Leila A. Pirnia, MA
Psychotherapist
323-540-4482
Twice Exceptional Young Adults
Giftedness & Twice Exceptional (2e) Teens & Young Adults
Understanding the Misunderstood: Supporting Twice Exceptional Youth
What does it mean to be twice exceptional (2e)? Young adults who are twice exceptional possess unique gifts such as high intellectual capability or extraordinary creative and artistic abilities, alongside challenges like neurodevelopmental differences (including autism and ADHD) or learning disabilities. These concurrent exceptionalities can sometimes obscure their talents, as their needs in areas such as emotional regulation or specific learning strategies may overshadow their innate strengths. While 2e teens and young adults are often profoundly skilled and passionate about their interests, they also face distinct challenges that can impact their mental and emotional well-being. My goal is to provide the understanding and support necessary to nurture both their talents and their needs.
Bridging the Gap: Navigating the World as a 2e Teen or Young Adult
Both gifted and twice exceptional youth often find themselves misunderstood by peers, educators, and society, leading to feelings of isolation, low self-esteem, and uncertainty about their place in the world. Their exceptional abilities come with an equally high level of sensitivity and intensity, making them acutely aware of nuances that others might overlook. This unique perspective, while valuable, can also make them feel profoundly different and disconnected from their peers. Additionally, their tendency toward perfectionism can lead to unreasonable self-expectations and standards for others, further complicating social interactions and personal satisfaction. As a clinician that specializes on this group, I understand these complexities and work with young adults to navigate their internal world and social worlds more effectively, promoting a healthier, more balanced self-concept. Having studied at MIT, I appreciate the importance of a supportive environment that nurtures both the intellectual and emotional growth of 2e youth. My approach is tailored to foster a setting where each young adult can truly flourish.
Helping Gifted 2e Youth Navigate:
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Giftedness + Attention Deficit Hyperactivity Disorder (ADHD/ADD)
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Misdiagnoses such as Oppositional Defiance Disorder (ODD) or Antisocial Personality Disorder (ASPD)
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Impulse Control
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Giftedness + Depression
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Gifted + Specific Learning Disabilities (Dyslexia, Dyscalculia, Dysgraphia)
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Twice Exceptional School/College Advocacy for Placement, Acceleration, Support, etc.​
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Job and Career Preparation and Planning for Success
Overlooked Potential: Addressing the Educational and Emotional Challenges of Twice Exceptional Youth
Twice exceptional youth often face a unique set of challenges. They are frequently misunderstood in educational settings, where the focus tends to be more on their difficulties than their strengths. This oversight can exclude them from gifted programming, while educators may also mistakenly assume that their intellectual abilities should compensate for their other concerns, dismissing them as merely stubborn or lazy. Unfortunately, many 2e children do not qualify for individual education plans if they perform well on standardized tests, depriving them of crucial support. The frustration stemming from navigating these dual expectations can manifest as behavioral issues, such as difficulties with peers, disruptions in class, school refusal, and defiance at home. These behaviors often then lead to inaccurate and unhelpful labels or diagnoses such as oppositional defiance disorder (ODD) or antisocial personality disorder (ASPD), further complicating their educational journey and social interactions. Misdiagnoses not only obscure the underlying gifts and challenges of 2e children but also may lead to interventions that are misaligned with their true needs. Living in a world that often misunderstands their unique needs can also escalate to depression and anxiety. As a clinician specializing in supporting 2e youth, I focus on understanding these intricate dynamics and providing strategies that help them harness their strengths while addressing their challenges, fostering resilience and a more fulfilling life. This approach includes advocating for accurate assessments and appropriate interventions that recognize and nurture the whole child, rather than focusing solely on problematic behaviors.
Embracing Intensity: Cultivating Emotional Resilience in 2e Youth
Twice exceptional (2e) adolescents and young adults often experience emotions more intensely than their neurotypical peers. This heightened sensitivity is a testament to their unique connection to the world around them, making them extraordinarily perceptive and empathetic. However, this same sensitivity can also lead to significant emotional swings and a propensity to become easily frustrated. Susan Daniels and Michael Piechowski, in their book 'Living with Intensity', explain that 'individuals who experience life intensely are not only acutely aware of their environment but also highly reactive to it in an emotional sense.' Recognizing these challenges, I work closely with young adults to develop robust coping strategies, helping them build a personal toolkit for emotional regulation and distress tolerance.
By learning and implementing coping tools, 2e youth are better prepared to handle life’s inevitable ups and downs, thereby enhancing their resilience to face such challenges head-on. This proactive approach not only bolsters their confidence but also improves their ability to manage and tolerate distress. Specific interventions include cognitive behavioral therapy (CBT) techniques, thought flexibility exercises, mindfulness practices, scenario planning, and the development of a personalized toolkit that 2e children can rely on during times of distress.
In my practice, I focus on nurturing the emotional well-being of 2e children by empowering them to harness the power of their emotions effectively. This supportive environment allows 2e youth to not only manage their feelings more effectively but also thrive in a world that often misunderstands their depth of experience and sensitivity.
Understanding and Empowering 2e Youth with ASD or Asperger's
Navigating the world as a twice-exceptional (2e) young adult with Autism Spectrum Disorder (ASD) or Asperger’s presents a unique set of challenges that can often leave these individuals feeling misunderstood and out of step with their peers. At the core of these challenges is the predictive modeling theory of ASD, which suggests that individuals with ASD often construct detailed mental models of expected outcomes that often don't align with what actually happens. When reality does not align with their predictions, it can trigger profound distress and a pervasive sense of insecurity. This dissonance is not merely about disappointment; it speaks to a fundamental mismatch between their internal expectations and the external world’s unpredictability.
These young adults may also experience heightened sensory sensitivities that can suddenly override their mental models, disrupting their ability to function in what might seem like routine situations to others. This sensory overload can make it nearly impossible for them to engage in basic tasks or social interactions, further isolating them from their environment.
Moreover, 2e individuals with ASD often exhibit rigid thinking patterns—seeing the world in black and white, grappling with all-or-nothing scenarios, and adhering strictly to logical and literal interpretations. This cognitive style can complicate their social interactions, where nuance and flexibility are often required. They might struggle with grasping the subtleties of social cues and contexts, which can lead to misunderstandings and social rejection. The presence of special interests is common among individuals with ASD. These are intense passions or preoccupations that can dominate their attention and time. While these special interests can be incredibly beneficial for cognitive and emotional engagement, they sometimes exacerbate challenges in social settings where flexibility and attention to a broader array of topics are necessary. The co-occurrence of Pathological Demand Avoidance (PDA) in these individuals further complicates matters, as their avoidance is not willful defiance but a protective response to overwhelming anxiety about expected social demands.
Shared Characteristics of Autism Spectrum and Giftedness
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In my therapeutic practice, I address these challenges by first and foremost focusing on the individual strengths of each 2e youth with ASD. We explore and understand their sensory preferences and needs to help them better manage their environments. By teaching them to tune into their bodies, they learn to recognize the early signs of distress and how to respond appropriately before reaching a crisis point. We work together to develop a personalized toolkit that includes coping strategies tailored to their specific sensory and cognitive profiles.
Additionally, scenario planning is a crucial tool we use to help them build more realistic expectations and prepare for potential social and environmental challenges. This not only helps in reducing anxiety but also boosts their confidence in handling unexpected situations. Encouraging these young adults to find and nurture relationships within communities that value and understand their unique traits is vital. This not only helps them feel accepted and valued but also highlights the strengths they bring to their relationships and communities.
This strengths-based approach not only acknowledges the unique capabilities of 2e youth with ASD but also empowers them to navigate their world with confidence and self-awareness, turning perceived deficits into powerful assets. Through personalized support and understanding, we pave the way for these exceptional individuals to thrive, ensuring that their journey is not just about coping, but about flourishing in their personal and professional lives.
Dynamic Divergence: Navigating the Complexity of 2e Youth with ADHD
Twice-exceptional (2e) youth with ADHD exhibit a dynamic array of characteristics that can both challenge and enhance their academic and personal lives. ADHD in 2e youth is often marked by impulsivity, which can manifest as spontaneous decisions without consideration of the consequences. This impulsivity is intertwined with gaps in executive functioning, such as difficulty organizing tasks, managing time, and following through on commitments. Moreover, these young individuals frequently experience inattentiveness—not due to a lack of interest, but rather as a result of having an overflow of thoughts and ideas, akin to a bustling intersection with no traffic signals to manage the flow.
2e youth with ADHD also tend to have highly specialized interests, diving deep into subjects that capture their fascination while often struggling to engage with topics that do not pique their curiosity. This selective focus can lead to remarkable expertise in certain areas, though it may come at the cost of broader academic or life skills. Additional ADHD traits include emotional dysregulation, where reactions to events can be more intense and longer-lasting than typical, and hyperfocus, where concentration on a particular interest can be so intense that the world around them fades away.
Shared Characteristics of ADHD and Giftedness
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In working with 2e youth who have ADHD, my approach centers on leveraging their strengths while systematically shoring up the challenges. Recognizing that traditional organizational strategies may not resonate with their way of processing information, we focus on developing customized systems, habits, and routines that align with their unique cognitive styles. These strategies are designed to minimize the mental load of everyday tasks, freeing up cognitive resources to engage more fully with their passions. This method not only reduces frustration and increases productivity but also boosts self-esteem as they see tangible improvements in their ability to manage day-to-day activities.
We also work on fortifying their executive functioning skills by introducing tools and techniques such as task breakdown, priority mapping, and the use of technological aids like reminder apps and digital planners. This scaffolded approach helps them build a framework that supports sustained attention and task completion. Moreover, recognizing the importance of their intense interest areas, we integrate these passions into their learning and organizational systems, using them as springboards for broader academic and personal development.
Through this tailored support, 2e youth with ADHD learn to channel their natural inclinations and abilities into productive and fulfilling endeavors. By putting in place systems that handle the mundane, we free them to soar with their passions, allowing those interests to lead their growth and unlock their full potential. This strengths-based methodology not only addresses the specific needs of 2e youth with ADHD but also celebrates their unique contributions, fostering a path to success that is as diverse and vibrant as they are.
Empowering 2e Youth with AuDHD (Autism + ADHD)
Navigating the complexities of twice-exceptional youth with both Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD), commonly referred to as AuDHD, presents a unique set of challenges that require specialized understanding and approaches. Individuals with AuDHD often exhibit a blend of traits associated with both ASD and ADHD, which can significantly impact their executive functioning. This dual diagnosis leads to compounded difficulties in areas such as emotional regulation, distress tolerance, and impulse control.
An additional challenge for those with AuDHD, and 2e youth in general, is their asynchronous development profile, where they may excel in certain tasks or subjects that align with their interests or strengths, while simultaneously struggling with others that do not. This can manifest in exceptional abilities in specific areas like math, art, or technology, coupled with notable difficulties in more mundane or less engaging tasks.
For many with AuDHD, executive functioning gaps manifest in various ways. On one end of the spectrum, there might be challenges with effectively communicating needs, leading to repression of these needs and subsequent feelings of depression or anxiety. On the other end, there can be more overt expressions such as yelling, shouting, or experiencing meltdowns. These intense reactions can alienate peers, family, and educators, exacerbating feelings of isolation and misunderstanding.
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In my practice, I create a supportive environment that fosters understanding, trust, and acceptance. Recognizing that individuals with AuDHD are often acutely aware of their challenges, I emphasize a culture of acceptance. This approach empowers them to acknowledge and address the behaviors they wish to change, within a framework that is non-judgmental and encouraging. The goal is not merely to manage symptoms but to allow their strengths to emerge and thrive. We focus on leveraging their unique abilities and interests to drive their personal and academic growth, ensuring that their brilliant minds are heard and not sidelined.
Effective communication is crucial in my work with AuDHD individuals. By developing strategies that enhance their ability to express themselves clearly and constructively, we work to ensure that their voices are not only heard but also valued. This involves teaching skills that range from recognizing emotional cues to employing tools for calm and thoughtful communication.
Additionally, I coordinate care with psychiatrists and other healthcare providers to ensure a holistic and integrated approach to treatment. This collaborative effort ensures that all interventions are aligned and tailored to the specific needs of the young adult, maximizing the impact of our efforts. Together, we strive to build a foundation where these exceptional individuals can truly excel, turning potential obstacles into stepping stones for success. This comprehensive approach not only addresses the immediate challenges but also sets the stage for long-term resilience and self-fulfillment.
Venn Diagram Highlighting the Overlaps Between Giftedness, Austism, and ADHD by Katy Higgins Lee, MA, MFT
Understanding Pathological Demand Avoidance (PDA) in 2e Youth
Pathological Demand Avoidance (PDA) presents unique challenges within the context of twice-exceptional (2e) youth, often exacerbating their struggles with social integration and familial relationships. PDA behaviors, characterized by extreme avoidance of everyday demands and expectations, can lead to 2e youth feeling alienated from their peers and inadvertently pushing their parents away—the very individuals most committed to their support. These 'demands' can be varied and seemingly benign, encompassing anything from simple requests, compliments, and praise, to more direct instructions and expectations. However, for a young adult with PDA, even positive attention such as praise can trigger anxiety and avoidance behaviors.
The manifestations of PDA can range from verbal tirades and throwing objects to more intense expressions such as punching walls, slamming doors, or berating parents, siblings, or authority figures like bosses. Unlike behaviors stemming from intentional opposition or ill will, PDA arises from a dysregulated nervous system state. This dysregulation is frequently compounded by a deep-seated fear of jeopardizing crucial attachment relationships, particularly with parents. Such fears can trigger subconscious turmoil within the child, manifesting as anger or even fits of rage. This internal conflict is often misunderstood, leading to cycles of conflict and estrangement within important relationships.
In my practice, I focus on helping parents of PDA-afflicted young adults understand the root causes of these behaviors. Recognizing that these actions stem from anxiety and insecurity, rather than deliberate defiance, can transform parental approaches, fostering a more supportive and empathetic family environment. Simultaneously, I work directly with 2e PDA young adults to help them identify and articulate their underlying fears and insecurities. This deeper self-awareness is crucial for developing healthier communication strategies.
By guiding PDA young adults to regularly check in with themselves, recognize their deeper needs, and take proactive steps to address these needs, they learn to assertively communicate without repressing their legitimate concerns. This approach not only enhances their ability to interact more effectively with teachers, professors, and employers but also empowers them to advocate for themselves in a manner that respects their unique challenges and strengths. Through these interventions, PDA young adults are set up for greater success, enabling them to navigate their social and professional worlds with confidence and self-understanding.
Navigating Rejection Sensitive Dysphoria (RSD) in 2e Teens and Young Adults
Rejection Sensitive Dysphoria (RSD) is a profound emotional sensitivity and pain triggered by the perception of rejection or failure, commonly associated with neurodiversity such as ADHD and autism spectrum disorders. For twice-exceptional (2e) youth, RSD can manifest as an intense fear of disapproval or disappointment from others, which often leads to a vicious cycle of people-pleasing, over-committing, and subsequently over-extending themselves. This unsustainable cycle frequently results in burnout and an inability to follow through on commitments, which, paradoxically, can lead to the very criticism and rejection they fear, perpetuating the cycle.
Such dynamics can severely restrict 2e young adults from engaging fully in friendships, peer groups, activities, and professional opportunities, as they might withdraw preemptively to protect themselves from perceived rejection. In my practice, I work with these youth to help them understand their innate tendency toward self-protection and to normalize these feelings. However, it’s crucial to also show them the agency they possess over their actions, even when their reactive amygdala prompts a fight-or-flight response. In my therapeutic approach, I introduce cognitive-behavioral strategies, mindfulness exercises, and scenario planning to elevate unconscious drives to the conscious level. This process teaches 2e young adults that they possess meaningful control over their reactions and behaviors. By understanding that not every thought reflects reality, they learn to distinguish between instinctive emotional responses and their actual capabilities and choices. This insight fosters a sense of agency, allowing them to actively choose their actions rather than being led by unchecked impulses. This empowerment enables them to engage more confidently and constructively in their social and professional environments, breaking the cycle of RSD and fostering a healthier, more proactive approach to life’s challenges.
Harnessing the Prefrontal Cortex: Strategies for Enhancing Executive Function in 2e Youth
Twice-exceptional (2e) youth often experience a unique set of challenges that stem from an imbalance between their highly reactive amygdala and the less developed prefrontal cortex (PFC), which is the center of executive functioning. The amygdala, responsible for the fight, flight, freeze, or fawn responses, often dominates in stressful situations, leading 2e youth to react impulsively or emotionally rather than responding thoughtfully. This reactive state can result in the repression or minimization of their needs or, conversely, anger, lashing out, and meltdowns. Such responses not only hinder their ability to learn and apply essential life skills but also prevent effective self-advocacy and emotional regulation.
The prefrontal cortex is critical for a range of executive functions including planning, time management, sequencing of events, impulse control, organization, self-discipline, and motivation. It is also integral in developing a growth mindset, which is vital for learning and personal development. However, when the PFC is underactivated—often due to insufficient dopamine levels or overwhelming stress leading to prolonged amygdala activation—these capabilities are compromised. The result is that 2e youth might struggle with follow-through, maintaining organization, or managing their time efficiently, which are often the more visible signs of executive functioning deficits.
In addition to these more recognized gaps, the under-discussed implications of low executive functioning can profoundly affect emotional regulation and the desire to engage in and enjoy learning. This can perpetuate a scarcity mindset, where 2e youth feel limited in their abilities to overcome challenges or see opportunities for growth. It is important to note that the prefrontal cortex does not fully mature until the mid-20s, making the formative young adult years a critical period for developing these skills. By focusing on executive functioning during this time, we can help 2e youth mature into their developing brains.
As a therapist specializing in working with 2e youth, I focus on identifying the unique executive functioning needs of each individual. Traditional techniques often used with typical children can be frustrating for 2e youth, who are acutely aware of what strategies work for them and which do not. Therefore, our approach must be highly individualized, tailored to meet their unique needs rather than applying a one-size-fits-all solution. Through our sessions, we explore various tools and techniques designed to strengthen their innate executive functioning abilities. This includes helping them recognize when they are stuck in a fight or flight mode and providing them with strategies to effectively manage and move beyond these states. This may involve mindfulness exercises, scenario planning, and other cognitive-behavioral techniques that promote self-awareness and self-regulation. Additionally, our interventions encompass a holistic approach that considers the young adult’s entire lifestyle—ranging from the foods they consume and their sleep patterns to their physical activity levels. We discuss the importance of maintaining healthy, supportive relationships, and we make space for intentional reflection to evaluate what went right or wrong and why. Engaging in their passions, hobbies, and ensuring there is ample time for fun and relaxation are also integral parts of our strategy. These elements all contribute to a balanced life, which supports the development of robust executive functioning skills.
Furthermore, I work with 2e youth to develop personalized routines and habits that support their executive functions. By building structures that reduce the cognitive load of daily tasks, we free up mental energy for higher-order thinking and problem-solving. This supports them in aligning their actions with their goals and needs, ultimately enabling them to engage more fully with their passions and educational pursuits.
This comprehensive approach not only addresses the immediate executive functioning gaps but also builds a foundation for long-term resilience and self-empowerment, ensuring that these brilliant minds are not sidelined by their challenges but are celebrated and nurtured for their unique potentials.
Embracing Identity: Fostering Self-Advocacy and Agency in 2e Youth
Twice-exceptional (2e) youth often face the daunting task of navigating a neurotypical world that may not fully appreciate or understand their unique abilities and challenges. This misalignment can inadvertently lead them to believe that there is something inherently wrong with them, rather than recognizing and embracing their distinctive talents. Albert Einstein famously remarked, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” This analogy poignantly captures the plight of 2e individuals who are often assessed by criteria that overlook their inherent strengths.
In trying to conform to societal expectations, 2e youth may find their worlds becoming increasingly restricted, as they shy away from broader engagement due to fear of misunderstanding or rejection. My work with these exceptional individuals aims to reverse this contraction by helping them find and develop their authentic voices. Self-advocacy is a critical skill for 2e youth, empowering them to assert their needs and desires without fear of alienation. Recognizing that not everyone will understand or appreciate their unique perspective is a crucial step in this process.
By clarifying who they are, along with their interests and passions, 2e youth can begin to filter out those who may not resonate with their authentic selves, and attract those who do. Developing meaningful relationships hinges on the ability of each party to feel safe and trusted enough to be their true selves. I guide 2e youth in how to express their unique self to the world productively and how to look for traits in others that align with their values when forming friendships.
We focus on cultivating relationships characterized by a balance of voices, shared interests, mutual respect, and trust. These elements are essential for 2e young adults to feel a sense of connection and belonging. By fostering such relationships, they not only find their tribe—people who truly understand and support them—but also experience a profound sense of community and support. This not only bolsters their social and emotional well-being but also enhances their ability to engage confidently with the world around them, knowing they have a network of relationships where they are valued and understood.
Navigating Complexity: Addressing Giftedness and Anxiety or OCD
Anxiety, fundamentally, can be described as an overestimation of risk coupled with an underestimation of one's own ability to cope. Gifted young adults often experience an amplified perception of the world, making them highly sensitive to their environments and the potential consequences of actions. Gifted brains, with their heightened attunement, are particularly susceptible to such imbalances. Susan Daniels and Michael Piechowski, in their book 'Living with Intensity', highlight that "gifted individuals not only feel deeply about their own experiences but are also intensely attuned to the complexities of their surroundings, often foreseeing long-term ramifications that others may overlook." This acute awareness can understandably lead to increased anxiety as they grapple with all the 'what-ifs' and potential threats lurking behind any situation, including in seemingly neutral interactions. Dr. James Webb and his colleagues in the book 'Misdiagnosis and Dual Diagnoses of Gifted Children and Adults' emphasize that gifted individuals often exhibit intense reactions that can mimic psychiatric disorders, but are instead manifestations of their profound intellectual and emotional capacities. Recognizing these patterns is essential, not only for accurate diagnosis but also for effective intervention.
In working with young adults who are gifted and dealing with anxiety or OCD, we start by identifying their specific triggers. Understanding these triggers is crucial for developing an effective toolkit that they can deploy as anxiety arises. It's important for them to learn that avoidance only serves to strengthen the anxiety, reinforcing the notion that escapism is the sole route to safety. Instead, we focus on confronting these anxieties directly. By employing the proper tools and support, gifted individuals can learn to manage their reactions, effectively turning down the volume of their anxiety and relying more on their innate resilience rather than avoidance.
For those grappling with OCD, I implement an exposure and response prevention (ERP) protocol, an evidence-based approach proven to be highly effective in reducing OCD symptoms. Together, we build a fear hierarchy and enhance their coping toolkit, which empowers them to face their fears incrementally and manage their responses in a controlled, therapeutic environment.
In my practice, I emphasize a strengths-based approach, where the focus is not merely on mitigating symptoms but on harnessing the unique capacities of gifted individuals. By aligning therapeutic strategies with their advanced cognitive abilities and emotional depth, we can help them not just cope but thrive, turning their heightened sensitivity into a tool for navigating life with confidence and insight. This approach fosters a deep, meaningful engagement with the world, encouraging gifted youth to embrace their complexity and use it as a driving force for personal growth and fulfillment.
Strategic Navigation: Managing College Demands as a 2e Student
The transition from high school to university or college can be a significant leap for any student, but for twice-exceptional (2e) students, the shift from a relatively sheltered and small educational environment to a vast university campus can be particularly daunting. This dramatic change often brings a host of challenges that can exacerbate feelings of anxiety and depression, especially when things don't go as planned. It's not uncommon for 2e students to struggle with the increased demands and complexities of college life, which can feel overwhelming without the right strategies and supports in place.
In my work with 2e students navigating the college environment, I emphasize the importance of tapping into their "wiser mind"—a concept that involves utilizing their full intellectual and emotional capacities to approach problems from various angles and with a deeper level of reflection. We start by addressing the essentials of college life, from selecting a manageable class load to understanding when and how to seek help.
One key aspect is teaching 2e students to ask reflective questions that help them identify the practices and protocols they need to put into place for success. For example, we discuss strategies for engaging with professors effectively—not just when problems arise but as a regular practice to enhance understanding and performance. We also explore how to handle potential roommate conflicts through productive, assertive communication, ensuring that their living situation doesn't negatively impact their academic and personal well-being.
Moreover, I help 2e students learn to recognize the signs that indicate a need for additional support—whether it's academic help, emotional support, or simply needing a break. Normalizing the experience of navigating these complex situations is crucial; it helps demystify the college experience and reduces the stigma around seeking help. By doing so, 2e students develop resilience and a set of adaptive skills that are not only vital for their time in college but are also invaluable assets for facing future novel situations.
Throughout this process, the goal is to empower 2e students to become self-reliant and proactive in managing their educational journey. By fostering an environment where they feel supported in exploring and implementing personalized strategies, we pave the way for their success not just academically, but in all facets of their college experience. This comprehensive approach ensures that 2e students not only survive but thrive in the college setting, fully prepared to take on the challenges and opportunities that lie ahead.
Leveraging Strengths: Thriving with Giftedness and Specific Learning Differences
Gifted young adults who also contend with specific learning differences such as dyslexia, dyscalculia, or dysgraphia face unique challenges that can obscure their true intellectual and creative potentials. These individuals often possess profound insights and a deep passion for their areas of interest, yet they may struggle with the conventional methods of expression and comprehension dictated by educational systems. The key to supporting these twice-exceptional (2e) young adults is not merely to focus on their challenges but to emphasize and leverage their strengths.
For 2e young adults, processing issues should not be a barrier to their knowledge and passion. It is essential to normalize the use of accommodations and to advocate for the tools and supports that allow them to demonstrate their capabilities. This might include access to assistive technologies, tailored teaching methods, and testing accommodations that align with their unique learning needs. By ensuring that these accommodations are seen as normal and necessary, we help remove the stigma associated with their use and reinforce the idea that these tools are just another means to unlock their potential.
Furthermore, it's crucial to recognize and celebrate the asynchronous development often seen in 2e individuals. While they may excel dramatically in one area, they might concurrently face significant challenges in another. This uneven skill development can sometimes mask their true abilities but, when properly supported, can also be a source of great strength and innovation.
In my practice, I work with 2e young adults to identify the areas where they excel and to develop strategies that capitalize on these strengths. This involves a detailed exploration of their interests and talents, coupled with a realistic assessment of the areas where they need support. Together, we develop a personalized plan that includes not only academic and learning strategies but also emotional and social support to ensure a well-rounded approach to their development.
Encouraging 2e young adults to embrace their unique learning profiles helps build self-confidence and resilience. It allows them to see themselves not as students with limitations but as individuals with special abilities that, when properly channeled, can lead to extraordinary achievements. By focusing on their strengths and providing the right supports, we enable these talented individuals to shine in their chosen fields and to make meaningful contributions that reflect their deep knowledge and passionate engagement with the world.
My latest research and supportive documents on meeting the needs of gifted and twice exceptional learners
Therapy can be a transformative experience for a gifted or twice exceptional child and can help them to feel more at peace with themselves and the world.
