Intensidad emocional en los niños superdotados
Este texto explica que la superdotación incluye una intensa dimensión emocional ligada al intelecto. Describe manifestaciones —miedos, empatía, memoria afectiva, somatizaciones— y ofrece pautas para padres y docentes: aceptar emociones, enseñar autocontrol y expresión creativa, aplicar disciplina coherente y buscar apoyo profesional cuando convenga.
Finding the Glory – On and Off the Playing Field
This post contrasts societal esteem for athletically gifted children with the often overlooked academically gifted, emphasizing the need for quality teachers, sustained effort, and mentorship. It advises parents to prioritize long-term goals and suggests academic competitions as avenues for recognition and scholarships.
The “Me” Behind the Mask: Intellectually Gifted Students and the Search for Identity
Gross describes how gifted children often hide abilities to fit peer culture, leading to identity conflicts, social isolation and emotional frustration. Case studies and poems illustrate early awareness of difference, moral development, camouflage strategies and the need for intellectual peers and interventions.
Should Gifted Students Be Grade-Advanced
This article examines educational acceleration for gifted students, outlining options (grade-skipping, subject acceleration, enrichment), evidence of academic and social benefits, and potential gaps or risks. It recommends individual assessment, parental and school collaboration, careful planning, and continuity to support successful transitions.
Emotional Intensity in Gifted Children
This article explains that gifted children experience emotional intensity alongside intellectual depth. It outlines varied expressions—bodily symptoms, fears, attachments, critical self-evaluation—and recommends acceptance, open discussion, appropriate discipline, creative outlets, responsibility, and professional support to help them understand and value their sensitivity.
An Interview with Dr. Mark Goulston: Listening to Gifted Children and Adolescents
An interview exploring challenges and emotional needs of gifted children, including impatience, social misunderstandings, and attentional issues. Dr. Goulston recommends listening strategies—FTD (feelings, thoughts, doing), empathy jolts, using “Hmmm,” power thank-yous/apologies, and side-by-side one-on-one time to help gifted kids feel understood and supported.
Gifted Parenting, An Interview with Vidisha Patel
An interview with Dr. Vidisha Patel discusses behavioral and social-emotional challenges for gifted children. She advises parents to prepare and role-play, teach emotional vocabulary, model behavior, involve children in social activities, seek outside guidance, and practice patience while balancing appropriate expectations and self-esteem development.
Accommodating the Social and Emotional Needs of Secondary Gifted/Learning Disabled Students
Discusses secondary students who are both gifted and learning disabled, examining identification problems, emotional risks, and three scenarios where gifts or disabilities are overlooked. Recommends individualized, talent-focused education, counseling, interest-based instruction, and school reforms like enrichment models to support social, emotional, and academic development.
Discovering the Gifted Ex-Child
This essay argues that giftedness is an enduring mode of mental processing, not merely childhood precocity. Adults with gifted minds often face emotional intensity, social isolation, and frustration when society equates giftedness with visible achievement. Greater recognition and support beyond performance metrics are needed.
An Interview with Dr. Tracy Cross: The Social and Emotional Needs of Gifted Children
An interview with Dr. Tracy Cross discussing his background, work with gifted children, and the social and emotional needs of gifted youth. He addresses parents’ and teachers’ concerns, underachievement, perfectionism, listening to students, program challenges, and the William & Mary Center’s work.