A Child with Exceptional Intelligence Abilities - Case Study Example

RUNNING HEAD: Case Study – David Case Study – David: A Child with Exceptional Intelligence Abilities BY YOU YOUR SCHOOL DATA HERE HERE Case Study – David: A Child with Exceptional Intelligence Abilities Child Background David is a nine year old child maintaining significant, measurable intelligence abilities as identified through multiple testing procedures. An in-depth interview was conducted with the child and his family members who agreed to participate in a confidential session. David hails from a Caucasian, middle class, moderate income household consisting of two male/female caregivers of whom both are moderate income earners in their prospective careers. Culturally, observation and self-reporting identified the mother as authoritarian while David’s father maintained a more passive and allowing approach to behavior control. David’s linguistic competency was no more advanced than what would be expected for a youth in his current stage of development, utilizing grammar and syntax commonly found in non-gifted youths of his age bracket. Educational Experiences David attends a public school environment in the advanced placement program, however he has had historical difficulty in adjusting to the social principles that drive elementary-aged childhood norms. Behavioral problems occurring in the classroom are routine, however the child’s socio-economic background does not allow for provision in specialized school structure for gifted youths, thus he grows frustrated with the pace of the teaching curriculum. His inability to network socially with his peer group creates considerable anxiety and fear in David and he is extensively sensitive in terms of his own self-concept when measured against his perception of peer judgment. Despite his mother’s authoritarian posture, behavior modification at home and in the classroom are difficult to control and modify. Though educators have suggested that David be offered counseling to assist in behavior modification, both parents are unwilling to explore this option as they recognize that David’s behavior is a direct result of frustration with sociability issues and classroom curriculum content. Though career obligations provide little in terms of academic support and in-home learning, the authoritarian parent attempts to promote more social principles that David continuously rejects in favor of solitude in most situations. The Child’s Cognitive Functioning David is emotionally sensitive and anxious in most situations and expresses emotional responses to certain stimuli atypical from that of masculine behavior. David fits all of the parameters of the concrete operational stage of cognitive development, with excellent, measurable classification skills and early onset of abstract conceptual thinking as has been measured by testing instruments in the school. However, David still expresses fundamentally undeveloped egocentric behaviors regarding his intellectualism commonly found in much younger youths during their pre-operational stage of development. David follows the temptation-resistance paradigm, common with many gifted children where lying as a matter of principle becomes the norm (Walker & Shore, 2011). David is exceptional at maintaining his false beliefs even when confronted about known lying activities and is delivered proof of his falsehood. However, his egocentric attitude frustrates the process of ending this maladjusted behavior. David’s school counselor actually labeled him narcissistic, though this caused considerable parental conflict between administration and the educator. A person who is especially gifted tends to have fragile self-esteem, something apparent in David, and will crave attention from others and exhibit disruptive behaviors when confronted (McDonald, 2005). David’s early onset of abstract methodology in cognitive function surpassed his emotional maturity levels (i.e. egocentrism) and therefore there is a significant gap between emotional stability and intellectual prowess. A recent study involving educational field experience with gifted youths identified that it is a trend for gifted students to insist that their academic solutions are always correct even if they have provided inaccurate answers on certain testing procedures (Chamberlin, 2010). David, as a high performer in mathematics, writing, and classification learning, maintains similar distorted self-concept and will not accept when he has made an academic-based error. He faults the teacher for having improper knowledge and holds firm to this belief even when confronted with tangible and absolute proof of his failure to respond appropriately. His egocentrism further complicates the process of adjusting these distortions about his own achievement capabilities that cause him hyper-sensitive emotional responses in-class that are mocked by more maturely adjusted peer groups. Interactions with family members and academic advisors do not lead to solutions, even when David is present in these interventions, thus such sessions have ceased on request of the parents and the educators involved with David’s learning. These sessions have further led to trust issues with adults, another trait identifiable with certain intellectually gifted youths with emotional maladjustment issues (Hyatt, 2010). David does not conform to authoritarian policies at home or in the educational environment due to his unrealistic perception of intellectual infallibility and his growing trust issues, making him more withdrawn, something clearly observable during the interview session in which David behaved both inappropriately and also much like that of a younger child in the preoperational stage of development. “Life experiences can be both an interpersonal and intrapersonal struggle for the gifted child who exhibits these high levels of sensitivities and extraordinary intellectual abilities” (Harrison & Van Haneghan, 2011, p.672). This clearly fits the profile of David of which his parents seem to be under the impression is the catalyst for his false-belief syndrome and deceit. Many gifted youths will deceive as a means of satisfying social relationships if they believe the response generated will sustain the relationship, such as suggesting liking one’s apparel when the opposite is the reality (Walker & Shore). David does not fit this profile and will simply blurt out his inappropriate misgivings in multiple scenarios, suggesting he has not developed selective judgment that should have been developed under most cognitive or behavioral theories of psychology. Recommendations Wood (2010) offers that gifted children become complacent while at school since they are not provided engaging or exciting materials. The author suggests that teachers are unwilling to provide specialized curriculum content for gifted youths for fear of failure and attempting to secure their own reputation or that of the school. Therefore, youths with a higher intelligence quotient must simply endure waiting for early completion of assignments until the rest of the non-gifted students have caught up. However, David is actively engaged and enthusiastic whenever testing materials are provided to the class, a common trait in intellectually gifted youths (Osborn, 2010). A quality recommendation for David’s educator to recognize this positive trait and develop a learning system for his intellectual abilities that provides opportunities to view all learning materials as a test or exam. This is a psychologically-based principle that would allow David to avoid disruption during periods of frustration with content or pace of teaching as a behavior modification effort. As an observer with moderate knowledge of psychological principles and academic achievement with gifted youths, it is recommended that David’s parents indeed seek counseling to help David identify with his maladjusted behavior related to egocentrism. David is approaching adolescence where peer influence in self-identity formation is vital to healthy adult functioning and his lack of interpersonal skills (coupled with anxiety over social relationships) will likely have significant impact on his future career or intimate relationships. David’s ability to process information abstractly that has arisen earlier than most youths provides him with the cognitive ability to recognize his inappropriate behavior borne of self-esteem problems with a qualified counselor. His emotional hypersensitivity and false belief methodology are significant barriers to successful interpersonal relationship development and there is no academic solution for problems this intense. David does not exhibit all of the typical gifted trends for children of his age group, though some are present as have been identified. He is a unique case of intellectualism versus emotional development that was somehow stunted. Both of his parents are warm and supportive caregivers that reinforce the importance of education and attempt to provide David with the healthy social environment necessary for success, however his egocentrism is intense and does appear to border on elements of narcissism. References Chamberlin, Michelle T. & Chamberlin, Scott A. (2010). “Enhancing Preservice Teacher Development: Field Experiences with Gifted Students”, Journal for the Education of the Gifted, 33(3), pp.381-416. Harrison, G. & Van Haneghan, J. (2011). “The Gifted and the Shadow of the Night: Dabrowski’s Overexcitabilities and their Correlation to Insomnia, Death Anxiety and Fear of the Unknown”, Journal for the Education of the Gifted, 34(4), pp.669-697. Hyatt, Laurie. (2010). “A Case Study of the Suicide of a Gifted Female Adolescent: Implications for Prediction and Prevention”, Journal for the Education of the Gifted, 33(4), pp.514-537. McDonald, James J. (2005). “The Narcissistic Plaintiff”, Employee Relations Law Journal, 30(4), pp.86-99. Osborn, Julia. (2010). “Assessing Gifted Children”. Retrieved June 24, 2011 from http://www.hoagiesgifted.org/assessing_gifted.htm Walker, C. & Shore, B. (2011). “Theory of Mind and Giftedness: New Connections”, Journal for the Education of the Gifted, 34(4), pp.644-668. Wood, Susannah M. (2010). “Nurturing a Garden: A Qualitative Investigation into School Counselors’ Experiences with Gifted Students”, Journal for the Education of the Gifted, 34(2), pp.261-302. Read More