Our Profoundly Gifted Children: Why We Need the University Transition Program

Profoundly gifted children exhibit cognitive, emotional, and developmental characteristics that extend well beyond those of their gifted peers, presenting both extraordinary potential and unique challenges. Understanding these differences is crucial for providing the support and environment necessary for their growth and well-being.

Profoundly gifted individuals are not merely an extension of the gifted category; they are distinctly different in terms of their intellectual capacities, emotional depth, and developmental trajectories (Wood & Laycraft, 2020). Their cognitive abilities often manifest at an early age, with rapid acquisition of language, intense curiosity, and an ability to grasp complex concepts far beyond their years. For example, Gross (2004) documented cases of profoundly gifted children speaking in full sentences at an age when typical children are just beginning to form words, indicating not just advanced language skills but an early onset of complex cognitive processing.

However, these remarkable cognitive abilities come with equally significant emotional and developmental implications. Profoundly gifted children frequently exhibit heightened emotional sensitivity and intense reactions to environmental stimuli, a characteristic termed "overexcitabilities" by Dabrowski (1964). These overexcitabilities, which can be intellectual, emotional, imaginational, sensual, and psychomotor, often lead to feelings of being out of sync with peers, contributing to social isolation and emotional vulnerability (Silverman, 1993).

The asynchronous development observed in profoundly gifted children—where their cognitive abilities far outpace their physical and emotional development—poses unique challenges in educational and social settings. Hollingworth (1942) and Gross (2004) both noted the social difficulties faced by children who are intellectually ready for content several grades ahead yet are emotionally and physically aligned with their chronological age peers. This asynchrony can lead to underachievement and disengagement in traditional educational environments, as profoundly gifted students may not feel challenged or engaged by the curriculum designed for their age group (Gross, 2004).

The intense curiosity and drive for knowledge characteristic of profoundly gifted individuals can also lead to feelings of alienation and a sense of being misunderstood by peers and educators (Wood & Laycraft, 2020). The emotional depth and intensity with which profoundly gifted children experience the world can be both a gift and a burden, as they grapple with complex moral and existential questions from a very young age (Lovecky, 1990).

Addressing the needs of profoundly gifted children requires a nuanced understanding of their intellectual, emotional, and developmental profiles. Educational acceleration, differentiated learning, and access to mentors and intellectual peers can help meet their cognitive needs, while supportive counseling and peer groups can provide the emotional support necessary for their well-being (Wood & Laycraft, 2020).

The unique educational and developmental needs of profoundly gifted children necessitate specialized education programs that transcend the offerings of standard gifted education. This requirement is epitomized by the University Transition Program at the University of British Columbia (UBC), a Provincial Resource Program designed specifically for this distinct population. The intricacies of profoundly gifted students' cognitive, emotional, and social development underscore the imperative for specialized approaches that mainstream classrooms, even with inclusive special needs policies, cannot sufficiently provide.

Profoundly gifted children are not just outliers in terms of intelligence; their cognitive capabilities often surpass those of their gifted peers by a significant margin, leading to a unique set of educational and developmental requirements (Gross, 2004). These students exhibit cognitive precocity, intense curiosity, and the capacity for complex problem-solving and abstract thinking at an early age (Winner, 1996). However, these extraordinary abilities come with distinctive challenges, including asynchronous development, heightened emotional sensitivity, and a propensity for existential pondering, which can result in a profound sense of isolation and misunderstanding by peers and educators alike (Silverman, 1993).

Mainstream education systems, even those with inclusive policies for special needs, are primarily designed to cater to a broad spectrum of students, with special education often focusing on support for learning difficulties and disabilities. While these programs are vital, the educational needs of profoundly gifted students are fundamentally different. Traditional gifted programs, which might accelerate the curriculum or offer enriched content, often fail to address the depth and pace of learning required by profoundly gifted students (Colangelo, Assouline, & Gross, 2004). Moreover, these programs may not adequately consider the complex emotional and social needs of these students, who may feel further alienated in environments that do not recognize or value their unique perspectives and experiences (Neihart, 1999).

The University Transition Program at UBC stands as a Provincial Resource Program, acknowledging the distinctiveness of profoundly gifted students' needs by providing a tailored educational pathway that facilitates their transition to university-level coursework at a pace and depth commensurate with their abilities. This program is not merely an accelerated learning environment but a comprehensive educational model that integrates cognitive, emotional, and social support structures designed specifically for profoundly gifted learners (UTP, n.d.).

One of the critical components of such specialized programs is the acknowledgment of asynchronous development in profoundly gifted children. Asynchrony refers to the mismatch between cognitive, emotional, and physical development, which can lead to significant challenges in traditional classroom settings (Silverman, 2002). Profoundly gifted students may be capable of understanding complex mathematical theories while still grappling with the emotional development typical of their chronological age. Specialized programs like the University Transition Program address this by providing an environment where students can engage with intellectually stimulating material while receiving support for their emotional and social development.

Additionally, the existential sensitivity and intensity experienced by profoundly gifted students necessitate an educational environment that recognizes and nurtures these aspects of their development. Programs tailored for profoundly gifted learners provide opportunities for students to explore existential questions and engage in discussions that resonate with their advanced understanding of the world, thus validating their experiences and reducing feelings of isolation (Jackson & Peterson, 2003).

The need for specialized programs like the University Transition Program is further underscored by the concept of "optimal match," which posits that the best educational outcomes for gifted students are achieved when there is a fit between the curriculum's complexity and the student's cognitive abilities (Subotnik, Olszewski-Kubilius, & Worrell, 2011). Mainstream classrooms, even with differentiated instruction, often cannot provide the level of complexity and pace required for profoundly gifted students, leading to underachievement and disengagement.

Therefore, the profoundly gifted population requires specialized educational programs that address their unique cognitive, emotional, and social needs. The University Transition Program at UBC exemplifies such an initiative, recognizing the limitations of mainstream and traditional gifted education in meeting the needs of this exceptional group. As a Provincial Resource Program, it sets a precedent for how educational systems can and should adapt to accommodate the diverse spectrum of giftedness, ensuring that profoundly gifted students receive the support and challenges necessary for their holistic development.

References:

Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2004). A nation deceived: How schools hold back America’s brightest students. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development. Retrieved from: https://files.eric.ed.gov/fulltext/ED535137.pdf

Dabrowski, K. (1964). Positive disintegration. Little, Brown & Co. Retrieved from: https://www.positivedisintegration.com/

Gross, M. U. M. (2004). Exceptionally gifted children. Routledge. Retrieved from: https://www.taylorfrancis.com/books/mono/10.4324/9780203561553/exceptionally-gifted-children-miraca-gross

Hollingworth, L. S. (1942). Children above 180 IQ. World Book Company. Retrieved from: https://print.ditd.org/Children_Above_180%20IQ_Hollingworth2.pdf

Jackson, P. S., & Peterson, J. (2003). Depressive disorder in highly gifted adolescents. Journal of Secondary Gifted Education, 14(3), 175-186. Retrieved from: https://www.positivedisintegration.com/Jackson2003.pdf

Lovecky, D. V. (1990). Can you hear the flowers sing? Issues for gifted adults. Journal of Counseling & Development, 68(6), 572-578. Retrieved from: https://psycnet.apa.org/record/1986-30029-001

Neihart, M. (1999). The impact of giftedness on psychological well-being. Roeper Review, 22(1), 10-17. Retrieved from: https://www.researchgate.net/publication/232909989_The_impact_of_giftedness_on_psychological_well-being_What_does_the_empirical_literature_say

Silverman, L. K. (1993). Counseling the gifted and talented. Love Publishing Company. Retrieved from: https://eric.ed.gov/?id=ED390182

Silverman, L. K. (2002). Asynchronous development. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 31-37). Prufrock Press. Retrieved from: https://eric.ed.gov/?q=thomas+AND+gay&pg=4&id=ED461974

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3-54. Retrieved from: https://journals.sagepub.com/doi/10.1177/1529100611418056

UTP (n.d.). University Transition Program. Retrieved from: https://universitytransition.ca/

Winner, E. (1996). Gifted children: Myths and realities. Basic Books. Retrieved from: https://psycnet.apa.org/record/1996-97810-000

Wood, V. R., & Laycraft, K. C. (2020). How Can We Better Understand, Identify, and Support Highly Gifted and Profoundly Gifted Students? A Literature Review of the Psychological Development of Highly-Profoundly Gifted Individuals and Overexcitabilities. Annals of Cognitive Science, 4(1), 143-165. Retrieved from: https://www.researchgate.net/publication/343937098_How_Can_We_Better_Understand_Identify_and_Support_Highly_Gifted_and_Profoundly_Gifted_Students_A_Literature_Review_of_the_Psychological_Development_of_Highly-Profoundly_Gifted_Individuals_and_Overexci