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Category: Communication
Communication
Thomas Hebert and Richard Kent

Nurturing Social And Emotional Development In Gifted Teenagers Through Young Adult Literature

This article argues that young adult literature can serve as a therapeutic tool for gifted teenagers, enabling emotional growth through bibliotherapy. Teachers can use age-appropriate novels and guided discussions to address sensitivity, build supportive classroom environments, and foster friendships that help students navigate adolescent challenges.

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Thomas Hebert and Richard Kent September 14, 2011
Communication
Thomas Hebert and Richard Kent

Fostering The Social And Emotional Development Of Gifted Children Through Guided Viewing Of Film

This article recommends guided viewing of films to support social and emotional development in gifted elementary students. It explains bibliotherapeutic stages, offers facilitation guidelines and discussion prompts, describes follow-up activities, and lists age-appropriate films addressing friendship, grief, gender roles, and talent.

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Thomas Hebert and Richard Kent September 14, 2011
Communication
seng_derek

Asynchronous Development

The piece explains asynchronous development in gifted children: intellectual advancement often outpaces social-emotional growth, causing mismatch with peers and school expectations. Early support—peer groups, understanding adults, and tailored stimulation—can prevent long-term social and emotional harm and help gifted children thrive.

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seng_derek September 13, 2011
Communication
Tracy L. Cross

Competing with Myths about the Social and Emotional Development of Gifted Students

This article identifies eight common myths about the social and emotional development of gifted students—about age grouping, heterogenous classrooms, well-roundedness, innate talent, expertise, adult understanding, being ‘too smart,’ and blanket labels. It urges evidence-based practices, support, and environments that nurture gifted students’ needs.

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Tracy L. Cross September 13, 2011
Adult Giftedness
seng_derek

Attention and Passion

An experienced neuropsychologist reflects on inattention, describing everyday forgetfulness and a busy life that complicates organization. She cautions against quick diagnostic labeling or relying solely on medication, urging consideration of context, balance for gifted children, and practical strategies to manage passions and responsibilities.

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seng_derek September 13, 2011
Communication
seng_derek

Teenager Logic

This post explains adolescent overconfidence and distorted risk perception, noting gifted teens may feel exceptional. It offers parenting strategies: be concise, reflect arguments, avoid personalizing behavior, reduce power struggles (tutors, family therapy) and recommends Dreikur’s Children: The Challenge for managing power-struggles.

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seng_derek September 13, 2011
Communication
Sharon Lind

Introversion

Sharon Lind urges respect for individual differences and explains gifted introverts are often misunderstood. Introversion differs from shyness: introverts recharge through solitude and process internally, while shy people avoid perceived threats. Introverts may be sociable or shy; they need time alone and understanding from others.

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Sharon Lind September 13, 2011
Communication
Thomas Hebert and Richard Kent

Using Biography to Counsel Gifted Young Men

This article argues that biographies and autobiographies can be used in counseling gifted young men to address underachievement, athletic pressure, cultural alienation, and father-son relationships. Teachers and counselors can guide identification, discussion, and activities to promote insight, catharsis, and emotional growth through guided reading and follow-up.

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Thomas Hebert and Richard Kent September 12, 2011
Communication
Jill D. Burruss and Lisa Kaenzig

Introversion: The Often Forgotten Factor Impacting the Gifted

This article explains introversion versus extroversion, outlines characteristics of each, and discusses how introversion affects gifted students in school and home. It recommends instructional and familial strategies—quiet time, private space, differentiated instruction, small-group activities, and social-skills training—to support introverts and develop coping skills for public situations.

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Jill D. Burruss and Lisa Kaenzig October 2, 1999
Communication
Miraca U.M. Gross

Factors in the Social Adjustment and Social Acceptability of Extremely Gifted Children

A longitudinal study of 40 Australian children with IQs 160+ found extremely gifted students retained with age-peers often experienced social isolation, underachievement, and low social self-esteem. Radical acceleration and ability grouping improved acceptance, moral development alignment, and self-esteem. Authors recommend radical acceleration, ability grouping, and individualized instruction for exceptional giftedness.

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Miraca U.M. Gross February 2, 1994