Profound Giftedness
Profound giftedness is significantly advanced cognitive abilities and development, as compared to those of peers in the chronological age group, experienced through heightened sensitivity, intensity, and awareness identifiable through social, emotional, physical, cognitive, and/or altruistic behaviors, developmental milestones, and life experiences across the lifespan. This intuitive, and often asynchronous, human development is at high risk of misunderstanding, misidentification, and misdiagnosis (the 3Ms), and requires support and scaffolding from like-minded peers, mentors, and practitioners to meet the profoundly gifted individual’s exceptionally unique educational and developmental needs, and to provide fitting opportunities for positive growth and well-being (Wood & Laycraft, 2020).
Based on the works of Terman (1925); Hollingworth (1942); Dabrowski & Piechowski (1977); Clark (1990); Columbus Group – Morelock (1992); Gross (2004); Webb et al., (2016).
Gross, M.U.M (2000). Exceptionally and profoundly gifted students: An underserved population. Understanding Our Gifted, 12(2), 3-9.