Introduction
Individuals with intellectual giftedness, often characterized by an IQ significantly above average, are commonly seen as having cognitive and academic advantages. However, this exceptional intellectual ability may be correlated with a heightened emotional vulnerability, which tends to increase with IQ level. The psychological impact of this giftedness, especially in ethical, moral and justice domains, can result in irreversible damage to the emotional balance of these individuals, affecting their mental health and social well-being.
Scientific Evidence and Emotional Impact of Giftedness
Recent studies suggest that giftedness may be associated with emotional and behavioral difficulties, particularly early in life. For example, research by Peyre et al. (2016) found a marginal correlation between high IQ levels and emotional difficulties in children aged 5–6 years. Although the association was not significantly robust, it raises questions about the impact of giftedness on emotional development in early childhood (Peyre et al., 2016).
Furthermore, studies have shown that gifted individuals are more likely to develop psychological disorders, such as anxiety and depression. Karpinski et al. (2018) explored this issue, noting that those with an IQ at or above the 98th percentile have a higher prevalence of mood disorders, including depression, attention deficit hyperactivity disorder (ADHD), and conditions associated with immune dysfunction. These observations suggest that high IQ may be a risk factor not only for psychological disorders, but also for dysregulated physiological responses, such as chronic inflammation (Karpinski et al., 2018).
The relationship between giftedness and emotional sensitivity is also highlighted in studies on emotional intelligence. Nikolaou (2005) found that high levels of emotional intelligence can help mitigate the negative effects of stress, but when combined with giftedness, they can exacerbate intense reactions to stressful events, especially if individuals lack adequate coping mechanisms (Nikolaou, 2005).
Psychological Damage and Moral Issues
Another important aspect to consider is the impact of giftedness on the development of moral and ethical values. Individuals with a heightened sense of justice, often found in gifted individuals, may suffer deeply when faced with social injustices or ethically questionable behavior. Research by Extremera and Fernández-Berrocal (2006) found a significant correlation between emotional sensitivity and higher levels of anxiety and depression, suggesting that these difficulties may be exacerbated by a heightened sense of moral responsibility in people with higher IQs.
high (Extremera & Fernández-Berrocal, 2006).
This impact is particularly worrying when associated with the perception of injustice, resulting in an internal conflict that can compromise psychological stability. Failure to resolve these ethical dilemmas can trigger chronic stress and, in some cases, lead to irreversible damage to mental health. The study by Mayer et al. (2001) suggests that individuals with high levels of emotional intelligence are better able to deal with these challenges, but when this emotional ability is limited, the psychological impact is amplified (Mayer et al., 2001).
Giftedness, far from being merely a cognitive gift, can bring with it a significant emotional burden. Individuals with high IQ levels appear to be more susceptible to psychological disorders, particularly when faced with moral and ethical dilemmas heightened by their high intellectual capacity and emotional sensitivity. This situation suggests that, when dealing with gifted individuals, special attention should be given to the development of emotional coping strategies and psychological support, in order to prevent or mitigate irreversible damage to mental health.
Case Study: Impact of Giftedness in Situations of Perceived Injustice
A gifted individual with a high sense of perfectionism and justice was the target of an undue complaint. The responsible agency, after his immediate defense, gave him a two-month deadline to analyze the facts and reach a conclusion. The individual, aware that he had not made any mistake, began to experience profound emotional and psychological difficulties, aggravated by characteristics inherent to giftedness.
- Sense of Justice and Perfectionism Affected As soon as he presented his defense, the individual was deeply emotionally affected. Perfectionism, characteristic of many gifted people, exacerbated the impact of the situation, since he knew he had not made any mistake. Studies show that sensitivity to injustice in individuals with high IQs can trigger strong emotional reactions. According to Karpinski et al. (2018), people with high IQs are predisposed to developing disorders such as anxiety and depression, often exacerbated by a heightened sense of justice and high moral standards (Karpinski et al., 2018).
- Exacerbated Memory and Rumination The two -month period established for analyzing the facts placed the individual in a constant state of rumination. His superior memory caused him to recall the case daily, which fed anxiety and aggravated emotional suffering. Research by Extremera and Fernández-Berrocal (2006) indicates that people with high levels of emotional attention, often associated with giftedness, are more susceptible to rumination, which can amplify symptoms of anxiety and depression in cases of prolonged stress (Extremera & Fernández-Berrocal, 2006).
- Paralysis in Daily Activities Prolonged waiting and continuous rumination ended up paralyzing the individual in his daily tasks. He experienced a significant loss of functionality, unable to concentrate on his daily responsibilities. Studies on the psychological impact of giftedness indicate that this profile is more likely to suffer emotional breakdowns in high-stress situations, as indicated by Nikolaou (2005), who correlates emotional intelligence with the ability to deal with stressors. Gifted individuals, when subjected to this type of emotional pressure, may require faster interventions to avoid permanent damage to their mental health (Nikolaou, 2005).
Discussion : Response Time and Psychological Vulnerability
Given the negative effects of prolonging the assessment process, the question arises as to whether such long time frames are appropriate for gifted individuals. Evidence suggests that psychological vulnerability in these individuals, especially in cases of perceived injustice, can result in serious emotional harm. According to research by Mikolajczak et al. (2006), the stress response in individuals with high emotional intelligence may be more intense, leading to mental health problems that worsen over time (Mikolajczak et al., 2006).
Therefore, it is necessary to question whether bureaucratic processes involving gifted individuals should not be accelerated to mitigate the emotional impact. In cases such as the one described, extending the waiting time not only amplifies emotional suffering, but can also result in irreversible psychological damage, as suggested by Karpinski et al. (2018), when observing the correlation between high levels of intelligence and a greater predisposition to emotional disorders (Karpinski et al., 2018).
Conclusion
This case study illustrates the profound impact that a sense of justice, heightened memory, and perfectionism can have on a gifted individual subjected to a situation of perceived injustice. The constant rumination and emotional paralysis caused by prolonged analysis of the facts raise the need for faster timelines in cases involving individuals with this profile. Recognizing the emotional vulnerability inherent in giftedness is essential to protect the mental health and well-being of these individuals, avoiding psychological damage that can become irreversible.
References
- Karpinski, R., Kolb, A. M., Tetreault, N. A., & Borowski, T. (2018). High intelligence: A risk factor for psychological and physiological overexcitabilities. Intelligence , 66, 8-23. https://doi.org/10.1016/J.INTELL.2017.09.001
- Extremera, N., & Fernández-Berrocal, P. (2006). Emotional Intelligence as Predictor of Mental, Social, and Physical Health in University Students. The Spanish Journal of Psychology , 9, 45-51. https://doi.org/10.1017/S1138741600005965
- Nikolaou, I. (2005). Exploring the Relationship of Emotional Intelligence with Physical and Psychological Health Functioning. Health Economics . https://doi.org/10.1002/SMI.1042
- Mikolajczak, M., Luminet, O., & Menil, C. (2006). Predicting resistance to stress: incremental validity of trait emotional intelligence over alexithymia and optimism. Psychothema , 18(Suppl), 79-88. https://doi.org/10.1016/J.PAID.2005.03.018
