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Within the gifted community, the common wisdom is that one must find a therapist who understands the intrapersonal, social, and cultural experiences of being highly intelligent. Without this understanding, informal reports suggest that miscarriages of the therapeutic working alliance may be frequent, and that clients may avoid or leave therapy as a result. However, few therapists or researchers acknowledge intelligence as a dimension of human difference which could be relevant to therapy, or how their own relational selves might be affected by the prospect of doing this work. The specialist literature in the field of giftedness rarely includes consideration of mainstream psychological theories. Thus, little is widely known about how to effectively engage these clients, and there are few opportunities for therapists to recognize when they are making mistakes or to develop competence with this group. This study used a consensual qualitative research model (Hill, Thompson, & Nutt-Williams, 1997), in an attempt to connect these two areas of the literature. Individuals who self-identify as gifted and who have previously been clients in individual or family therapy were asked to describe their felt experiences of the alliance, helpful or unhelpful therapist behaviors, and how the course of therapy may have been affected. The responses were analyzed thematically and interpreted through the lenses of the specific literature on giftedness and mainstream psychological theories. Respondents in this study described their intelligence as having pervasive effects on their lives, the material they wished to explore in therapy, and the therapeutic relationship itself. Substantial connections to the theoretical literature on trauma and object relations were considered in relational context. Additionally, the data permitted some exploration of the general question of whether some differences between therapist and client may be too great to bridge. Finally, a set of provisional clinical guidelines for working with gifted clients was developed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Most of the people I evaluate for possible learning disabilities are like Rebekah, bright-to-gifted individuals whose struggles are at times inexplicable or invisible to those around them. Frequently, those who are twice-exceptional find that both their high intelligence and their learning disabilities go unrecognized, because the learning disabilities bring down the broad-based cognitive scores, and their strong cognitive abilities enable them to at least partially compensate for their weaknesses. I have often seen children who can barely decode nevertheless score in the average range on reading tests. In this case, Rebekah's parents referred her for assessment for three main reasons. First, because they home-school her, they wish to have an objective measurement of how she is progressing in the various curricular areas so as to guide their future curriculum delivery. Second, because they have observed that she has a great deal of difficulty expressing herself orally and in writing, whether about her own ideas or about what she has read, they are concerned about possible expressive language difficulties. Finally, her parents have observed some "tuning-out" behaviors, possibly consistent with auditory processing or attentional problems, and wish to have these possibilities investigated. Rebekah is a highly gifted 7-year-old girl who shows strengths in fluid reasoning, short-term and working memory, executive functioning, and receptive language. She is able to consider alternatives, is flexible in generation and use of strategies, and shows a level of comfort with abstract thought that is unusual even among adults. In contrast, her speed of information retrieval and response is exceedingly slow by comparison, causing a significant impediment to her use of expressive language. When she is pressed for time, or when she is not able to use verbatim recall as a scaffold, she has extreme difficulty in quickly finding the words and constructing the sentences she needs to express her ideas. As a twice-exceptional learner, Rebekah is at risk for having both her giftedness and her difficulties in processing speed and expressive language go unrecognized. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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