Gifted adolescents: An analysis of their psychosocial development

Abstract

A model for viewing adolescent psychosocial development is outlined. The model assumes that basic changes in adolescents' biological, cognitive, and social capacities reciprocally interact with the social settings of the family, peer group, and school/work to influence transformations in six areas of psychosocial development (attachment, friendship, sexuality, achievement, autonomy, and identity). The model is then used as a framework for reviewing literature regarding gifted adolescents' psychosocial adjustment. On the whole, the literature provides a positive view of the psychosocial adjustment of gifted adolescents. While adjustment problems seem to exist in certain areas (e.g., friendship), unequivocal conclusions cannot be drawn because of methodological limitations and the narrow scope of existing research.

Using teacher ratings of social behavior to differentiate gifted from non‐gifted students

“…Very successful gifted individuals may perceive themselves as being at a social disadvantage, and may have greater difficulty joining social activities and initiating friendships (Monks & Ferguson, 1983). Freeman (1979) demonstrated that gifted children who were identified through parent nomination tended to have poor levels of personal and social adjustment, and were described as overly sensitive, difficult, and having peer problems.…”

On a Pedestal: effects of intellectual‐giftedness and some implications for programme planning

“…By implication, religion seems to be more important to the psychological well-being of the nongifted than it is to the gifted. One tentative interpretation could be the greater autonomy among the gifted, a capacity described by Monks and Ferguson (1983) as being able "to cope independently and in a self-assertive manner with one's own desires and abilities in relation to society's requirements and possibilities" (p. 5). One gifted boy, for instance, asserted that "religion is only for those who need crutches to walk with.…”

Giftedness:Infancy to adolescence ‐ a developmental perspective

“…I n terms of autonomy, the interpersonal characteristics of many gifted adolescents, particularly males, enable them to behave in a self-reliant and assertive manner. Autonomy scales have found independence to be a trait common to this group (Monks & Ferguson, 1983). The characteristics of achievement and autonomy translate into what Monks and Ferguson term the gifted individual's sense of "identity achievement"-direction of where they are going occupationally and ideologically.…”