PAPER - An Independent Learning Project presented by Helen Tsipliareles-Pryor to
James J. Smith, Ed.D. Faculty Advisor in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration - Cambridge College Cambridge, MA Chesapeake, VA Campus January 2011
2. Gifted Children and Bullying 2
Chapter I
“Never be bullied into silence. Never allow yourself to be made a victim.
Accept no one's definition of your life, but define yourself” (page 6).
Harvey S. Firestone (2001)
Introduction
The link between bullying and school violence has drawn increased attention ever since
the Columbine High School massacre which occurred on Tuesday, April 20, 1999. This massacre
at the Jefferson County, Colorado high school left twelve students and one teacher dead, with
twenty-one other students injured directly, and three more injured while trying to escape. The
two gun-wielding high school seniors, Eric Harris and Dylan Klebold, were both identified as
gifted and were bullied for most of their formative years due to this identification of academic
success. An analysis by officials of the U.S. Secret Service found that “this bullying caused the
premeditated shooting, ending with Harris and Klebold committing suicide following the direct
act” (Newman, et al. 2004, p. 380).
Gifted children who are bullied and tormented often turn their rage on others, and in
some situations, they suffer silently and turn the despair inwards. In 2002, J. Daniel Scruggs was
a slight-built twelve-year-old boy with an IQ of 139 and attended Washington Middle School in
Meriden, Connecticut where he excelled in their gifted program, particularly in science and
mathematics. However, Scruggs was a lonely kid who was tormented at school because he often
wore mismatched clothes, acted ‘nerdy’ and was told that he smelled by his classmates. Very
often during the course of his school day, Scruggs was hit, punched, kicked, spit on and laughed
at, and ‘Kick Me’ signs were often affixed to his back; he had been thrown down a flight of stairs
several times, and sometimes made to eat his lunch off the cafeteria floor. Many of the teachers
3. Gifted Children and Bullying 3
and administrators were aware of the abuse but failed to intervene because they felt this was
normal middle school behavior amongst peers, in essence “innocent rights of passage”
(McIntosh, 2006, p. 4). On January 2, 2002, Scruggs walked into his bedroom closet and hung
himself.
Statement of the Problem
All children are vulnerable to the effects of bullying, but gifted children differ from other
children in several significant ways. Most gifted children are already very intense and anxious, as
well as highly sensitive due to their own and others’ high expectations of them. Gifted children
consider social justice issues very important to them, and “with their own hyper-sensitivity to
self-criticism and perfectionalism, they struggle to make sense of this cruelty and aggression;
many times blaming themselves and withdrawing socially in order to hide from bullies” (Clark,
2008, p. 151). These gifted and talented children are “more susceptible to the severe emotional
damage that bullying can inflict” (Bosworth, 2009, p. 342). Take into consideration that gifted
students “tend to strive towards perfectionalism and consider their lives less fulfilling without the
pursuit of high goals, some impossibly high” (Lumsden, 2002, p. 346). Due to these tendencies,
“gifted students possess a multitude of behaviors ranging from healthy to dysfunctional”
(Lumsden, 2002, p. 346).
Attributes of ‘healthy’ behavior among gifted children include “an intense need for order
and organization, time-management skills, self-acceptance of mistakes and efficiency in
correcting, meeting high parental expectations, and great pleasure in achievement” (Bosworth,
2009, p. 343). “They have a use of positive coping strategies within a structured gifted climate
and they view personal efforts as an important part of success and happiness” (Clark, 2008, p.
187-188).
4. Gifted Children and Bullying 4
Attributes of ‘dysfunctional’ behavior among gifted children consist of “anxiety about
making errors, extremely high standards for oneself which are sometimes unachievable, and
perceived excessive expectations and criticism from others” (Clark, 2008, p. 188). This causes
the “questioning of one’s own judgment, the lack of effective coping strategies, and the need for
constant approval and acceptance” (Clark, 2008, p. 189). Bullying children within the gifted and
talented population is “an overlooked problem that leaves many of these students emotionally
shattered, which creates additional issues such as extreme depression and anxiety that may
manifest itself into violence or suicide” (Romain, 1997, p. 16).
Research Method and Questions
Researchers have been actively seeking answers to many commonly asked questions
involving adolescent bullying and victimization; however, “posttraumatic stress and dissociation
are limited areas of study in relationship to bullying, particularly among gifted children” (Rigby,
2003, p. 16).
The Reynolds Bully Victimization Scale for Schools (BVS) is designed to assess bullying
behavior and bully-victimization experiences in children and adolescents. This assessment is
used to identify students who are bullied as well as those who are doing the bullying. Measured
through the Reynolds Bully Victimization Distress Scale (BVDS), the scale “evaluates
internalized symptoms such as depression, anxiety and fear, as well as externalized symptoms
such as anger, acting-out, and defiance” (Reynolds, 2009, p. 8).
The BVS and BVDS are the most commonly used standardized instruments to form a
comprehensive picture of a child’s experience of peer-related threat, level of distress, and anxiety
related to school safety. These benchmarks are used to identify a child in need of intervention, or
for identifying what students perceive as a threatening or unsafe aspect of their school
5. Gifted Children and Bullying 5
environment. The limitations of both the BVS and the BVDS are that neither is specific to the
needs of gifted children. Therefore, “an interdisciplinary approach for assessment has been
formulated to assess the wide scale psychological impacts associated with bullying to include
intrapersonal and interpersonal difficulties associated specifically to gifted children” (Reynolds,
2009, p. 3).
In order to understand the research methods for this study, take an opportunity to review
the categories of questions which will be presented in order to formulate the data regarding the
bullying of gifted and talented children in the middle school environment. Category One
questions will pertain to how safe gifted and talented students feel about bullying. Questions will
include how safe do they feel in their general and elective classrooms, as opposed to their gifted
classrooms; as well as areas such as the gymnasium and athletic fields, cafeteria, and hallways.
These questions will extend the safety issue out to walking to and from school, as well as taking
the school bus with all the other students of the school. Category Two will allow them to discuss
how others treat them, with questions such as how often do other students bully them by laying
their hands on them, including incidents of hitting, kicking, pushing, or hurting their body
otherwise. Questions will ask how often do other students bully them by saying mean things to
them, things which hurt their feelings, how often do other students bully them by spreading mean
rumors about them, and how often do other students bully them by leaving them out of their
activities. Further insight will be acquired by asking in what grade is the student or students
which bully them, and have they ever told or asked for help when being bullied.
Category Three will question what they have seen or heard, such as how often
they have seen another student bully others by laying their hands on them or by saying mean
things to them, things which hurt their feelings. Also, how often have they seen another student
6. Gifted Children and Bullying 6
bully others by spreading mean rumors about them, and how often have they seen another
student bully others by leaving them out of their activities. Category Four questions will ask how
they reacted, such as what have they done when they have seen a student being hit, kicked,
pushed, punched or otherwise physically hurt in school or on the school bus; and if they helped a
student in a bully situation, what was the outcome, and whether it was positive or negative.
Category Five pertains specifically to gangs due to the demographics of the subjects, such as do
they know of students in their school who are members of a gang, or are wanna-be’s of a gang;
and exactly how much of a problem do they think gangs are in their school. Category Six will
complete the questionnaire with an essay question asking how much of a problem do they think
bullying is in their school. Participants will be asked to give some examples and specific
situations, and no names are to be included.
Rationale for the Study
The significance of this study is not to review bullying in gifted and talented children
versus common classroom children; however, it is to study the prevalence and impact that
bullying has on gifted and talented children specifically. The most common type of bullying
during the middle school years is “name-calling, teasing about appearance, pushing and shoving,
and insults regarding their intelligence and grades” (Smith, et al. 2008, p. 3). Regular children
get bullied too but gifted children are most often bullied based on their school performance,
which “turns their strength into a weakness and a source of shame” (Smith, et al. 2008, p. 7).
Certain challenges due to emotional immaturity come automatically with exceptional intellectual
abilities, therefore, gifted children are extremely sensitive to bullying.
Take into consideration the general traits exhibited within the gifted community, such as
what gifted children say. Statements such as “If I can’t do it perfectly, what’s the point? I should
7. Gifted Children and Bullying 7
excel at everything I do. The task should be done before anything else and every detail should be
perfect” (Clark, 2008, p. 57). These statements manifest themselves into more intense and
depressed reactions, such as “I’d better not make a mistake or people will think I’m stupid.
Everything should be clearly black or white. Gray is a sign of confused thinking” (Clark, 2008,
p. 57-58). Also, take into consideration other general traits exhibited within the gifted
community, such as what gifted children think and feel. Mostly they are “deeply embarrassed
about mistakes that they make and disgusted with themselves when criticized, anxious when
stating an opinion rather than a fact and afraid of rejection, and afraid of appearing incompetent
or stupid” (Clark, 2008, p. 59). Therefore, plagued by self-hate when feeling guilty about letting
others down, these attributes lead to them being “discouraged, anxious and exhausted due to
being unable to ever relax, and stressed when their routine is interrupted” (Clark, 2008, p. 59).
In essence, they are accustomed to easy success and praised for work requiring modest
effort, and they often do not develop a work ethic or learn to meet a challenge. When these
children grow up, they seek applause constantly without knowing how to get it. Children held to
impossibly high standards and deprived of praise may get “caught in a cycle of hopeless,
misdirected perfectionism, trying to please parents, teachers, or bosses who never can be
satisfied” (Delisle, et al. 2002, p.14). “The words that are put on them when they’re young are
likely to stay with them the rest of their lives” (McIntosh, 2006, p. 5). It is important to
remember that although gifted children are cognitively advanced, the same cannot be said of
them physically, socially and emotionally. In actuality, their emotional maturity is even less
developed due to their excelled anxieties and stress-levels. Teachers, administrators, parents, and
even counselors usually miss the indicators of stress; and “the lack of opportunity for gifted
students to discuss these social and emotional issues contributes to their vulnerability to bullying
8. Gifted Children and Bullying 8
(McIntosh, 2006, p. 5).
Bullying creates a sense of fear that disrupts the learning environment, and we must
actively address the impact of bullies on school climate and academic success of students.
Administration, educators, parents, coaches and even trained counselors may miss the indicators
of their distress, and the lack of these opportunities for gifted students to discuss concerns related
to social and emotional development potentially contributes to vulnerability A student that has
bullied can have far-reaching effects in a school and “create a climate of fear and intimidation
not only in his or her victims, but in fellow students” as well; therefore, students who bully, their
victims and bystanders are all affected (Milsom, et al. 2006, p. 38). Bullying sets a tense
environment in a school and as addressed earlier, can lead to violence towards others or suicide
by the victims. Although freedom from the fear and shame of bullying does not necessarily
ensure academic success for all students, it is indeed “a necessary condition to promote effective
learning in a positive classroom culture” (Bosworth, et al. 2009, p. 363).
Anticipated Outcome
Once scores and summaries have been created, this study intends to reflect different
approaches to bullying issues among the gifted and talented population of middle school
children, providing information intended for positive intervention programs. Approaches will
include “the responsibility to the victim by assisting in developing the skills and capacity to
resist bullying,” and intervention techniques to deter it from occurring or re-occurring (Reynolds,
2009, p. 12). Administrators, teachers, counselors, and school personnel have a responsibility to
the bullies as well, to treat them with consequences and a firm manner in order to deter their
behavior. Providing these problem solving skills to school staff and administrators, they would
have the tools required to “reach constructive outcomes and develop programs to support
9. Gifted Children and Bullying 9
emotional and social rehabilitation for the bully and the victim” (Reynolds, 2009, p. 12).
Being bullied has already been “recognized as a health problem for children because of
their association and adjustment problems in adolescence, and leads to poor mental health and
even violent and suicidal tendencies” (Delisle, et al. 2002, p. 77). It is therefore important to
assess how these children are affected, reflect on the outcome of this study and those within the
literature review, and create pro-active programs and classroom environments to nurture the
specific needs for these gifted and talented children, considering that their needs have shown to
be more pronounced and profound.
Definition of Terms
Gifted and Talented
Gifted and talented students are those who give “evidence of high achievement capability
in such areas as intellectual, creative or artistic, or in specific academic fields; and who need
services or activities provided on the gifted and talented curriculum in order to fully develop
those capabilities” (Delisle, et al. 2002, p. 19). Children capable of high performance include
those with demonstrated achievement or potential ability in any of the following areas, including
“general intellectual ability, specific academic aptitude, creative or productive thinking,
leadership ability, visual and performing arts, and psychomotor ability” (Milsom, et al. 2006, p.
37).
Bullying
When using the term bullying, it is used to describe a child being “teased, terrorized or
systematically victimized by his or her peers” (Burrill, 2006, p. 85). Further descriptions include
the concept that there is a difference in power between peers in this bullying dynamic in which
“one imposes negative consequences towards another individual” (Burrill, 2006, p. 87). Bullying
10. Gifted Children and Bullying 10
has also often been defined as “a behavior that occurs repeatedly over time as well as behavior
that can occur as an isolated incident” (Juvonen, et al.2003, p. 1233). For the purposes of this
study, bullying will refer to “one or more perpetrators, directly or indirectly; and attacking a
victim or a group of victims, one time only or repeatedly over time” (McIntosh, 2006, p. 4).
Organization of the Study
This study has been organized within five chapters. Chapter 1 includes an introduction to
the study, statement of the problem, the research method and questions, the rationale for the
study, the anticipated outcome, the definitions of terms, and the organization of the study.
Chapter 2 is comprised of a literature review, dealing with studies previously done on the effects
of bullying on gifted and talented middle school children; as well as the instruments of measure
used to conduct these studies. Chapter 3 provides an introduction to the methodology of the
study, as well as the purpose of the study, and research questions. Within the methodology
section are also descriptions of the setting, participants, measures, instruments, and procedure
used for the study, as well as the rationale for the study. Chapter 4 includes the purpose of the
study and the research questions implemented, as well as the presentation of the data and results.
Chapter 5 concludes this study with the findings and a summary of the findings, the implications
of the study, and recommendations for further studies.
12. Gifted Children and Bullying 12
Chapter II
“We are not all the same, we do not all have the same kinds of minds;
education works most effectively for most individuals if these differences
are taken into account rather than denied or ignored” (p. 36).
H. Gardner (1995)
Introduction
Research began in the early 1970’s in the areas of bullying and victimization, and
researchers have been actively seeking answers to many commonly asked questions such as
“which children bully, who are the targeted victims, where does it happen, why does it happen,
how can we prevent it, how can we identify it, what causes it, what are the effects, and is it
getting worse?” (Peterson, 2004, p. 135). Existing literature agrees that bullying is “a complex
process that involves multiple facets on many levels” and studies conducted over the last 40
years provide evidence that there is some consistency pertaining to certain patterns and trends
(Bosworth, et al. 2009, p. 341). This literature review will provide an overall perspective on the
effects of bullying on middle school gifted and talented children, including what constitutes a
gifted and talented child, as well as the definition of bullying, bullying and school climate,
psychiatric and psychological factors, meeting the social and emotional needs of bullies and their
victims, bullying intervention, and bully victimization instruments of measure.
Defining Giftedness and Talent
In order to fully understand the effects of bullying on gifted and talented children, it is
most important to be able to identify these children first. Through this identification process and
understanding of their unique makeup, we can further delve into why bullying impacts them
differently than the children in the common or traditional classroom settings or school
13. Gifted Children and Bullying 13
environments. Gifted children are those considered by educational systems to have significantly
higher than normal levels of one or more forms of intelligence. During the 20th century, these
children were often classified by the use of Intelligence Quotient (IQ) Tests but recent
developments in theories of intelligence have thrown doubt on the use of such tests exclusively.
The fact remains that “these students are beyond their peers and often feel they are alienated or
limited by those around them,” including but not limited to teachers, coaches, and administrators
(Bradshaw, et al. 2007, p. 362). Many schools in the United States now attempt to sort out these
students, and offer additional or specialized education and counseling in the hopes of nurturing
their giftedness and their talents.
Gifted and talented children are capable of high performance, and include those children
which demonstrate achievement or potential in such categories as general intellectual ability,
specific academic aptitude, and creative or productive thinking. Over the years, these categories
have been expanded to include leadership ability, psychomotor skills, and visual and performing
arts. Using these categories, “a school system could expect to identify 10%-15% of its student
population as gifted or talented” (Clark, 2008, p. 28). Understanding each of these categories
allows for a better understanding of giftedness as a concept more meaningfully with parents,
administrators, school board members, gifted advisory committees, researchers, and anyone who
needs to understand the dynamics of the term.
Identification of Gifted and Talented Children
The process of identifying students for gifted and talented programs must be based on
measurable practices, and in recent years there has been a focus on identifying those students that
are typically under-represented. This includes “culturally and linguistically diverse and low-
income students, and the use of alternative assessments such as verbal ability tests and creativity
14. Gifted Children and Bullying 14
profiles” (Lane, et al. 2006, p. 391). The assessments referenced below are aimed to be inclusive
of students from different cultures, races, and economic circumstances. In addition, the use of
multiple assessments in the identification process is done not only to identify those students that
are in need of instruction beyond the regular curriculum, but also “those students who display the
potential for high-level learning beyond their current accessibility” (Lane, et al. 2006, p. 394).
General intellectual ability or talent is usually defined in terms of “a high
intelligence test score or a series of test scores, and in which the student has measured two
standard deviations above the mean” (Reynolds, 2009, p. 2). These children are often recognized
by their “wide-ranging knowledge of general information as well as high levels of vocabulary,
abstract word knowledge, abstract reasoning, and memory” (Schuler, 2002, p. 3). Additionally,
they tend to have longer attention spans, they understand directions and complete tasks
independently as well as do more than is expected on an assignment, and they use complex,
normally compound sentences. Since they grasp new concepts quite easily, they ask probing
questions and apply information to formulate solutions. Specific academic aptitude or talent
applies to students identified by their outstanding performance on an achievement or aptitude test
in one particular area such as language arts, mathematics, science, history or social studies, or
foreign language. In their particular area, they are self-motivated and risk-takers, and able to
recognize relationships between concepts and comprehend their meanings. Furthermore, they
“analyze and reason out complicated theories and apply their knowledge to reason things out”
(Schuler, 2002, p. 3). These students “normally score on the 97th percentile or higher on standard
achievement tests” such as the Virginia Standards of Learning, and later on higher education
tests such as the PSAT and the SAT (Reynolds, 2009, p. 3).
Creative and productive thinking is “the ability to produce new
15. Gifted Children and Bullying 15
ideas by bringing together elements usually thought of as independent or dissimilar, and the
aptitude for developing new meanings that have real-life relevance and social conscious value”
(Piechowski, 1999, p. 218). Characteristics of creative and productive students include
“openness to experience, setting personal standards for evaluation, ability to play with ideas,
willingness to take risks, preference for complexity, tolerance for ambiguity, positive self-image,
and the ability to become submerged in a task” (Piechowski, 1999, p. 218). Creative and
productive students are identified through the use of tests such as the Torrance Test of Creative
Thinking (TTCT) or through demonstrated creative performance. Recently, the Minnesota Tests
of Creative Thinking (MTCT) have been used in order to assess verbal and nonverbal tasks, and
uses techniques outside the norm to scale these tasks such as taking common problems and
applying an impossibilities task, or develop a just-suppose theory. Gifted students with talent in
the arts demonstrate special aptitude in visual arts, music, dance, drama, or other related studies.
These students can be assessed and identified by using task descriptions such as the Creative
Products Scales (CPS). Indicators of these tests include the inclusive assessment of particular
cognitive abilities as well as “problem-solving skills, perseverance, and high levels of
motivation” (Cukierkorn, 2008, p. 27).
Leadership ability is identified as the ability to direct individuals or groups to a common
decision or action, and students “who demonstrate giftedness in leadership ability use group
skills and negotiation techniques in difficult or controversial situations” (Polgar, 2007, p. 78).
These skills are normally recognized through “a student’s keen interest in problem solving, and
some of the characteristics include self-confidence, responsibility, cooperation, a tendency to
dominate, and the ability to adapt readily to new situations” (Polgar, 2007, p. 78). These students
can normally be identified through using instruments such as the Fundamental Interpersonal
16. Gifted Children and Bullying 16
Relations Orientation Behavior Assessment (FIRO-B).
Psychomotor ability involves kinesthetic motor skills such as practical, spatial,
mechanical, and physical skills; however, it is seldom used as a criterion in acceptance into a
gifted program. Updated criterion now includes classroom observations of students’ behaviors,
collected by the use of Gifted Rating Scales (GRS) designed to assess “student characteristics
and behaviors, and student interviews provide useful supplemental data” (Lane, 2006, p. 418).
Teachers and administrators use GRS in the identification process because they are “based on a
multidimensional model of giftedness” (Pfeiffer, 2006, p. 107). The levels of achievement
possible for each demonstration or performance are defined by the use of rubrics. Rubrics are
often developed within these scales with the quality of achievement defined, and “rated from 1 to
6, with 6 being high, and there can be as few as three levels of achievement: minimum,
competent, and exemplary” (Koth, et al. 2008, p. 101). When these rubrics are developed, there
is an understanding of the expectations and quality of the demonstration or performance that
must be met for each level of evaluation. This knowledge of expectations and quality allows for
a fair and meaningful evaluation, and “observing the various levels of proficiency provides better
information on the strengths and weaknesses of the student” (Koth, et al. 2008, p. 101).
These gifted and talented children are not only different from the general adolescent
population, but they are different among themselves in personality types, usually measured by
the Myers-Briggs Type Indicator (MBTI). Personality dimensions have also shown to be
associated with academic achievement, intelligence, and talent development; and normally fall
into two categories, attitude-related types and function-related types. Using the indicator scales,
these children exhibit either extraversion or introversion traits. The extraverted types normally
develop “a strong awareness of their environment and have a strong propensity to influence
17. Gifted Children and Bullying 17
others, but are highly unlikely to be influenced by others” (Sak, 2004, p. 72). These children
usually seem “confident, accessible, and expansive in their manner” but harbor a need for
acceptance and praise” (Sak, 2004, p. 72). Introverts, on the contrary, are somewhat “more
independent and idea-oriented than extraverts, as they usually get their excitement from the inner
world” (Sak, 2004, p. 73). They may sometimes seem “lost in thought or inaccessible
emotionally” but they too harbor a need for acceptance and praise (Sak, 2004, p. 73). Using these
two dimensions of extraversion and introversion, indicators provide data between two different
types of judgment used by gifted children. Feeling types usually “value harmony and human
relationships, and make decisions subjectively with a consideration of society’s values” (Sak,
2004, p. 75). In contrast, thinking types emphasize logic and objectivity in reasoning, and “this
preference suppresses values and uses impersonal feelings in making objective decisions” (Sak,
2004, p. 77).
Using these categories as a guideline, “gifted and talented children are those identified by
professionally qualified persons who by virtue of outstanding abilities are capable of high
performance” (Schuler, 2002, p. 4). Gifted and talented children are usually not the first group
that comes to mind when educators think of diverse populations or differentiated instruction,
however, “these students constitute a distinct group of individuals who, as a result of their gifts,
share common experiences and have unique needs” (Shepard, 2008, p. 11). In accordance with
these unique needs, many gifted programs have developed their own multidimensional screening
processes, such as the one referenced below. These are the children who require differentiated
educational programs and counseling services beyond those normally provided by the regular
school program in order to realize their contribution to self and society.
18. Gifted Children and Bullying 18
Table 1: Multidimensional Screening Process
Step One: 1. Nominations - teacher, principal, counselor, parents, peer, self
2. Teacher report on student functioning
3. Family history and student background
4. Peer identification
5. Student inventory of works, achievements, and interests
6. Variety of tests
Step Two: Development of Profile (done by Coordinator)
Step Three: Coordinator decision to refer to committee and parental consent to refer
Step Four: Development of Case Study (Coordinator)
1. Screening data 2. Parent interviews 3. Test protocols
a. Individual intelligence b. Content area c. Creativity (tests)
Step Five: Committee meeting for consideration
Committee decision to identify and place in appropriate program
Parental decision to place
Step Six: Placement in Gifted Program
Step Seven: Assessment for Individual Educational Plan (IEP)
1. Case study material
2. Functional assessment
Step Eight: Assessment of Appropriate Educational Program and IEP Plan
Growing Up Gifted: Part II: Educating the Gifted Student, Chapter 6: Assessment and
Identification of Gifted Students, by B. Clark, Columbus: Pearson Publishing, Seventh Edition,
Copyright 2008, p. 203.
19. Gifted Children and Bullying 19
Mental Self-Management and Multiple Intelligences
Robert Sternberg (1982) had suggested that giftedness is a type of mental-self
management, and “the mental management of one’s life in a constructive, purposeful way
normally possesses three basic elements which include adapting to environments, selecting new
environments, and shaping new environments” (Clark, 2008, p. 66). According to Sternberg, “the
key psychological basis of intellectual giftedness resides in insight skills that include separating
relevant information from irrelevant, combining isolated pieces of information into a unified
whole, and relating newly acquired information to information acquired in the past, as well as
activating prior knowledge” (Clark, 2008, p. 67). Sternberg emphasized problem-solving abilities
and viewed the gifted student as one who processes information rapidly and uses insight abilities.
Researchers continue to challenge the traditional definitions of intelligence, and Sternberg
developed the Triarchic Theory of Intelligence which suggests there are actually three
dimensions to intelligence, thus three components to consider when testing for giftedness.
Compotential intelligence consists of mental mechanisms for processing information,
experiential intelligence involves dealing with new tasks or situations, and the ability to use
mental processes automatically, and contextual intelligence as the ability to adapt to, select, and
shape the environment (Clark, 2008, p. 37-38).
Howard Gardner (1983) suggested a concept of multiple intelligences, stating that there
are “several ways of viewing the world including linguistic, logical or mathematical, musical,
bodily-kinesthetic, interpersonal, and intrapersonal intelligence” (Gagne, et al. 2003, p. 69).
Gardner’s theory of multiple intelligences is more widely known among educators because it
reflects what teachers already know, which is there are many different ways of being smart.
Gardner developed his theory by combining studies of the brain with research on the contextual
20. Gifted Children and Bullying 20
aspects of intelligence. He believed that “only if we expand and reformulate our view of what
counts as human intellect, we will be able to devise more appropriate ways of assessing it and
more effective ways of educating it” (Clark, 2008, p. 37). These processes resulted in three types
of giftedness, according to Gardner, and modified the concept of intelligence. The first type of
giftedness being analytic giftedness, which is “the academic type of reasoning, measured by
intelligence tests” (Clark, 2008, p. 38). The second type as synthetic giftedness, which refers to
creative and intuitive thinking; and the third as practical giftedness, which is “the ability to apply
analytical and synthetic abilities to everyday problems and issues successfully” (Clark, 2008, p.
38). In the process of formulating his original theory, Gardner drew from a wide range of studies
on subjects including prodigies, gifted individuals, brain-damaged patients, normal children and
adults, and individuals of diverse cultures; and developed the seven steps to optimizing learning.
Gardner’s theory addresses many areas that had not previously been seen as a part of
intelligence, and “he brings additional clarity to the critical importance of the interaction of both
genetics and environment in its development” (Clark, 2008, p. 37).
Table 2: The Seven Steps to Optimizing Learning
Step 1: Understand brain development as a basis for learning Integrative Standards
Step 2: Create a responsive learning environment * Intuitive
Step 3: Integrate the intellectual process * Cognitive
Step 4: Establish the continuum for learning * Affective
Step 5: Assess the student's level of mastery * Physical
Step 6: Differentiated and individualize teaching and learning * Sensing
Step 7: Evaluate teaching and learning, reflect and reform
Growing Up Gifted: Part II: Educating the Gifted Student, Chapter 7: Optimizing Learning:
Using Brain Research in Elementary and Secondary Classrooms, by B. Clark, Columbus:
Pearson Publishing, Seventh Edition, Copyright 2008, p. 227.
21. Gifted Children and Bullying 21
Joseph Renzulli (1986) stated that gifted behavior reflects “an interaction among the
basic clusters of human straits which include above-average general or specific abilities, high
levels of task commitment and motivation, and high levels of creativity” (Gagne, et al. 2003, p.
71). Gifted and talented children are those who possess or are capable of developing these
composite of traits and applying them to any potentially valuable area of human performance.
While a few students will demonstrate these behaviors consistently and across the disciplines,
other students may demonstrate them in specific activities and interest areas. Renzulli contends
that the most effective approach to educating high-ability students is for teachers to choose
content, instruction, activities, and opportunities according to a student’s learning needs and
challenges. “Higher-order thinking, investigations, innovative learning links, and creativity are
all essential teaching techniques in order to empower learners and inspire teachers” (Evans,
2008, p. 85). The recent growth of charter schools have become a more promising environment
for gifted and talented children as well due to their ability to “provide varied instructional
programs and employ recommended practices, such as acceleration and project-based learning”
(Buchanan, et al. 2006, p. 128).
Differentiating Between Giftedness and Talent
The definitions of giftedness and talent “designate the possession and use of superior
natural abilities, aptitudes or gifts, in at least one ability domain, to a degree that places an
individual at least among the top 10% of his or her peers” (Delisle, et al. 2002, p. 31-32).
Francoys Gagne’s Differentiated Model of Giftedness and Talent (DMGT) proposes that there
are four aptitude domains, which are intellectual, creative, socioaffective, and sensorimotor.
These natural abilities “whose development and level of expression is partially controlled by the
individual’s genetic endowment, can be observed in every task children are confronted with in
22. Gifted Children and Bullying 22
the course of their schooling” (Delisle, et al. 2002, p. 41). The intellectual domain consists of
fluid reasoning, including inductive and deductive; as well as memory, a keen sense of
observation, and judgment skills. The creative domain is mostly inventiveness and imagination,
with skills in retrieval fluency and problem-solving. Within the socioaffective domain lies
perceptiveness, and empathy and tact within the communication skills; with a strength in
influence due to advanced leadership and persuasion skills. Finally, the sensorimotor domain are
advanced visual, auditory, and olfactory skills, with an aptitude for strength, endurance, and
coordination. The developmental process is dependent on the learning, training, and practice of
these aptitude domains, and supports Gagne’s theory that “giftedness designates the possession
and use of untrained and spontaneously expressed natural abilities, called aptitudes or gifts, in at
least one ability domain, to a degree that places an individual at least among the top 10% of age
peers” (Delisle, et al. 2002, p. 44).
If this model which supports multiple intelligences is applied to educational curriculum,
by providing lesson plans and programs “in a way that all students are encouraged to develop
their stronger area, and at the same time educators provide opportunities to enhance the learning
process in the less strong areas, academic success may be attainable for all children in our school
system” (Delisle, et al. 2002, 45-46). For instance, the intellectual abilities needed to learn to
read, speak a foreign language, or understand a new mathematical concept, the creative abilities
needed to solve many different kinds of problems and produce original work, or the social
abilities that children use daily with classmates, teachers, administrators, coaches, and parents.
Table 3: Gagne’s Differentiated Model of Giftedness and Talent
Catalysts (Positive/Negative Impacts)
GIFTEDNESS MOTIVATION TEMPERMENT TALENT
23. Gifted Children and Bullying 23
Aptitude PERSONALITY Field
Domains Domains
Intellectual Initiative Adaptability Academics
reasoning, verbal, needs, attitude, English, History,
spatial, judgment, interests, values, Math, Science,
memory perseverance competitiveness, Foreign Language
Creative self-esteem Games of Strategy
originality, humor, chess, puzzles, video
interpretive DEVELOPMENTAL PROCESS Technology
Socioaffective Learning - Training - Practicing mechanic, model
leadership, empathy, Arts
self-awareness ENVIRONMENT PERSONS visual, drama, music
Sensorimotor home, school, parents, peers, Social Action
strength, endurance, relatives, church teachers, coaches tutoring, politics
flexibility UNDERTAKINGS EVENTS Business
Others activities, sports, encounters, trips, sales, manufacturing
ESP, gift of healing community events vacations Athletics / Sports
When Gifted Children Don’t Have All The Answers, Chapter 2: Identifying Gifted Children, by
J. Delisle and J. Galbraith, Minneapolis: Free Spirit Publishing, Inc., Copyright 2002, p. 45.
High aptitudes or gifts can be observed more easily and directly in young children
because “environmental influences and systematic learning have exerted their moderating
influence in a limited way only” (Piechowski, 1999, p. 221). However, “they still show
themselves in older children and even in adults through the facility and speed with which
24. Gifted Children and Bullying 24
individuals acquire new skills in any given field of human activity” (Piechowski, 1999, p. 223).
The easier or faster the learning process, the greater the natural abilities and achievements
through aptitude, and “talents progressively emerge from the transformation of these high
aptitudes onto the well-trained and systematically developed skills characteristic of a particular
field of human activity or performance” (Piechowski, 1999, p. 223). These fields can be
extremely diverse and given natural ability can express itself in many different ways, depending
on the field of activity preferred and adopted by the individual. For example, manual dexterity as
a natural physical ability can be modeled into the particular skills or talents of a painter, a pianist,
a jewelry maker, or a video-game designer. Similarly, intelligence as a natural ability can be
modeled into the figurative language of a poet, the scientific reasoning of a chemist, the
mechanics of an architect, or the strategic planning of an athlete.
Defining Intelligence
The attempts to define giftedness in one way or another are reliant on intelligence and to
better understand giftedness, a closer look will be taken on the concept of intelligence.
Significant efforts have been made to measure intelligence but since the concept is elusive, test
constructors aim at testing what they feel are typical manifestations of intelligence in behaviors.
Often these tests of intelligence create other terms in defining a child, and educators become
confused regarding the actual intellectual ability of their students. The term ‘genius’ used to be
widely employed but now is reserved for reference only to the “phenomenally or profoundly
gifted person” (Evans, 2008, p. 84). The term ‘talented’ tends to be used when referring to a
particular strength or ability of a person” (Evans, 2008, p. 85). However, thought should be given
to whether the talent is truly a gift or is it rather an ability that has become a highly developed
skill through practice. Terms such as ‘prodigy’ or ‘precocious’ are more commonly used when a
25. Gifted Children and Bullying 25
child shows a “decidedly advanced degree of skill in a particular endeavor at an early age, as
well as a very disciplined type of motivation” (Evans, 2008, p. 84).
‘Superior’ is a comparative term, meaning that when the term is used, it should be
“referenced in accordance to whom or what group is the student superior to and to what degree”
(Evans, 2008, p. 84). A child may be “markedly superior to the majority of children in a specific
mental ability such as verbal comprehension, and at the same time be equally inferior in another
specific mental ability such as psychomotor” (Evans, 2008, p. 84). ‘Rapid learner’ is a helpful
term in understanding giftedness because it is “a distinct characteristic manifested by the
identified gifted child” and the term ‘exceptional’ is appropriate when referring to the gifted
children being different in their characteristics of intelligence (Evans, 2008, p. 85). The term
which is used often in referencing gifted children is ‘elitism,’ which means the choice, best, or
superior part or class of persons. However, the misunderstanding of this word has given the
negative connotation of implying snobbishness, selectivity, and unfair special attention or
treatment. The fact is that gifted and talented children are elite in the same way someone is a
record champion holder or a leader in their field, and the negative connotations of the word need
not apply since they are not accurate in their definition, thus they are not credible.
The levels of giftedness are measured by intelligence tests and although most IQ tests do
not have the capacity to discriminate accurately at higher levels, they are able to provide a range
to distinguish levels of aptitude. “The Stanford-Binet is the only test that has a sufficient ceiling
to identify the basic bright child from the profoundly gifted; and teamed with the use of the
Wechsler Intelligence Scale for Children, they provide the guidelines for the assessment of the
gifted population” (Parker, 2008, p. 102). As of 2008, the ranges are as follows:
Bright: 115+, or 1 in 6 (84th percentile)
26. Gifted Children and Bullying 26
Moderately Gifted: 130+, or 1 in 50 (97.9th percentile)
Highly Gifted: 145+, or 1 in 1,000 (99.9th percentile)
Exceptionally Gifted: 160+, or 1 in 30,000 (pp.997th percentile)
Profoundly Gifted: 15+, or 1 in 3 million (99.99997th percentile)
David Perkins (1995) synthesized much of the research and theories of intelligence and
grouped them into three strands. Neural intelligence is “rooted in a biological system and
determined by neural efficiency, which is the brain’s physical process” (Peterson, 2003, p. 66).
Experiential intelligence involves know-how or knowledge of typical patterns and situations and
as a result, “intelligence is a matter of experience with thinking in particular contexts” (Peterson,
2003, p. 66). Reflective intelligence is “based on knowledge of thinking strategies” which
means knowing how to think (Peterson, 2003, p. 67). This includes how to monitor one’s
thinking and how to persist, and Perkins contends that “not one, but all three strands contribute to
intelligence and behavior” (Peterson, 2003, p. 68-69).
As the concept of intelligence becomes more multidimensional, the concept of giftedness
also evolves; and if intelligence is not a single quality, there cannot be a single definition of
giftedness. Schools are becoming more specific about identifying abilities and areas of strength
rather than giving students the generic gifted label. If intelligence is not static and can be learned,
then the assumption is that giftedness and talent can be developed. This further supports the need
for the use of multiple assessments in the identification process, as well as the need to be able to
identify the characteristics of gifted students. Therefore, you not only identify those students that
are in need of instruction beyond the regular curriculum, but also “those students who display the
potential for high-level learning beyond their current accessibility” (Lane, 2006, p. 394).
Table 4: Characteristics for Helping to Identify Gifted Students
27. Gifted Children and Bullying 27
Positive Negative
Characteristics Characteristics
able to generate many ideas FLUENCY many dominate others, may
to solutions and problems have difficulty closing task
has high tolerance for FLEXIBILITY may be impatient with details
ambiguity or restrictions, unproductive
able to express ideas in ORIGINALITY may be considered unusual or
unique ways, fantasy, fun CREATIVITY silly, may refuse authority
interested in a wide variety of CURIOSITY may ignore activities in order
things, asks many questions to pursue individual interests
has knowledge which is KNOWLEDGE may be intolerant of others,
unusually advanced for age, SKILLS may dominate, bored with
progress at a more rapid pace routine
relates positively to peers and SOCIAL may have difficulty relating
adults RELATIONSHIPS to peers and adults
persistent, self-motivated and TASK COMMITMENT may have difficulty bringing
able to stay on task task to closure
Adapted from Challenge: Reading and Teaching The Gifted Child, by Judy Luker, Good Apple
Press, www.sengifted.com, Copyright February 2002, Volume 48, p. 21.
Special Needs of Gifted Children
In order to understand the true meaning of giftedness, it is necessary that we separate the
concept of giftedness from academic or talented achievement. High achievers are those who are
motivated to do well in school, and gifted students may be high achievers or they may be high
school dropouts. They have learning needs that differ from other students, just as
developmentally delayed students have different learning needs as well. “When giftedness is
seen as the ‘mirror image of retardation,’ it becomes clear that there is a responsibility to meet
their needs, whether or not they are high achievers” (Lind, 2001, p. 4). In the past, the concept of
28. Gifted Children and Bullying 28
giftedness was associated primarily with a high IQ and it was assumed that gifted students were
born with high intelligence which was identified by their grades and test scores, and were
capable of excelling in all areas of school and life. These assumptions are still prevalent, but
there have been a lot changes due to “cognitive science, developmental psychology, and new
understandings of how learning takes place” which are influencing the way gifted is defined and
how the special needs are conceptualized (Polgar, 2007, p. 79).
Many students who are achieving A’s may be severely underachieving and by the same
token for gifted children, achieving an A may not be a goal. The real purpose of education is to
learn new information, and students who achieve A’s based on what they have already learned
are gaining daily practice in underachievement. All students have a right to struggle and
struggling is essential to growth, and it means that the student is stretching to attain new power in
learning. “Gifted students actually enjoy struggling to master new material and when not
pressured about their grades, they welcome the challenge” (Polgar, 2007, p. 79). Teachers have
an enormous impact on the lives of their gifted students, and underachieving students have been
salvaged by one or more teachers who took an interest in them. The investment of time and
energy in differentiating the curriculum for gifted students can inspire them to have higher
aspirations, to win scholarships, to choose demanding and fulfilling careers, and to use their gifts
for the betterment of society.
Defining Bullying
Now that the identification process for gifted and talented children has been presented,
we can further explore the research on why bullying impacts these children differently than the
children in the common or traditional classroom settings or school environments. When using the
term bullying, it is often used to describe a child being “teased, terrorized or systematically
29. Gifted Children and Bullying 29
victimized by his or her peers” (Burrill, 2006, p. 85). Further descriptions include the concept
that there is a difference in power between peers in this bullying dynamic in which “one imposes
negative consequences towards another individual” (Burrill, 2006, p. 87). Bullying has also often
been defined as “a behavior that occurs repeatedly over time as well as behavior that can occur
as an isolated incident” (Juvonen, et al. 2003, p. 1233). Berthold and Hoover (1987) argued that
bullying exists when students are “exposed repeatedly or over time to a negative action on the
part of one or more students” (Berthold, et al. 2008, p. 65). Bullying is invoked when
“aggression is directed on purpose to one student by another student that enjoys physical or
psychological power over a victim” (Berthold, et al. 2008, p. 65). Mobbing occurs when “an
individual is bullied collectively by several bullies” and these behaviors range from
psychological abuse to physical altercations (Burrill, 2006, p. 89). Victims tend to worry, dislike
themselves and “desire to stay home from school for the sake of their physical safety” (Berthold,
et al. 2008, p. 72).
Relational aggression is also considered a form of bullying, which is essentially “non-
physical aggression but deeply psychological” (Peterson, et al. 2007, p. 149). This form uses
peer and social relationships as the weapon to harm someone, meaning that the bully threatens to
destroy a victim’s relationship with the few peers and friends they presently have, thus
destroying their social life. Examples of this type of bullying include spreading rumors, ignoring
the victim completely, and telling others to specifically ignore the victim. Burrill’s study (1990)
shows that “relational aggression is more common in girls than in boys, as girls have a tendency
to place a higher value on friendships and social status than boys” (Burrill, 2006, p. 88). Burrill
suggests that “boys are more likely to use physical means of aggression on their victims which
gains them social power, ultimately rewarding them for their negative behavior” (Burrill, 2006,
30. Gifted Children and Bullying 30
p. 89). Bullies are more likely than other students to spend time at home without adult
supervision; they drink alcohol, smoke cigarettes, cheat on tests, and bring weapons to school.
Bullies also fare poorly as adults, and they are “more likely to receive attention from law
enforcement officials, as well as seek mental health services from early adolescence into their
adulthood” (Bosworth, et al. 2009, p. 359). The aggression they exhibit from their childhood
tends to become a lifestyle as they grow older, and “these types of antisocial behavior lead to
failure in school, failure in the work force, and failure in their interpersonal relationships”
(Bosworth, et al. 2009, p. 360).
The primary purpose of the Berthold and Hoover (1987) study was to examine the
relationship between bullying and risk factors among 591 fourth through sixth grade students in a
mid-sized Midwestern town in the U.S. They found that “more than one-third of the respondents
reportedly experienced bullying, while one-fifth reported that they themselves did the bullying”
(Berthold, et al. 2008, p. 73). Implications of this study were outlined including various bullying
intervention strategies and suggestions for assessment and therapeutic approaches of addressing
the presence of psychological symptoms, such as posttraumatic stress and dissociation.
Additionally, technology has brought us a new type of problem called cyberbullying, and
this social cruelty is widespread, growing, and children are often not telling anyone.
Cyberbullying can include sending mean or threatening messages or images, pretending to be
someone else to make a person look bad, or sharing private information about another person.
Cyberbullying is the sending or posting of harmful or cruel texts or images using the Internet or
other digital communication devices such as e-mail, instant messaging (IM), text messages or
digital images sent on mobile phones, social networking sites such as FaceBook and MySpace,
web pages, blogs, virtual worlds, chat rooms or discussion groups, and interactive game sites
31. Gifted Children and Bullying 31
such as Xbox. “The biggest problem with this type of bullying is that it can be difficult to trace,
can happen at any time, day or night; and the messages can be sent out quickly to a large group
of people” (Kirk, 2009, p. 24). Cyberbullying can be conducted 24 hours a day and 7 days a
week, making the victim a perpetual target at any moment in time. The harassment can be
anonymous, and a single message posted online or sent to a mobile phone can be spread and
circulated to a wide audience quickly and efficiently. Hurtful or embarrassing messages or
images can remain online indefinitely to damage the child's reputation, social life and
friendships, and possibly their self-image.
Many researchers agree that the duration of bullying, the number of bullies, and
the profile of the victims are all very integral factors in the bullying victimization process. There
are also different types of bullying dynamics, “such as direct bullying as an open verbal or
physical attack on an individual, and indirect bullying which indicates that much of the bullying
is proactive aggression” (McIntosh, 2006, p. 5). Proactive aggression, as described by McIntosh,
is aggressive behavior that usually occurs “without any apparent provocation or threat on the part
of the victim” (McIntosh, 2006, p. 5). For the purposes of this study, bullying will refer to “one
or more perpetrators, directly or indirectly; and attacking a victim or a group of victims, one time
only or repeatedly over time” (McIntosh, 2006, p. 4).
Bullying and School Climate
In the Bosworth and Simon study (2001), bullying was examined as a “continuum of
mild to extreme behaviors” in order to improve identification and targeting of those individuals
most at risk for bullying (Bosworth, et al. 2009 p. 342). “Demographic, behavioral, and
psychosocial correlates were tested on a continuous measure of bullying behaviors, and were
rated according to the number and frequency of the behaviors” (Bosworth, et al. 2009, p. 342).
32. Gifted Children and Bullying 32
Among the 558 middle school students surveyed in the study, only 20% reported no bullying
behavior and in multiple regression analysis, it was found that misconduct, anger, and beliefs
supported in violence encouraged bullying behavior. However, confidence in using non-violent
strategies, and intentions of using non-violence or alternative strategies were associated with the
lowering of the levels of bullying behavior. Although boys reported more bullying behavior than
did girls, “gender was not a significant predictor in the multiple regression analysis” (Bosworth,
et al. 2009, p. 361). These studies were inconsistent with the perspective that early adolescents
were either bullies or non-bullies, and indicated the need for a comprehensive approach to
preventing bullying behavior.
Peterson found that the actual school climate leads to the vulnerability of gifted children
to bullying, with one student subject stating “our classes are different, so the other students don’t
even know us” (Peterson, et al. 2006, p. 258). Furthermore, another student subject of the study
stated that “there are groups that are protected, such as you don’t say bad things about different
races; but there are other groups, if something’s said, nobody does anything – like smart or gay
people, or groups that people are uncomfortable thinking about. The administration may say they
do something about it, but they don’t” (Peterson, et al. 2006, p. 258). Since many gifted children
are perfectionistic, they feel that telling an adult what is happening is “a reflection on their ability
to control their lives” (Schuler, 2002, p. 3). To their detriment, however, many adults tell these
children that this is a form of tattling, snitching, or story-telling, therefore, leading these children
to distrust all adults and withdraw into themselves, often causing them to suffer silently as
situations escalate from their tormentors.
Some studies in the past have challenged the myth that gifted children do not have unique
social and emotional concerns, and when the myth prevails, “pertinent concerns are not
33. Gifted Children and Bullying 33
recognized and addressed formally or informally, proactively or reactively” (Milsom, et al. 2006,
p. 36). Administration, educators, parents, coaches, and even trained counselors may miss the
indicators of their distress, and “the lack of these opportunities for gifted students to discuss
concerns related to social and emotional development potentially contributes to vulnerability”
(Milsom, et al. 2006, p. 38). A student that has bullied can have far-reaching effects in a school
and “create a climate of fear and intimidation not only in his or her victims, but in fellow
students” as well; therefore, students who bully, their victims, and bystanders are all affected
(Branson, et al. 2009, p. 8). When asked the number one reason for not returning to school, “10%
of high school dropouts reported fear of being harassed, teased, or attacked” (Walker, 2009, p.
7). Similarly, more than one-third of middle students felt unsafe at school because of bullying
and did not report such behaviors to school personnel because they were “scared, lacked the
confidence or parental support to make a report, and felt that adults would not be supportive of
their dilemma” (Walker, 2009, p. 8).
Teachers and administrators working with gifted children should be aware that these
students can and do drop out, and individual case studies need to be taken into account when
researching this trend. Although many drop out for the same general reasons that regular students
do, such as disinterest, a need to find employment, or they are underachievers; teachers and
administrators should be “particularly sensitive to gifted students who show attendance
problems, discipline problems, or academic problems” (Matthews, 2006, p. 220). Gifted
programs continue to strive to “identify and serve an even greater proportion of students from
non-mainstream cultural and economic backgrounds,” however, with this also comes the issues
of discrimination and harassment, thus raising the probability that these students will be bullied
due to their academic and environmental makeup (Branson, et al. 2009, p. 15). It is becoming
34. Gifted Children and Bullying 34
increasingly important to “understand how giftedness or talent may interact with socioeconomic
and cultural factors to influence students’ educational decisions” (Matthews, 2006, p. 220).
Improving understanding will hopefully lead to more effective bullying interventions and
reduced dropout rates.
Peterson and Ray (2006) surveyed 432 gifted and talented eighth graders in eleven states
regarding bullying during their school years and used structured interviews to explore the lived
experiences of being bullied or being a bully. Using both quantitative and qualitative methods,
they researched “bullying as related to giftedness by examining prevalence and the effects of
bullying among gifted individuals specifically” (Peterson, et al. 2007, p. 149). They found that
“67% had experienced bullying by the eighth grade, 16% defined themselves as bullies, and 29%
had violent thoughts” with the vast majority expressing depression, hopelessness, unexpressed
rage, and most often school absenteeism as responses to their bullying experiences (Peterson, et
al. 2007, p. 152). Further analysis of the interview information and data found that even just one
incident was distressing for some. “All children are affected adversely by bullying, but gifted
children differ from other children in significant ways, and what they experience may be
qualitatively different,” said Peterson, whose study was conducted at the time with doctoral
candidate Karen Ray (Peterson, et al. 2006, pg. 149). “It is important to remember that although
cognitively these children are advanced; physically, socially and emotionally, they may not be”
(Peterson, et al. 2006, p. 259). “The most disturbing thing about this study is that we do not
know what those violent thoughts are,” was Peterson’s major concern upon completion of the
study (Peterson, et al. 2007, p. 167). Peterson states that they could be anything from kicking a
trash can to blowing up the school but they have no concrete evidence. However, just the fact
that there are violent thoughts should be enough to make everyone stand up and pay attention,
35. Gifted Children and Bullying 35
and Peterson calls for further studies to identify these perpetrators and their level of aggression.
Although most studies have found that gifted children, especially those with high verbal
aptitude, are more sensitive than their less-gifted peers and worry more about their social
standing, we must remember than most regular kids get bullied as well. The issue is that “gifted
kids are bullied based on their superior school performance, which makes the child’s strength
into a weakness” (Peterson, 2003, p. 65). Inevitably, their advanced academic or talent
performance turns into a source of shame for the child and unable to cope with this shame, they
turn to violence to deal with their frustrations. Due to the fact that bullying behaviors arouse a
sense of fear and can lead to major physical altercations that disrupt the learning cycle,
“educators are urged to address actively the impact of bullies on their school culture and on the
academic success of all students” (Bosworth, et al. 2009, p. 362). Bosworth and Simon (2001)
concluded that freedom from fear of bullying is not enough to ensure successful learning, but it
is “a necessary condition for effective learning” (Bosworth, et al. 2009, p. 363).
In the last decade, “Columbine-style plots involving students as young as twelve have
been erupted in more than half a dozen American communities” (Peterson, 2009, p. 282).
Bullying has been cited as the motive in the majority of these incidents, all because “the
conspirators were considered different due to their academic precocious” (Peterson, 2009, p.
282). In 2003, sixteen-year-old Jaysen Kettl was sentenced to four years in prison plus ten years
of probation for conspiracy to commit capital murder by killing twenty fellow high school
students plus four of his teachers. Kettl acknowledged that he first started having problems in
school when he was about nine due to his high grades and good relationships with his teachers,
but all took a turn for the worse when he entered Vidor High School in Orange, Texas. The same
students he had attended intermediate school with took to “name-calling, mocking, stealing his
36. Gifted Children and Bullying 36
school books, and pushing him down the stairs” (Walker, 2009, p. 8). After confiding in what
Kettl considered the few friends he had that he was a homosexual, the bullying became more
violent when his sexuality was made public. He turned to the school administration and even
security and asked for help and protection, and he attested that they did nothing. Through this
process, he met three other students all going through similar experiences in the high school, and
“a strong bond was formed based on mutual misery” (Walker, 2009, p. 8). Kettl and the four
other students created a book which named all the students that bullied them over the years and
named the teachers that did nothing to stop the bullying, and the book went into detail on how
they planned to kill these individuals. Although the plot was foiled three days prior to taking
effect due to one girl in Kettl’s group turning them in after confiding to her parents, Kettl attested
that he just wanted the people in his book to get off his back and there was nothing he could do
to change it besides the plan he came up with; and even if he could go back and change things,
he said “high school is nothing but hell nowadays anyway” (Walker, 2009, p. 8).
Statistics show that “up to 85% of bullying happens in front of a large group, and a
playground or classroom makes a great theater” (Schuler, 2002, p. 3). During the school years
there are many physical and emotional changes in girls and “many girls will go along with
bullying or not intervene because they just want to ‘fit in’ themselves” (Phoenix, et al. 2003, p.
162). In addition to the behavioral and psychosocial measures in these studies, many participants
answered questions which led to the revelation that they “perceived access to guns as a relevant
correlate” (Walker, 2009, p. 8). Immediate access to firearms brings an increased risk for
homicide, suicide, and even unintentional firearm deaths through horseplay or carelessness.
Psychiatric and Psychological Factors
Previous research suggests various psychiatric and psychological factors contribute to
37. Gifted Children and Bullying 37
bully victimization, however, posttraumatic stress and dissociation are presently limited areas of
study in relation to bullying. The overall purpose of the Burrill study (1990) was to address the
socially relevant issue of bullying in schools across grade level, age, and gender. A correlation
study was conducted with 147 middle school children using a bully index and a victimization
index, and the measures included anxiety, depression, anger, stress, and dissociation. However,
these measures did not note differences across the original factors measured, they were actually
noticed between regular classroom children, special education children, and talented and gifted
children, “with the talented and gifted children scoring highest among the bullying victimization
scale” (Burrill, 2006, p. 87). Research related to giftedness has not focused on the inner life of
gifted children and adolescents until recently, and “the inability to respond to negative behaviors
from others is related to the vulnerability to bullying” (Robinson, et al. 2006, p. xi). Robinson
noted that the most highly gifted and talented, because of their normally poor fit to school
programs, are the most vulnerable to poor peer relations. The issue precipitates itself in the
situation that they are “unable in finding compatible friends, especially when they are young and
their social sphere is restricted to a particular classroom, school, neighborhood, or small town”
(Robinson, et al. 2006, p. xii). Due to these dynamics, they are “likely to be less socially adept,
more introverted, and more inhibited than other gifted children” (Robinson, et al. 2006, p. xxiv).
There are two categories of self-concept that help identify gifted students, “the academic
self-concept, which most often they rate quite highly in; and the social-self concept, an area that
receives a very low rating” (Pittinsky, et al. 2008, p. 134). All children need positive responses
from others, starting with their home and school environment, in order to “experience well-being
and self-satisfaction” (Pittinsky, et al. 2008, p. 134). Responses received by gifted children from
those outside of the family are often less than positive and can lower their views of themselves,
38. Gifted Children and Bullying 38
usually from statements such as “if you are so gifted, figure it out; you seem to know everything”
(Clark, 2008, p. 146). This gifted label can create problems within itself, as these children feel
different and alienated, and unable to find a group to belong. Unfortunately, many teachers do
not relate to these children in ways other than their levels of achievement, and these children
have “a need to feel valued for some reason other than their giftedness” (Clark, 2008, p. 148).
Most gifted and talented children are already very intense and anxious, as well as highly
sensitive due to their own and others’ high expectations of them. They consider social justice
issues very important, and with their own hyper-sensitivity to self-criticism and perfectionalism,
they struggle to make sense of this cruelty and aggression. They develop low self-esteem which
results in even higher levels of anxiety, less effectiveness, and even destructive behavior; and
begin to believe themselves to be powerless and even unworthy of love or attention. Many times
they blame themselves for the lack of adult support, and respond by withdrawing socially in
order to hide from bullies. In essence, their vulnerable areas have been attacked, and “gifted
children become more susceptible to the severe emotional damage that bullying can inflict”
(Schuler, 2002, p. 3).
Table 5: Vulnerable Areas for Gifted Children
Personal Characteristics Motivation School Conditions
Perfectionism leads to self- Too easy or difficult a task If individuality is not valued,
criticism, competition, and/or limits the student's possibility then social isolation occurs
unrealistic expectations for success
Supersensitivity to social The student feels fear from Teachers have unrealistic
feedback leads to withdrawal high expectations expectations of high success
in all areas consistently
39. Gifted Children and Bullying 39
Desire for independence leads Desires and abilities may not Teachers are uncomfortable
to attempts to control the match opportunities, no with differentness, they fear
situation positive image of the future superior student knowledge
Given an intense desire to Unable to control emotions, School activities are not
satisfy curiosity, the student easily frustrated, ashamed, differentiated or challenging,
feels restricted in analyzing the angry at obstacles offer no depth or complexity
problem in the time allocated
Using advanced problem The student doesn't have The school district does not
solving, student manipulates accurate self-knowledge provide any appropriate
peers and adults about his or her ability educational provisions
Desiring complexity, the The student doesn't have the No positive role model is
student is not interested in energy to persist to the present
memorization or repetition completion of a goal
Adapted from Giftedness, Conflict, and Underachievement, by J.R. Whitmore, Boston: Allyn
and Bacon, Copyright 1980, p. 143.
Many victims suffer in silence, struggling to understand bullying, make futile attempts to
halt bullying, despair when it continues, and formulate violent thoughts. Most victims associate
not being well-known or popular as the reason for being bullied, and most definitely for being
clustered within a gifted program which identifies them for their select abilities and focuses on
differentiation, therefore, once again setting them apart from the rest of the school population.
Differentiation is designed for instruction in mixed-ability classroom regarding multiple
intelligences, as referenced earlier; and not for meeting the special needs of gifted children.
Many peers, and even adults, do not understand the placement of students in these particular
40. Gifted Children and Bullying 40
classroom environments, and this distinction can be explained and understood quite simply by
referencing the following table.
Table 6: Differentiated Instruction for Mixed-Ability Classrooms
Differentiation is … Differentiation is not…
provision of a variety of ways to explore making all tasks the same, with adjustments by
curriculum content merely varying difficulty level of questions
provision of an array of processes for marking some students harder than others
understanding and owning information
provision of options for demonstrating or letting those who finish early play games for
exhibiting what has been learned enrichment
giving students extra problems, extra reports,
or extension assignments
Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School
Classroom, Dr. Tracy Riley, Massey University, 2000 at http://www.kidsource.com/
kidsource/content/diff_instruction.html.
Certainly a victim’s apparent tendency not to tell adults about being bullied means that
parents and school personnel are often not aware of the extent of the bullying. Bullying often
occurs under the radar, and is “even normalized by adults as a ‘basic rite of passage’ into
adulthood” (Peterson, 2009, p. 280). These behaviors invalidate the feelings of the victim and
children who try to cope or adapt pay a big price, particularly when it comes to their health. They
experience significant physical and mental health problems including, but not limited to “high
stress much like post-traumatic stress disorder; and chronic stress which causes physical changes
in the brain that can lead to depression” (Peterson, 2009, p. 281). Stress is also linked with high
blood pressure, phobias both real and perceived, insomnia, bad dreams and bed-wetting, and
eating disorders. Additionally, “many gifted children suffer from extreme self-criticism, and self-
41. Gifted Children and Bullying 41
destructive behavior caused by perceived inadequacies” (Peterson, 2009, p. 281). These
conditions cause many to self-medicate with stolen or illegal substances and alcohol, followed by
finally dropping out of school in order to remove themselves from the source of their stress.
Gifted children that have difficulty coping tend to choose one of three patterns for
adjusting to their world. They may choose to withdraw and isolate themselves, and this occurs
most often when a situation seems hopeless. They may become disruptive or even class clowns
in order to gain acceptance, but this behavior is normally carried to a point that “teachers and
peers reject such attempts as being inappropriate or silly, and view the child as a nuisance” (Van
Tassel, et al. 2008, p. 55). Finally, some gifted children may hide their superior intelligence, but
this results in “loss of function, and growth cannot be nurtured through this subterfuge” (Van
Tassel, et al. 2008, p. 55). Gifted students, particularly those inhibited by their need for
perfectionism both academically and socially, now account for “as much as 20% of students who
drop out of high school” (Van Tassel, et al. 2008, p. 61).
Table 7: Perfectionism At-A-Glance
How A Perfectionist Acts
overcommits self rarely delegates to others hard time making choices
always has to be in control competes fiercely arrives late often
does last-minute cramming gets carried away with details never satisfied with their work
frequently criticizes others refuses to hear criticism of self checks on other peoples work
makes negative comments calls self 'stupid' procrastinates
How A Perfectionist Thinks
"If I can't do it perfectly, what's the point in doing it at all?"
“Every detail of a job should be perfect.”
42. Gifted Children and Bullying 42
“I always have to stay ahead of the others.”
"I'm a wonderful person if I do well; I'm a lousy person if I do poorly."
"I'd better not make a mistake here, or people will think I am stupid."
"Everything should be clearly black or white. Grays are a sign of confused thinking."
How A Perfectionist Feels
anxious and nervous deeply ashamed of mistakes worried about details
afraid of rejection angry if routine is interrupted discouraged
ashamed of having fears ashamed of being rejected plagued by self-hatred
exhausted, unable to relax afraid of appearing incompetent disgusted by criticism
When Gifted Children Don’t Have All The Answers, Chapter 3: Emotional Dimensions of
Giftedness, by J. Delisle and J. Galbraith, Minneapolis: Free Spirit Publishing, Inc., Copyright
2002, p. 65-66.
Social and Emotional Needs
School officials, peers, and adults at one time assumed that gifted and talented
children did not have unique social and emotional needs. “Positive stereotypes prevailed based
on media images of confident and motivated students, athletes, actors and actresses, and
musicians;” and these media images did not reflect the underlying concerns of their social and
emotional well-being (Young, et al. 2004, p. 529). Early identification of giftedness may have
also “contributed to the notion that high academic capability means solid mental and physical
health, and future success in higher education, careers, and interpersonal relationships” (Young,
et al. 2004, p. 533). Federal education mandates have also shown little concern for the well-being
of gifted children, and even the field of gifted education itself has not advocated as strongly as it
43. Gifted Children and Bullying 43
could have for “proactive approaches to promote healthy social and emotional development”
(Walker, 2009, p. 8). Even past literature suggests that “characteristics of giftedness such as
sensitivity, intensity and overexcitability are not only overlooked risk factors, but detrimental to
a child’s overall well-being if not equipped with coping skills” (Robinson, et al. 2006, p. xi).
Gifted individuals differ greatly from less able age peers and among themselves in the actual
degree of characteristics associated with giftedness, making it “difficult sometimes to identify,
anticipate, and react to social and emotional concerns” (Young, et al. 2004, p. 534). Giftedness
may also co-exist in a child with learning disabilities; therefore, further contributing to
frustration, behavioral problems, and bully victimization.
Asynchronous development is quite common in gifted and talented
children, and refers to “uneven intellectual, physical, and emotional development” (Breedlove,
2010, p. 48). The developmental rates are usually even within average children, including
physical, cognitive, social, and emotional. With above-average children, their rates of
development are a little faster than average children, however, they are still linked. The
developmental rates of these four categories for gifted and talented children are out-of-sync, with
each child normally developing in their own unique pattern. “These children are usually
cognitively gifted, however, there is a less rapid rate of development physically, socially, and
particularly emotionally” (Breedlove, 2010, p. 50). This out-of–sync development, also called
asynchronous, of gifted children is an integral part of who they are and how they interact with
the world; which explains why they may act like an adult one moment and throw a temper
tantrum the next. Overexcitabilities are “inborn intensities indicating
a heightened ability to respond to stimuli” (Piechowski, 1999, p. 325). These overexcitabilities
are found to a greater degree in gifted and talented individuals, as they are generally expressed in
44. Gifted Children and Bullying 44
forms of increased sensitivity, awareness, and intensity. “One who manifests several forms of
overexcitability sees reality in a different, stronger, and more multi-sided manner” and
experiencing the world in this unique way carries with it not only joys, but great frustrations as
well (Lind, 2001, p.1). There are five overexcitabilities and each once carries with it different
concerns, particularly in relation to the reactions to bullying.
Psychomotor overexcitability is a “heightened excitability of the neuromuscular system,”
and this includes a capacity of being active and energetic (Piechowski, 1999, p. 325). This
surplus of energy is usually demonstrated by “rapid speech, zealous enthusiasm, intense physical
activity, and a need for action” (Piechowski, 1999, p. 329). Many gifted children experience life
more intensely than others, and they react in big ways to small things. They often get tunnel
vision, which causes them to have trouble changing topics or transitioning to the next activity
smoothly. These children tend to not be able to sit still or be quiet, and many teachers and adults
find them disobedient and distracting; and “often they are misdiagnosed as Attention Deficit
Hyperactivity Disorder (ADHD)” (Piechowski, 1999, p. 329). Sensual overexcitability is
expressed as a “heightened experience of sensual pleasure or displeasure emanating from sight,
smell, touch, taste, and hearing” and they have an early and increased appreciation for pleasures
such as music, art, and language (Lind, 2001, p. 2). These children may find clothing tags,
classroom noise, or smells in the cafeteria so distracting that they are unable to function at that
moment beyond their uncomfortableness.
Intellectual overexcitability is marked by “a need to seek understanding and truth, to gain
knowledge, and to analyze and synthesize” and these children are intensely curious, and usually
very avid readers (Lind, 2001, p.4). There is a strong moral focus which comes at this level, and
they tend to be concerned with issues such as AIDS, Gay and Lesbian Rights, animal cruelty,
45. Gifted Children and Bullying 45
cancer research, the environment, and war. Since these children are so independent and
outspoken, they often appear critical and impatient of others who “cannot sustain their
intellectual pace” (Lind, 2001, p. 4). Imaginational overexcitability reflects a “heightened play of
the imagination with rich association of images and impressions, frequent use of image and
metaphor, facility for invention and fantasy, detailed visualization, and elaborate dreams” (Lind,
2001, p. 4). These children often tend to mix truth with fiction, and create their own imaginary
private worlds with made-up companions and scenarios. They also often sit in class and draw or
write stories instead of doing their school work; and when they turn in assignments, they usually
“are tagged by some incredible idea which sends them off in a different direction from the
assigned task” (Lind, 2001, p. 4).
The last and most prevalent of the overexcitabilities in gifted and talented children
is emotional, which is “heightened, intense feelings, extremes of complex emotions,
identification with others’ feelings, and strong affective expression” (Lind, 2001, p. 6). These
children are often accused of overreacting to situations, and their feelings are so intense that they
cannot return to tasks at hand like homework, chores, or even playing. Often these children have
“extremely high energy levels, and require less sleep than their peers, having stopped napping at
a very early age” (Lind, 2001, p. 7). This extra energy leads them to prefer faster activities and
games, and a desire to get away from a lesson or a situation that has lost their interest. Since the
degree of social difficulties may increase in proportion to the level of giftedness, not only is a
profoundly gifted child likely to have very few intellectual or interest peers at school or in the
community, but also “schools may not be receptive or accommodating to the child” (Breedlove,
2010, p. 61). Even moderate giftedness may lead to a poor initial fit in school, with their social
and emotional discomfort levels increasing as they progress through their grade levels.
46. Gifted Children and Bullying 46
The moral development of gifted and talented children is also woven into their social and
emotional development, and from an early age “they show evidence of moral concerns, including
empathy, compassion, idealism, global concern, and advanced understanding and judgment of
moral issues” (Strip, et al. 2000, p. 47). These children are reported as being far beyond their
age-peers in understanding the “need for fairness, justice, and responsibility” (Strip, et al. 2000,
p. 48). Adolescent highly compassionate children are especially vulnerable because they have
“not yet developed effective ways to deal with strong emotional content,” and they are
overwhelmed by unclear directions, difficult situations, unfair treatment, and misunderstandings
(Strip, et al. 2000, p. 50). The attitudes of teachers and school personnel towards gifted children
clearly affect not only the students’ social and emotional well-being, but their educational
progression as well. The concerns of these children have been surveyed below, further enforcing
the issue that an “establishment of a moral climate within the school is required in order for all
students and school personnel to interactive positively” (Strip, et. al, 2000, p. 53).
Table 8: Gifted Kids on Giftedness
More than 1,000 gifted middle school children responded to an online survey regarding
their giftedness. Here are the responses to some of the questions:
Q: Gifted kids are often described as: easily bored when not intellectually challenged,
needing a lot of novelty, craving mental stimulation, and are often overexcitable.
In general, how true is this for you?
22% All of the time 41% Most of the time
29% Some of the time 8% Infrequently
Q: Gifted children are often described as: intuitive, insightful, perceptive, and able to
simultaneously see several points of view. In general, how true is this for you?
47. Gifted Children and Bullying 47
38% All of the time 49% Most of the time
13% Some of the time 1% Infrequently
Q: Gifted children are often described as: introverted, preferring privacy, reflective,
quiet in large groups, and uncomfortable as the center of attention in a large group.
In general, how true is this for you?
24% All of the time 19% Most of the time
21% Some of the time 36% Infrequently
Q: Gifted children are often described as: possessing a keen sense of justice, nonconforming,
and frequently questioning rules and authority. In general, how true is this for you?
49% All of the time 28% Most of the time
18% Some of the time 5% Infrequently
When Gifted Children Don’t Have All The Answers, Chapter 1: What is Giftedness, by J. Delisle
and J. Galbraith, Minneapolis: Free Spirit Publishing, Inc., Copyright 2002, p. 35.
Being bullied has also been recognized as a major health problem for gifted children
because of their already present association with adjustment problems. This usually manifests
itself into “poor mental health with thoughts of suicide, and more extreme violent behavior such
as homicide perceived as justifiable retaliation” (Juvonen, et al. 2003, p. 1235). Juvonen (2002)
found in her research that the bullies themselves were actually psychologically stronger than the
victims, and had a higher social standing. These bullies are often popular within their groups, and
their groups possess other bullies; therefore making them a “higher population in respect to the
groups of non-bullies” (Juvonen, et al. 2003, p. 1235). To be able to intervene with bullying,
Juvonen stresses that it is important to recognize the unique problems of these gifted children
and address them directly with the assistance of parents, teachers, and school personnel. In
48. Gifted Children and Bullying 48
addition to recognizing these problems, school-wide antibullying approaches that aim to change
peer dynamics that support and maintain bullying should be developed and implemented. In
order to meet the social and emotional needs of these gifted children, a good school environment
should set “explicit standards or codes of appropriate student behavior” (Juvonen, et al. 2003, p.
1237). Administrators should also lay out clear expectations for their teachers and staff in
adhering to these standards, and recruit their assistance in gathering and reviewing feedback and
meeting set goals. Juvoven admits that a code of conduct may not be enough to eliminate
bullying, but “well-established policies with methods to investigate issues and resolve problems
as they arise provide all with a better opportunity to intervene on the behalf of students most
affected by bullying” (Juvonen, et al. 2003, p. 1237).
As educators struggle to reduce violence, dealing with all of these bullying behaviors has
truly come to the forefront. In order for effective programs to be developed and implemented, the
social and emotional needs of those bullied, as well as the bullies themselves, must be
understood and met. In the Bosworth study (2001), the first purpose was to “determine the
distribution of bullying behavior within a sample of urban middle school students” (Bosworth,
2009, p. 345-346). The bullying behavior was viewed on several levels and these levels included
mild teasing all the way to extreme violence, as well as a review of the actual cases reported and
the frequency of these reports. The second purpose was to describe the characteristics associated
with the bullying, such as which students were targeted, and what factors caused them to become
targets. Included in these variables were also the age, gender, grade, ethnicity, and socio-
economic status, such as whether they received free or reduced lunch. The third and final
purpose was to examine the extent of the psychosocial risks such as anger, feelings of
depression, and the tendency to have thoughts of violence. Included in this purpose was also the