Maladaptive+Behaviors


 * Maladaption and self-destruction in gifted children**


 * **Author** || **Behavior/Outcome** || **Notes** ||
 * Cross (2007) || Self-mutilation; self-injurious behavior || Occurs in about 5-6% of gifted population

Could be outcome of self-expression

Correlated with trauma and stress; pathway to dissociation and emotional numbness

Association with personality disorders ||
 * Kaufman and Baer (2003) || Suicide || Focus of study is psychological profile of gifted student “primed for success” who committed suicide

Number of heightened responses to environmental pressures, combined with psychic distress of difference

Seeks to respond to notion that “Denny’s” – those with suicidal outcomes – should be avoided in gifted program selection

“Denny’s” may be identified early because of heightened sensitivity; role of gifted programs to prepare young students for positive and negative aspects of giftedness ||
 * Cassady & Cross (2006) || Suicide || Assessment of suicide ideation exists as an early screening method for identifying students at risk for suicide

Gifted youth do not have higher rates of ideation, but have differing mental representations of the self

Ideation in gifted population indicated heightened sense of self along with vividness and specificity of ideation. ||
 * Peairs et al. (2011) || Alcohol use and abuse || Despite serious cognitive and developmental effects of alcohol use and abuse, gifted students often an overlooked population in alcohol use studies

Rates of gifted children using alcohol not significantly higher than nongifted peers

Gifted children who have tried alcohol tend to be involved in destructive peer contexts which promote substance abuse; risk factor for adjustment issues ||
 * Monk-Turner et al. (2006) || Delinquency/Criminal behavior || Genius or High IQ offenders a little studied group

Males more likely to self-report criminal or deviant behavior than females

Author samples of university students indicate behaviors – evidenced through data of offense – show no difference based on gender. ||
 * Robertson (1991) || Dropout || Gifted population not studied intensely as a part of dropout issues and patterns of behavior.

Social/emotional needs of at-risk gifted children not addressed in traditional gifted programs

Developmental needs, including addressing of intensities, traditionally ignored.

Multiple characteristics may be leaders for dropping out: boredom, lack of traditional markers of motivation, underachievement, etc. ||