This study examines differences in coping strategies (CSs) in relation to gifted status, gender, and family size. Two hundred gifted adolescents were selected from gifted schools, and 1000 non-gifted adolescents were selected from ordinary schools. One-way multivariate analysis of variance produced significant differences among the subjects in…

Using a systematic search strategy in which intellectual giftedness was operationalized in terms of IQ score, the authors examined evidence from studies reporting on associations between this aspect of giftedness and psychopathology. A total of 18 studies met the inclusion criteria: compared gifted (IQ = 125) and nongifted (IQ = 90-110) peers or…

Within a theoretical framework of cognitive dissonance, this phenomenological study explored Australian intellectually gifted pre-adolescent/early adolescents' experiences of asynchrony. The study focuses on mothers and sons. Eleven boys aged 10 to 14 years, and nine of their mothers, participated in semi-structured interviews. Seven boys reported…

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different…

Gifted children who do not achieve often have problems with motivation and socioemotional adjustment and may also have learning disabilities. This article examines factors such as attachment difficulties and maternal depression as these may contribute to underachievement. The article reviews past and current practices of gifted identification and…

As an educational intervention, acceleration is decidedly effective for high-ability students. The research support for acceleration that has accumulated over many decades is robust and consistent and allows us to confidently state that carefully planned acceleration decisions are successful. Both grade-based and content-based acceleration are…

The study undertook to ascertain whether or not a discrepancy is reflected between gifted students' academic and social self-concepts by administering the Sears Self-Concept Inventory to 147 fifth through eighth grade intellectually gifted students. The responses of both sexes indicated that these students possess significantly higher academic…

Comparison of the personal and social adjustment of 124 gifted elementary school students and 124 nongifted controls revealed that gifted Ss showed fewer behavior problems. Boys of both gifted and nongifted groups demonstrated greater conduct disorder problems. (CL)

The authors reply to questions and concerns of five parents of gifted children. Among topics covered are an eight-year-old's problems with mathematics, a child's unrealistic expectations of himself, and a kindergarten child reading on a sixth grade level. (CL)

Studied social coping among gifted high school students using a revised Social Coping Questionnaire (M. Swiatek, 1995). Results for 212 gifted students show that females were more likely than males to deny giftedness and maintain high activity levels, while males were more likely to use humor for coping. Results also indicate that problem-focused…

The role of self-observation in the self-awareness of gifted and talented children is explored. Special adjustment problems of gifted children are covered. (CL)

A follow-up study of 11 sixth, seventh, and eighth graders who had entered kindergarten early demonstrated the advantages of early entrance for social and academic adjustment. (SB)

Adjustment to having a sibling who is gifted was explored with 366 triads consisting of a mother and two children, ages 7 through 14, of whom either one child was gifted, both were gifted, or neither was gifted. Having a sibling who is gifted did not appear to be stressful. (SW)

The present study investigated the coping responses to two childhood stressors of fifth and sixth grade, gifted (n=52) and typical (n=55) children. The subjects were administered the Self-Report Coping Scale for school and peer stressors (i.e., getting a lower grade than usual and having a fight with a friend). Teachers' ratings of children's…

Five group counseling techniques utilizing "earliest recollections" (ERs)--discussing, visualizing, role-playing, reporting, and logging ERs--are useful in helping gifted students identify underlying attitudes and feelings which precipitate behavior problems and work through these attitudes and feelings before they interfere with their…