Discussion on the Nature of Child Giftedness: Clinical and Psychological Aspects and Risks of Mental Maladjustment

Abstract

The article presents a comprehensive critical discussion on the established approaches to the phenomenon of child giftedness. The author argues that the widespread practice of early and unequivocal labeling of children as «gifted» is scientifically unfounded and potentially harmful. The key argument is grounded in neuroscience: a child’s brain is in a state of continuous and heterochronic development, reaching maturity only in early adulthood. Exceptional abilities observed in childhood are often not a stable personal trait but a consequence of a temporary high mental development rate (HMDR) or asynchrony, where, for instance, cognitive functions outpace emotional-volitional development. This effect may level off with age, leading to the phenomenon of «leveling out.» The primary focus of the work is the analysis of serious mental maladjustment risks faced by a child initially identified as «gifted.» When their development rate naturally slows down, they encounter inflated expectations from parents and teachers, which can provoke the development of neurotic disorders, impostor syndrome, chronic anxiety, social maladjustment, and depressive states. As an alternative, the author proposes abandoning the static model of «giftedness» in favor of a dynamic concept of a «high mental development rate» (HMDR). This paradigm shift necessitates a revision of the system of psychological and pedagogical support. The key objective should not be the selection of «young geniuses» but the creation of a variable developmental environment focused on supporting personal well-being and preventing maladjustment, with the mandatory provision of timely psychological assistance.