In France, many social representations refer to gifted children who describe them as hypersensitive, curious, and creative. Although sometimes inaccurate, these representations can be conveyed in media intended for children and contribute to an erroneous transmission of characteristics of children with particularities. The objective of this study…

Instructors of a middle school gifted language arts class implemented a 30-day unit of study on mindfulness in order to help students learn techniques to alleviate stress, perfectionistic tendencies, and anxiety. Practicing mindfulness techniques, such as meditation, provides individuals with tools to understand the mind and body and encourages…

The study examined the relationship between perfectionism and discrete academic emotions among highly gifted girls; the predictive values of perfectionism to academic emotions; and differences in academic emotions and performance among adaptive, maladaptive, and non-perfectionists. 225 gifted adolescent girls from a secondary school participated…

Stress can affect anyone, and gifted children are no exception. Giftedness can sometimes be the cause of the stress. Perfectionism, sensitivity, and intensity are characteristics of gifted children that may exacerbate stress. Stress can be constructive. Prolonged stress, however, with no time to recover becomes detrimental. Continued stress upsets…

An eclectic form of psychodynamic psychotherapy is presented to address the emotional problems of exceptionally and profoundly gifted adolescents and adults. The approach includes cognitive/behavioral techniques as well as psychologically informed mentoring, coaching, and advising. Once a psychodynamic formulation was established, it was used to…

The current study examined the association between dimensions of perfectionism and levels of academic achievement and affect in school-aged children. A sample of 223 students (90 boys, 133 girls) from regular, gifted, and arts programs completed measures of self-oriented and socially prescribed perfectionism, perceived academic competence, and…

A group of exceptionally gifted adolescents between the ages of 14 and 25 were each treated in individual psychotherapy over the course of a number of years. They were referred for symptoms of anxiety, depression, self-destructive behavior, and underachievement. Each phase of their gifted development was accompanied by particular anxieties and…

The Other 3Rs Project began with an investigation into the most important psychological components of academic success. The research pointed to reasoning, resilience, and responsibility. The objective of the project was to integrate these components into a useful problem solving model that could, with practice and guidance, be applied both inside…

Analysis of responses of gifted 7- to 11-year-olds (N=83) and of their parents and teachers to measures assessing family environment, self-esteem, personality, and anxiety suggested that mutually supportive and open family relationships were more important to the child's self-esteem and overall adjustment than were specific family activities or…

Using data from personality adjustment questionnaires, 15 regular class children were compared to their gifted program siblings and to a group placed in gifted programs along with their siblings. Results suggested that the subgroup perceived by parents as less gifted than their siblings may be more prone to personality adjustment problems.…

A study compared two groups of gifted adolescents, highly (n=74) and moderately (N=163) gifted, on self-concept, emotional autonomy, and anxiety. Results indicated no significant differences on self-concept and adjustment. Age correlated with emotional stability and parent relationships. Girls outscored boys on measures of honesty and…

This study investigated the characteristics of perfectionistic gifted adolescents in a rural middle school, how they perceived their perfectionism, the influences on their perfectionism, and the consequences of their perfectionist behaviors. Qualitative and quantitative methods of data collection were employed to gather data from 20 gifted…