Strengths+or+Problems?

= Possible Problems That May be Associated with = = Characteristic Strengths of Gifted Children =
 * == These strengths... == || == ... may be related to these problems: == ||
 * > Acquires and retains information quickly. || Impatient with slowness of others; dislikes routine and drill; may resist mastering foundational skills; may make concepts unduly complex. ||
 * Inquisitive attitude, intellectual curiosity; intrinsic motivation; searching for significance. || Asks embarrassing questions; strong-willed; resists direction; seems excessive in interests; expects same of others. ||
 * Ability to conceptualize, abstract, synthesize; enjoys problem-solving and intellectual activity. || Rejects or omits details; resists practice or drill; questions teaching procedures. ||
 * Can see cause--effect relations. || Difficulty accepting the illogical-such as feelings, traditions, or matters to be taken on faith. ||
 * Love of truth, equity, and fair play. || Difficulty in being practical; worry about humanitarian concerns. ||
 * Enjoys organizing things and people into structure and order; seeks to systematize. || Constructs complicated rules or systems; may be seen as bossy, rude, or domineering. ||
 * Large vocabulary and facile verbal proficiency; broad information in advanced areas. || May use words to escape or avoid situations; becomes bored with school and age-peers; seen by others as a "know it all." ||
 * Thinks critically; has high expectancies; is self-critical and evaluates others. || Critical or intolerant toward others; may become discouraged or depressed; perfectionistic. ||
 * Keen observer; willing to consider the unusual; open to new experiences. || Overly intense focus; occasional gullibility. ||
 * Creative and inventive; likes new ways of doing things. || May disrupt plans or reject what is already known; seen by others as different and out of step. ||
 * Intense concentration; long attention span in areas of interest; goal-directed behavior; persistence. || Resists interruption; neglects duties or people during period of focused interests; stubbornness. ||
 * Sensitivity, empathy for others; desire to be accepted by others. || Sensitivity to criticism or peer rejection; expects others to have similar values; need for success and recognition; may feel different and alienated. ||
 * High energy, alertness, eagerness; periods of intense efforts. || Frustration with inactivity; eagerness may disrupt others' schedules; needs continual stimulation; may be seen as hyperactive. ||
 * Independent; prefers individualized work; reliant on self. || May reject parent or peer input; non-conformity; may be unconventional. ||
 * Diverse interests and abilities; versatility. || May appear scattered and disorganized; frustrations over lack of time; others may expect continual competence. ||
 * Strong sense of humor. || Sees absurdities of situations; humor may not be understood by peers; may become "class clown" to gain attention. ||