Due to asynchronous development, gifted children often experience the world differently than their same-aged peers. Some experience unique intensities, or overexcitabilities, that render modifications in teaching and parenting. These intensities typically take on characteristics of emotional, intellectual, imagination, psychomotor, or sensual overexcitability. In this in-depth interview study, I explored parent perceptions of intensity in their gifted adolescent children. Three mothers participated and completed the Overexcitability Inventory for Parents-Two (OIP-II) prior to each interview. The parent responses to the OIP-II served as an elicitation device to begin our conversations. Thematic analysis revealed three main themes among the participants’ perceptions: (1) challenging behaviors of intense gifted children, (2) consequences of intensity, and (3) a parent’s search for understanding. These findings inform the understanding of intensity and overexcitability from parents’ points of view and provide insight into how intense gifted children behave outside of the classroom. I conclude the article with questions to consider regarding how to better support parents of young gifted children.

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For gifted girls, the journey toward self-actualization can be particularly challenging during adolescence. To better support gifted adolescent girls, this article explores a contemporary framework for understanding smart girls of the 21st century: Kerr and McKay’s beehive of smart girls. Kerr and McKay’s typology highlights how different combinations of characteristics ultimately create rich variations of gifts and talents—instead of assuming all smart girls have the same characteristics, experiences, and visions. Building on their framework, this article (a) offers additional insights into how each type of smart girl may experience gifted adolescence, (b) suggests potential barriers to self-actualization each type of smart girl may face, and (c) invites voices of educators from middle and high school classrooms to share their own reflections and insights of how they have come to know each type of smart girl.

Qualitative inquiry with adolescents is challenging, especially in the field of educational research in which adults are often the gatekeepers of 'right' and 'wrong' answers. To help diminish power dynamics, group interviews are a common method for inquiry. However, the intense desire to fit in with a group of peers and the risks associated with confidentiality can influence how adolescents respond. In this article, I summarize common obstacles to group interviews with adolescents followed by strategies qualitative researchers can employ to foster richer meaning making among adolescent participants to help create a space suitable for discussion of personal or sensitive topics and capture the rich, shared meaning making that can happen as a result of the group's social interaction in the group interview. I conclude with implications for researchers and teachers of qualitative research methods

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