This article discusses bullying among the author's gifted sixth graders within their general education classes, in situations where the gifted were both victim and bully. There are few studies of the gifted child as bully. Using depth psychology, visual arts, and writing, the students constructed the bully and victim using torn paper and writing from both the perspective of the bully and victim. The author and her students charted the three stages of stress and specific ways to avoid or ameliorate these situations. The author contends that using creative art and depth psychology principles and respecting the unique psychology of the gifted student were pivotal in understanding this situation and determining helpful solutions. These include getting plenty of sleep, writing in a journal or diary, doing something physical such as dancing or sports, or talking to a friend.