Dr. Linda Kreger Silverman describes giftedness as an inherent way of being: thinking differently, experiencing life intensely, seeking meaning, and valuing integrity. Gifted individuals may feel misunderstood, be highly sensitive and complex, yet are not broken and should trust themselves and seek accepting company.
Silverman argues gifted children often display heightened moral sensitivity, intensity, and asynchronous development. Drawing on Dabrowski and others, she links cognitive complexity to empathy and ethical concern, warns that societal pressures may desensitize gifted youth, and urges nurturing their moral and emotional development rather than focusing solely on talent.
Linda K. Silverman explains that gifted children’s social development depends on a responsive home, access to intellectual peers, and mainstream interactions during adolescence. Early acceptance builds self-esteem; true peers prevent alienation. Girls often disguise abilities to fit in, so early peer encouragement is crucial.
This excerpted article explains that gifted children often choose friends by mental age rather than chronological age, and benefit socially and academically from interacting with true peers. Specialized programs, summer courses, and bibliotherapy foster self-esteem, leadership, and improved social adjustment across diverse activities and settings.
