An Interview with Dr. Tracy Cross: The Social and Emotional Needs of Gifted Children
An interview exploring Dr. Tracy L. Cross’s background and work in gifted education, addressing social and emotional needs, counseling concerns, underachievement and perfectionism, teachers’ and parents’ worries, program challenges, and the mission of the William & Mary Center for Gifted Education.
An Interview with Sal Mendaglio: About Meeting the Emotional Needs of Gifted Children and Adolescent
Interview with Sal Mendaglio discussing emotional needs of gifted children and adolescents. He emphasizes that intense negative emotions drive development, recommends creating trusting environments for expression rather than problem-solving responses, and suggests early counselling when emotions overwhelm coping.
Maintaining Motivation: It’s a Marathon!
Advice for maintaining motivation in school by managing stress and building supportive routines. Strategies include finding a coach, creating a motivating vision, socializing, using visual reminders, scheduling unpleasant tasks, taking breaks, and balancing hobbies. These steps help sustain engagement and make long-term success more attainable.
Twice Exceptional/Twice Successful: Back to School Strategies that Work
Twice-exceptional students often experience anxiety and inconsistent classroom success. Educators and parents should collaborate to provide targeted accommodations and intentional supports—IEP summaries, organization checks, extended time, quiet testing, assistive technology, and differentiated assignments—so these students can access rigorous classes and realize their talents.
Appropriate Expectations for the Gifted Child
Parents and educators should align expectations to support gifted children’s development. Gifted students need appropriate academic pacing, diverse reading material, arts exposure, peers of similar ability, and a nurturing environment that values talents, encourages exploration, tolerates mistakes, and channels perfectionism into productive behaviors.
An Interview with Sylvia Rimm: On Perfectionism in the Gifted
An interview with psychologist Sylvia Rimm explores perfectionism in gifted children: its forms, when it becomes an emotional or social problem, and practical advice for parents and teachers. Topics include moderating praise, encouraging effort over perfection, counseling when needed, and gender differences.
An Interview with Jean Sunde Peterson: About Social and Emotional Needs of the Gifted
An interview exploring social and emotional needs of gifted individuals. Jean Sunde Peterson discusses issues such as bullying, isolation, perfectionism, sensitivity, developmental challenges, gender differences, guidance counselor and family roles, and the needs of highly gifted youth. She recommends psychoeducation, compassionate support, and targeted school guidance.
Teasing and Gifted Children
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.
An Interview with Janet Davidson: Reflections on Gender and Giftedness
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.
A Psychodynamic Psychotherapy Approach to the Emotional Problems of PG Adults
This article presents an eclectic psychodynamic psychotherapy approach for exceptionally and profoundly gifted adolescents and adults, describing stages of treatment from crisis management to integrating extracognitive abilities. It emphasizes assessment, therapeutic alliance, diagnosis, stress and medication management, and resolving guilt, autonomy, and extracognitive–intellectual conflicts to enhance functioning.