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Social / Emotional Aspects of Giftedness
"Myth 1. Gifted students should be with students their own age. The
worry expressed here is that something inappropriate or untoward will occur
if different age groups spend time together. Parents, teachers, and
administrators worry that groups of multi-age children will struggle with
exploitation, intimidation, inappropriate modeling, and sexuality. This
prevailing myth undergirds some advocates' preferences for educational
models that emphasize enrichment rather than acceleration. The logic is as
follows: "We should keep the students together even if they have already
mastered the material." Some believers of this myth will claim that research
supports this point, but in fact they are mistaken. Writers have published
this sentiment, but research does not support this idea." Tracy Cross, Competing
with myths about the social and emotional development of gifted students
The
Social / Emotional Needs of Gifted Children, a
presentation by Carolyn K. (NAGC 2014)
-
Competing
with myths about the social and emotional development of gifted students
by Tracy Cross
- As a wise person (Lao Tsu) once said, "Nothing is more difficult than
competing with a myth." Doing so, however, can create tremendous opportunities
for people. Myth 1. Gifted students should be with students their own age...
-
Counseling
the Gifted and Talented
by Linda Kreger Silverman
- A great resource for understanding the many and complex needs of gifted
children... Also available from
Amazon.ca
-
The
Divergent Thinker
by Deidre V. Lovecky
- Divergent thinkers have a real preference for unusual, original and
idiosyncratic responses. Being a divergent thinker irritates and upsets
other people who often feel the divergent one should sit down and shut up,
and wonder why he or she can't just be like everyone else. It does not occur
to most people that the divergent thinker can't stop being divergent. One
cannot blend into a crowd if the crowd is so different from oneself that it
is not camouflage. It's like trying to hide an elephant in a flock of
chickens by telling the elephant to squat down and cluck a lot...
-
Don’t
let 20/20 hindsight happen to you
University of Michigan Health Minute update
- Everyone needs to be on the lookout for warning signs of teen suicide, say
grieving parents and a U-M psychologist. The warning signs of
suicidal thoughts in young people are often confused with the “normal”
experiences of the teen years. But it is possible to learn to identify the
signs of risk...
- The
effects of acceleration on the social and emotional development of gifted
students
by Lynn Pollins
- The potential effects of acceleration on the social and emotional
development of gifted students were examined from two perspectives. No
study, regardless of its orientation on these dimensions, has demonstrated
any permanent or significant negative effects of acceleration on social and
emotional development. There is no validity to the argument that
acceleration is harmful to the social and emotional development of gifted
youths...
-
 Emotional
Intensity in Gifted Students: Helping Kids Cope With Explosive Feelings
Christine Fonseca (or from
Amazon)
- Easy-to-read, using real-world examples through case studies and
role-plays that show parents and teachers how to interact with gifted
children in a way that teaches them how to recognize, monitor, and adjust
their behavior. Worksheets, tip sheets, and checklists are included to help
parents, teachers, and the students themselves learn to cope with the
explosive feelings that often accompany giftedness. Specific strategies for
stress management, underperformance in school, perfectionism, and social
anxiety make this a must-read for anyone wishing to make a positive lasting
impact on the lives of gifted children...
- Factors in the
Social Adjustment and Social Acceptability of Extremely Gifted Children
by Miraca Gross
- Whereas ability grouping with age-peers, or a
moderate degree of acceleration, may be an appropriate response to the
academic and social needs of moderately gifted students, they are not
adequate to the needs of the exceptionally and profoundly gifted. Extremely
gifted students require a carefully designed and monitored program of
radical acceleration, linked to ability grouping and individualized
instruction...
-
From
"the saddest sound" to the D Major chord: The gift of accelerated
progression
by Miraca Gross
- This session looks at how gifted students differ from their age-peers in
many aspects of their social and emotional development and explains why
well-planned programs of acceleration enhance these students’ self-esteem,
their love of learning, their acceptance of themselves and their gifts, and
their capacity to form warm and supportive friendships. For many gifted
students, acceleration replaces discord with harmony...
-
Gifted Kids at Risk:
Who's Listening?
by Pat Schuler, Creative Insights
- It is time to say clearly: bright kids are not better, yet they are
different; and because they are, they face different issues
- Giftedness:
The view from within
by Martha J. Morelock
- The different reality that marks giftedness... and how it plays out in
physical, emotional, and practical asynchronies
-
Guiding
the Gifted Child: A Practical Source for Parents and Teachers
by James T. Webb, Elizabeth A. Meckstroth, Stephanie S. Tolan
- Considered the classic text of this field. Also available from
Amazon.co.uk and
Amazon.ca
-
Inside-Out:
Understanding the Social and Emotional Needs of Gifted Children
by Linda Kreger Silverman
- Giftedness creates a different organization of the Self. Gifted children
and adults feel cut off from the rest of society—out of sync.
 | - “Why do you make everything so complicated?” |
| - “Why do you take everything so seriously?” |
| - “Why is everything so important to you?” |
Dr. Pat Gatto-Walden calls these “the terrible toos”: The gifted are “too”
everything:
too sensitive, too intense, too driven, too honest, too idealist, too moral,
too
perfectionistic, too much for other people! So they live with the great
secret, instilled
from early childhood on, that there is something inherently wrong with being
who they are because they don’t fit in...
It
Isn't Easy Being a Genius
by Jim Collins, New York Times
LET me begin by making something very clear: I'm not a genius. Tomorrow,
25 people are going to find themselves making similar protestations - at
least most of them are ... here's a little insight into what the new fellows
experienced over the last few days and what they're going to have to deal
with...
The
"me" behind the mask: Intellectually gifted students and the search for
identity
by Miraca Gross
To be valued within a peer culture which values conformity, gifted young
people may mask their giftedness and develop alternative identities which are
perceived as more socially acceptable. The weaving of this protective mask
requires the gifted child to conceal her love of learning, her interests which
differ from those of age-peers, and her advanced moral development. If this
assumed identity does indeed bring her the social acceptance she seeks, the
gifted child may become afraid to take off her mask...
 On
the Social and Emotional Lives of Gifted Children
by Tracy Cross (or from
Amazon)
A compilation of Tracy Cross' columns from
Gifted Child Today in a single
book. What we know, and what we don't know about the social and emotional
issues facing gifted children. Now updated with new information and
research...
"Play Partner"
or "Sure Shelter"? Why gifted children prefer older friends..
by Miraca Gross
A recent Australian study compared conceptions of friendship held by
average ability students, moderately gifted and highly gifted primary school
students. Average ability display age-appropriate development, associating
friendship with sharing of material goods, reciprocal assistance with common
play interests. Gifted children, however, display friendship expectations
which usually characterise children some years older, associating friendship
with trust, intimacy and the sharing of deep confidences. Highly gifted
children particularly seek fidelity, and friends who will accept them as they
are - the "sure shelter"
 Social-Emotional
Curriculum With Gifted and Talented Students
by Joyce VanTassel-Baska, Tracy Cross and F. Richard Olenchak
A thorough introduction to methods for developing social-emotional
curricula for use with gifted and talented learners in the school setting,
including strategies that work for implementing social-emotional needs in
the everyday curricula... A handy guide to developing social-emotional
curricula for gifted students.
Supporting
Emotional Needs of the Gifted: 30 Essays on Giftedness, 30 Years of SENG
To celebrate its 30th anniversary, Supporting the Emotional Needs of the
Gifted (SENG) offers a collection of 30 essays from leading experts in the
gifted community. The essays provide an overview and resource for anyone who
works with or cares for the gifted, from gifted adults and teens to parents
of gifted children, educators, counselors or medical professionals...
The
Socioaffective Impact of Acceleration and Ability Grouping: Recommendations
for Best Practice
by Maureen Neihart, National Institute of Education, Singapore (free with
NAGC or SAGE Publications membership)
Although the academic gains associated with acceleration and peer ability
grouping are well documented, resistance to their use for gifted students
continues because of concerns that such practices will cause social or
emotional harm to students. Research indicates that grade skipping, early
school entrance, and early admission to college have socioaffective benefits
for gifted students who are selected on the basis of demonstrated academic,
social, and emotional maturity, but may be harmful to unselected students
who are arbitrarily accelerated on the basis of IQ, achievement, or social
maturity...
Supporting the Emotional Needs of the
Gifted (SENG)
**Click for Conference
SENG seeks to inform gifted individuals, their families, and the
professionals who work with them about the unique social and emotional
needs of gifted persons. We support programs that foster in gifted
individuals the mental health and social competence necessary for them
to be free to choose ways to develop and express their abilities and
talents fully.
With support, gifted individuals can develop abilities that enhance
their own lives and the lives of others. Without understanding and
support, they may be inhibited in the development of their gifts and
talents, which can result in significant negative personal and societal
consequences. The mission of SENG is to empower caring families and
communities to influence more positively and effectively the development
of giftedness in those individuals entrusted to their care.
The
Social and Emotional Development of Gifted Children: What Do We Know?
by
Maureen Neihart, Sally M. Reis, Nancy M. Robinson, Sidney M. Moon
What does the research (slim as it is) tell us? Essential reading for those who
wish to enable gifted students to develop their strengths and to position them
to make the contributions of which they are capable. Also available from
Amazon.co.uk and
Amazon.ca
 Talk
with Teens About What Matters to Them: Ready-to-Use Discussions on Stress,
Identity, Feelings, Relationships, Family, and the Future
by Jean Sunde Peterson
All young people need a safe, supportive place to “just talk” with caring
peers and an attentive adult. Talk with Teens has been tested with
thousands of teens in many kinds of schools, community centers, churches,
and workshops. Its guided discussions are proven ways to reach out to young
people and address their social and emotional needs. Teens gain
self-awareness and self-esteem, practice problem-solving and goal-setting,
feel more in control of their lives, and learn that they have much in common
with one another—they are not alone.
The
Unwritten Rules of Friendship: Simple Strategies to Help Your Child Make
Friends
by Natalie Madorsky Elman & Eileen Kennedy-Moore
With chapters including The Vulnerable Child, The Intimidating Child, The
Different Drummer, The Little Adult, and The Pessimistic Child, among
others, this is a great tool for parents to help their gifted kids learn and
understand the subtle art if being a friend!
Adolescence
and gifted: Addressing existential dread by J'Anne Ellsworth
Gifted youth may be especially susceptible to experiencing Existential
Dread. If teachers, parents and students work together, the following
solutions are suggested for consideration: a) nourish students socially, (b)
work toward acceptance of giftedness and teach methods for enhancing emotional
development, (c) provide philosophical nurturance...
Affective
Component in the Education of the Gifted by Karen S. Johnson, in
Gifted Child Today ($)
What is an Affective Component in a Curriculum? An affective
component also can be perceived as teaching values and morals. Most
importantly, it is used to address the basic needs that children have to be
appreciated and accepted...
Affective
development of gifted students with nontraditional talents by F. Richard
Olenchak, in Roeper Review
Children whose talents and gifts exist in those domains distinct from the
intellectual, academic, and athletic realms should still be considered
gifted. They are especially talented in one or more areas of human pursuit
although their talent is reflected in domains unique from those customarily
served by schools; and their social and emotional development appears to be
unique. Such young people are in particular danger for generalized school
failure, for the manifestation of a variety of social and emotional problems...
All
Rivers Lead to the Sea: A Follow-up Study of Gifted Young Adults by Kathleen Noble,
Nancy Robinson and Susan Gunderson
...accelerating one's secondary education is as healthy a decision for
many highly capable students as remaining with agemates. The social
and emotional development of most highly qualified students has been neither
compromised nor harmed by acceleration. Early entrance to college may
prove to be one of the most navigable rivers a student can run...
(requires Adobe Reader)
The
benefits of exploring opera for the Social and Emotional development of
high-ability students by Kristin B. Berman
The exploration of opera with high-ability students can contribute to
positive social and emotional development, particularly the development of
humane intelligence, by stimulating ethical and moral awareness, making
connections with age-old truths of humanity, and providing a powerful genre
for self-expression, as well as exploring ways that opera can be introduced
and produced in schools...
Bright
star -- black sky: A phenomenological study of depression as a window into the
psyche of the gifted adolescent by P. Susan Jackson
...investigated the lived experience of the depressive state of ten gifted
adolescents. Analysis revealed a complex stratum of influences fueling the
depressive experience. At the core of the experience is the gifted teen's
absolute need for knowledge for communion and for expression. The analysis
revealed that the gifted adolescent is at risk for varying degrees of
depression when any or all of these needs are stymied...
But
What About the Prom? Students' Perceptions of Early College Entrance by Kathleen Noble
and Julie Drummond
This study examined student perceptions of early college entrance,
focusing on the reasons students choose this unusual educational option;
their experiences with peers, regular-age students, and professors; and the
effects of skipping high school on their social, emotional, and intellectual
development (requires Adobe Reader)
Case
Study about Richard P. Feynman submitted by Sylvia Zinser
Feynman was a highly gifted person who had found his position in life.
Coming out of a very supportive environment he was free to explore all
directions of science and life. He created an image for himself - the way he
wanted to be seen by others. This image included behaving like nobody
expected him to behave. But this self-image also lead Feynman into believing
that he was not at the right place in his young age. He saw himself as a
”faker”. Despite this he kept showing this image to the outside throughout
his life...
Cause for Concern, or Reason to Celebrate: Maureen Neihart Discusses her
Research on the Social and Emotional Development of Gifted Children by Maureen Niehart
Research that resulted in her book,
The
Social and Emotional Development of Gifted Children: What Do We Know?.
Neihart distinguished facts supported through multiple, empirical studies from
common myth about gifted students. Some of her key findings were...
Choices
and Challenges by Danette Finn
As we get older we begin to have more control over how we live our life.
We start defining who we are. Many of us are discovering who we are and
building communities of our own. While some of us are more sure of ourselves
than others, each and every one of us are trying to figure out what we want in
life and how to achieve it. For the first time we are in control of our own
lives. The choices that we make have real consequences...
Coping
Through Awareness by Andrew S. Mahoney
Coping for a highly gifted person requires knowing oneself and becoming
more aware of what is truly involved with being highly gifted. Coping is also
a process that should allow one to contend better with his giftedness
throughout life...
The
Cost of Equality by Jeannie Alford Hagy (EdWeek registered guests can
read up to 2 articles per week)
Genius is not always recognized, understood, or appreciated, particularly
in a child...
Depression
and Suicide
Additional resources on depression and suicide, from Hoagies' Gifted
Education Page...
Developing
Self-Understanding and Resilience in Gifted Students: A Unit for Upper
Elementary and Secondary Gifted Learners by Heather Danforth
Gifted students have particular affective needs, partly because of their
different developmental patterns and partly because of the mismatch between
their development and the expectations in schools and other places that cater to
the developmental norm. A good gifted program will incorporate affective
instruction to help students to deal with their particular needs in productive
ways, so that they can feel happy and successful. This unit is designed to
provide gifted teachers and counselors with one possible way to address these
needs... (TeachersPayTeachers
requires free registration)
Different
strokes: Perceptions of social and emotional development among early college
entrants by Kathleen Noble, Tara Arndt, Tristan Nicholson, Thor Sletten
and Arturo Zamora
31 UW Early Entrance students participated in focus group discussions in
which they discussed their social and emotional experiences as young college
students. All believed themselves to be more mature than they would have been
had they gone to high school and all reported themselves to be well-socialized...
Emotional Intelligence and Creativity of their Gifted Children: A Summary of
CTD's Spring 1998 conference by Rhoda Rosen
It is vital to nurture emotional intelligence alongside cognitive
intelligence to produce a confident, self-assured adult who enjoys and is
capable of being productive; warning against stressing the cognitive at the
expense of the emotional development of the gifted child; provides ways for
parents to identify early warning signs that their gifted child may be
struggling to establish emotional security....
The
Emotional Journey of the Gifted and Talented Adolescent Female by Suzanne
Blakeley
At 14, our daughter lost a hard fought struggle. Her slow descent into
depression began during fourth grade after our family's relocation... Once
self-confident and happy, she became filled with anxiety and frustration by
the end of middle school. In ninth grade Sarah was haunted by rapid
thoughts, and sleepless nights. Her tremendous mental energies eventually
spiraled inward, settling into a looping, repetitive chant: I'm unacceptable
The Emotional Needs of the Gifted Child by Annemarie Roeper
The emotions of the gifted grow out of their
greater cognitive awareness which then translates into feelings. Because of
their greater awareness, gifted children understand the consequences of
their behavior and develop feelings of guilt sooner and stronger than
others...
Emotional
Sensitivity in Gifted Children and
Guidelines for Handling the Dark Side of Emotional Sensitivity in Gifted
Children by Sal
Mendaglio
On the positive side, this characteristic is reflected in concern for
others, their plight, and feelings. The shadow side of heightened
sensitivity can be easily described but coping effectively with it is a
different matter... (requires Adobe Reader)
Enhancing
Learning Outcomes for Diversely Gifted Adolescents: Education in the
Social/Emotional Domain by Dona J. Matthews
An approach to addressing both [young women and students from minority
groups, who continue to be underrepresented at the highest career
achievement levels, and traditional support systems, like family and
community, dissolving and disintegrating] is the implementation of a Human
Development course of study, starting early and building systematically over
time. In such a course, students could be helped to construct principled
understandings of social and emotional functioning, becoming more aware of
the benefits of social diversity, and wiser decision-makers. Applications
appropriate for working with gifted secondary school students are discussed
Factors
in the social adjustment and social acceptability of extremely gifted
children by Miraca U.M. Gross
The MBTI was administered to 226 gifted and talented tenth and eleventh graders. Talented teens
preferred ENFP. Gender differences were calculated as well among artistic
youth and academically talented youth. Male artistic youth preferred F and
academic females preferred T. Teachers of the talented preferred ENFJ. Other
teachers preferred ESFJ. Implications for teaching these students are
discussed
Feeling
Boys and Thinking Girls: Talented Adolescents and Their Teachers by
Jane Piirto
The MBTI was administered to 226 gifted and talented tenth and eleventh graders. Talented teens
preferred ENFP. Gender differences were calculated as well among artistic
youth and academically talented youth. Male artistic youth preferred F and
academic females preferred T. Teachers of the talented preferred ENFJ. Other
teachers preferred ESFJ. Implications for teaching these students are
discussed
Feelings
and attitudes of gifted students by Tiffany Field, Jeff Harding, Regina
Yando, Ketty Gonzalez, David Lasko, Debra Bendell and Carol Marks
Compares gifted and nongifted students from a homogeneous sample within
the same school. In addition, not just one but several dimensions were
assessed - social, emotional, and cognitive. Gifted students' self-perceptions
were compared with those of nongifted students on intimacy with family and
peers, social support, family responsibilities, self-esteem, depression, and
risk-taking behavior...
For
the Gifted Child and Young Adult...
Articles and books explicitly for the gifted child or young adult...
Fostering
the social and emotional development of gifted children through guided viewing
of film by Thomas P. Hébert and Kristie L. Speirs Neumeister
The authors propose guided viewing of film as a strategy through which
teachers and counselors may assist young gifted students in gaining helpful
insights to deal with problems they face. This article presents a theoretical
foundation for this approach, a variety of strategies for implementation, and
a collection of films appropriate for use with gifted students...
Foundations
for understanding the social-emotional needs of the highly gifted by Ellen
Fiedler
Theoretical perspective for
shedding light on psychosocial correlates of gifts based on Dabrowski.
According to Dabrowski, the theory has two key facets: levels of emotional
development and overexcitabilities or areas of intensity that individuals may
possess...
Friendship
Patterns in Highly Intelligent Children by Paul M. Janos, Kristi A.
Marwood and Nancy M. Robinson
A study comparing responses of high IQ and moderately high IQ children and
their parents to a detailed set of questions about friendship... Boys
and girls each preferred friends of their own sex. More of the high IQ
children reported their friends to be older than themselves, that they did
not have enough friends, and that being smart made it harder for them to
make friends...
Gender
and Giftedness by Barbara A. Kerr and Megan Foley Nicpon
Both gifted girls and gifted boys experience conflicts between gender
identity and achievement motivation. These conflicts can prevent gifted young
people from attaining the education they need, from following through on
career goals, and from forming satisfying and healthy relationships. Social
pressure to attain ideals of masculinity and femininity often works against
the development of talent in young people. An understanding of gender and
giftedness can help counselors to guide young people through the critical
“milestones and danger zones” in which the fulfillment of talent is threatened
by gender socialization...
Gifted
Children and Erikson's Theory of Psychosocial Development by Tracy L.
Cross, in
Gifted Child Today ($)
Identification of giftedness is often linked to early evidence of ability.
The potential success of any identification process to locate children of
extraordinary ability is often subject to the extent to which children have
developed a sense of autonomy and engage in self-initiating behaviors. Not
successfully resolving the crises of the previous three states will have a
negative impact on later life. In addition, the culmination of not resolving
the crises will reduce the likelihood of children being identified as
gifted...
Gifted
Children: Youth Mental Health Update by Julia Osborn
In this century, considerable knowledge about gifted children has been
accumulated, yet little of this knowledge has reached mental health
professionals, pediatricians, school personnel or others working with
children. This is due to the common and mistaken belief that these children
endowed with superior intelligence and talents have no special educational
needs...
The
Gifted Identity Formation Model by Andrew S. Mahoney
Knowing one's giftedness and having a well-developed sense of identity as
a gifted person are crucial for the development of the self. Many gifted
people struggle with their giftedness, what it means to be gifted and how to
develop that potential because there are few models available to assist in the
identity development and counseling of gifted people...
The
Gifted Introvert by Lesley Sword
Society, parents and teachers do try to turn introverts into extraverts.
However, they need to understand that there are no right or wrong ways of
functioning but simply differences. Introversion is perfectly normal and does
not need “curing”. It is no use waiting for your child to grow out of it
or expecting your partner or yourself to change into an extravert. This may be
more socially acceptable but it is an impossible task. (MS Word file)
Giftedness
is Heart & Soul by Annemarie Roeper
The traditional model of education tends to look at human beings as
basically driven by cognition. An alternative model of education called,
"Self Actualization and Interdependence" (SAI), sees education as a global,
all-encompassing process of growth...
GLBTQ: The Survival Guide for Queer and Questioning Teens by Kelly Huegel
Do you know someone who is queer or questioning? This book is for
him or her... and for you. Here's the information that helps you accept Also read
Am I Blue?: Coming Out from the Silence by Marion Dane Bauer, fiction,
great for the questioning teen or his/her friends...
 Good
Friends Are Hard to Find: Help Your Child Find, Make, and Keep Friends
by Fred Frankel and Barry Wetmore
A step by step guide to 'what's age appropriate' for play, and how parents
can make rules for kids to keep them moving in the direction of making and
keeping friends. Good for shy kids and kids who seem to not get those
unwritten social rules, or kids who have to deal with agemates that seem
alien to them. Read the
Davidson
Institute review...
Guiding
the Social and Emotional Development of Gifted Youth: A Practical Guide for
Educators and Counselors by James R. Delisle
Social and emotional issues of the gifted child discussed
Guidelines
for Handling the Dark Side of Emotional Sensitivity in Gifted Children by Sal
Mendaglio
Guidelines that parents should consider when confronting a child's
expression of sensitivity. It is worth reiterating that this trait is both
positive and negative in nature...
Helping Adolescents Adjust
to Giftedness (ERIC Digest #489) by Thomas M. Buescher and Sharon Higham
Caring adults can assist these young people to "own" and develop
their talents by understanding and responding to adjustment challenges and
coping strategies
Helping Gifted Students with
Stress (ERIC Digest #488) by Leslie S. Kaplan
Many gifted youngsters have a heightened sensitivity to their
surroundings, to events, to ideas, and to expectations...
Higher
IQs Protect Kids From Traumatic Events by Robert Preidt, in
HealthDay News
Smarter children are less vulnerable to trauma and its
aftermath, study suggests. Youngsters who had an IQ greater than 115
at age 6 were less likely to have experienced any kind of trauma and, if
they did, were less likely to develop PTSD by age 17. Boys were more
likely to be exposed to trauma, while girls were more likely to develop PTSD
after exposure to trauma...
How
Not to Talk to Your Kids: The Inverse Power of Praise by Po Bronson, The
New Yorker
Telling a child she's smart is not good for the child. Those
who equated their success with their innate ability, when faced by a
challenge, surmise they’ve been dumb all along. It turns out that the
ability to repeatedly respond to failure by exerting more effort—instead of
simply giving up—is a trait well studied in psychology. People with this
trait, persistence, rebound well and can sustain their motivation through
long periods of delayed gratification...
The "I" of the Beholder: A Guided Journey to the Essence of a Child by
Annemarie Roeper
"...takes us on a universal journey of self-discovery, and you crave more
of her wisdom and insights... If every gifted educator and parent read this
book, the lives of gifted children would be happier, healthier, and more
whole." -- Jim Delisle Development of the self begins at birth,
and continues throughout life. Stages described include birth of the
self, growth, relationships, expanded reality, legitimacy,
self-actualization, and aging. Also includes chapters on qualitative
assessment, assessment of IQ with "IQ tests, " and a brief biography of
Annemarie herself...
The
Impact of an Undergraduate Honors Program on Gifted University Students
by Thomas P. Hébert and Matthew T. McBee
At the university, gifted students discovered within the honors program an
intellectual and social network with other gifted individuals like them.
Through several components of the honors program they developed significant
psychosocial growth...
The
impact of giftedness on psychological well-being by Maureen Niehart, in
Roeper Review
There is evidence to support two contrasting views
about the psychological well-being of gifted children; that giftedness
enhances resiliency in individuals and that giftedness increases
vulnerability. It is clear that giftedness influences the psychological
well-being of individuals. Whether the psychological outcomes for gifted
children, adolescents, and adults are positive or negative seems to depend
on at least three factors: the type of giftedness, the educational fit, and
one's personal characteristics...
An Integral approach to the Social and Emotional Development of
the Profoundly Gifted by P. Susan Jackson,
The Daimon Institute for the Highly Gifted
Physiological development is necessary but not sufficient for cognitive
development, which is necessary but not sufficient for interpersonal
development, which is necessary but not sufficient for moral development,
which is necessary but not sufficient for ideas of the good. To
develop social and emotional capacities our PG children have a critical need
for role models, encouragement and modeling, information and meaningful
appropriate learning opportunities... (requires Adobe Reader)
An
Interview with Dr. Edward R. Amend: About the Emotional Needs of Gifted Kids
Meeting the educational needs of the gifted and talented child will also
help their social and emotional adjustment. The research has been fairly
clear in suggesting that the degree to which a gifted child's educational
needs are being met is an important factor in their overall adjustment...
Introversion:
The Often Forgotten Factor Impacting the Gifted by Jill D. Burruss and
Lisa Kaenzig
Introverts are different from extraverts and this
difference is very difficult for the extravert to understand because they do
not operate in that fashion. And because they do not understand it, many
continually try to help the introvert become more social, more gregarious,
more outgoing, and have more fun from the extravert perspective. Such is the
situation of the introvert, a minority in the regular population but a
majority in the gifted population...
Issue
awareness in young highly gifted children: do the claims hold up? by
Catya von Karolyi (by subscription)
If, conceptually, we consider issue understanding of greater relevance to
issue awareness than evaluation of issue importance, we can conclude that
the evidence provides support for the hypothesis that highly gifted children
show earlier issue awareness than do typical children. This awareness
appears to have emerged without highly gifted children having greater access
to information about issues in the home....
Is
This Your Child?: Discovering and Treating Unrecognized Allergies by
Doris J. Rapp
Details the physical and environmental factors that can contribute to our
kids' behavior, including food, chemical sensitivities and 'sick building'
syndrome
It's
All About Identity by Andrew S. Mahoney
We [must] focus on the gifted person's identity formation and development
of self. Without this focus, the needs of this population may not be
appropriately addressed. The work begins with
parents, educators and counselors, not with the children, others or outside
forces...
Jarvis
Clutch - Social Spy by Dr. Mel Levine and Jarvis Clutch
Jarvis Clutch—Social Spy is mainly about something very important called
social thinking, which most likely is a term you’ve never heard before, even
though it’s something you use all day long. Even most grownups don’t know
exactly what it means. Let me explain... (See
All
Kinds of Minds for a complete review)
Joy
and Loss: The Emotional Lives of Gifted Children by Joshua Freedman and
Anabel Jensen
For most gifted children, childhood is more pleasurable and more
fulfilling because they derive joy from challenge and reward from work. At the
same time, it is a childhood that is more painful, more isolated, and more
stressful because they do not fit in with their peers and they set high
expectations.
Living
With Intensity: Understanding the Sensitivity, Excitability, and the
Emotional Development of Gifted Children, Adolescents, and Adults by
Michael Piechowski and Susan Daniels
A great new volume by Piechowski and Daniels, giving us insight into the
intensity that so many of our gifted kids experience every day of their
lives...
Looking
Outside and Inside: Self-Concept Development of Gifted Adolescents by
Jonathan A. Plucker and Vicki B. Stocking
The internal/external frame of reference model was proposed to
explain the development of academic self-concepts for general ability samples.
Recent research calls into question the model’s applicability for gifted
adolescents’ academic self-concept development. This model was examined for
131 adolescents participating in a summer program for
academically talented students...
Low
intelligence test scores in 18 year old men and risk of suicide: cohort study
by D. Gunnell, P.K.E. Magnusson, and F. Rasmussen
The risk of suicide was two to three times higher in those with lowest
compared with the highest test scores. Associations were only slightly
attenuated when we controlled for parents' socioeconomic position. Greatest
risks were seen among poorly performing offspring of well educated parents...
(abstract free)
Meeting
the Social Needs of Students Who Are Twice Exceptional by Mary Ruth
Coleman, Christine Harradine, and Emily Williams King
Recognizing and supporting the social and emotional needs of
twice-exceptional students are just as important as addressing their
academic needs. We must appropriately identify and serve students who
are gifted/LD in order to maximize their potential both inside and outside
the classroom... (requires Adobe Reader)
 "Mellow
out" They Say. If I Only Could: Intensities and Sensitivities of the Young
and Bright by Michael M. Piechowski
(also visit
Piechowski's site
"Mellow
out" They Say...)
“The purpose of this book is to give voice to the emotional life of bright
young people, to show how their intensities and sensitivities make them more
alive, more creative, and more in love with the world and its wonders”
(Chapter 1)
Nurturing Social-Emotional
Development of Gifted Students (ERIC Digest #527) by James T. Webb
To a large degree, the needs of gifted children are the same as those of
other children. Some needs and problems, however, appear more often among
gifted children...
On Education
a poem written by a high school senior in Alton, Illinois, two weeks
before he committed suicide
The
Origins and Ends of Giftedness by Ellen Winner
Five issues about giftedness are discussed with reference to gifted
children (including child prodigies) and autistic/retarded savants. First,
the origins and causes of giftedness are explored. The view that giftedness
is entirely a product of training is critiqued, and it is argued that there
is indirect evidence for atypical brain organization and innate talent in
gifted children: many gifted children and savants have enhanced
right-hemisphere development, concomitant language-related difficulties, and
auto-immune disorders. Intense intrinsic motivation, particular social and
emotional difficulties, evidence for the often uneven cognitive profiles of
such children, and the tenuous relationship between childhood giftedness and
"big-C," or "domain" creativity in adulthood is discussed... (requires
Adobe Reader)
Overexcitability
and the gifted by Sharon Lind
...intensity, sensitivity and overexcitability are primary characteristics
of the highly gifted. These observations are supported by parents and teachers
who notice distinct behavioral and constitutional differences between highly
gifted children and their peers...
Parenting
Emotionally Intense Gifted Children by Lesley Sword
Giftedness has an emotional as well as intellectual component.
Intellectual complexity goes hand in hand with emotional depth. So gifted
children not only think differently from other children they also feel
differently...
A
place to be Celebrated and Understood: The Impact of Early University
Entrance From Parents’ Points of View by Kathleen D. Noble, Sarah
Childers, and Robert C. Vaughan
One is the issue of parents following their children’s lead when it comes
to early university entrance. Parents of EEPers (81%) were significantly
more likely to choose early entrance because their children were unhappy
socially in middle school, whereas 46% of Academy parents said that this was
not an important factor in their decision to enroll their students in the
Academy. This suggests that different levels of acceleration may better fit
different kinds of students... (requires Adobe Reader)
Profiles
of the Gifted and Talented by George Betts and Maureen Neihart
After several years of observations, interviews, and reviews of
literature, the authors have developed six profiles of gifted and talented
children and youth. These profiles help educators and parents to look closely
at the feelings, behaviors, and needs of the gifted and talented...
Psychological
Factors in the Development of Adulthood Giftedness from Childhood Talent
by Paula Olszewski-Kubilius
In early childhood, some children come to the attention of parents and
teachers because of very advanced abilities or exceptional interest in an
area... But, only a very few will become eminent in adulthood and
produce groundbreaking work in their field, the kind of work that earns them a
place in history and significantly alters the domain that they work in. A
major issue for the field of gifted education is why so few highly gifted
children grow up to be renowned and creative producers...
Psychologist Blames
Stress for Gifted Students' Misbehavior by Susan Walton, in
EdWeek
Some high-school dropouts, chronic truants, and classroom daydreamers may
be very bright children who use inappropriate behavior as a way to ease the
distinctive stresses they and others like them often experience in
schools...
Putting
the well-being of all students (including gifted students) first by Tracy
L. Cross, in
Gifted Child Today (available on-line from
Prufrock Press)
How long does it take gifted students to realize that they are going to be
taught long before any effort will be made to find out what they already know
and are able to do? We turn a collective blind eye to the messages that we
send gifted students. Add to these in-school perceptions the mixed messages
that gifted students often perceive, such as "all kids are gifted," "no kids
are gifted," "gifted kids have unfair advantages," and "gifted kids can get it
on their own," and you have an idea of a gifted child's perceptions. Child is
the operative word here. Children learn these lessons even when they are
unintended...
Reversal
of Fortune: How Parents Unintentionally Undermine A Gifted Child's Self-Worth
by Jim Delisle
Sometimes I feel that I say and do the exact opposite of what I should be
doing with my gifted child. I don't want to undermine my child's sense of
self-worth, but it seems to happen. What kind of advice can you give...?
Samantha
by Rachel
A story by a gifted girl, giving a glimpse into the social / emotional
world of the gifted child...
Schools
with Spirit: Nurturing the Inner Lives of Children and Teachers edited
by Linda Lantieri
Twelve scholarly essays advocate that teachers should nurture a sense of
spiritual meaning in students, but also carefully emphasizes that spirituality
is not synonymous with religion...
Self-Concept,
Self-Esteem, and Peer Relations Among Gifted Children Who Feel
"Different" by Paul M. Janos, Hellen C. Fung and Nancy M.
Robinson
High IQ children and their parents completed an extensive battery of
questions on social and emotional development. 88 children (37%)
conceptualized themselves as differing from their peers...
SENG
Supporting Emotional Needs of the Gifted
SENG is dedicated to fostering environments in which gifted adults and
children, in all their diversity, understand and accept themselves and are
understood, valued, nurtured, and supported by their families, schools,
workplaces and communities...
The
Serious Need for Play by Melinda Wenner, in
Scientific American
Free, imaginative play is crucial for normal social, emotional and
cognitive development. It makes us better adjusted, smarter and less
stressed...
Social
Development or Socialization? by Linda Kreger Silverman
A major concern of parents and educators is the social adjustment of their
gifted children. All provisions for gifted students are held suspect on the
grounds that they will "prevent the children’s social adjustment." Indeed,
the remarkable emphasis on the school as an agent of socialization makes one
wonder if anyone really cares about the development of these children’s
abilities or if all that is important is whether they fit in!
Social
Emotional Consequences of Accelerating Gifted Students by Lianne
Hoogevan
Comprehensive overview of all past research and new data, this report
offers new insight into the "consequences" of acceleration... (requires
Adobe Reader)
Social-Emotional
Development and Adjustment of Gifted Children by Nancy M. Robinson and
Kathleen D. Noble
Academically gifted children tend to show greater than average maturity in
psychosocial development and friendship patterns... (requires
Adobe Reader)
Social
and emotional issues faced by gifted girls in elementary and secondary school
by Sally M. ReisResearch with talented girls and women has revealed a
number of personality factors, personal priorities, and social emotional
issues that have consistently emerged as contributing reasons that many either
cannot or do not realize their potential...
The
Social-Emotional Health of Children: An Interview with Psychologist Maureen
Neihart
What are the major beliefs out there about the social-emotional or
psychological health of gifted children?
Social/Emotional
Needs: The Rage of Gifted Students by Tracy L. Cross, in
Gifted Child Today ($)
While very few gifted students act-out in violent ways, many do seem to
acknowledge internalized feeling of rage. This column will attempt to
articulate what I believe is a deep-seated rage that many gifted students
feel...
Social and Emotional Needs
of Gifted Children: Selected Readings For Parents and Educators an ERIC
Minibib
Social
skills of gifted children by Louise Porter
Gifted children are often accused of being social misfits. However, most
of their social problems arise when they do not fit with the surrounding
children: gifted children lack true peers rather than lacking peer
relationship skills...
Stages
of social-emotional development in children and teenagers
An overview of the developmental tasks involved in the social and
emotional development of children and teenagers which continues into
adulthood. Based on the Eight Stages of Development developed by
psychiatrist, Erik Erikson in 1956...
  Suicide
Among Gifted Children and Adolescents: Understanding the Suicidal Mind
by Tracy Cross, Jennifer Riedl Cross (or from
Amazon)
Explores the suicidal behavior of students with gifts and talents,
provides the reader with a coherent picture of what suicidal behavior is;
clarifies what is known and what is unknown about it; shares two major
theories of suicide with explanatory power; and offers an emerging model of
the suicidal behavior of students with gifts and talents. In addition, the
book includes chapters offering insight into the lived experience of
students with gifts and talents, and what we can do to prevent suicide among
gifted students, including creating caring communities and specific
counseling strategies...
A
Synthesis of Research on Psychological Types of Gifted Adolescents by Ugur
Sak
Results of studies about personality types of gifted adolescents. Gifted
adolescents were higher on the Introversion, Intuition, Thinking, and
Perceiving dimensions of the personality scales of the Myers-Briggs Type
Indicator (MBTI) when compared to general high school students. Also, gifted
adolescents differed within the group by gender and by ability. Based on the
findings, Sak discusses teaching practices for gifted students according to
their personality preferences...
TAGFAM MonTAGe
E-Journal: Know Thy Child, Vol. 1, No. 3 editor, Valorie J. King
Includes articles "Coping With Unbearable People, Places, and
Situations" and Book Review: "The 6 Vital Ingredients Of
Self-Esteem"
TAGFAM MonTAGe
E-Journal: Back to School Issues, Vol. 1, No. 8 editor, Valorie J. King
Includes articles "The Socialization Roadblock" and
"Problem Solving 101: Teaching Social Skills"
Talent
Development: Accommodating the social and emotional needs of secondary
gifted/learning disabled students by F. Richard Olenchak
Secondary school students who are concomitantly gifted and learning
disabled is especially at risk for poor academic performance. Often, their
sense of self has been damaged by schools' overemphasis on their
disabilities at the expense of efforts aimed at enhancing their strengths.
This exploration advocates the development of individual student talent as a
philosophical theme for schools to accommodate the social and emotional
needs among gifted/learning disabled youth. Descriptions of several
educational innovations and reform components, likely to enhance talent
development, are included...
Technology
and the unseen world of gifted students by Tracy Cross
The social and emotional development of gifted students can be influenced
by many factors. Under the heading of experiences is students' use of
computers. This column will highlight some of the most common and some
of the least well-known uses of computers by gifted students...
Through
His Eyes and Through His Mother's Eyes by Joseph Hughes and Holly Hughes
They always said he was one of the brightest kids in the class. Right
before they sent him to the principal’s office. “I didn’t grow up gifted,
at least not by name. I grew up being asked what was wrong with me.”
The
trials and tribulations of being too smart Yale Daily News
I appreciate the world-class education I receive here, both in and out of
the classroom. I marvel at the amazing things I have learned from all the
talented people around me. But I cannot help but yearn for times when people
just didn't take things -- and sometimes themselves -- so seriously...
Underachievement in Exceptionally Gifted Adolescents and
Young Adults: A Psychiatrist’s View
by Jerald Grobman, in The Journal of Secondary Gifted Education
A group of exceptionally gifted adolescents between the ages of 14 and 25
were each treated in individual psychotherapy over the course of a number of
years. They were referred for symptoms of anxiety, depression,
self-destructive behavior, and underachievement. Each phase of their gifted
development was accompanied by particular anxieties and conflicts. In
adolescence they developed a powerful personal vision, a sense of destiny,
and a charismatic personality. Their inability to resolve conflicts about
these particular gifted traits led to their most dramatic forms of
underachievement and self-destructive behavior...
Understanding
and Encouraging the Exceptionally Gifted by Bruce E. Kline and Elizabeth
A. Meckstroth
In this article, five facets of critical development are highlighted: (a)
interpersonal relationships; (b) acknowledgement of uniqueness; (c) school
adjustment; (d) creative self-expressions; and (e) user-friendly environment.
In each area, several interventive strategies are suggested...
Understanding
Gifted Children’s Emotions: Heightened Multifaceted Sensitivity by Sal
Mendaglio
Emotions shroud virtually everything in daily living. Responding
effectively to children’s emotions is an essential ingredient in
ameliorating challenging situations and will prevent problems. A primary
goal of parenting of gifted children is assisting them to cope effectively
with their emotionality... (requires Adobe Reader)
Very
Good at Everything: Social & Emotional Ramifications of Dyslexia and Other
Atypical Learning Styles & Patterns by Joyce Steeves
Sometimes a single difficulty such as dysgraphia or a poor memory for math
facts can impede a child's progress in school until he feels he is worthless.
In demonstrating what they know, dysgraphic children seem to face the most
frustration, especially if they possess a high level of intellectual potential...
What
can happen to bored gifted students by Tara Malone
The rule of thumb tends to be the more gifted a child, the greater the
disparity between a student's ability and age and the greater the risk for
emotional and social problems. Depression. Delinquency.
Dropping out. And even suicide. Gifted children, who some say are
smart enough to know better, are not immune to such dangers. In fact,
gifted children might be more at risk than ever...
What
Gifted Adults Say About Their Childhoods by Deborah L. Ruf
Highly gifted adult subjects wrote about many of the changes they would
make in their childhoods: more information and confirmation of their
intellectual differences; to be loved for who they were and not what they
could do; intelligent teachers who understood how to really teach and go at
the student's pace... They reported that they did not receive most of these
things...
What
Price Genius? by Morley Safer, 60 Minutes
When Morley Safer first interviewed Adragon De Mello for 60 Minutes in
1987, the 10-year-old's father thought he was a genius. The boy, known as
A.D., was in college because his father said there were no schools, public or
private, that could challenge his son's intelligence. But A.D.'s road to
a higher education was a rocky one, and so was his life at home, where the
pressure to succeed often became overwhelming...
Why
Nerds are Unpopular by Paul Graham
I know a lot of people who were nerds in school, and they all tell the
same story: there is a strong correlation between being smart and being a
nerd, and an even stronger inverse correlation between being a nerd and being
popular. Being smart seems to make you unpopular. Why?
And the companion piece...
Re: Why Nerds are Unpopular
Many people have written to me about Why Nerds are Unpopular, and many more
seem to be posting about it on various Web sites. Here are answers to some
of the points they've raised...
 Why
Smart Kids Worry: And What Parents Can Do to Help by Allison Edwards
Being the parent of a smart child is great—until your son or daughter
starts asking whether global warming is real, if you are going to die, and
what will happen if they don't get into college. Kids who are advanced
intellectually often let their imaginations ruin wild and experience fears
beyond their years. What can you do to help? This book guides you
through the mental and emotional process of where your child's fears come
from and why they are so hard to move past, how to parent a child who is
both smart and anxious...
Why
The Smartest People Have The Toughest Time Dating by Alex Benzer
From the author of Tao of Dating, his observations that "the
following dating challenges seem to be common to most smart people. In fact,
the smarter you are, the more clueless you will be, and the more problems
you're going to have in your dating life. Once upon a day I used to be
pretty smart, and believe me, I had a lock on clueless..."
Young
+ Brilliant, Blessed + Cursed by Patti Hartigan,
The Boston Globe
They are barely into their teens, yet they are declared the next Mozart or
even a modern Messiah. But child prodigies are often both misunderstood and
openly ostracized, and, as adults, they struggle under the burden of their
astonishing intelligence...
Young
Children's Social Development: A Checklist (ERIC Digest) by Diane E.
McClellan and Lilian G. Katz
Early childhood educators have traditionally given high priority to
enhancing young children's social development. A body of evidence has
accumulated to indicate that unless children achieve minimal social competence
by about the age of six years, they have a high probability of being at risk
throughout life. Hartup suggests that peer relationships contribute a great
deal to both social and cognitive development and to the effectiveness with
which we function as adults...
'"You
Protected Me from the Sadness"
by Allison Salerno
How a mother helped her children understand the 9/11 tragedies...
Last updated
December 01, 2020
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