The Difference Between Gifted and Bright

Am I Gifted or Bright?

A bright child knows answers, is interested and attentive in class, has good ideas and works hard: basically, the ‘perfect’ child. A gifted child is constantly curious, frequently questioning, prefers to be mentally and physically involved, has outlandish and silly ideas, and barely works, yet gains amazing results: the frustratingly talented child. A bright child answers questions, is in top groups, is very interested, and learns concepts with ease: an attentive and delightful student. The gifted child elaborates in detail, is beyond even the top groups, shows strong opinions and emotions and already knows most concepts. A bright child takes about eight repetitions to master things where gifted children need one or two. Bright children enjoy the company of their peers and grasp meanings, whereas gifted children prefer adults and draw inferences. Bright children complete projects, are receptive and accurate, and enjoy school. Gifted children initiate projects, are intense people, create new designs, and enjoy learning, but not school. Bright children absorb information, have a great memory, like order, are alert and organized. Gifted children manipulate, invent, guess, thrive on complexity, are absorbent and self-critical.

Types of Giftedness

Type I – The Successful

About 90% of children identified as gifted are successful. This is because they show most of the core signs of intelligence, like good grades and attentive learning. They do this because they have learnt how to manipulate the system, after listening closely to adults in their life, and they sell what has given them the best result. This results in the most recognition and opportunities, and they rarely show behavioural issues.

While because of this they and people in their life have incredibly high expectations from them, ‘The Successful’ often cruise their way through school without ever needing to put in any effort. They succeed in doing so, becoming dependant and having a strong need for direction, so when the world hits them, they must veer off course and have a difficult time, though they usually still do achieve. Type 1’s seem to have a moderately high self-esteem, as they have been praised by their parents and teachers all their lives, but they are dependent on this praise and are not aware of their own deficiencies. They lack autonomy and creativity, this lack is their greatest downfall, and they become underdeveloped, unimaginative adults.

‘The successful’ young adults may struggle in college as they are adjusted to society but not its flexibility.

Type II – The Challenging

‘The Challenging’ children are differently gifted, and are often overlooked and underestimated by the school system. They are highly creative, and can also be seen as tactless and sarcastic. They question authority and they don’t conform to the system, as they haven’t learnt to use it to their advantage. Both at school and at home they spend a lot of time in conflict, and rarely get acknowledged for awards.

These children feel frustrated from being overlooked and lash out often because of it, and they struggle with self-esteem. They are abrasive, and sometimes they find friends who understand and sometimes they don’t. They tend to challenge peers, and this leads to exclusion. However, their humour and bravery may be appealing to peers. They possess negative self-concepts and are often disruptive.

If help and understanding are not given by a certain point in their teen years, they are at risk of being dropouts and possibly delinquents.

Type III – The Underground

“The underground gifted” children are usually middle school girls, though boys also may be compelled to conceal their gifts. However, boys usually experience this later (high school). These types of children’s need to fit in rises dramatically and they begin to deny, hide, or ignore their talent in order to feel more included with their peers. Motivated and self-driven students may suddenly appear to lose interest in things they used to love. They frequently feel insecure and anxious. Adults often push them more, which increases their resistance, although these children usually benefit from adults’ accepting this drop at the time. However, keeping them in advanced classes and long-term projects will benefit in the long run.

Type IV – The Dropout

“The Dropout” children are angry with adults and themselves because they feel rejected, and the system doesn’t work for them. They reflect this by depression, withdrawal or acting out. Usually, these children’s talents lie outside basic curricula, and adults fail to give them the affirmation they need in these areas. School seems irrelevant. Dropouts are usually high school students, but some elementary and middle school students mentally ‘drop out’ long before this.

Usually, their talent is not discovered until far too late, and they are resentful about this. With low self-esteem, they have trouble with trust and need an unconditional and unjudging adult in their life. Therapy and family counselling is highly recommended.

Type V – The Twice Exceptional

“The Twice Exceptional” children are physically or emotionally handicapped in some way. Because of this, most gifted scouts overlook these children initially, including members of their own family. Most programmes lack the ability to teach these kinds of children. These children don’t show classic gifted behaviour. Rather, they display disruptive behaviour that makes work difficult and them feel frustrated and helpless, and sometimes rejected. They often overshadow how uncomfortable they are with their inability to complete work by deeming it boring or stupid, and use a demeaning sense of humour to boost their self-esteem. They react badly to criticism and have an intense fear of failure. The school system tends to focus on their weaknesses.

Type VI – The Autonomous

“The Autonomous” child is the rarest, and also can be seen as the ‘Perfect’ type. Like Type 1s, these children can manipulate the system, however, while Type 1s try to do as little as possible, Type VI’s create their own opportunities. They have strong self-concepts and high self-esteem because of their success and met needs. They receive positive attention and are respected by adults and children. They are confident and independent and are comfortable taking risks because of it. They hold personal power and don’t wait for others to help them. They have great communication.

Category: Type 1 The Successful

Type 2 The Challenging

Type 3 The Underground

Low Self Esteem. Insecure with needs to fit in.

Teacher perception: Loved by teachers.

Seen as irritating, rebellious, engaged in power struggle, with discipline problems, however, creative by teachers.

Viewed as leaders or unrecognized

Adults see them as unwilling to risk

Successful/smart

Type 4 The Dropout

Poor selfconcepts.

Adults are angry with them

Seen as dangerous and rebellious

Type 5 The Twice Exceptional

Low self-esteem. Confident and self-accepting.

Type 6 The Autonomous Confidence: Confident, validated by teachers and parents, sees no personal flaws.

Seen only for the disability

Seen as average or below in ability

Viewed as helpless

Perceived as needing a great deal of imposed structure.

Admired and successful

Parental perception: Loved and accepted by parents.

Want to change them, don’t view them as gifted.

Viewed as leaders or unrecognized

Viewed as resistive

Successful/smart

Secretive

Peer perception: Admired by peers. Viewed as entertaining by peers.

Adults are angry with them

Seen as dangerous and rebellious

Seen as average or below in ability

Viewed as helpless

Perceived as needing a great deal of imposed structure.

Seen as capable and responsible by parents

Admired and successful

Creativity: Not recognised generally to be.

Is creative

Seen as quiet/shy

Viewed as leaders or unrecognized

Perceived to be compliant

Successful/smart

Not recognised generally to be.

Peers are judgmental

Seen as loners, dropouts, dopers, or air heads

Rejected and ridiculed

Is creative

Avoided by peers

Seen only for the disability

Viewed as helpless

Seen as “weird”

Seen as “dumb”

Not recognised generally to be.

Accepted by peers

Admired and successful

Is creative

Academic Performance: Does well academically High Achiever

Demonstrates inconsistent work habits

Denies talent Drops out of G/T and advanced classes Resists challenges

Motivation

Extrinsic motivation Seeks teacher approval and structure

Diminished motivation Motivation trumped by need to have average grades and fit in Pressured Guilty

Does inconsistent work Seems average or below

Demonstrates inconsistent work Seems average or below

Concept that schools had failed them and there is no point

Diminished motivation

Works independently Develops own goals Follows through

Intrinsic motivation

Desire to know & learn

Works without approval

Follows strong areas of passion

Failure/risk Non-risk taking Guilty about failure

Self-critical Perfectionist

Sensitivity

Diminish feelings of self and rights to their emotion

Social Role Responsible for others Dependent

Defensive Unsure Confused

Heightened sensitivity Diminished feelings of self and right to their emotions

Uncertain about social roles Stands up for convictions

Wants to belong socially Changes friends Secretive

Criticizes self & others Is defensive

Heightened sensitivity

Often prevented Takes risks Accepts failure Personal power

Healthy/Average Healthy/Average

Isolates self Lonely Accepted by others Supported Accepts others Has appropriate social skill

Classroom Behaviour Accepts & conforms

Corrects teacher Questions rules, policies, direct Prefers highly active & questioning approach Is competitive

Average, ambiguous Has intermittent attendance Doesn’t complete tasks Pursues outside interests

Spaced out in class Is disruptive, acts out

May be disruptive or acts out

Participating, tactful.

Mood Bored and anxious

Major Flaws Oblivious to flaws, lack of assertiveness and autonomy

Needs Challenges

Bored, frustrated, and impatient, bipolar

Lack of tact, flexibility, self-control and awareness, and acceptance.

Creative support, deeper connections

Anxious, guilty, impatient

Awareness of conflicts and feelings, selfconfidence and acceptance.

Freedom, privacy, deeper connections

Burnt out, explosive, resentful, and self-abusive

Counselling and intense support

An individualized and alternative program, support

Powerless, frustrat``ed, unaware, and angry

Coping skills

Enthusiastic, calm and happy

Lack of acceptance of feedback and support

Skill development, counselling/ support groups

Biggest advocate Teacher nominations, IQ tests, grades

Creativity testing, parent nominations, peer recommendations

Gifted peer nomination, IQ testing, parental nomination

Creativity testing, Gifted peer recommendation, prior teacher discussions

Self-discussion, nominated from special ed teacher.

Opportunities and facilitation

Creativity testing, grades, teacher/ parent/self/peer nomination, IQ tests