In this interview Roland Persson explains why academically gifted individuals are often labeled inconvenient in schools and workplaces, arguing they threaten authority or self‑esteem. He outlines societal roles (nerd, hero, martyr), workplace challenges, and how power dynamics shape treatment.
An interview explores social and emotional needs of gifted students, highlighting emotional intensity, the importance of peer groups and self-definition, differences by gender and development, challenges of highly gifted learners, and roles of teachers, counselors, parents and grandparents in supporting healthy growth.
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.
An interview highlights grandparents vital role for gifted children: recognizing potential, providing time, mentoring, emotional perspective, school advocacy and financial support. It addresses grandparents as parents, effects of divorce and remarriage, and urges active, supportive grandparenting to nurture development and opportunities.
Adam Blatner discusses social and emotional needs of gifted children, emphasizing balance between feelings of inferiority and grandiosity, accurate diagnosis and profiling, and attention to context. He highlights issues like boredom, pseudo-ADHD, perfectionism, underachievement, gendered pressures, and the importance of tailored evaluation and support.
An interview exploring social and emotional needs of gifted children: school psychologists’ roles, learning styles’ effects, texting and social media, underachievement and perfectionism, teachers’ preparedness, mentorship, and intense emotions. Christine Fonseca recommends strategies and books to help gifted youth manage emotional intensity and develop resilience.
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.
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.
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 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.
