Mood+Disorders+and+Depression+in+the+Gifted

"Giftedness influences the psychological well-being of individuals." Important charcteristics: 1.Type of giftedness 2. Educational fit 3. One’s personal characteristics. Given these three factors, it is extremely important to learn about students so that they do not receive an improper or unnecessary diagnosis. A
 * Mood Disorders and Depression in the Gifted**

Attention Deficit Hyperactivity Disorder (ADHD) Oppositional Defiant Disorder (OD) Obsessive Compulsive Disorder (OCD) Mood Disorders
 * Common Misdiagnoses**

This claim is not to say that gifted students do not have these disorders, but it is important to also recognize the characteristics that often come with giftedness have impact on these disorders. Kazimierz Dabrowski, for example, talks about Overexcitables, which can be demonstrated through a variety of behaviors including, but not limited to; rapid speech, compulsive talking or organizing, sleeplessness, sensitivity to surroundings, thirst for knowledge, fears, fantasy, and emotional sensitivity. Webb declares that these students should “really generate a dual diagnosis.” (Webb 1).
 * Overexcitables**

Self-esteem is so important for all people, but especially students who are trying to figure out their identity. Etienne Wenger’s theory claims that, “learning is central to human identity.” This is why so many of our students, especially gifted students, struggle with identity and self-esteem in the school age years. Not only are they learning academic content, they are also learning who they are. Peers, teachers, family, friends and the media often interfere with these messages of identity. These struggles lead students to feel isolated.
 * Self-Esteem**

One study conducted with adolescents concluded, “Lack of meaningful communion experience was a potent catalyst for deep anxiety and extreme isolationist thoughts.” (Jackson 7). One adolescent remarked, “I guess the depressive state started because of the problems I had with my Mom…I responded more like an adult and she didn’t know how to control herself with me…she’d say mean things, tell me that everyone hated me…” (Jackson 7). Another stated, “…My parents don’t attend to that. They’re not going to respond to emotional things because it affects the family balance. There is no emotional outlets…”(Jackson 7). This frustration of not being able to share ideas, opinions, or emotions with others often leads to depression for our gifted students.

Depression manifests itself differently but can include a disturbance of mood, a strong physical component such as feeling sick and loss of appetite, or deadened emotions. (Jackson/Peterson). Depression should not be taken lightly as, “Untreated major depression can have fatal consequences.” (Jackson/Peterson 1). The most common signs of suicide include, but are not limited to, changes in sleep and/or appetite patterns, decline in school performance, increased social withdrawal, loll in interest and pleasure in previously enjoyable activities, increased irritability and behavioral problems and depressed mood. (Mahoney 1-2). If these signs are displayed at school, the teacher or counselor should communicate with the student as well as the parent to be sure that the right proactive steps are taken to help the student.
 * Depression**

Through research it was not evident that mood disorders, depression and other psychological disorders affect gifted students more or less than the rest of the student population. However, what is evident is the lack of resources for gifted students that are encountering these issues. “Without appropriate support and creative outlets, anxiety states, depressive disorder, eating disorder and obsessive-compulsive behaviors can result.” ( Jackson/Peterson 177).
 * Less Resources and Support**

A proactive and preventative approach should be taken in order to help gifted students. The National Association for Gifted Children’s Counseling and Guidance Division, “…recommends that school districts designate one full-time counselor per school dedicated to meeting the affective and counseling needs of gifted adolescents. This counselor is responsible for group and individual interventions…”(Lardner 2). Taking this step will help gifted students find a safe environment in which they can have a meaningful relationship with the counselor and like-minded peers. This environment will help the students flourish not only academically but socially and emotionally as well. When this environment is extended into the classroom, the teacher will also help the student be successful. The key to this success is in taking the time to truly get to know our students, not only from what they show us in their work and behavior, but also in their relationships and emotions.
 * Proactive instead of Reactive**

Jackson, P. Susan(1998) 'Bright star — black sky a phenomenological study of depression as a window into the psyche of the gifted adolescent', Roeper Review, 20: 3, 215 — 221
 * Resources **

Jackson, P., Peterson, J. (2003). Depressive Disorder in Highly Gifted Adolescents. Journal of Secondary Gifted Education, Vol. XIV (3) pp. 175-186

Lardner, C. (2005). School Counselors Light-Up the Intra- and Inter-Personal Worlds of Our Gifted. Retrieved from []

Mahoney, Andrew. (1995). An Overview: Understanding and Assessing Suicide in the Gifted. Counseling & Guidance Newsletter, Volume 5, Issue 1

Neihart, N. (1999). The impact of giftedness on psychological well-being journal article. Roeper Review, Vol 22, No. 1

Webb, James T. ( August 7, 2000). //Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, bipolar, OCD, Asperger's, depression, and other disorders.// (2004) Scottsdale: Great Potential Press. [|www.sengifted.org]