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.
Silverman argues gifted children often display heightened moral sensitivity, intensity, and asynchronous development. Drawing on Dabrowski and others, she links cognitive complexity to empathy and ethical concern, warns that societal pressures may desensitize gifted youth, and urges nurturing their moral and emotional development rather than focusing solely on talent.
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.
Gifted children often face teasing and bullying that can cause serious distress, anger, or withdrawal. Parents should recognize signs, validate the child’s experience, teach problem-solving and assertive responses, and work with schools to enforce zero-tolerance policies and provide counseling.
Distinguishes risk-taking (externally pushed) from risk-making (self-initiated) and offers practical advice for parents of gifted children: explain the difference, model taking risks, use near peers, allow short-term trials with an easy exit, and encourage learning rather than perfection to broaden children’s comfort with new challenges.
This article advises parents and teachers to address children’s worries by managing their own anxiety, listening attentively, offering age-appropriate information and resources, encouraging play and self-expression, limiting media exposure, maintaining routines, and involving children in constructive activities. Educators should foster emotional intelligence and supportive classroom connections.
This article outlines stress risks for gifted high school students balancing rigorous academic programs and adolescent development. It recommends curriculum and home guidance, presents effective coping strategies (positive appraisal, time management, supportive actions), warns against ineffective approaches, and lists further reading and references.
This article reviews psychotherapy approaches for gifted children, adolescents, and adults, summarizing psychoanalytic, psychodynamic, cognitive-behavioral, and eclectic treatments. Case reports illustrate clinical stages, therapeutic goals, challenges clinicians face, crisis intervention, and strategies for integrating giftedness with personality and social functioning.
The article explains existential depression among gifted individuals, who are prone due to intense reflection, idealism, isolation and multi-potentiality. It describes how anger can evolve into depression, highlights risks for youth, and recommends understanding, relationships, touch, bibliotherapy and ongoing support.
Clinical observations of exceptionally gifted adolescents and young adults describe how intense drives, sensitivities, early autonomy, and emerging grandiosity produce deep conflicts. Lacking frustration tolerance and emotional maturity, many respond with avoidance, provocation, or self-harm. Psychotherapy helped by building trust, insight, and integration, reducing underachievement and self-destructive behavior.
