Making Sense of IQ
IQ tests measure problem-solving skills and predict academic and job outcomes but miss traits like creativity, motivation, and empathy. They provide a snapshot of abilities and patterns of strengths and weaknesses, useful for identifying hidden giftedness, though precision decreases at very high IQ levels.
Coming Full-Circle
Jane Hesslein recounts her long involvement with SENG, describing how a key book shaped her parenting and teaching, led to conference participation, training and presentations, and ultimately board service. She credits SENG for professional growth, community connections, and influencing donations made in her father’s memory.
100 Words of Wisdom: Jane Hesslein
A teacher reflects on the rewards of teaching gifted ten-year-olds: their unpredictable insights lead classes in new directions, renewing curiosity and discovery. Sharing students’ perspectives brings joy and keeps adults intellectually invigorated, offering a continual sense of wonder and youthful perspective.
Bright Star — Black Sky: A Phenomenological Study of Depression.
Phenomenological study of ten gifted adolescents explores depression, identifying emotion and affect as core constituents. Findings outline a Tripartite Needs System—knowledge, communion, expression—whose absence increases risk. The research highlights family and peer communion, expressive outlets, and self-knowledge as crucial for recovery and healthy development.
Depressive Disorder in Highly Gifted Adolescents
Examines depressive disorders among highly gifted adolescents, synthesizing phenomenological study, clinical records, and literature. It highlights their capacity to mask symptoms, factors like sensitivity, shame, poor educational fit, and defense mechanisms, and argues for qualitative research, early intervention, and tailored psychological support to better identify and treat depression.
Do We Know if Gifted Children are Being Served Appropriately?
Examines whether schools adequately serve gifted children, arguing gifted education should be integrated into classrooms rather than isolated in pull-out programs. Offers questions for principals, teachers and students, critiques resource rooms, and advocates properly funded inclusive approaches that address intellectual, social and emotional needs of gifted learners.
Attention Deficit Disorders and Gifted Students: What do we really know?
This article reviews ADHD in gifted students, distinguishing known facts from assumptions. It covers ADHD definitions, assessment, genetic and environmental contributors, diagnostic challenges unique to gifted populations, the possibility of coexistence, and calls for careful evaluation and more empirical research.
If You’re So Smart, Why Do You Need Counseling?
Deborah Ruf examines why Baby Boomers and later generations seek counseling compared with the G.I. generation, using interviews with highly gifted adults. She discusses incidence of abuse, counseling uptake, emotional development, Dabrowski’s theory, and personal narratives illustrating struggles with identity, authority, and growth.
Asynchronous Development
The piece explains asynchronous development in gifted children: intellectual advancement often outpaces social-emotional growth, causing mismatch with peers and school expectations. Early support—peer groups, understanding adults, and tailored stimulation—can prevent long-term social and emotional harm and help gifted children thrive.
Competing with Myths about the Social and Emotional Development of Gifted Students
This article identifies eight common myths about the social and emotional development of gifted students—about age grouping, heterogenous classrooms, well-roundedness, innate talent, expertise, adult understanding, being ‘too smart,’ and blanket labels. It urges evidence-based practices, support, and environments that nurture gifted students’ needs.