SENG’s 25th Anniversary Conference: Reflections on SENG’s History
This article recounts SENG’s founding after a 1980 tragedy, its early growth through parent support groups, media attention and conferences, funding challenges and donors, program development, and achievements over 25 years, highlighting training, outreach, and initiatives supporting gifted children and families.
Building Resilience
This article explains resilience for gifted children, emphasizing optimism and taught skills. It cites examples and Seligman’s ideas, then outlines Ginsburg’s 7 Cs and practical measures parents can use—building competence, teaching thinking skills, offering choices, constructive feedback, natural consequences, and avoiding overprotection.
Misdiagnosis and Dual Diagnosis of Gifted Children
Gifted children are often misdiagnosed with disorders like ADHD, ODD, OCD, mood and learning disorders because professionals overlook traits such as intensity, sensitivity, asynchronous development, and situational factors. Accurate assessment should consider giftedness as a contributing or dual diagnosis to guide appropriate treatment.
Resilient Hispanic Women
Through vivid case studies, the article highlights resilience among Hispanic women — students, workers and mothers — showing how cultural values, supportive relationships, high expectations and personal agency help them overcome adversity to attain education, jobs, leadership roles and improved opportunities for their families.
“Oh…Auntie Em, there’s no place like home!”
A recap of the 24th SENG Annual Conference highlighting keynote speakers, workshops, and breakout sessions that supported gifted children and families. The author reflects on strategies to nurture creativity, courage and caring, inclusive outreach for Latino communities, children’s activities, and professional development opportunities.
Focus on Learning
Parents and teachers often emphasize grades, but for gifted children this focus can cause stress, unhealthy behaviors, or mask learning mismatches. The author urges valuing understanding over grades, recognizing language or disability barriers, supporting appropriate curricula, and teaching balance between effort and health.
ADHD and Children Who Are Gifted
This article explains how behaviors like inattention, impulsivity, and hyperactivity can indicate either ADHD or giftedness. It compares diagnostic criteria and overlapping behaviors, offers situational indicators to differentiate them, and recommends thorough professional evaluations, including intelligence and achievement testing, to avoid misidentification.
A Tour of Learning Diversity
The article surveys research and policy on learning diversity from birth through college, arguing that education should treat each child as a unique individual. It reviews genetic, neurological, preschool and school influences, and advocates individualized support and policy changes to improve outcomes for diverse learners.
Psychotherapy Published Chapter in the Encyclopedia of Giftedness, Creativity, and Talent
This article reviews psychotherapy approaches for gifted children, adolescents, and adults, summarizing psychoanalytic, psychodynamic, cognitive-behavioral, and eclectic treatments. Case reports illustrate clinical stages, therapeutic goals, challenges clinicians face, crisis intervention, and strategies for integrating giftedness with personality and social functioning.
Existential Depression in Gifted Individuals
The article explains existential depression among gifted individuals, who are prone due to intense reflection, idealism, isolation and multi-potentiality. It describes how anger can evolve into depression, highlights risks for youth, and recommends understanding, relationships, touch, bibliotherapy and ongoing support.