Parenting Gifted and Talented Children: What are the Key Child Behaviour and Parenting Issues?

Abstract

The literature on gifted and talented children is limited. Little is known about the types and nature of difficulties experienced by gifted and talented children, and even less known about parenting issues related to parenting a gifted and talented child. The aim of the present study was to describe children's behavioural and emotional adjustment, and the factors that contribute to children's difficulties, as well as to examine the styles of discipline used by parents of gifted and talented children and their level of confidence in managing specific parenting tasks. Method: A survey of parents of gifted and talented children was conducted, with 211 parents meeting criteria for the study. Results: For a community sample, in general gifted and talented children exhibit no more behavioural difficulties than do other children. But children in this sample seemed to show higher levels of emotional symptoms and peer problems. Children's behavioural and emotional difficulties were best predicted by parenting factors, particularly parental confidence. Parents reported that they were less likely to be permissive with their child, but they tended to use a more authoritarian style of parenting characterized by lecturing and a strong reaction to any problems. Conclusions: There are a number of implications for future research, clinical practice, and the development of parenting interventions for this group of parents.

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

“…In contrast, their parents believed gifted children experienced more difficulties particularly in relation to emotional and peer difficulties, a similar finding to the Australian research undertaken by Morawska and Sanders (2008). When considering the various interrelated internal and external factors (Hamilton & Redmond, 2010), according to which the SEWB of gifted children were contrasted in the second phase of data collection, the results in many ways reflected the literature review expectations.…”

“…Increased emotional difficulties and peer problems reported by parents within the current study is supported by Australian research undertaken by Morawska and Sanders (2008) aimed at describing children's behavioural and emotional adjustment, and the factors contributing to these difficulties. In their study, the SDQ was completed by 409 parents (also predominantly mothers) who reported their gifted children, aged between two and 16 years (mean age of 8.49), to experience emotional difficulties and peer problems.…”

“…On one hand, giftedness is seen to enhance the resiliency of the individual due to a higher cognitive capacity for enhanced understanding of self and others, while on the other, giftedness has been shown to increase vulnerability to adjustment problems due to heightened sensitivity resulting in greater stress and alienation (Neihart, 1999;Morawska & Sanders, 2008). This literature review aims to capture the movement over time between vulnerability and resilience.…”

“…Observing the different outcomes of the research undertaken by Pontes de França-Freitas et al (2014) and Morawska and Sanders (2008), exploring the perceptions of gifted children and parents respectively, has particular relevance to this study, in which the perceptions of gifted children, their parent and teachers are compared.…”

“…Therefore additional research is necessary to delve deeper into the discrepancy noted in the current study between parent, teacher and child perceptions of peer problems. Furthermore, Morawska and Sanders (2008) noted that these difficulties were not only related but had a significant impact on the child's functioning.…”