What I Learned As An Ex-Gifted Kid | Caroline Cannistra | TEDxAshburnSalon

Summary

In this heartfelt and reflective talk, the speaker shares their journey from being a gifted middle schooler seeking more academic challenges to becoming a college graduate. They emphasize key life lessons: the value of failure, the importance of understanding one's unique needs, and the power of choice in shaping who we become. With personal anecdotes about overcoming ADHD, misophonia, and the pressures of academic life, they highlight how asking for help has been essential to their growth. The message encourages others to embrace their struggles, seek support, and take control of their personal development.

Takeaways

• 😀 The ability to fail is a valuable skill: Failure is not a personal judgment but a source of information to grow and improve.
• 😀 It's okay to have unique needs: Accommodations for disabilities or personal support needs are important for well-being and success.
• 😀 The type of person you are is a choice: Attributes like being driven, compassionate, and resilient are choices that define us, not labels like 'gifted.'
• 😀 Always ask for help: Asking for support, whether from family, teachers, or professionals, is essential for success.
• 😀 Misophonia and ADHD can be managed: Understanding your personal challenges and seeking help can lead to solutions that improve your life.
• 😀 ADHD can be a superpower: Embracing the strengths of ADHD, such as quick thinking and making connections, can lead to unique advantages in areas like research.
• 😀 The label 'gifted' fades with time: In adulthood, success is determined by effort and skill rather than labels, and self-identifying as driven or passionate becomes more important.
• 😀 You can redefine yourself: Like the speaker's family, individuals can choose to work hard and pursue their goals with commitment and discipline.
• 😀 Personal growth requires humility: Understanding that you can't do everything alone and asking for help shows humility and is crucial for success.
• 😀 It's important to challenge yourself: Constantly pushing yourself, striving for personal growth, and seeking support ensures you thrive no matter your background.

Q & A

Why did the speaker want to drop out of middle school and go to college at the age of 13?

The speaker felt limited by the coursework and wanted more challenging academic experiences. They were already advanced in subjects like geometry but wanted to explore subjects like math, history, and English, which were not offered in their middle school.

What was the main concern of the speaker’s parents when they expressed interest in college at a young age?

The main concern of the speaker’s parents was that they would miss out on typical high school experiences such as prom, parties, and hanging out with friends.

How did the speaker’s experience with the University of Washington's program differ from their initial expectations?

While the speaker initially feared missing out on traditional high school experiences, they found that the program offered similar experiences, such as a spring dance and a drama society, which made it feel more like a small high school on a college campus.

What valuable skill did the speaker learn during their first year of college preparation?

The speaker learned that the ability to fail is a valuable skill. They realized that failure is not a personal judgment but an opportunity for growth, requiring humility and the ability to learn from feedback.

How did the speaker manage the challenges they faced during their first year at the University of Washington?

The speaker faced challenges with self-management and distractions. After receiving a diagnosis for misophonia and ADHD, they got accommodations, such as headphones to block out noise in class, which significantly improved their ability to focus.

What is the concept of 'twice exceptional' and how does it apply to the speaker?

The concept of 'twice exceptional' refers to individuals who are both gifted and have a disability. The speaker relates this to their experience with ADHD, which they believe contributes to both their unique strengths (such as making quick connections) and challenges (such as disorganization).

What is the main takeaway regarding the concept of identity for the speaker?

The speaker emphasizes that the type of person you are is a choice. They moved beyond the label of 'gifted' and focused on cultivating traits like drive, passion, and the ability to help others. They believe that identity is something shaped by daily choices, not just labels imposed by others.

How did the speaker’s perspective on asking for help evolve over time?

Initially, the speaker didn’t recognize the importance of asking for help. However, through their journey, they learned that asking for help is crucial for success. It requires humility and an acknowledgment that no one can do everything alone.

What role did the speaker's family play in their journey towards higher education?

The speaker’s family played a supportive role by eventually allowing them to apply to the University of Washington’s program. The speaker also acknowledges that they asked for their family's help with difficult decisions and emotional support.

How did the speaker's experience with ADHD contribute to their personal growth?

The speaker saw ADHD as both a challenge and a 'superpower.' It allowed them to make quick connections, which was beneficial in research. By learning how to manage their ADHD, the speaker was able to leverage its positive aspects while dealing with its challenges like disorganization and distractibility.