A therapist explains how to strengthen relationships with gifted children through listening, acceptance, understanding, laughter, and seeking help. Parents are encouraged to respect development, observe cues, learn about giftedness, balance anxieties with play, and seek support to better love and support their child’s needs.
This piece emphasizes the value of active listening with gifted children, noting that attending to what and how they speak reveals underlying concerns. Rather than offering immediate solutions, attentive listening validates feelings, supports self-esteem, and uncovers clues about worries—an approach that takes practice but yields meaningful understanding.
Parenting gifted children requires patience, restraint and letting them learn from mistakes. Through anecdotes about a daughter determined to zip her jacket and another who broke glasses, the author describes learning to step back, allow independence, accept consequences, and foster confidence while reducing battles and tantrums.
This post offers strategies to help children manage test anxiety—acknowledging fear, building confidence, keeping exams in perspective, and teaching practical tools (breathing, visualization, affirmations, comforting objects). Parents should model calm, support preparation, and remind children that tests are one small part of learning.
This article explores how different immigration patterns and cultural definitions of giftedness affect assimilation and identification of gifted students. It offers practical guidance—self-reflection, learning families’ cultures, curiosity, observation, active listening, admitting limits, and recognizing varied forms of English—to build understanding and stronger relationships.
Tips for reducing holiday stress for gifted children: anticipate schedule changes, set intentions, communicate before and during events, maintain modified routines like consistent bedtimes, limit sugar and screen time, and balance stimulation with sleep, outdoor activity, and quiet time to keep holidays meaningful and manageable.
The author urges parents—particularly of gifted children—to avoid micromanaging and to allow independence and room to make mistakes. Nurturing without hovering builds self-confidence, resilience, and balance. She suggests giving children freedom, trust, experiences, determination and independence summarized by the acronym GIFTED.
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.
Advice for easing children’s transition after holiday breaks: start the year positively, ask and listen to children, notice behavior, relax daily, acknowledge strengths, provide opportunities, and be patient. Small, incremental progress helps gifted students readjust to routines and stay focused while planning for the future.
