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

Perceived Social Support and the Self-Concepts of Gifted Adolescents

“…Because of their advanced cognitive skills, gifted adolescents may have different approaches to forming and maintaining close friendships. Kwan (1992) believed that the differences in aptitudes between gifted and average-ability students may present barriers for the development of positive peer relations. For example, in a study of 1,465 gifted adolescents, ages 14-18, more than half reported they do not feel as if they can be themselves while at school (Cross et al, 1993), and, in other studies, many admit to feeling different from peers (Coleman & Cross, 1988;Manor-Bullock, Look, & Dixon, 1995;Tomchin, 1996).…”

Counseling gifted children in Singapore

“…The first concern is perfectionism among the gifted. The literature suggests that neurotic perfectionism and the anxiety of not living up to parental expectations seem to carry a heavier charge for children in Asian societies (Chan, 2010; Kwan, 1992) than in other parts of the world. Unhealthy perfectionism affects psychological well-being.…”

“…This compulsion to excel is more acutely true of gifted students for whom teachers and parents harbor great expectations. Therefore, it is not surprising that Kwan (1992), in a study that examined the impact of intellectual giftedness on Singaporean adolescents, reported academic work as the most commonly cited reason for depression. Similarly, Kwek (2007), in a survey of gifted students, noted high anxiety as a dominant emotion fueled by intense competition and the need to maintain excellent grades in order to gain social acceptance within the community of gifted peers and to avoid failure.…”

“…Anecdotally, there had been concerns about a seeming lack of sensitivity and an elitist mentality in some GEP students (Wormie, 2006). There is therefore a need to ensure that affective development does not lag behind intellectual development for the gifted (Kwan, 1992). In sum, gifted children in Singapore need support in coping with neurotic perfectionism, academic and social pressures, and social–emotional development.…”

“…Counselors can provide guidance programs (Kwan, 1992), such as seminars for parents on relevant topic areas. Parents will appreciate guidance on developmental issues common to gifted children, their special characteristics and needs, concerns related to the unique aspects of raising one or more gifted children, and the impact of giftedness on social-emotional development (Silverman, 1993).…”