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…

Seven gifted children (ages 9-14), their families, teachers, and friends were interviewed concerning their adjustment and coping with stress. Patterns which applied to all seven children are described, including: adjustment as process, use of withdrawal or self-initiated timeout, creation of challenges, assertiveness, recognition of achievement,…

This article describes one gifted child's social and emotional adjustment over time, as an interaction among many factors including his own personality, his family, and his school situation. The article demonstrates the child's difficulties in elementary school adjustment and describes the changes that occurred which enhanced his self-esteem and…

This study of a gifted 13-year-old Asian American male examines stressors and strategies in his adjustment; his resiliency and hardiness; his development in cognitive, socioemotional, and ethnic identity areas; and influences upon his adjustment (family, school, peers, intrapersonal, and ethnic identity). (JDD)

This study of five gifted female adolescents examined their male-female relationships, independence, perceptions of ability and expectations for success, overreliance on social manipulation, motivation, ethic of caring, superwoman syndrome, and familial influences. The study found positive examples of the use of problem-solving strategies; it also…