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Twice exceptionality: A hidden diagnosis in primary care
Kathryn S Saldaña1, Lynne L Fenton1, Seth Mathern1
1University of Colorado Denver (Dr. Saldaña); University of Colorado Anschutz Medical Campus, Aurora (Drs. Saldaña, Fenton, and Levey); Centura Health, Westminster, CO (Dr. Mathern).
The Journal of Family Practice
|November 24, 2021
Summary
Cognitively gifted individuals often face unique emotional and social challenges. Understanding this interplay is key to supporting their well-being and development.
Area of Science:
- Psychology
- Neuroscience
- Education
Background:
- Giftedness is characterized by advanced cognitive abilities.
- Emotional and social development can be asynchronous in gifted individuals.
- Navigating these complexities is crucial for holistic development.
Observation:
- Gifted individuals may experience heightened emotional sensitivity.
- Social interactions can be challenging due to differing cognitive perspectives.
- The asynchronous development can lead to feelings of isolation or misunderstanding.
Findings:
- Specific strategies can mitigate emotional and social difficulties in gifted populations.
- Early identification and tailored support are essential.
- Interventions should address both cognitive and socio-emotional needs.
Implications:
- Improved understanding can lead to better educational and therapeutic interventions.
- Supporting the socio-emotional needs of gifted individuals enhances overall well-being.
- This research informs parenting, teaching, and clinical practices for gifted children and adults.
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