A profoundly gifted child is a child so primed for learning, and for creating, and for exploring all aspects of phenomena that they are bursting to engage fully in the world around them.

They are our deep pattern seekers and they are our (sometimes) almost instant knowers of patterns.

Their speed of learning is oftentimes hard-to-believe as it can be so rapid-fire and intense.

At other times they appear to languish in thought and contemplation, unreachable by ordinary means of communication.

At their best they are deeply playful and some are deliciously competitive.

They are curious, that deep down, belly-to-the-task, stubbornly engaged kind of curious that is a veritable force of nature, an unstoppable storm of discovery.

At their core they are predisposed towards an evolutionary emergence.

They seek to create larger entities, patterns, and regularities through interactions among smaller or simpler entities that themselves do not exhibit such properties.

In this, they seek to go where we have not gone before.

And each is a unique learning force, with a learning missive so deeply ingrained and idiosyncratic as to challenge easy categorization and trouble-free explanation.

And when we codify them – attempt to place our PG children into some orderly packet of predictable and easily describable units – we effectively eviscerate the very stuff of their otherwise indefatigable learning cores.

We, therefore, must continue to seek understanding of the way our profoundly gifted children learn and, as a collective of parents and teachers and mental health workers, support each other in supporting them, our brightest minds, at work and in deep restorative play.


About the Author: P. Susan Jackson, Therapeutic Director of The Daimon Institute for the Highly Gifted in White Rock, British Columbia, Canada. This international institute offers service to highly and profoundly gifted children and adults, supporting the learning needs and overall development of this exceptional population.

Her clinical work spans 25 years, comprising over 40,000 hours of psychotherapy wholly with this exceptional population.  She is the author of numerous articles and chapters in the gifted education literature.  Her Integral Practice for the Gifted model addresses multiple aspects of human functioning – cognitive, emotional, spiritual, physical and talent based dimensions – and explains how advanced cognition influences all of these elements, the Self, and the expression of talent.

In 2010, she produced a short documentary entitled “Exceptionally Gifted Children”, which she received wide acclaim internationally.  In 2013-2014, the Daimon Institute produced “Rise:  The Extraordinary Story of the Exceptionally Gifted” – a 60 minute film on the lives of 12 exceptionally and profoundly gifted persons from all over the globe.

Sue served as the Chair of the Parents and Curriculum Networks Communications Committee and Counseling and Guidance Network (National Association to Support Gifted Children), and is a member of the advisory board for SENG.  She is recognized as an international expert in the field of the Exceptionally and Profoundly Gifted and regularly presents with other leading experts at the international conferences.  She is a (nascent) photographer, poet, and nature lover with a passionate interest in advanced development, optimal health and well-being for the Profoundly Gifted populace.

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