I will pay for the following article A Child with Exceptional Intelligence Abilities. The work is to be 5 pages with three to five sources, with in-text citations and a reference page. David follows the temptation-resistance paradigm, standard with nonfamiliar children where lying as a matter of principle becomes the norm (Walker & Shore, 2011). David is exceptional at maintaining his false beliefs even when confronted about known lying activities and is delivered proof of his falsehood. However, his selfish attitude frustrates the process of ending this maladjusted behavior. . . . . . . . . . . . David’s school counselor labeled him narcissistic, which caused considerable parental conflict between the administration and the educator. An incredibly gifted person tends to have a fragile self-esteem, something apparent in David and will crave attention from others and exhibit disruptive behaviors when confronted (McDonald, 2005). David’s early onset of abstract methodology in cognitive function surpassed his emotional maturity levels (i.e., egocentrism), and therefore there is a significant gap between emotional stability and intellectual prowess. . . . . . . . . . . . A recent study involving educational field experience with gifted youths identified a trend for talented students to insist that their academic solutions are always correct even if they have provided inaccurate answers on specific testing procedures (Chamberlin, 2010). As a high performer in mathematics, writing, and classification learning, David maintains a similarly distorted self-concept and will not accept when he has made an academic-based error. He faults the teacher for having improper knowledge and holds firm to this belief even when confronted with tangible and absolute proof of his failure to respond appropriately. His egocentrism further complicates the process of adjusting these distortions about his achievement capabilities that cause him hyper-sensitive emotional responses in-class that are mocked by more maturely modified peer groups. . . . . . . . . . . . Interactions with family members and academic advisors do not lead to solutions, even when David is present in these interventions. Thus, such sessions have ceased at the parents’ request and the educators involved with David’s learning.
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