Gifted children often face teasing and bullying that can cause serious distress, anger, or withdrawal. Parents should recognize signs, validate the child’s experience, teach problem-solving and assertive responses, and work with schools to enforce zero-tolerance policies and provide counseling.
Distinguishes risk-taking (externally pushed) from risk-making (self-initiated) and offers practical advice for parents of gifted children: explain the difference, model taking risks, use near peers, allow short-term trials with an easy exit, and encourage learning rather than perfection to broaden children’s comfort with new challenges.
This article advises parents and teachers to address children’s worries by managing their own anxiety, listening attentively, offering age-appropriate information and resources, encouraging play and self-expression, limiting media exposure, maintaining routines, and involving children in constructive activities. Educators should foster emotional intelligence and supportive classroom connections.
This article outlines stress risks for gifted high school students balancing rigorous academic programs and adolescent development. It recommends curriculum and home guidance, presents effective coping strategies (positive appraisal, time management, supportive actions), warns against ineffective approaches, and lists further reading and references.
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.
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.
Clinical observations of exceptionally gifted adolescents and young adults describe how intense drives, sensitivities, early autonomy, and emerging grandiosity produce deep conflicts. Lacking frustration tolerance and emotional maturity, many respond with avoidance, provocation, or self-harm. Psychotherapy helped by building trust, insight, and integration, reducing underachievement and self-destructive behavior.
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.
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.
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.
