Young Sheldon
Asynchrony
OE's and Under- challenged
Perfectionism
Moral Sensitivity
Peer relationships
Peer Relationships
Sheldon's social awkwardness is evident throughout the series, primarily in his interactions with peers and adults. This trait is portrayed through various behaviors, such as his literal interpretations of language, his difficulty with small talk, and his preference for structured routines. His most popular social struggle being his inability to understand sarcasm, which we see in this clip. This character trait definitely plays into the stereotype that popular media tends to use to convey gifted individuals, and while certain aspects can sometimes be accurate, a vast majority of gifted learners do not struggle to this extent with peer interaction (Cross, 2017).
Reference: Cross, T. (2017, September 1). On the Social and Emotional Lives of Gifted Children. Routledge.
Perfectionism
Sheldon's perfectionism is evident in various aspects of his life, particularly in his academic pursuits and scientific endeavors. He has an unwavering commitment to getting everything right, often obsessing over details and striving for flawless outcomes (Neihart et al. , 2016). For example, in this clip Sheldon gets his bridge design ripped up multiple times by his professor, then he finally realizes he was so fixated on the math being perfect he forgot to consider the real world factors such as wind. He places immense pressure on himself to excel, and when he encounters challenges or makes mistakes, he may question his own abilities and feel like he's not as intelligent or capable as others perceive him to be.
Neihart, M., Pfeiffer, S. I., Cross, T. L., & Neumeister, K. S. (2016). Perfectionism in Gifted Students. In The social and emotional development of gifted children: What do we know? (pp. 28–36). essay, Prufrock.
OE's and Under-Challenged
Sheldon Cooper's asynchrony, marked by his uneven development in different areas, implies greater intensity and complexity, as Linda Silverman (1997) suggests in the context of gifted individuals. Sheldon's strong need for intellectual challenges and his avid pursuit of knowledge indicates an intellectual overexcitability (OE), and when this intellectual need isn't met we see these heightened intensities play out emotionally. This scene, where he "quits science" due to unmet intellectual needs, reflects the intricate interplay between giftedness, asynchrony, and overexcitabilities, illustrating the challenges faced by gifted individuals when their unique intellectual and emotional requirements are not adequately addressed.
Resource: Silverman, L. K. (1997, June 1). The construct of asynchronous development. Peabody Journal of Education, 72(3), 36–58. http://dx.doi.org/10.1207/s15327930pje7203&4_3
Moral Sensitivity
Sheldon is often depicted as having a strong sense of morality and ethics, and he frequently adheres to a strict code of conduct. In this clip him and his sister get into some trouble, and Sheldon demands he be held accountable. His moral sensitivity can sometimes lead to humorous or challenging situations, as he holds himself and those around him to high ethical standards. This aspect of his character is known to add humor and lightness to the show, but it also gives viewers some insight on the complexity of his character and how this trait can impact gifted learners and their families/peers.
Reference: Silverman, L. K. (1994, December). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110–116. https://doi.org/10.1080/02783199409553636
Asynchrony
Sheldon's character embodies the concept of heightened emotions coupled with advanced cognitive ability, a notion outlined by Silverman (1977). This combination often results in an asynchrony in development, where intellectual ability outpaces emotional and social maturity. In this scene, we witness a great illustration of this dynamic when Sheldon, despite his young age, demands to be treated as a peer by a much older professor. When he receives harsh feedback, his emotional response is raw and authentic, leading him to tears. This media portrayal helps shed light on a trait that can render gifted learners, like Sheldon, particularly vulnerable. It underscores the emotional complexity experienced by those whose cognitive capabilities are far beyond their emotional readiness.
Resource: Silverman, L. K. (1997, June 1). The construct of asynchronous development. Peabody Journal of Education, 72(3), 36–58. http://dx.doi.org/10.1207/s15327930pje7203&4_3
Young Sheldon
Ashley Farrell
Created on October 1, 2023
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Transcript
Young Sheldon
Asynchrony
OE's and Under- challenged
Perfectionism
Moral Sensitivity
Peer relationships
Peer Relationships
Sheldon's social awkwardness is evident throughout the series, primarily in his interactions with peers and adults. This trait is portrayed through various behaviors, such as his literal interpretations of language, his difficulty with small talk, and his preference for structured routines. His most popular social struggle being his inability to understand sarcasm, which we see in this clip. This character trait definitely plays into the stereotype that popular media tends to use to convey gifted individuals, and while certain aspects can sometimes be accurate, a vast majority of gifted learners do not struggle to this extent with peer interaction (Cross, 2017).
Reference: Cross, T. (2017, September 1). On the Social and Emotional Lives of Gifted Children. Routledge.
Perfectionism
Sheldon's perfectionism is evident in various aspects of his life, particularly in his academic pursuits and scientific endeavors. He has an unwavering commitment to getting everything right, often obsessing over details and striving for flawless outcomes (Neihart et al. , 2016). For example, in this clip Sheldon gets his bridge design ripped up multiple times by his professor, then he finally realizes he was so fixated on the math being perfect he forgot to consider the real world factors such as wind. He places immense pressure on himself to excel, and when he encounters challenges or makes mistakes, he may question his own abilities and feel like he's not as intelligent or capable as others perceive him to be.
Neihart, M., Pfeiffer, S. I., Cross, T. L., & Neumeister, K. S. (2016). Perfectionism in Gifted Students. In The social and emotional development of gifted children: What do we know? (pp. 28–36). essay, Prufrock.
OE's and Under-Challenged
Sheldon Cooper's asynchrony, marked by his uneven development in different areas, implies greater intensity and complexity, as Linda Silverman (1997) suggests in the context of gifted individuals. Sheldon's strong need for intellectual challenges and his avid pursuit of knowledge indicates an intellectual overexcitability (OE), and when this intellectual need isn't met we see these heightened intensities play out emotionally. This scene, where he "quits science" due to unmet intellectual needs, reflects the intricate interplay between giftedness, asynchrony, and overexcitabilities, illustrating the challenges faced by gifted individuals when their unique intellectual and emotional requirements are not adequately addressed.
Resource: Silverman, L. K. (1997, June 1). The construct of asynchronous development. Peabody Journal of Education, 72(3), 36–58. http://dx.doi.org/10.1207/s15327930pje7203&4_3
Moral Sensitivity
Sheldon is often depicted as having a strong sense of morality and ethics, and he frequently adheres to a strict code of conduct. In this clip him and his sister get into some trouble, and Sheldon demands he be held accountable. His moral sensitivity can sometimes lead to humorous or challenging situations, as he holds himself and those around him to high ethical standards. This aspect of his character is known to add humor and lightness to the show, but it also gives viewers some insight on the complexity of his character and how this trait can impact gifted learners and their families/peers.
Reference: Silverman, L. K. (1994, December). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110–116. https://doi.org/10.1080/02783199409553636
Asynchrony
Sheldon's character embodies the concept of heightened emotions coupled with advanced cognitive ability, a notion outlined by Silverman (1977). This combination often results in an asynchrony in development, where intellectual ability outpaces emotional and social maturity. In this scene, we witness a great illustration of this dynamic when Sheldon, despite his young age, demands to be treated as a peer by a much older professor. When he receives harsh feedback, his emotional response is raw and authentic, leading him to tears. This media portrayal helps shed light on a trait that can render gifted learners, like Sheldon, particularly vulnerable. It underscores the emotional complexity experienced by those whose cognitive capabilities are far beyond their emotional readiness.
Resource: Silverman, L. K. (1997, June 1). The construct of asynchronous development. Peabody Journal of Education, 72(3), 36–58. http://dx.doi.org/10.1207/s15327930pje7203&4_3