The author reflects on the importance of creating safe, supportive spaces for mental health and growth, describing how such environments foster belonging, resilience, and agency. She offers practical prompts and small actions to cultivate and sustain safe spaces for oneself and others, emphasizing shared responsibility.
The author describes becoming a certified SENG Community Group facilitator and participating in international sessions with gifted adults and professionals. She plans to start groups in the Netherlands and train staff to expand SCG facilitators, encouraging others to organize local groups for peer support and community strengthening.
This post describes how parent support groups for parents of twice-exceptional (2e) children reduce isolation, lower stress, and foster connections. Drawing on personal experience and research, it argues that SENG Community Groups and similar programs provide emotional support, shared strategies, and improved well‑being for parents caring for 2e children.
The post criticizes a Halloween ‘Former Gifted Child’ costume as dismissive of lifelong giftedness, explains how gifted individuals face masking, mental health struggles, imposter syndrome, and misaligned expectations, and urges families, educators, and policymakers to support gifted people, advocate for services, testing, and sustained resources.
The author invites readers to enter a ‘house of belonging,’ reflecting on community, personal liberty, and the inner voice of wisdom. Drawing on David Whyte’s poem and SENG conference experiences, she encourages reclaiming authentic voice, belonging to oneself first, and joining community together.
The author reflects on living as a gifted person, describing its grace and restless quest for sacred moments. Giftedness brings creative highs, impatience with the banal, and risky pursuits. Acceptance of this identity offers solace, purpose, and a framework to tolerate not-fitting-inness while seeking meaningful experiences.
Deborah Ruf examines how Baby Boomer upbringing and Dabrowski’s theory relate to gifted adults’ inner development. Some cope by “making the best of it,” others seek counseling. Case-study excerpts show persistent identity questioning, alienation, conflicts with authority, and the role of counseling in processing gifted-related struggles.
The author reflects on holding multiple, often conflicting truths across personal, educational, and parenting experiences. She shares childhood struggles with giftedness and recovery from an eating disorder, her teaching career, and raising three twice-exceptional children, offering compassion, community-based support, and practical approaches for families.
This article, drawn from a doctoral dissertation, examines Baby Boomers’ upbringing and how generational attitudes shaped gifted adults’ mental health, counseling uptake, and incidence of abuse. Using case studies, it discusses parental responses, counseling patterns, and implications for understanding gifted individuals across generations.
This article examines how Eriksonian psychosocial stages show up across the gifted lifespan—childhood through elder years—highlighting challenges like mistrust, shame, identity confusion, intimacy issues, and the need for generativity, and it recommends gifted-specific therapeutic, educational and community supports to facilitate healing and growth.
