by Fernanda Jardon (M2 PCPI)
This work focuses on gifted adults and the way they fit (or not) into professional life. Although there is increased interested in the media about this issue, psychological dimension of gifted adults is still quite poorly explored in social science.
In order to better understand how gifted adults deal with their professional activity, we have conducted a qualitative research. Thiswork involves collecting data from two semi-structured interviews per participant of around 1 hour each. The population was composed of 15 individuals, 9 woman and 6 men, from 25 to 56 years old (Mean :38,46 years old, std : 6,9 years old ) who confirmed their high IQ (>130) during their adulthood. Participants were involved in a monthly workshop for gifted unemployed people in which they shared knowledge and experiences with the purpose of improving their job search and establishing a job network for future opportunities.
We examined how gifted adults life stories could affect job satisfaction. We found that the construction of a professional project would seem to be a central issue of some gifted adults. Throughout their schooling, none of them were questioned about their vocation, either because they excelled academically, so the course followed a “natural” path, or because they were in academic failure, and in this case they could not claim their vocation. Eighty-five percent of participants described never have found a real envy to pursue a specific job, whereas slightly fewer participants (33%) described to have had in the past a strong feeling that they were specially suited to do a particular job (like doctor or scientist), unfortunately they were constrained by the educational system and finally withdrew their dreams.
In this context, it would seem complicated for them to became primary player of their professional situation and develop psychological adjustments for better adaptation. Especially because there would be a discrepancy between their job expectations (freedom, search for meaning and autonomy) and how they perceive organizations. According to gifted adults insights, managers are more focused on process and team work (which implies social tools) than in obtaining the« perfect » final product. Peer relations and social competences are two factors that appear to be necessary for professional adjustment. Nevertheless these factors would seem to be weaknesses in gifted people and it would be for necessary some counseling to help them to increase some adapted social strategies.
In addition, gifted adults could have the feeling of being misunderstood, including issues in interpersonal relationships which may decrease life satisfaction. We could suggest that individuals who are more sensitive and more logical are more likely to seek out rational explanations during emotional crises. This mechanism, which contributed positively to treat critical life situations is still related to mentalisation processes. Gifted adults would investcognition to the detriment of emotions.
Finally, we would like to stress the timing chosen to confirm their giftedness, which is directly associated with a moment of crisis (personal or professional) in their life. This process would helpthem to improve their self-esteem.
Words I have learnd:
with the purpose of + veb-ing = in order to = Afin de
schooling = scolarité
discrepancy = contradiction
withdraw = désister
primary player : acteur principal