The author reflects on the importance of creating safe, supportive spaces for mental health and growth, describing how such environments foster belonging, resilience, and agency. She offers practical prompts and small actions to cultivate and sustain safe spaces for oneself and others, emphasizing shared responsibility.
This post describes how parent support groups for parents of twice-exceptional (2e) children reduce isolation, lower stress, and foster connections. Drawing on personal experience and research, it argues that SENG Community Groups and similar programs provide emotional support, shared strategies, and improved well‑being for parents caring for 2e children.
The post criticizes a Halloween ‘Former Gifted Child’ costume as dismissive of lifelong giftedness, explains how gifted individuals face masking, mental health struggles, imposter syndrome, and misaligned expectations, and urges families, educators, and policymakers to support gifted people, advocate for services, testing, and sustained resources.
The author reflects on living as a gifted person, describing its grace and restless quest for sacred moments. Giftedness brings creative highs, impatience with the banal, and risky pursuits. Acceptance of this identity offers solace, purpose, and a framework to tolerate not-fitting-inness while seeking meaningful experiences.
Deborah Ruf examines how Baby Boomer upbringing and Dabrowski’s theory relate to gifted adults’ inner development. Some cope by “making the best of it,” others seek counseling. Case-study excerpts show persistent identity questioning, alienation, conflicts with authority, and the role of counseling in processing gifted-related struggles.
This article, drawn from a doctoral dissertation, examines Baby Boomers’ upbringing and how generational attitudes shaped gifted adults’ mental health, counseling uptake, and incidence of abuse. Using case studies, it discusses parental responses, counseling patterns, and implications for understanding gifted individuals across generations.
This article examines how Eriksonian psychosocial stages show up across the gifted lifespan—childhood through elder years—highlighting challenges like mistrust, shame, identity confusion, intimacy issues, and the need for generativity, and it recommends gifted-specific therapeutic, educational and community supports to facilitate healing and growth.
This article explores how many gifted adults, having lacked understanding and support in childhood, experience a psychological “second childhood” to complete missed developmental tasks. It outlines adapted psychosocial stages for gifted people, highlights issues like shame and interrupted development, and points to resources and training.
The author describes being “gifted” as a landscape of intense states — going supernova, going to war, and going to live with the elves — exploring how to manage intense creativity, righteous activism, and necessary withdrawal for reflection and renewal.
This post examines how queerness intersects with twice-exceptionality, highlighting higher rates of LGBTQ+ identification among gifted and neurodiverse people, and the overlap with autism and ADHD. It urges clinicians, educators, and parents to validate identities, discuss gender and sexuality appropriately, and offer unconditional acceptance and support.
