Friendships, A Rare Treasure
By Lori Comallie-Caplan
Gifted children do sometimes have difficulties finding friends. They generally require a “like-minded” peer both in intellect and interest. In their younger years, they can be somewhat impatient with those who are not as quick as they are. In their middle years, they struggle with whether to conform to a peer group or remain individually true to themselves. Parents can help by promoting socially healthy relationships and helping their children to understand that there is a relationship continuum from “play partner” to “sure shelter,” as Miraca Gross (2002) explains:
‘A faithful friend is a sure shelter; whoever finds one has found a rare treasure.’ The word ‘rare’ has several meanings. The writer of the book of Ecclesiasticus used it in the sense of ‘exceptional’ or ‘incomparable’.
However, ‘rare’ also means ‘scarce’. Intellectually gifted children grouped by chronological age may find that the treasure of a sure shelter is rare indeed. In the case of highly and exceptionally gifted children, it is difficult to justify the inclusion of these children in classes comprised of age-peers whose expectations of friendship are so radically different from theirs.
Another important aspect of how many friends is enough is whether the gifted child is introverted or extroverted. Introverted children may not want or need as many friends. They are not as likely to initiate friendships but more likely to sit back and observe and wait to be invited in. They enjoy their alone time and generally have only one or two very close friends. They “are private people who enjoy doing things by themselves and who reveal inner most thoughts to only a few,” according to former SENG President Sharon Lind (2004). Lind continues, “Introverts draw their energy from being solitary, and are private people who enjoy doing things by themselves and who reveal their innermost thoughts to only a few. They need to first process, plan, and react privately and internally before responding.” Gifted children, both introverts and extroverts, do prefer and have the need for alone time. That is not to say that they feel “alone”. Lego characters, book characters and other imaginative play can provide a “peer” experience for our gifted children.
Friendships between two gifted children can be intense and consuming. Sometimes one friendship can meet all friendship needs. This intensely loyal relationship can grow stronger over time. The ending of this type of friendship can cause great emotional upheaval in a child’s life. Even though it may be difficult, it is important for parents to help their gifted children develop a few less intense relationships.
The authors of Parenting the Gifted Child (Webb, Gore, Amend, & DeVries, 2007, p. 182) offer this great list of tips for parents to help their child with friendships.
Help your child to:
- Make time for friends.
- Take initiative to open doors for possible friendships.
- Learn to be a good host.
- Practice friendship skills in low stress situations.
- Be a good listener to show interest and caring for others.
- Be sincere about abilities, but avoid bragging.
- Give compliments to others to bring attention to their good qualities.
- Participate in group activities, perhaps even in areas of weakness to create friendship opportunities.Be accepting of those who think and act differently from you.
Parents can model compassion and friendship. When your gifted child sees you standing by your friends when they need you most, being a good listener, celebrating their successes, and being patient with their differences, they will truly know what friendship is all about.
Aiken, E. (2012). “Gifted Children and Friendship: Finding Balance between Research and Reality.” NAGC Convention 2012, Denver, CO.
Gross, M.U.M. (2002). “Play Partner” or “Sure Shelter”: What Gifted Children Look for in Friendship. Available online at http://sengifted.org/archives/articles/play-partner-or-sure-shelter-what-gifted-children-look-for-in-friendship
Lind, S. (2004). Introversion. Available online at http://sengifted.org/archives/articles/introversion
Webb. J. T., Gore, J. L., Amend, E. R. & DeVries, A. R. (2007). A Parent’s Guide to Gifted Children. Tucson, AR: Great Potential Press.
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SENG President Lori Comallie-Caplan is currently in private practice specializing in therapy and evaluation of gifted individuals across the lifespan in Las Cruces, New Mexico. Mrs. Comallie-Caplan is licensed as a Master Level Social Worker and Psycho-Educational Diagnostician. She holds additional certifications as Frasier-Talent Assessment Profile Evaluator, Family Mediator and Discovering Your Sacred Gifts Guide. Ms. Comallie-Caplan is passionate about her role as a certified SENG (Supporting Emotional Needs of the Gifted) Model Parent Group Facilitator as well as a SENG Model Parent Group Facilitator Master Trainer of Facilitators. She frequently presents at SENG and NAGC annual conferences, as well as for school districts, parent organizations and mental health providers.