Living With the Gift of Giftedness: An Exploratory Study on the Well-Being of Intellectually Gifted Adults

From gifted to high potential and twice exceptional: A state-of-the-art meta-review

Despite the abundant literature on intelligence and high potential individuals, there is still a lack of international consensus on the terminology and clinical characteristics associated to this population. It has been argued that unstandardized use of diagnosis tools and research methods make comparisons and interpretations of scientific and epidemiological evidence difficult in this field. If multiple cognitive and psychological models have attempted to explain the mechanisms underlying high potentiality, there is a need to confront new scientific evidence with the old, to uproot a global understanding of what constitutes the neurocognitive profile of high-potential in gifted individuals. Another particularly relevant aspect of applied research on high potentiality concerns the challenges faced by individuals referred to as "twice exceptional" in the field of education and in their socio-affective life. Some individuals have demonstrated high forms of intelligence together with learning, affective or neurodevelopmental disorders posing the question as to whether compensating or exacerbating psycho-cognitive mechanisms might underlie their observed behavior. Elucidating same will prove relevant to questions concerning the possible need for differential diagnosis tools, specialized educational and clinical support. A meta-review of the latest findings from neuroscience to developmental psychology, might help in the conception and reviewing of intervention strategies.

ADHD and giftedness: a neurocognitive consideration of twice exceptionality

Current models of cognition and behavioral diagnosis emphasize categorical classification over continuous considerations of function and promote the "differential diagnosis" of various conditions according to observational criteria. However, an overemphasis on a purely behavioral, categorical approach to understanding human function fails to address the comorbidity of different disorders and does not include a consideration of overlapping levels of function, from "pathological" through "normal," to "gifted" or exceptional. The frequent co-occurrence of "gifted" and "pathological" function is thus difficult to understand from a corticocentric and purely behavioral and observational point of view. This article reviews "giftedness" in relation to the diagnosis of attention-deficit hyperactivity disorder, coexistence of which is termed "twice exceptional." It additionally considers problems in assessing these functions using current neuropsychological tests and methodologies that are presumably based upon a corticocentric model of cognition.

Relative to Einstein: Quality of Life in Twice Exceptional Adults

Twice exceptionality, or 2e, is the recently-coined term for the intersection of learning disabilities (LDs) and giftedness in an individual. Typically, these learning disabilities encompass ADHD, ASD, and/or specific learning disorders such as dyslexia. Because giftedness may obscure or compensate for a student’s academic struggles, and because institutional fixation on disability may overshadow intelligence, twice exceptionality is often missed by teachers and other authority figures in a child’s life. Given the ongoing difficulties of screening for twice exceptionality, it is likely that many 2e students have gone unidentified throughout most of their academic careers, without receiving the accommodations that would most benefit their studies. Furthermore, 2e adults whose schooling predated widespread awareness of twice exceptionality are more likely to have been diagnosed later in life. The twin prongs of identification and intervention for 2e youth make up the bulk of studies in the field. Today’s 2e youth are better-identified, better-studied, and better-supported than any previous generation, but 2e adults remain an understudied population. In addition to the difficulties and contradictions inherent in twice exceptionality, late identification and lack of support are likely to have negatively impacted twice exceptional adults, both in and out of the classroom. The present study will examine the ability of 2e adults to effectively cope with stressors in their lives, as well as their current level of life satisfaction. Approximately fifty or more 2e adults will be recruited through email and social media, and via the disability department of a small liberal arts university. Participants will be asked about their diagnostic histories and their experiences with higher education, and will then complete the Satisfaction With Life Scale (Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S., 1985) and Coping Self-Efficacy Scale (Chesney, M.A., Neilands, T.B., Chambers, D.B., Taylor, J.M., & Folkman, S., 2006). Data will be collected and analyzed in March and April 2017. We hypothesize that there will be a relationship between the age of identification as twice exceptional and adult quality of life, operationalized by Satisfaction with Life and Coping Self-Efficacy. Additionally, we will explore the relationships between specific diagnoses and these variables, as well as factors of race and gender. This study will provide information on an underserved and understudied group, and we hope it will provide a deeper understanding of the needs and strengths of this population.

The Missed Neurodiversity: advocate for recognition and resources for gifted individuals - BC Association of Clinical Counsellors

Note: This article includes additional questions and answers and supplementary resources from the Member Profile interview with Debbie Clelland, RCC, published in the Fall 2021 issue of BCACC’s Insights magazine. “When […]

Three-Ring Conception of Giftedness | Renzulli Center for Creativity, Gifted Education, and Talent Development | Neag School of Education | University of Connecticut

In Baum, S. M., Reis, S. M., & Maxfield, L. R. (Eds.). (1998). Nurturing the gifts and talents of primary grade students. Mansfield Center, CT: Creative ...

Twice exceptional (2e) | Education | Research Starters | EBSCO Research

<p>Twice exceptional (2e) refers to individuals, particularly students, who exhibit both exceptional abilities and disabilities. These learners may show outstanding talent in areas such as academics, creativity, or leadership while simultaneously facing challenges in areas such as reading, attention, or social interaction. Identifying twice exceptional individuals can be complex, as their strengths may obscure their weaknesses, or the focus may be disproportionately on one aspect of their abilities. This duality often leads to under-recognition, with many 2e students navigating educational systems without appropriate support.</p> <p>The concept of twice exceptionality gained prominence in the late 20th century as educators began to understand that high intelligence does not always equate to high performance across all areas. These individuals may struggle with neurobiological conditions like dyslexia, ADHD, or autism spectrum disorder, which can complicate their learning experiences. Traits such as perfectionism, sensory sensitivities, and uneven development further illustrate the unique challenges faced by twice exceptional learners. It is essential for educators and caregivers to recognize and nurture both the strengths and needs of these individuals to foster an inclusive and supportive learning environment.</p>

High intelligence: A risk factor for psychological and physiological overexcitabilities

High intelligence is touted as being predictive of positive outcomes including educational success and income level. However, little is known about the difficulties experienced among this population. Specifically, those with a high intellectual capacity (hyper brain) possess overexcitabilities in various domains that may predispose them to certain psychological disorders as well as physiological conditions involving elevated sensory, and altered immune and inflammatory responses (hyper body). The present study surveyed members of American Mensa, Ltd. (n=3715) in order to explore psychoneuroimmunological (PNI) processes among those at or above the 98th percentile of intelligence. Participants were asked to self-report prevalence of both diagnosed and/or suspected mood and anxiety disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and physiological diseases that include environmental and food allergies, asthma, and autoimmune disease. High statistical significance and a remarkably high relative risk ratio of diagnoses for all examined conditions were confirmed among the Mensa group 2015 data when compared to the national average statistics. This implicates high IQ as being a potential risk factor for affective disorders, ADHD, ASD, and for increased incidence of disease related to immune dysregulation. Preliminary findings strongly support a hyper brain/hyper body association which may have substantial individual and societal implications and warrants further investigation to best identify and serve this at-risk population.

Lived experience of twice-exceptional adults

How educational programs can support the development of gifts and/or exceptional talents and the challenges faced by Autistic twice-exceptional students.

Learning From Older Adults: An Intergoal Compatibility Account for Successful Happiness Pursuit

Academic Abstract People want to pursue happiness but often fail, a phenomenon known as the paradox of pursuing happiness. The mechanisms underlying this paradox remain elusive. Age differences in happiness—specifically that older adults appear more successful in pursuing happiness (the emotion paradox of aging)—provide valuable insights into effective happiness pursuit. Drawing on this literature, we propose an intergoal compatibility account to interpret both paradoxes through the lens of intergoal interactions, an intuitively critical yet underexplored factor in existing interpretations. This account asserts that greater compatibility (fewer conflicts and greater facilitation) between happiness pursuit and other important personal goals enhances the effectiveness of happiness pursuit, and such compatibility can be enhanced through contextual influences (e.g., age-graded developmental tasks) and strategic self-regulation (e.g., goal adjustments). This account generates testable predictions and practical implications for enhancing happiness pursuit across the lifespan. Public Abstract Why do people often struggle to achieve happiness? And why are older adults happier than younger adults, even though they face more losses in life? While these questions have drawn extensive attention, they remain puzzling. A crucial yet insufficiently explored factor in successful happiness pursuit is intergoal compatibility —the extent to which the pursuit of happiness aligns or conflicts with other important personal goals. For younger adults, the demands of age-related developmental tasks (e.g., educational and career aspirations) often create conflicts with the pursuit of happiness, diminishing its effectiveness. Conversely, in older adults, happiness becomes more prioritized and compatible with other important personal goals, thereby enhancing the effectiveness of pursuing happiness. A lesson we can learn from older adults is to pursue happiness in ways compatible with other important personal goals.

What Makes Us Smart?

Human creativity does not solely rely on our individual cognitive abilities, but instead emerges from the recombination of ideas, practices, and approaches that result from social interactions and id...

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A psychologically rich life: Beyond happiness and meaning.

No effect of different types of media on well-being

It is often assumed that traditional forms of media such as books enhance well-being, whereas new media do not. However, we lack evidence for such claims and media research is mainly focused on how much time people spend with a medium, but not whether someone used a medium or not. We explored the effect of media use during one week on well-being at the end of the week, differentiating time spent with a medium and use versus nonuse, over a wide range of different media types: music, TV, films, video games, (e-)books, (digital) magazines, and audiobooks. Results from a six-week longitudinal study representative of the UK population 16 years and older (N = 2159) showed that effects were generally small; between-person relations but rarely within-person effects; mostly for use versus nonuse and not time spent with a medium; and on affective well-being, not life satisfaction.

Philosophy Officer on Instagram: "I AM SO EMOTIONALLY MATURE I have massive problems with this term. Most people would say it means something along the lines of: the ability to understand, process, regulate or communicate emotions in a healthy way. Now the issue is that all of the terms you use to explain it leave so much room for interpretation the definition becomes almost vacuous. To understand an emotion means to know what caused it? To know the impact it has on you physiologically? To understand how it affects your cognition? To know how it affects others? Same goes with the term healthy, get far enough into a discussion on what it means to be healthy and people will start to disagree. Mental health? Physical? Communal? Spiritual? What’s more is that this term is thrown around in place of simple personality traits or individual quirks. Because someone is more emotional are they now less mature because they have an objectively more difficult time regulating them? Is the person with a dark sense of humour immature because he can’t hold in a laugh when everyone else finds the situation morbid or cruel? I think, to a great extent, it’s a bit of a shield or barrier of a term that absolves ourselves from taking responsibility for our behaviours. At the end of the day we know ourselves best, or at least better than most people. This means we best understand our emotions, how we regulate them, how we control them etc. We have this epistemic bias towards ourselves, since we simply know more about ourselves therefore we will often reason that others have less. Sorry I couldn’t polish off my ideas more I gotta run bye friends"

102K likes, 186 comments - the_philofficer on July 6, 2026: "I AM SO EMOTIONALLY MATURE I have massive problems with this term. Most people would say it means something along the lines of: the ability to understand, process, regulate or communicate emotions in a healthy way. Now the issue is that all of the terms you use to explain it leave so much room for interpretation the definition becomes almost vacuous. To understand an emotion means to know what caused it? To know the impact it has on you physiologically? To understand how it affects your cognition? To know how it affects others? Same goes with the term healthy, get far enough into a discussion on what it means to be healthy and people will start to disagree. Mental health? Physical? Communal? Spiritual? What’s more is that this term is thrown around in place of simple personality traits or individual quirks. Because someone is more emotional are they now less mature because they have an objectively more difficult time regulating them? Is the person with a dark sense of humour immature because he can’t hold in a laugh when everyone else finds the situation morbid or cruel? I think, to a great extent, it’s a bit of a shield or barrier of a term that absolves ourselves from taking responsibility for our behaviours. At the end of the day we know ourselves best, or at least better than most people. This means we best understand our emotions, how we regulate them, how we control them etc. We have this epistemic bias towards ourselves, since we simply know more about ourselves therefore we will often reason that others have less. Sorry I couldn’t polish off my ideas more I gotta run bye friends".

Seeming to belong: Camouflaging and pragmatic self-perception in twice-exceptional adults across neurodivergent profiles

Background and objective Social camouflaging and pragmatic self-perception are key aspects of communication in neurodivergent populations. However, little is known about how these processes manifest in adults with autism, high intellectual ability (HIA), or twice-exceptionality (2e: HIA+autism). This study aimed to examine group-based differences in communicative adaptation and perceived pragmatic competence across these profiles. Materials and methods A total of 109 Spanish-speaking adults participated. Social camouflaging was assessed using the Camouflaging Autistic Traits Questionnaire (CAT-Q), and pragmatic self-perception was measured with the Communicative Competence Profile (CCP). Statistical analyses explored differences across groups and by gender. Results Significant differences emerged in all CAT-Q dimensions. Autistic participants reported the highest levels of camouflaging, followed by the 2e group, while only the compensation subscale distinguished autism from 2e. Regarding pragmatic self-perception, the HIA group scored highest, suggesting stronger communicative confidence, whereas autistic adults scored lowest. The 2e profile consistently occupied an intermediate position, though closer to autism, especially in subtle pragmatic aspects. Gender effects were limited overall but more noticeable within the Autism group. Conclusions Findings reveal distinct patterns of social camouflaging and pragmatic self-perception across neurodivergent profiles. Twice-exceptional adults show intermediate but autism-leaning traits, underscoring the complexity of their communicative adaptation. Results emphasize the need for inclusive frameworks that account for diverse communication styles within neurodivergence. Resumen Antecedentes y objetivo El camuflaje social y la autopercepción pragmática son aspectos clave de la comunicación en poblaciones neurodivergentes. Sin embargo, se sabe poco sobre cómo se manifiestan estos procesos en adultos con autismo, alta capacidad intelectual (HCI) o doble excepcionalidad (2e: HCI+autismo). Este estudio tuvo como objetivo examinar las diferencias entre grupos en la adaptación comunicativa y la competencia pragmática percibida en estos perfiles. Material y métodos Un total de 109 adultos hispanohablantes participaron en el estudio. El camuflaje social se evaluó mediante el Camouflaging Autistic Traits Questionnaire (CAT-Q), y la autopercepción pragmática se midió con el Communicative Competence Profile (CCP). Los análisis estadísticos exploraron diferencias entre grupos y por género. Resultados Se encontraron diferencias significativas en todas las dimensiones del CAT-Q. Los participantes autistas reportaron los niveles más altos de camuflaje, seguidos por el grupo 2e, mientras que solo la subescala de compensación distinguió al autismo del 2e. En cuanto a la autopercepción pragmática, el grupo HCI obtuvo las puntuaciones más altas, lo que sugiere mayor confianza comunicativa, mientras que los adultos autistas puntuaron más bajo. El perfil 2e se situó de manera consistente en una posición intermedia, aunque más cercana al autismo, especialmente en aspectos pragmáticos sutiles. Los efectos de género fueron en general limitados, pero más notables dentro del grupo con autismo. Conclusiones Los hallazgos revelan patrones diferenciados de camuflaje social y autopercepción pragmática en los distintos perfiles neurodivergentes. Los adultos con doble excepcionalidad muestran características intermedias pero con tendencia hacia el autismo, lo que subraya la complejidad de su adaptación comunicativa. Los resultados enfatizan la necesidad de marcos inclusivos que contemplen estilos de comunicación diversos dentro de la neurodivergencia.