An interview with Janet E. Davidson explores definitions and theories of giftedness, including Gardner, Sternberg, and Carroll; discusses intra/interpersonal intelligences, expertise, creativity, social responsibility, gender differences, barriers for gifted girls and recommendations like mentoring, resources, and research.
Kuipers argues many gifted adults hide or deny their giftedness because social definitions tie giftedness to eminent achievement. He introduces “eXtra intelligence” (Xi) as an accessible, neutral concept to help adults recognize talents, strengthen gifted identity through validation, affirmation, affiliation and affinity, and find personal fulfillment.
The author recounts encounters with gifted individuals whose unmet needs led to substance abuse, incarceration, or homelessness. Stories highlight misdiagnosis, lack of appropriate educational support, and social-emotional challenges. The post urges reading SENG resources and greater attention, research, and compassion for gifted individuals.
Clinical cases show intellectually gifted children can lack age-appropriate social skills. Parents can teach social intelligence through clear rules, modeling, empathy conversations and coaching. Early intervention and specific techniques—setting limits, teaching etiquette, tolerance, and how to handle teasing—improve peer relations and reduce behavioral problems.
Gifted children can face significant mental health and social-emotional challenges. Encouraging social intelligence—teaching courtesy, empathy, cooperation, and problem-solving—helps gifted youth navigate peer relations and stress. Parents can model behavior, set clear expectations, teach social skills, and seek professional help when warning signs appear.
Gifted youth often show early career interests; many begin considering futures by age nine or ten. Effective career planning pairs cognitive abilities with personal interests, values, and passions. Early conversations, assessments, and exposure to varied coursework and mentorship help gifted adolescents identify fitting career paths.
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.
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.
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.
An experienced neuropsychologist reflects on inattention, describing everyday forgetfulness and a busy life that complicates organization. She cautions against quick diagnostic labeling or relying solely on medication, urging consideration of context, balance for gifted children, and practical strategies to manage passions and responsibilities.
