetic, therefore some are not identified, as they are considered normal in their family.

• Gifted children are born with their abilities, whereas bright children work hard for them.

• 90% of identified gifted children are type 1, the successful.

• It is estimated that 40,000 students across NZ are gifted.

• Approximately 50% of gifted students are unidentified.

• Research shows that between 1 in 50 and 1 in 200 high school dropouts were gifted.

Giftedness does not go away. However, some gifted children’s abilities can be suppressed or overlooked, whether purposely by the child or not. This can be because of a lack of awareness of different types of giftedness, or because of the child’s will to fit in. If this masking is done on purpose, the child may fit into another one of the 6 main types called the ‘Underground’ gifted.

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It is important to remember that a child who does not exhibit perfect behaviour is not automatically ruled out from the possibility of being gifted. It is often the opposite, in fact. Gifted children can be tantrumatic, high maintenance, or moody.

Asynchronous development, a term often applied to gifted children, refers to uneven development. Gifted children may perform at a very high ability in one or more academic areas, but poorly in social and emotional contexts. Such children could act either extremely maturely or immaturely. Gifted children often lack studying skills, and they may procrastinate. This is because, throughout most of their schooling, they have been able to pass effortlessly through school without trying. They could also be underachieving. Reasons for this could be: • Special needs or ‘Twice Exceptionality’ • Lack of motivation • Psychological issues such as perfectionism and anxiety • Depression Intervention is often required for these common behaviours. Though gifted, children can’t get over the mental mountains that the double-edged sword of giftedness brings on its own. Open talks and counsellors are often helpful.

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A Gifted Brain | Arshiya Tuli

Personality and Tendencies of Gifted People Negative

Positive

• Pretentiousness • Showing off • Nosiness • Procrastination • Neglect of responsibilities • Anxiety • Pessimism • Lack of empathy

• Great memory • Quick witted • Curious • Social ability • Auto-criticism • Mentally advanced • Humorous • Self-motivated

Parental point of view It is important, when parenting a gifted child, to determine as soon as possible that they are gifted. This understanding makes their childhood much happier and healthier. There is such a thing as gifted underachievement, so don’t immediately write off your child for being gifted because they don’t show the typical signs. Some signs of gifted underachievement are a lack of interest in school despite having proven to themselves and others that they would excel if they tried. They may push back on work that is repetitive or seems pointless (thus producing homework battles from a young age). They also may go out to the other extreme and show signs of gifted perfectionism, which is exhibited by intense anxiety of a feeling of doom and soul-crushing failure at the slightest slight. They have high standards for just existing, and they procrastinate a lot. They may instantly shut down tasks or even games at a young age because of their inability to execute them perfectly the first time. They may have unreasonable standards for everyone else too and see no one as capable except themselves, even authority figures and parents. This can lead to trust issues from incredibly young ages.

Understanding what type of gifted child a person is, and encouraging extension work, can help a lot when raising your gifted child. Focus on having judgment-free discussions about their goals rather than yours. It is very important that you find ways for them to talk to like-minded peers. Parents should be their biggest advocates and follow their lead in matters that affect them more than they affect you. Don’t forget that under the surface of an overmature and incredible cognitive mind is a regular kid, so don’t treat them as if they should be acting like adults 24/7. Just because you are used to their not acting their age doesn’t mean that when they do you should shame them for it. Take the pedestal of being gifted away and congratulate on effort rather than achievement, because circumstances will change. Lastly, let them do the hard things and give them some freedom - living through your child will not make either one of you happy.

Social point of view Gifted children tend to act uniquely in social situations. They may have leadership abilities and can exhibit a certain power over their peers, but they are also often considered arrogant.

They rarely let social situations happen naturally and tend to exercise subtle control over them. Their development in intellectual and emotional areas is uneven so despite appearing to be a mature thinker, they may not have the emotional maturity to deal effectively with challenging social situations. One of the biggest social and emotional traits to look for is a heightened sensitivity to rejection. Their emotions are far more intense than average emotions and they may react easily to small stimuli.

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Academic point of view Each gifted child is different in their school life, but these are some of the common traits observed across many gifted children. They generally have a long attention span, but only if they want to. They are very much in control of this because of their ability to succeed without paying attention at all. They require, and usually even seek out, minimal to no instructions. They love learning things as they go. They are proficient in most things beforehand and look advanced and natural just after learning a new skill. They usually try to go beyond a task and prefer to act and do it alone, as they feel no one can keep up with them. They also are self-aware of the fact that they tend to be a bossy and degrading partner, which is also why they work alone.

They are very innovative and intuitive with learning. They don’t act upon rules, as they are spontaneous and sometimes boisterous. They have an extreme talent for improvisation and charm. They are extremely fast writers and readers, and they procrastinate a lot, but when they finally begin, they get it done quickly. They are self-sufficient.

Am I Gifted?

Qualities to look for: • Abstract logic • Problem-solving skills • Early talker and reader • Curiosity • Strong logic • Scepticism • Self-criticism • Persistence • Independence • Roundedness • Inventiveness • Humorousness • Fantastical • Constant need for stimuli • Intuition • Flexibility • Self-acceptance • Self-initiated projects

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• Abnormal emotional intensity and depth • Sensitivity or emotionally shut down • Frustration and high self and peer expectations • Abnormal self-awareness, knowing they are abnormal • Easily emotionally wounded, need for constant praise • Either extremely high or extremely low consistency • Advanced moral judgement • Dry, pessimistic realism • Spontaneity • Abnormal energy, bad sleep patterns • Intensity in all aspects • Constant curiosity • Temperamental • Non-stop talking

The Difference Between Gifted and Bright Am I Gifted or Bright?

A bright child knows answers, is interested and attentive in class, has good ideas and works hard: basically, the ‘perfect’ child. A gifted child is constantly curious, frequently questioning, prefers to be mentally and physically involved, has outlandish and silly ideas, and barely works, yet gains amazing results: the frustratingly talented child. A bright child answers questions, is in top groups, is very interested, and learns concepts with ease: an attentive and delightful student. The gifted child elaborates in detail, is beyond even the top groups, shows strong opinions and emotions and already knows most concepts. A bright child takes about eight repetitions to master things where gifted children need one or two. Bright children enjoy the company of their peers and grasp meanings, whereas gifted children prefer adults and draw inferences.

Bright children complete projects, are receptive and accurate, and enjoy school. Gifted children initiate projects, are intense people, create new designs, and enjoy learning, but not school. Bright children absorb information, have a great memory, like order, are alert and organized. Gifted children manipulate, invent, guess, thrive on complexity, are absorbent and self-critical.

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Types of Giftedness Type I – The Successful About 90% of children identified as gifted are successful. This is because they show most of the core signs of intelligence, like good grades and attentive learning. They do this because they have learnt how to manipulate the system, after listening closely to adults in their life, and they sell what has given them the best result. This results in the most recognition and opportunities, and they rarely show behavioural issues.

While because of this they and people in their life have incredibly high expectations from them, ‘The Successful’ often cruise their way through school without ever needing to put in any effort. They succeed in doing so, becoming dependant and having a strong need for direction, so when the world hits them, they must veer off course and have a difficult time, though they usually still do achieve. Type 1’s seem to have a moderately high self-esteem, as they have been praised by their parents and teachers all their lives, but they are dependent on this praise and are not aware of their own deficiencies. They lack autonomy and creativity, this lack is their greatest downfall, and they become underdeveloped, unimaginative adults.

‘The successful’ young adults may struggle in college as they are adjusted to society but not its flexibility.

Type II – The Challenging ‘The Challenging’ children are differently gifted, and are often overlooked and underestimated by the school system. They are highly creative, and can also be seen as tactless and sarcastic. They question authority and they don’t conform to the system, as they haven’t learnt to use it to their advantage. Both at school and at home they spend a lot of time in conflict, and rarely get acknowledged for awards.

These children feel frustrated from being overlooked and lash out often because of it, and they struggle with self-esteem. They are abrasive, and sometimes they find friends who understand and sometimes they don’t. They tend to challenge peers, and this leads to exclusion. However, their humour and bravery may be appealing to peers. They possess negative self-concepts and are often disruptive.

If help and understanding are not given by a certain point in their teen years, they are at risk of being dropouts and possibly delinquents.

Type III – The Underground “The underground gifted” children are usually middle school girls, though boys also may be compelled to conceal their gifts. However, boys usually experience this later (high school). These types of children’s need to fit in rises dramatically and they begin to deny, hide, or ignore their talent in order to feel more included with their peers. Motivated and self-driven students may suddenly appear to lose interest in things they used to love. They frequently feel insecure and anxious. Adults often push them more, which increases their resistance, although these children usually benefit from adults’ accepting this drop at the time. However, keeping them in advanced classes and long-term projects will benefit in the long run.

Type IV – The Dropout “The Dropout” children are angry with adults and themselves because they feel rejected, and the system doesn’t work for them. They reflect this by depression, withdrawal or acting out. Usually, these children’s talents lie outside basic curricula, and adults fail to give them the affirmation they need in these areas.

School seems irrelevant. Dropouts are usually high school students, but some elementary and middle school students mentally ‘drop out’ long before this.

Usually, their talent is not discovered until far too late, and they are resentful about this. With low self-esteem, they have trouble with trust and need an unconditional and unjudging adult in their life. Therapy and family counselling is highly recommended.

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Type V – The Twice Exceptional “The Twice Exceptional” children are physically or emotionally handicapped in some way. Because of this, most gifted scouts overlook these children initially, including members of their own family. Most programmes lack the ability to teach these kinds of children. These children don’t show classic gifted behaviour. Rather, they display disruptive behaviour that makes work difficult and them feel frustrated and helpless, and sometimes rejected. They often overshadow how uncomfortable they are with their inability to complete work by deeming it boring or stupid, and use a demeaning sense of humour to boost their self-esteem. They react badly to criticism and have an intense fear of failure. The school system tends to focus on their weaknesses.

Type VI – The Autonomous “The Autonomous” child is the rarest, and also can be seen as the ‘Perfect’ type. Like Type 1s, these children can manipulate the system, however, while Type 1s try to do as little as possible, Type VI’s create their own opportunities. They have strong self-concepts and high self-esteem because of their success and met needs. They receive positive attention and are respected by adults and children. They are confident and independent and are comfortable taking risks because of it. They hold personal power and don’t wait for others to help them. They have great communication.

Category:

Type 1 The Successful

Type 2 The Challenging

Type 3 The Underground

Confidence:

Confident, validated by teachers and parents, sees no personal flaws.

Low Self Esteem.

Insecure with needs to fit in.

Teacher perception:

Loved by teachers.

Seen as irritating, rebellious, engaged in power struggle, with discipline problems, however, creative by teachers.

Parental perception:

Loved and accepted by parents.

Peer perception:

Creativity:

Type 4 The Dropout

Type 5 The Twice Exceptional

Type 6 The Autonomous

Poor selfconcepts.

Low self-esteem.

Confident and self-accepting.

Viewed as leaders or unrecognized Adults see them as unwilling to risk Successful/smart

Adults are angry with them Seen as dangerous and rebellious

Seen only for the disability Seen as average or below in ability Viewed as helpless Perceived as needing a great deal of imposed structure.

Admired and successful

Want to change them, don’t view them as gifted.

Viewed as leaders or unrecognized Viewed as resistive Successful/smart Secretive

Adults are angry with them Seen as dangerous and rebellious

Seen as average or below in ability Viewed as helpless Perceived as needing a great deal of imposed structure.

Seen as capable and responsible by parents Admired and successful

Admired by peers.

Viewed as entertaining by peers.

Seen as quiet/shy Viewed as leaders or unrecognized Perceived to be compliant Successful/smart

Peers are judgmental Seen as loners, dropouts, dopers, or air heads Rejected and ridiculed

Avoided by peers Seen only for the disability Viewed as helpless Seen as “weird” Seen as “dumb”

Accepted by peers Admired and successful

Not recognised generally to be.

Is creative

Not recognised generally to be.

Is creative

Not recognised generally to be.

Is creative

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Academic Performance:

Does well academically High Achiever

Demonstrates inconsistent work habits

Denies talent Drops out of G/T and advanced classes Resists challenges

Does inconsistent work Seems average or below

Demonstrates inconsistent work Seems average or below

Works independently Develops own goals Follows through

Motivation

Extrinsic motivation Seeks teacher approval and structure

Diminished motivation

Motivation trumped by need to have average grades and fit in Pressured Guilty

Concept that schools had failed them and there is no point

Diminished motivation

Intrinsic motivation Desire to know & learn Works without approval Follows strong areas of passion

Failure/risk

Non-risk taking Guilty about failure Self-critical Perfectionist

Defensive

Unsure Confused

Criticizes self & others Is defensive

Often prevented

Takes risks Accepts failure Personal power

Sensitivity

Diminish feelings of self and rights to their emotion

Heightened sensitivity

Diminished feelings of self and right to their emotions

Heightened sensitivity

Healthy/Average

Healthy/Average

Social Role

Responsible for others Dependent

Uncertain about social roles Stands up for convictions

Wants to belong socially Changes friends Secretive

Isolates self

Lonely

Accepted by others Supported Accepts others Has appropriate social skill

Classroom Behaviour

Accepts & conforms

Corrects teacher Questions rules, policies, direct Prefers highly active & questioning approach Is competitive

Average, ambiguous

Has intermittent attendance Doesn’t complete tasks Pursues outside interests Spaced out in class Is disruptive, acts out

May be disruptive or acts out

Participating, tactful.

Mood

Bored and anxious

Bored, frustrated, and impatient, bipolar

Anxious, guilty, impatient

Burnt out, explosive, resentful, and self-abusive

Powerless, frustrat``ed, unaware, and angry

Enthusiastic, calm and happy

Major Flaws

Oblivious to flaws, lack of assertiveness and autonomy

Lack of tact, flexibility, self-control and awareness, and acceptance.

Awareness of conflicts and feelings, selfconfidence and acceptance.

Counselling and intense support

Coping skills

Lack of acceptance of feedback and support

Needs

Challenges

Creative support, deeper connections

Freedom, privacy, deeper connections

An individualized and alternative program, support

Skill development, counselling/ support groups

Opportunities and facilitation

Biggest advocate

Teacher nominations, IQ tests, grades

Creativity testing, parent nominations, peer recommendations

Gifted peer nomination, IQ testing, parental nomination

Creativity testing, Gifted peer recommendation, prior teacher discussions

Self-discussion, nominated from special ed teacher.

Creativity testing, grades, teacher/ parent/self/peer nomination, IQ tests

A Gifted Brain | Arshiya Tuli

Quiz —What type of Gifted am I: Question 1: How would you best describe your general mood?

A Bored and anxious B Bored, frustrated, impatient and bipolar C Anxious, guilty, impatient D Burnt out, explosive, resentful, and self-abusive E Powerless, frustrated, unaware and angry F Enthusiastic, calm, and happy Question 2: Answer honestly; where does your motivation come from?

A From the outside; seeking the validation of parents and teachers B You have diminished motivation C Your motivation is trumped by a strong need to fit in and appear average D You feel you are not motivated, as there is no point (school has failed you) E You have diminished motivation (connecting to a disability or disorder) F From the inside, pure motivation to learn for or from no greater purpose than yourself, and you follow passions Question 3: Are you creative?

A, C & E Not really B, D & F Yes Question 4: How would you best describe your sensitivity?

A & C Diminished feelings of self and right to your emotions B & D Heightened sensitivity E & F Average/ Healthy Question 5: How would you describe your relationship with your parents?

A You are loved and accepted B They want to change you, and don’t view you as gifted C They view you as leaders or unrecognized, resistant, smart, and secretive D They are angry with you, and view you as dangerous and rebellious E Seen as average or below in ability, helpless, perceived as needing a great deal of imposed structure because of the disorder or disability F They view you as capable, responsible, admired by parents and successful Question 6: How do your peers view you?

A You are admired B You are entertaining C You are quiet, shy, or a good leader, compliant, successful, and smart D You are judged, rejected, ridiculed, and seen as a future dropout and loner E You are avoided, seen only for a disorder or disability, seen as helpless, weird and dumb F You are accepted and admired

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Question 7: Do you have flaws (not including physical perception)?

A No B Lack of tact, flexibility, self-control, awareness, and acceptance.

C Lack of awareness of and understanding of my emotions, self-confidence and lack of acceptance.

D Lack of required counselling and intense support E Lack of coping skills F Lack of acceptance of feedback and help Question 8: What is your relationship with failure and risk?

A I don’t take risks, and failure weighs me down with guilt B This is a touchy subject for me C I am unsure and confused on both topics D It annoys me when others take stupid risks or fail, but it is a touchy subject for me E I am usually prevented from taking risks in the first place, which eliminates failure altogether F I take a healthy number of risks, and I accept failure Question 9: How is your classroom behaviour?

A I accept and conform; I don’t like getting into trouble B I correct teachers, question rules, and prefer a highly active and competitive approach C Average (neither angelic nor disruptive) and ambiguous D I have intermittent attendance, I don’t complete tasks, I have outside interests, I’m disruptive, and I zone out.

E I may be disruptive F I am participating and tactful Question 10: At school breaks, you feel...

A I feel responsible for others, and I am dependent B I stand up for others, but I’m uncertain about social roles C I have a large need to belong, but I’m secretive and I change friends D I usually isolate myself E I feel lonely most of the time F I am accepted and supported by others, I have good social skills, I stand up for people and I accept others Question 11: Are you confident in yourself?

A My parents and teachers tell me I’m great B & E My confidence is quite low C I’m insecure, decently confident in my abilities but not myself, I need to fit in D I feel I see myself through a distorted lens.

F I’m not perfect, but I accept myself and am confident Question 12: What are you like as a student?

A I easily impress my classmates, but I should be doing better B I am inconsistent C I don’t study – I’m a natural but I deny it, and half of me wants to drop out of advanced classes D & E I’m inconsistent at best, below level at worst F I’m independent, I set goals and follow through.

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Question 13: What does your teacher think of you?

A My teacher loves me B Teachers think you are irritating and you’re in a power struggle, but it’s only because they are wrong and close-minded C They love me and view as a leader, but I don’t think I deserve it D They are angry— see you as dangerous and rebellious E You are viewed as helpless, below average, or seen only for a disability.

Teachers impose a lot of forced structure, and it’s very frustrating F You are admired and seen as successful Question 14: Who or what is your biggest advocate?

A Teachers and grades B Creativity-testing, parent and peer recommendations C Gifted peer nomination, IQ tests and parent nomination D Creativity testing, gifted peer nominations, prior teacher conferences E Myself, and my Special Ed. Teacher F Creativity and IQ testing, grades, and peer, parent, and teacher nominations Question 15: Finally, what is your biggest need?

A Challenges B Creative support and deeper connections C Freedom, privacy, and deeper connections D Support, and an individual programme E E: Skill development, support, counselling F Opportunities and facilitation

If you answered mostly: A’s You fall most under the category of ‘The Successful’.

B’s You fall most under the category of ‘The Challenging’.

C’s You fall most under the category of ‘The Underground’.

D’s You fall most under the category of ‘The Dropout’.

E’s You fall most under the category of ‘The Twice Exceptional’.

F’s You fall most under the category of ‘The Autonomous’.

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What now?

Extension Extension work is one of the main things that keep gifted children motivated. Children such as these work very intently on realism, and they quickly identify something that there is no point in doing. Simple and tedious work that is behind their level can easily deter a gifted child from learning at all. Another great reason for lack of engagement is that because gifted children’s brains process things so fast, a regular pace of learning can feel like drip feeding and cause them to make a habit of zoning out in lessons. Extension courses will keep them happy with themselves and increase their self-esteem as well, as gifted children are often too hard on themselves. There is only so far you can go with work that is behind you, and when gifted children lack results because of insufficient material, they twist it into thinking it is their fault, and criticize themselves. As for Type 1 gifted learners, extension work will help them realize that life isn’t always going to be as easy as they are used to, which is a realization best to have early on.

Research Research about gifted children should be done by all gifted students. Many of these children are suffering an identity crisis at young ages because they don’t understand themselves and most people around them can’t help them with that. Realizing that other people feel and think the same way you do makes you feel less alone, and removes the misconception from gifted children’s minds that they are crazy or stupid. Joining communities of gifted children and talking to gifted peers can ease the tough road that is navigating a gifted childhood. Such a big part of growing up is the need to fit in, and these children need this from somewhere.

Therapy Therapy is often a required recourse for gifted children. This is because they may be categorised as neurodiverse and have to navigate life from a different perspective from their parents, teachers, and peers.

If they are unguided, this may become confusing. Without this guidance, they may think there is something wrong with them. It is important to find a therapist who specializes in gifted children, because it is extremely easy to misdiagnose. For example, the restlessness that gifted children’s minds experience (because they often work at a much faster pace than average brains) can be mistaken for ADHD, and it is also common for them to be misdiagnosed with depression. The treatments after that will not benefit them in any way because of the incorrect diagnoses. Make sure the therapist is familiar with gifted children. Make sure too the counsellor is registered to conduct tests, because knowing your child’s IQ and EQ score can be very handy for groups like MENSA if this kind of thing is a goal for your child. And remember, that sentence said “if this sort of thing is a goal for your child”. Being pushed constantly into things they don’t want to do and being almost punished for being smart with pressure is one of the things that send gifted children to therapy. Either way, you can’t go wrong giving your child someone who understands them and a safe space to talk about the things they won’t discuss with you.

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Glossary IQ: Short for intelligence quotient. A number that roughly defines the intelligence level of a person, of which the average worldwide number is 100.

ADHD: Attention deficit hyperactivity disorder. ADHD is a mental disability marked by an ongoing pattern of distraction, hyperactivity, and restlessness and impulsivity which interferes with brain function and development.

ADD: A sub type of ADHD majorly exhibited by terrible memory, poor motor skills and executive function, and a tendency to lose things.

OCD: Obsessive Compulsive Disorder. A common chronic disorder which is life-long, where people have uncontrollable and recurring orders from within themselves and have, over and over, urges they have an inability to fight.

Procrastination: The action of waiting for unnecessary time before doing an unpleasant task because of lack of motivation to complete it.

Auto-Critism: Criticism towards oneself that is a habit that was always embedded in one’s personality.

Abstract logic: Strange and outside-of-the box logic that is unknown to most people. A sub form of creative thinking.

EQ: Emotional intelligence. The emotional rather than intelligence-based equivalent of the definition of IQ. MENSA: An elite society to which anyone who is considered highly gifted and in the top 2% of global IQ can be admitted, regardless of ethnicity, colour, creed, nationality, age, politics, education, or social background.

Bibliography Andreas Hofer. (2020).

Davidson Institute. (1999, n.d n.d). Davidson Institute. Retrieved from All Pages: https://www. davidsongifted.org/ GATE Calgary. (n.d, n.d n.d). GATE Calgary. Retrieved from Bright Vs Gifted: https://gatecalgary.ca/ identification/bright-vs-gifted/ John Hopkins Center for Talented Youth. (2021, September 23). Bright Now. Retrieved from 30 tips for parents of gifted kids from parents of gifted kids: https://medium.com/brightnow/30-tips-for-parents-andeducators-of-gifted-kids-from-parents-of-gifted-kids-5c1b0459859a LankUk. (n.d.). Giftedness. UK. Lyon, K. (n.d.). Gifted Intelligence.

Mental UP. (2022, July 1). MentalUP. Retrieved from 50 Characteristics of a Gifted Child: https://www. mentalup.co/blog/characteristics-of-a-gifted-child National Association for Gifted Children. (1954, n.d n.d). National Association for Gifted Children.

Retrieved from All Pages: https://www.nagc.org/ National Association for Gifted Children. (n.d.). Zone of proximal development. USA. Side to Doc. (n.d.). Hallmark of Giftedness, Asynchronous Development.

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