Parents and educators should align expectations to support gifted children’s development. Gifted students need appropriate academic pacing, diverse reading material, arts exposure, peers of similar ability, and a nurturing environment that values talents, encourages exploration, tolerates mistakes, and channels perfectionism into productive behaviors.
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.
An interview with Janet E. Davidson explores definitions and theories of giftedness, including Gardner, Sternberg, and Carroll; discusses intra/interpersonal intelligences, expertise, creativity, social responsibility, gender differences, barriers for gifted girls and recommendations like mentoring, resources, and research.
Kuipers argues many gifted adults hide or deny their giftedness because social definitions tie giftedness to eminent achievement. He introduces “eXtra intelligence” (Xi) as an accessible, neutral concept to help adults recognize talents, strengthen gifted identity through validation, affirmation, affiliation and affinity, and find personal fulfillment.
The author recounts encounters with gifted individuals whose unmet needs led to substance abuse, incarceration, or homelessness. Stories highlight misdiagnosis, lack of appropriate educational support, and social-emotional challenges. The post urges reading SENG resources and greater attention, research, and compassion for gifted individuals.
Clinical cases show intellectually gifted children can lack age-appropriate social skills. Parents can teach social intelligence through clear rules, modeling, empathy conversations and coaching. Early intervention and specific techniques—setting limits, teaching etiquette, tolerance, and how to handle teasing—improve peer relations and reduce behavioral problems.
Gifted children can face significant mental health and social-emotional challenges. Encouraging social intelligence—teaching courtesy, empathy, cooperation, and problem-solving—helps gifted youth navigate peer relations and stress. Parents can model behavior, set clear expectations, teach social skills, and seek professional help when warning signs appear.
Gifted youth often show early career interests; many begin considering futures by age nine or ten. Effective career planning pairs cognitive abilities with personal interests, values, and passions. Early conversations, assessments, and exposure to varied coursework and mentorship help gifted adolescents identify fitting career paths.
IQ tests measure problem-solving skills and predict academic and job outcomes but miss traits like creativity, motivation, and empathy. They provide a snapshot of abilities and patterns of strengths and weaknesses, useful for identifying hidden giftedness, though precision decreases at very high IQ levels.
