School bullying is a painful reality for many children, with sometimes severe consequences on their psychological, emotional, and academic well-being. As a parent, it is essential to know how to help your child respond appropriately to protect themselves and overcome these challenges.

Creating an Open Communication Environment

The first key step in helping your child manage school bullying is to establish an atmosphere of trust where they feel safe sharing their experiences. This is not only important for them, but it is crucial for you, as it is one of the few ways to stay informed about what they are going through.

Encourage them to talk about their school day, interactions with classmates, and be attentive to signs of distress, such as reluctance to go to school or mood changes. Helping them distinguish between positive interactions and problematic or toxic ones is essential. They need to recognize what is normal and what isn’t, even if they already feel something is wrong. Bringing it to their awareness is an important step.

Ask open-ended questions and listen actively. For example: "Is there anything at school that bothers you right now?" or "How are things going with the other kids?" It’s better to avoid an approach with a leading question that might push them into a situation that might not exist, just to probe, like: "Who is bothering you right now, and what are they doing?" This indirect approach can be problematic and does not establish a trusting environment.

It is crucial that your child knows they can speak freely about their concerns without fear of being judged or misunderstood.

Another important point is that children often hesitate to talk because they fear it will blow the situation out of proportion. In their minds, beyond their concern about how you might react, this could mean you talking to the principal, teachers, or supervisors, leading to a confrontation with their aggressors. They might worry about being labeled as a "snitch," which could exacerbate an already painful situation.

You must foster a dialogue that assures them they will be heard and supported without judgment. Emphasize that your role is to help and protect them, but you need their help to do so effectively by keeping you informed. While this might lead to some temporary complications, reassure them that it is a necessary step toward improving the situation. It’s also important that they understand that this is the only way to ensure that the situation changes and that the bullying stops. You can help them verbalize and consider different scenarios to visualize the various actions and possible consequences. Finally, ask them, "What could happen if we do nothing?" and "What can we expect if we take action?"

Teaching Assertiveness

One of the most effective ways to protect your child from bullying is to teach them to assert themselves. Assertiveness means clearly expressing boundaries without being aggressive. Encourage them to use confident body language and respond calmly but firmly to provocations. They need to appear strong, in control of their emotions, and not intimidated by others’ attempts to bully them. Simply ignoring the provocations and humiliations when they start isn’t enough to stop the process, which could end badly. They need to project an image and communicate appropriately.

Practicing scenarios at home can help prepare them for difficult situations. For example, if they are mocked, they might say, "Stop, I don’t like that," or "Leave me alone." They could follow up with: "Do you think you’re clever, huh?" or "Your threats don’t scare me," or even "I never give in to blackmail." These simple phrases can help them regain control of the situation. If these strategies don’t change anything, the trust and communication you’ve established will allow you to gauge the seriousness of the situation.

Identifying Sources of Support at School

It is crucial for your child to know they are not alone and that there are adults at school who can help. Make sure they know the right people to approach, such as a teacher, school counselor, or supervisor.

Sometimes, your child might tell you they don’t speak up because they believe the adults won’t do anything, possibly because they’ve heard stories or experienced injustices that lead them to think it’s pointless.

This is when you need to explain that how the adults handle the situation is beyond their control and not their responsibility. However, informing them puts the responsibility on the adults and prevents them from denying any knowledge of the issue later on. It’s also important to tell them that for these adults to understand the situation's evolution, they need to be continuously informed about everything that happens. Even if they don’t initially pay attention, they will likely act if the situation persists or becomes chronic.

Explain the importance of reporting any bullying incident immediately. Remind them that asking for help is not a weakness but a way to protect themselves and others. Ask them how they would feel if it happened to their best friends or someone they care about.

Strengthening Self-Esteem

Bullying can have devastating effects on your child’s self-esteem. To counter this, it is essential to regularly remind them of their qualities and achievements, linked to their ability to improve and make efforts to succeed. Encourage them to participate in extracurricular activities that they enjoy and where they can excel within another group of peers, whether it’s sports, arts, or any other passion.

These activities will help them build self-confidence and create a circle of friends with similar interests, strengthening their sense of belonging and security.

Implementing Avoidance Strategies

Sometimes, the best response to certain types of bullying is to avoid it. Teach your child to recognize potentially dangerous situations and avoid areas where they could be vulnerable, without dramatizing, such as deserted hallways or isolated bathrooms. Suggest they stay with friends during this time until the situation is resolved.

It’s also important for them to understand that not always responding to provocations and walking away can be an effective strategy to defuse the situation in some cases.

Confrontation Strategies

Beyond judgment and for the sake of thoroughness, I should also mention that some parents believe that life is a battle. They think their child needs to stand up to their aggressor and that this dynamic will toughen them up for life.

We are navigating the waters of "an eye for an eye," and I won’t discuss the pros and cons here because violence is not a solution in itself. However, sometimes, to survive against an aggressor, it’s undeniable that one must fight back and not allow themselves to become a passive victim.

However, it may be important to remind the child to show restraint in their response, only defending themselves and clearly asserting their boundaries when they are violated.

Maintaining Continuous Vigilance

Even after a bullying incident seems resolved, remain vigilant. Observe your child’s behavior to detect any signs of lingering distress, such as isolation or declining academic performance.

Continue to encourage open communication and reinforce the idea that you are there for them, no matter the problem.

Ask teachers to be vigilant, even though some schools might prefer to bury their heads in the sand. To counter this, the best solution is to talk about the problem as early as possible when it is still in its early stages. When the problem becomes very serious or could have legal consequences, institutions often try to cover it up or minimize it, sometimes taking actions that seem absurd in the face of the situation.

It’s important to act and talk about it as soon as the problem arises. It’s much easier to contain and resolve a situation that’s still in its early stages than one that has been ongoing for several months.

Being a multipotential woman in today’s professional world is both a privilege and a challenge. You are curious, passionate, and endowed with diverse skills that allow you to excel in various fields and occupy roles requiring major cross-functional competencies. However, this internal richness can also make you feel torn between divergent interests, misunderstood in a work environment that values specialization, and sometimes underestimated in your ability to handle situations and the realities of the job. You are constantly being evaluated.

If you see yourself in this description, know that you are not alone. Many women, just like you, find themselves juggling multiple skills while trying to find their place in a professional environment that doesn’t always seem to fit their profile. The good news is that with the right support, your multipotentiality can become your greatest strength.

The Unique Challenges of Multipotential Women

As a multipotential woman, you have probably faced some of these realities:

• Pressure from society or the workplace to specialize: You’ve likely been told time and again that you need to choose a single path, while feeling the need to explore several or use your multiple skills in synergy.
• Underestimation of your skills: Your varied competencies are sometimes perceived as a lack of direction rather than a strength. You may also have felt that your contributions were not taken as seriously as those of your male colleagues.
• Dilemmas between professional and personal life: You may carry a double burden, managing a career while also shouldering demanding family responsibilities, which limits the time and energy you can devote to your passions. In fact, this may even be criticized in a family context.

These challenges are real. Coaching can help you transform these issues and make your multipotentiality a true asset for your career and personal fulfillment. But let’s be honest, the criticisms won’t just disappear overnight.

How Specialized Coaching Can Help You

Coaching for multipotential women focuses on recognizing your diverse talents and creating a professional goal that truly reflects who you are. But it can also address the need to find balance between your professional and personal life.

Here’s how it works:

• Clarifying your vision: Together, we will explore your passions, skills, and deep aspirations. This process will help you clearly see how all these elements interact and can integrate into a coherent life project aligned with your values.
• Strategies for navigating the professional world: You will learn to present your skills not as a fragmented journey but as a series of interconnected experiences that make you a unique and valuable collaborator or candidate. We will work on your professional storytelling so that your resume, cover letter, and LinkedIn profile truly reflect your potential in the context of a job search.
• Building self-confidence: The impostor syndrome can be particularly strong among multipotential women. Strengthening your confidence in your abilities and learning to fully value your multiple talents will be central to our efforts.
• Balancing professional and personal life: We will develop strategies to manage your time and energy so that you can excel in your career while also nurturing your other passions and maintaining a satisfying work-life balance and fulfilling family presence.

And no, I won’t delve into case studies simply because each situation is unique, just like the tailored support that follows.

Multipotentiality is an incredible strength when well understood and harnessed. Don’t let gender stereotypes, the pressure to specialize, or the impostor syndrome keep you from realizing your full potential. Society is changing and offering you opportunities that you must seize. Coaching can be the right means to transform your career and life, aligning your multiple talents with your deepest aspirations.

I invite you to think about this, and I am at your disposal to discuss your needs in person and see how I can support you in this evolution and if it makes sense for you.

Multipotential women, while sharing with their male counterparts the ability to excel in multiple domains, often face specific challenges related to their gender. In a professional world and society that still largely value specialization, where women are often underappreciated, multipotential women must navigate particularly complex, delicate, and sometimes sexist environments to have their potential fully recognized and utilized. The male ego in both business and society, regardless of the level of responsibility, is a significant factor in many situations women experience.

Underestimation of Women's Competencies: A Major Obstacle

In many companies, the status of women remains marked by systemic inequalities. According to a study by Moss-Racusin et al. (2012), women are often perceived as less competent than their male counterparts, particularly in technical or scientific fields. This erroneous perception is even more pronounced for multipotential women, whose nonlinear career paths can be interpreted as a lack of focus or seriousness. This phenomenon is further confirmed by the research of Sylvie Kerisit (2017), who highlights that women, particularly in France, face stereotypes that limit the recognition of their varied competencies. 

Multipotential women are also paid less than men, even when they hold similar positions (Blau & Kahn, 2017). In France, the report by the Observatoire des Inégalités (2020) shows that the wage gap between men and women persists and is even more pronounced in sectors where versatility is essential, such as the creative industries. 

Moreover, women often face microaggressions or paternalistic behaviors that undermine their confidence and ability to fully express their multiple competencies (Rowe, 1990). And when it's not sexist or borderline comments of another kind.

There's three problematic dimensions to take into account here.

The Glass Ceiling: A Heightened Challenge for Multipotential Women

The infamous "glass ceiling" is a reality that many women encounter in their careers. For multipotential women, this glass ceiling can be even more difficult to break, as they must constantly prove their value in several fields simultaneously, while also contending with stereotypical expectations of what a "proper" feminine career should look like (Kanter, 1977). The work of Catherine Marry (2004) on gender inequalities in scientific careers in France illustrates how gender stereotypes limit the progression of women, particularly those with less conventional career paths.

Multipotential women often face specific professional dilemmas: should they specialize to be taken seriously, or continue exploring multiple fields at the risk of being perceived as scattered? This tension can limit their professional advancement, as companies often value specialized careers over those that are more varied and cross-functional (Heilman & Caleo, 2018). Fortunately, the trend is conceptually shifting towards roles requiring cross-functional skills, but the perception of women's competence to occupy them is, unfortunately, slow to change.

Managing Multiple Interests and the Double Burden

Another challenge for multipotential women lies in managing their diverse interests while facing the "double shift" many of them experience: a day of professional work followed by a second shift at home, where they often take on the majority of domestic and family responsibilities. According to the study by François de Singly (2012) on the distribution of domestic tasks in France, women continue to carry a disproportionate mental load, which reduces their availability to pursue their various passions or fully develop their professional competencies.

Balancing personal and professional life is therefore particularly delicate for these women. Multipotential women may feel pressured to sacrifice certain aspects of their multipotentiality to meet societal expectations regarding the role of women in both the family and workplace (Hochschild & Machung, 2012). A study conducted by Nicole Aunty in 2018 across Europe highlights that even when women successfully integrate multiple passions into their careers, they still face obstacles related to managing multiple roles and the expectations of perfection in each.

And yes, any flaw that their superior can find to diminish their contribution or competencies will be used against them. It’s lean management with a gendered twist.

Navigating a Discriminatory Professional Environment: Strategies and Solutions

Despite this context, there are strategies that multipotential women can adopt to overcome the specific obstacles they face. A key approach is to build a solid support network, surrounding themselves with mentors, coaches, and peers who understand and value their unique profiles. These networks can offer valuable advice, professional development opportunities, and a space to share similar experiences. Williams & Dempsey (2014) confirm the unsuspected benefits of such networks.

Moreover, it is important for multipotential women to develop a professional narrative that highlights the coherence of their journey but especially their unique cross-functional competencies, despite its diversity. By presenting their diverse skills as a strategic asset capable of solving complex problems, they can transform what might be perceived as a weakness into a competitive advantage and thus alter the perception that management might have of their contributions. For instance, a multipotential woman can position herself as an innovator capable of navigating between different sectors to create integrated and innovative solutions (Wapnick, 2017).

It is also essential to actively combat the impostor syndrome, which particularly affects women. Working with a coach to strengthen self-confidence and learn to fully value their multiple skills can make a significant difference. Programs specifically designed for women, such as those developed by Elisabeth Moreno in France, can also offer additional support and practical skills to navigate often biased professional environments. However, be cautious of typical programs that praise the merits of services tailored for a specific profile by that same profile, as they may lack the necessary openness in the process of questioning reality and finding solutions. You know, this kind of discourse: "by women for women," "by bikers for bikers," "by artists for artists," as if one must belong to a group for it to be meaningful or effective. If that were the case, it would create a real revolution in the world of psychology and support services, wouldn't it? I like to use this shocking analogy because it forces reflection with a certain degree of intensity: Does one need to have been raped to be able to help or support someone who has been a victim of this trauma?

Of course not, and thankfully.

References

1. Moss-Racusin, C. A., et al. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474-16479.
2. Kerisit, S. (2017). Femmes et compétences : Reconnaissance et valorisation dans le monde professionnel. Presses Universitaires de Rennes.
3. Blau, F. D., & Kahn, L. M. (2017). The Gender Wage Gap: Extent, Trends, and Explanations. Journal of Economic Literature, 55(3), 789-865.
4. Rowe, M. (1990). Barriers to Equality: The Power of Subtle Discrimination to Maintain Unequal Opportunity. Employee Responsibilities and Rights Journal, 3(2), 153-163.
5. Kanter, R. M. (1977). Men and Women of the Corporation. Basic Books.
6. Marry, C. (2004). Les femmes ingénieurs : une révolution respectueuse. CNRS Éditions.
7. de Singly, F. (2012). Sociologie de la famille contemporaine. Armand Colin.
8. Hochschild, A. R., & Machung, A. (2012). The Second Shift: Working Families and the Revolution at Home. Penguin Books.
9. Aunty, N. (2018). Women in the Workforce: Balancing Career and Family. European Journal of Social Sciences, 56(2), 245-259.
10. Williams, J. C., & Dempsey, R. (2014). What Works for Women at Work: Four Patterns Working Women Need to Know. NYU Press.
11. Wapnick, E. (2017). How to Be Everything: A Guide for Those Who (Still) Don’t Know What They Want to Be When They Grow Up. HarperOne.
12. Clance, P. R., & Imes, S. A. (1978). The Impostor Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241-247.

The concept of multipotentiality is still relatively unknown to the general public, but it is becoming increasingly relevant in a job market where overspecialization has long been the norm. However, we are witnessing a slow but certain shift in mindsets today. Companies, especially in the tech industry, are beginning to recognize the value of hybrid profiles, capable of combining multiple skills to better fit complex cross-functional roles. This growing recognition opens up opportunities for multipotential individuals who were once marginalized. However, these individuals, endowed with numerous interests and varied skills, sometimes find it challenging to define a coherent career path. How can they align this diversity with market expectations and job offerings? How can they navigate a professional world that values targeted expertise and extreme specialization?

The Complexity of Multipotentiality

An individual who excels in multiple fields can significantly complicate a career redirection. This profile often brings about considerable pressure to choose just one professional path—a choice that can feel limiting or even frustrating for these individuals. This pressure to choose a single path can often lead to deep dissatisfaction and feelings of anxiety or impostor syndrome. According to certain studies, multipotentials are particularly prone to these tensions, as they see their diverse skills not as a strength, but as an incompatibility with the workforce and system, or sometimes as an inability to conform to social expectations.

Many multipotentials find themselves in careers that may feel discouraging or unstimulating when they only reflect a portion of their skills, simply because they have tried to conform to a norm. This complexity also lies in managing multiple interests that can sometimes seem contradictory. In trying to explore everything, the multipotential may struggle to make a choice and fully commit to one field, which can lead to career decisions that don’t genuinely reflect who they are.

The Challenges of Multipotentiality in a Specialized World

The current job market often values niche expertise. In recruitment processes, companies seek candidates with specific skills, proven expertise in a particular field, and a “readable” profile that is simple and whose motivation is easy to understand. This trend toward overspecialization can marginalize multipotentials, whose professional paths may sometimes appear fragmented or scattered to recruiters, especially if they have changed fields a few times.

However, what these recruiters may perceive as a lack of direction is actually a unique ability to connect various fields of expertise, innovate by bridging disciplines, and quickly adapt to new market demands. For example, in rapidly evolving sectors like technology, project management, or creative industries, this versatility is not a weakness but a strength. The challenge often lies in the ability to communicate this added value in a recruitment context, presenting it as a strength and a driver of growth for the company. Personal branding becomes a key strategy, where it’s essential to create a coherent professional identity on platforms like LinkedIn, telling a story that ties all experiences into a cohesive and valuable whole.

Job Search and Valuing the Multipotential Profile

Job hunting is a complex task for multipotentials, particularly when it comes to crafting a CV and cover letter. How do you summarize a rich and varied career in a few lines without giving the impression of being scattered? How do you draw recruiters’ attention to this wealth without it being perceived as a lack of focus?

The key lies in the art of professional storytelling. Rather than simply listing diverse experiences, it is crucial to construct a coherent narrative that shows how each experience has contributed to developing transferable and cross-disciplinary skills and how these skills combine to offer unique value to the company. For example, a multipotential with skills in communication, design, and project management can present themselves not as a generalist, but as an experienced profile in visual communication capable of leading projects from start to finish with a deep understanding of each step in the process.

In the cover letter, it is also important to highlight adaptability, innovation, and the ability to connect ideas from different fields. Recruiters need to see that what might seem like scatter is actually a unique ability to bring innovative solutions by combining multiple perspectives. The storytelling should be clear and convincing, telling a coherent story to prevent the recruiter from crafting a different narrative that could hinder the candidate’s evaluation.

Redirecting Your Career Through Coaching: Aligning Interests and Ambitions

Coaching offers a structured approach to help multipotentials redirect their careers by focusing on integrating all of an individual’s skills and interests into a coherent professional project. The ideal goal is to create a career path that does not deny any passion or skill—unless they are truly unrelated—but instead unites them around a central project aligned with clear and well-defined professional ambitions.

The coaching process begins with an exploration phase, where the coach and the client together identify key skills and deep aspirations. This phase is crucial for clarifying not only interests but also values, desires, and professional needs. Coaching then helps to develop a career plan that strategically leverages these diverse talents, whether it involves finding a position that values this versatility or creating a business that allows multiple passions to be combined.

Take the example of Sophie (name changed), a multipotential client I worked with. With a background in biology, a passion for photography, and project management skills, Sophie felt lost. She chose to build a career plan that integrated these passions, and she was fortunate to secure a position as a communications director for an environmental NGO, where she uses her scientific expertise, visual creativity, and organizational talents every day.

Finally, coaching supports the multipotential individual in defining and achieving their goals and implementing this plan, providing support and structure throughout the transition. This includes developing a personalized job search strategy, preparing for interviews where diversity is highlighted as an asset, and building a professional network that values these multiple skills.

The whole challenge is to finally feel in sync with one’s aspirations and daily activities, so that work becomes a profound source of fulfillment and enrichment.

I could have written a very nice introduction on the more psychological aspects of stupidity, but a very well-written book has already done it far better than I could: "Psychologie de la connerie," and I highly recommend it. It’s both informative and funny. The term "stupidity" is often used informally to describe behaviors or attitudes perceived as stupid, irrational, or senseless. Although this term is subjective and context-dependent, here is a list of the most common indicators that may be associated with "stupidity" in the sense that they reflect actions or judgments lacking reflection, common sense, or respect for others:

• Willful Ignorance: Refusal to learn or seek information, even when the facts are easily accessible or the opportunity to learn is present.

• Irrational Stubbornness: Insisting on an opinion or behavior despite clear evidence that it is incorrect or harmful.

• Lack of Consideration for Others: Selfish behavior or indifference to the consequences of one's actions on others.

• Absence of Critical Thinking: Accepting ideas or beliefs without questioning them, often blindly following popular opinion or stereotypes.

• Inability to Admit Mistakes: Refusal to acknowledge when one is wrong, even in the face of obvious evidence, and blaming others for one's own failures.

• Impulsive Behavior: Acting without thinking about the consequences, often out of pure impulse or lack of self-control.

• Tendency to Spread Misinformation: Spreading rumors, false information, or conspiracy theories without verification.

• Unfounded Arrogance: Believing oneself to be superior or more intelligent than others without valid reason, often dismissing advice or criticism.

• Lack of Intellectual Curiosity: Never seeking to understand the "why" or "how" of things, and being content with a superficial understanding.

• Lack of Empathy: Inability or unwillingness to understand or share the feelings of others.

• Blind Conformity: Following the actions or opinions of a group without questioning their validity or morality.

• Repeated Use of Fallacies: Resorting to fallacious arguments to defend a point of view, even when they have been clearly debunked.

• Disregard for Truth: Manipulating or ignoring the truth for personal gain or out of simple intellectual laziness.

• Hostility Toward Difference: Reacting with aggression or disdain toward those who are different or who think differently.

• Excessive Self-Satisfaction: Being convinced that one is always right or superior to others, without ever questioning one's own perspective.

It's important to note that these behaviors can sometimes be observed in everyone. However, what differentiates a simple mistake or momentary stupidity from genuine "stupidity" is the persistence and regularity of a large number of these indicators, coupled with a lack of willingness to change or learn from one's mistakes, and more clearly, the inability to do so.

You might be wondering if you are a multipotentialite, or if your diverse interests and skills signify something more profound. Here, I offer a list of criteria (non-exhaustive), as well as some tools and avenues for reflection to help you self-assess and determine whether you are a multipotentialite. Additionally, I’ll explore signs that might indicate high intellectual potential, which may require a more thorough neuropsychological evaluation.

What is a Multipotentialite?

Before you assess yourself, it’s important to understand what a multipotentialite is. Multipotentialites are individuals with a broad range of interests and skills, who can quickly adapt to new areas and succeed in each of them. Their strength lies in their ability to connect different disciplines and apply cross-functional skills in various contexts.

Key Indicators That You Might Be a Multipotentialite

Several signs can suggest that you are a multipotentialite. Here are some key characteristics:

1. Insatiable Curiosity: You are constantly drawn to new subjects and enjoy exploring diverse fields, sometimes with no apparent connection between them. This thirst for discovery is a distinctive trait of multipotentialites, who find satisfaction in constant exploration.

2. Quick Learning Ability: You quickly grasp new concepts and easily find ways to apply what you’ve learned in different contexts. Multipotentialites often excel in environments where rapid adaptation is crucial.

3. Multiple Interests: You have several passions and find it difficult to focus on just one. You might be comfortable with activities as varied as science, art, technology, or human relations.

4. Discomfort with Specialization: The idea of having to choose just one area of expertise feels restrictive and unsatisfying. You prefer a career or a life that allows you to explore multiple domains simultaneously.

5. Cross-Disciplinary Thinking: You can connect concepts from different fields, enabling you to propose innovative and creative ideas. You excel in environments where complex problem-solving is needed.

Additional Signs That May Indicate High Intellectual Potential

It’s important to note that some signs associated with multipotentiality might also indicate high intellectual potential. Here are some additional signs to watch for:

1. Hyperexcitability: Heightened emotional or sensory sensitivity, where stimuli may be perceived more intensely than by most people. This trait is often associated with individuals of high intellectual potential (HPI).

2. Constant Questioning: You frequently question the world around you, delving deeply into the “why” of things. This incessant need to understand beyond the obvious can be a sign of giftedness.

3. Perfectionism: An intense desire to succeed and a tendency to be very self-critical. Perfectionism can be an indicator of high intellectual potential, although it can also pose emotional challenges.

4. Intolerance to Injustice: You feel a deep discomfort with injustices, even in situations that might seem trivial to others. This hypersensitivity to injustice is often observed in gifted individuals.

5. Need for Constant Intellectual Stimulation: You quickly become bored if you’re not engaged in stimulating activities. This constant need for intellectual challenges can indicate high cognitive potential.

6. Feeling Out of Sync: You often feel out of place; small talk bores you quickly, and you struggle with typical social interactions.

If you identify with some of these characteristics in addition to the signs of multipotentiality, it might be helpful to consult a neuropsychologist for a more in-depth evaluation. A professional can help you explore your intellectual potential and better understand how these traits influence your daily life.

Self-Assessment: Tools and Methods

To delve further into self-assessment, several tools and methods can assist you:

1. Questionnaires and Self-Assessment Tests:

   • There are specific questionnaires designed to evaluate multipotentiality. For example, the test developed by Emilie Wapnick in her book How to Be Everything helps determine if you fit the profile of a multipotentialite. These tests explore your preferences, problem-solving approaches, and your response to a variety of interests.

2. Retrospective Analysis:

   • Examine your personal and professional journey. Have you frequently changed fields of interest or careers? If so, were these transitions experienced as natural steps rather than breaks? This retrospective approach can reveal a natural tendency toward multipotentiality.

3. Feedback from Others:

   • Talk to friends, colleagues, or mentors about how you manage your interests. Their observations can help you identify patterns you might not have noticed. Often, multipotentialites are recognized by their peers for their ability to excel in various fields.

4. Reflection on Personal Satisfaction:

   • Take time to reflect on what truly brings you satisfaction. Does the idea of mastering a single domain appeal to you or bore you? Do you prefer juggling multiple projects at once? This reflection can guide you toward a better understanding of your own potential.

Interpreting the Results

After using these self-assessment tools, it’s important to reflect on your results. If you clearly identify with the characteristics mentioned and your responses to questionnaires confirm your ability to navigate multiple domains, you are likely a multipotentialite. However, be mindful of the limitations of self-assessment, including biases that may lead us to associate ourselves with various traits or characteristics. Think of astrology and the Barnum effect...

That said, it’s crucial to understand that multipotentiality is not a binary state. It exists on a spectrum, and some people may find themselves somewhere between deep specialization and broad multipotentiality. The key is to recognize your own natural tendency and to value it in your daily and professional life.

Whether or not you are a multipotentialite, the important thing is to value your skills and interests in a way that maximizes your personal and professional fulfillment.

The notion of "becoming" gifted, a zebra, or HPI (High Intellectual Potential) might seem ridiculous, right? Especially since gaining 10 IQ points seems within everyone's reach, maybe even more. However, approaching this question raises many questions about the nature of intelligence and intellectual potential, as well as the relevance of IQ and its score, particularly when we consider that it is the only value recognized by institutions to categorize children and "acknowledge" their specificities.

So, let’s have a little fun, and let me show you how one can become gifted!

Traditionally, being gifted is perceived as an innate characteristic, often determined by IQ tests that place an individual in the highest percentiles of the population. However, the question of whether one can develop traits associated with giftedness is more nuanced. Practically, yes; in terms of functioning, I wouldn’t go that far.

The Genetic and Environmental Basis of HPI
High cognitive abilities result from a complex interaction between genetic and environmental factors. Robert Plomin (2018), a behavioral geneticist, has shown that intelligence has a significant genetic component, often estimated at around 50-70% according to studies. This innate component partly determines an individual’s intellectual potential. However, Eric Turkheimer (2003) demonstrated that the impact of genes on intelligence is modulated by the environment, emphasizing that in socio-economically advantaged environments, genetics play a more dominant role, while in disadvantaged environments, it is the environment that plays a key role.

Additionally, the work of Richard Nisbett (2011) and James Flynn (2007) has illustrated how environmental factors such as education, nutrition, and cognitive stimulation can significantly influence the expression of intellectual abilities, even in those who do not have a high genetic potential. For example, the "Flynn effect," which refers to the increase in IQ scores from one generation to the next, further explores the environmental impact on intelligence.

Social psychology also sheds light on how intelligence is shaped by external factors. Claude Steele (1997) introduced the concept of stereotype threat, showing that intellectual performance can be influenced by social expectations and stereotypes related to intelligence. Moreover, the research of Carol Dweck (2006) on the "growth mindset" has revealed that believing in the possibility of developing one’s intelligence through effort and learning can indeed lead to significant improvements in cognitive abilities.

In sum, while the genetic basis lays the foundation of intelligence, the environment and psychosocial factors play a crucial role in the expression and development of this potential, demonstrating that intelligence is a dynamic and evolving trait.

The Impact of Education, Development, and Training
The educational environment plays a crucial role in the development of cognitive abilities. James R. Flynn (1987), through the phenomenon known as the "Flynn effect," observed that IQ scores increase from generation to generation due to improved living conditions and access to education. This effect suggests that intelligence is not static and can be influenced by exposure to environments rich in cognitive stimuli.

It is also possible to train specifically to improve IQ test scores. Since these tests are based on fairly academic tasks involving skills such as solving mathematical problems, verbal comprehension, and working memory, targeted training can indeed lead to gains in IQ points. Mackintosh (2011) demonstrated that through rigorous training and the development of associated cognitive skills, it is possible to gain between 5 and 10 IQ points. This training process can include practicing IQ tests, regularly solving cognitive puzzles, and exercises aimed at improving information processing speed and memory.

Research by Heckman et al. (2006) also highlighted the importance of early educational interventions. These researchers showed that intensive educational programs for young children, especially in disadvantaged environments, can have a lasting impact on cognitive and emotional development. These interventions, combined with supportive environments, can improve long-term academic and professional outcomes, illustrating how education can modulate intelligence.

Neuroplasticity and Learning
Neuroplasticity, or brain plasticity, is the brain's ability to reorganize itself by forming new neural connections throughout life. Lutz Jäncke (2009), a Swiss neuroscientist, showed that intensive practice in specific domains can modify the structure and function of the brain, improving certain cognitive abilities. For example, professional musicians show an increased density of gray matter in brain areas associated with fine motor skills and hearing. This suggests that, even in adults, it is possible to develop complex skills through deliberate and intensive practice.

Other studies, such as those by Merzenich et al. (2014), have explored how cognitive training programs can enhance brain capacities in adults, including those who are not initially considered to have high potential. This demonstrates that the brain remains malleable throughout life, allowing the development of skills similar to those associated with high-potential individuals.

The Role of Life Experiences
Life experiences also play a key role in intellectual development. Richard Nisbett (2011) demonstrated that enriching experiences, such as exposure to different cultures, solving complex problems, and interacting with people from diverse backgrounds, can stimulate intelligence. These experiences foster the development of critical thinking, creativity, and cognitive flexibility—traits often observed in gifted individuals.

Research in social psychology also emphasizes the importance of social interactions in the development of intelligence. Vygotsky (1978), a pioneer in this field, with his theory of proximal development, highlighted that learning often occurs in a social context, where interactions with more experienced individuals can guide cognitive development. This approach is supported by modern studies showing that collaborative environments and stimulating social experiences can accelerate intellectual development, even in adulthood.

So, Can You "Become" Gifted?
Yes, if we are strictly talking about IQ, as it is proven that an individual can significantly increase their IQ by 5 or 10 points. This means that any individual with an IQ around 120 could reach 130, without considering the conditions of the test administration and their effects.

But it is also possible to develop skills and traits often associated with the gifted or HPI, such as critical thinking, creativity, empathy, and the ability to solve complex problems. In this sense, although one cannot "become" gifted in the full sense of all associated components and characteristics, one can certainly acquire traits similar to those of some HPI through sustained personal development, tailored education, and targeted training.

How to Develop Traits Associated with HPI?

For those who wish to develop the abilities and traits often associated with HPI, here are some practical strategies:

1. Cultivate Critical Thinking, Lucidity, and Curiosity

• Stimulate Critical Thinking: Regularly engage in activities that require reflection, such as solving mathematical problems, reading philosophical texts, or analyzing complex situations. These exercises help strengthen analytical and logical reasoning skills.
• Encourage Curiosity: Constantly ask yourself how things work. Explore new areas of knowledge, even outside your usual competencies. This constant curiosity is a trait often observed in gifted individuals.

2. Develop Emotional Intelligence

• Practice Mindfulness: Meditation and mindfulness exercises can help develop better emotional regulation and increased awareness of others. Emotional intelligence, which includes recognizing and managing emotions, is a key trait in HPI.
• Engage in Deep Conversations: Have meaningful discussions with your friends that push you to understand different perspectives. This improves empathy and understanding of complex interpersonal dynamics. Be aware of all the issues the other person may face.

3. Stimulate Creativity

• Involve Divergent Thinking: Participate in creative activities such as art, music, or writing. These activities encourage divergent thinking, which is the ability to generate new and original ideas.
• Solve Problems Innovatively: Look for all possible solutions and then find unconventional solutions to problems you encounter in everyday life. The ability to think outside the box is often associated with gifted individuals.

4. Surround Yourself with a Stimulating Environment

• Create a Rich Learning Environment: Surround yourself with books, learning tools, and people who inspire you. A rich and stimulating environment is crucial for developing intellectual abilities.
• Seek Mentors and Role Models: Find people who can guide and inspire you in your quest for personal development. Mentors can offer valuable perspectives and intellectual challenges.

5. Engage in Continuous Personal Development

• Continuous Education: Never stop learning. Whether through formal courses, workshops, or self-study, continue to develop your knowledge and skills. Question everything and all the time. Be open and constantly re-evaluate your beliefs.
• Take Care of Your Mental and Physical Health: Overall well-being plays an important role in the ability to think clearly and creatively. Good mental and physical health is essential for optimal intellectual development.

Conclusion

While one cannot literally "become" gifted or HPI in the sense of a drastic IQ increase of more than 20 points, it is entirely possible to develop abilities and traits associated with gifted individuals. Through continuous learning, curiosity, creativity, lucidity, questioning, and personal development, anyone can cultivate high intellectual and emotional potential. Intelligence, beyond IQ, is an evolving and dynamic concept that can be enriched throughout life.

References

1. Plomin, R. (2018). Blueprint: How DNA Makes Us Who We Are. MIT Press.
2. Turkheimer, E. (2003). Socioeconomic Status Modifies Heritability of IQ in Young Children. Psychological Science, 14(6), 623-628.
3. Nisbett, R. E. (2011). Intelligence and How to Get It: Why Schools and Cultures Count. W. W. Norton & Company.
4. Flynn, J. R. (1987). Massive IQ gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101(2), 171-191.
5. Heckman, J. J., et al. (2006). The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior. Journal of Labor Economics, 24(3), 411-482.
6. Jäncke, L. (2009). The plastic human brain. Restorative Neurology and Neuroscience, 27(5), 521-538.
7. Merzenich, M. M., et al. (2014). Neural Plasticity in Response to Cognitive Training in Adults. Frontiers in Human Neuroscience, 8, 1-14.
8. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629.
9. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
10. Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
11. Mackintosh, N. J. (2011). IQ and Human Intelligence. Oxford University Press.