Your Favorite SENG Articles

Author: SENG
Citation: First published in the SENGVine, November 2011

One of SENG’s most popular free programs is its online library database of articles, both original articles written expressly for SENG and reprints of articles (with permission) that discuss social-emotional aspects of giftedness.

What are your favorites?

The most visited SENG database articles in the last twelve months are listed below. What is your guess for the number of visits for the most popular article, “Misdiagnosis and Dual Diagnosis of Gifted Children”?

  1. 3.14159265
  2. 24,106
  3. 39.789
  4. 41,771

The correct answer is d, meaning that the article is visited on average 114 times each day!

Below is the full list, and you can read, download, and print all ten articles as a pdf file here: Your Favorite SENG Articles. The following word cloud shows the prevailing themes:

The most popular SENG articles, October 2010 through September 2011:

1. “Misdiagnosis and Dual Diagnosis of Gifted Children,” by James T. Webb, Edward R. Amend, Nadia E. Webb, Jean Goerss, Paul Beljan, and F. Richard Olenchak. Abstracted with permission from Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, bipolar, OCD, Asperger’s, depression, and other disorders. (2004) Scottsdale: Great Potential Press.

“The gifted individual’s drive to understand, to question, and to search for consistency is likewise inherent and intense, as is the ability to see possibilities and alternatives. All of these characteristics together result in an intense idealism and concern with social and moral issues, which can create anxiety, depression, and a sharp challenging of others who do not share their concerns.” Read More

2. “Existential Depression in Gifted Individuals,” by James T. Webb. Reproduced by permission of Great Potential Press.

“When their intensity is combined with multi-potentiality, these youngsters become particularly frustrated with the existential limitations of space and time. There simply aren’t enough hours in the day to develop all of the talents that many of these children have. Making choices among the possibilities is indeed arbitrary; there is no “ultimately right” choice. Even choosing a vocation can be difficult if one is trying to make a career decision between essentially equal passion, talents and potential in violin, neurology, theoretical mathematics and international relations.” Read More

3. “Overexcitability and the Gifted,” by Sharon Lind. First published in The SENG Newsletter. 2001(1) 3-6.

“A small amount of definitive research and a great deal of naturalistic observation have led to the belief that 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. The work of Kazimierz Dabrowski, (1902-1980), provides an excellent framework with which to understand these characteristics. Dabrowski, a Polish psychiatrist and psychologist, developed the Theory of Positive Disintegration as a response to the prevalent psychological theories of his time.” Read More

4. “Misdiagnosis of Asperger’s Disorder in Gifted Youth: An addendum to Mis-Diagnoses and Dual Diagnosis of Gifted Children by James Webb, Ph.D.,” by Edward R. Amend. First published by SENG in 2003.

“In addition to the clinical syndromes outlined by Dr. Webb, Asperger’s Disorder is another that is becoming commonly mis-diagnosed in gifted youth. Although there can be similarities between a gifted child and a child with Asperger’s Disorder, there are very clear differences. Thorough evaluation is necessary to distinguish gifted children’s sometimes unusual and sometimes unique social interactions from Asperger’s Disorder. In the same way, thorough evaluation is also necessary to distinguish Attention-Deficit/ Hyperactivity Disorder (ADHD) from behavioral problems and inattention that result from other causes such as anxiety, traumatic experiences (e.g., abuse), inappropriate curriculum, or even poor parenting.” Read More

5. “Competing with Myths about the Social and Emotional Development of Gifted Students,” by Tracy L. Cross. Reprinted with permission from Gifted Child Today. 2002 Summer.

“As a person who has dedicated himself to the study of the psychological and experiential lives of gifted students, I have encountered widely held myths and associated practices that have negative effects on the social and emotional development of gifted students. These myths are common among parents, teachers, administrators, and gifted students. 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. Recall that it was not that long ago that myth prevented women from competing in long distance foot races.” Read More

6. “Gifted Kids at Risk: Who’s Listening?” by Patricia A. Schuler. Reprinted with permission from the author.

“For some gifted adolescents, seeking special environments, positive or negative, where they can be accepted and excel helps them to deal with the lack of empathy, loss of intimacy and rejection. This may intensify their own lack of tolerance for others, and they may choose overt anti-social and/or suicidal behaviors. Add to that easy access to guns, an everyday stream of acceptable violent messages in the media and video games, inappropriate educational opportunities, lack of parental awareness or supervision, role conflicts, community apathy or stagnation, and possible mental illness, and should we be surprised that horrible, tragic incidents occur?” Read More

7. “Social and Emotional Issues Faced by Gifted Girls in Elementary and Secondary School,” by Sally M. Reis. First published in The SENG Newsletter. 2002 2(3) 1-5.

“Perfectionism can cause talented women to set unreasonable goals for themselves and strive to achieve at increasingly higher levels. It also can cause women to strive to achieve impossible goals and spend their lives trying to achieve perfection in work, home, body, children, wardrobe, and other areas. Hamachek (1978) viewed perfectionism as a manner of thinking about behavior and described two different types of perfectionism, normal and neurotic, forming a continuum of perfectionist behaviors. Normal perfectionists derive pleasure from the labors of effort and feel free to be less precise as the situation permits. Neurotic perfectionists are unable to feel satisfaction because they never seem to do things well enough.” Read More

8. “Gifted adults in Work,” by Noks Nauta and Frans Corten (translated by Kumar Jamdagni). Reprinted with permission from Tijdschrift voor Bedrijfs- en Verzekeringsgeneeskunde (Journal for Occupational and Insurance Physicians). 2002 10(11) 332-335.

“It is increasingly being realized that gifted individuals have the capacity to help solve complex problems. Many are functioning at a high level. But just like a number of gifted schoolchildren, some gifted employees do not function adequately and are unhappy as a result. Some become ill and even permanently occupationally disabled. What are the characteristics of the problems of the gifted at work. And what can occupational health physicians and insurance doctors do with this information?”Read More

9. “Asynchronous Development and Sensory Integration Intervention in the Gifted and Talented Population,” by Anne Cronin. Reprinted with permission from the Davidson Institute for Talent Development.

“Be aware that most occupational therapists providing sensory integration do not have any training in the special developmental and behavior issues of gifted children. Dabrowski (1964) described patterns of overexcitabilities consisting of inborn, heightened abilities to receive and respond to stimuli. His theory related to creativity and the creative process, and has been widely applied to the gifted population. Overexcitabilities are expressed in heightened sensitivity, awareness, and intensity. Mendaglio (1995) and Lind (2000) offer similar views. These authors do not describe these overexcitabilities as “disorders,” rather as characteristic features of the exceptionally creative.” Read More

10. “Can You Hear the Flowers Sing? Issues for Gifted Adults,” by Deirdre V. Lovecky. Copyright American Counseling Association. Reprinted with permission from Journal of Counseling and Development, May 1986. No further reproduction authorized without written permission of the American Counseling Association.

“The dilemma of this gifted adult is whether to hide the insights and respond superficially to the social facade or to use the gift and risk rejection. Either course may produce constraint and difficulty with spontaneity. Finding interpersonal support is a major priority for these gifted adults; the risk is fear of closeness and intimacy.” Read More

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