Psychological intensities in gifted adults

Lewis, Rena B.; Kitano, Margie K.; Lynch, Eleanor W.

doi:10.1080/02783199209553452

Cited by 20 publications

(11 citation statements)

References 10 publications

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“…Gifted children have characteristics such as intensity sensitivity, overexcitabilities, high energy levels, low tolerance for frustration, pressure to meet internal and external expectations, and perfectionism that can make them vulnerable to social/emotional problems and bring them into conflict with their environment, especially when family or school conditions are not optimal (Ford, 1989;Hafenstein, 1995;Kitano, 1990;Lewis, Kitano, & Lynch, 1992;Lovecky, 1992;Mendaglio, 1993;Roberts & Lovett, 1984;Sowa, McIntire, May, & Bland, 1994;Waldroo, 1990). …”

Section: Review Of the Literature Psvciioedticational And Talent Assementioning

confidence: 95%

Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment

Moon

Kelly

Feldhusen

1997

Gifted Child Quarterly

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Section: Review Of the Literature Psvciioedticational And Talent Assementioning

confidence: 95%

Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment

Moon

Kelly

Feldhusen

1997

Gifted Child Quarterly

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“…Research into appropriate question content for perfectionism was taken from a range of sources (Adderholdt-Elliot & Goldberg, 1999;Conners, Sitarenios, Parker, & Epstein, 1998;DeLisle, 1990; Department for Education and Children's Services, 1997;Freeman & DeWolf, 1990;Hamachek, 1978;Mendaglio & Pyryt, 1996;Parker & Adkins, 1994;Schuler, 1999;Siegle & Schuler, 2000;Silverman, 1995). Appropriate questions for each overexcitability were taken from a range of literature (Ackerman & Paulus, 1997;Dabrowski, 1964;Dabrowski & Piechowski, 1977;Gallagher, 1985;Lewis & Kitano, 1992;Silverman, 1993;Tillier, n.d.). The raw scores for perfectionism, and each of the five overexcitabilities were converted to a percent.…”

Section: Methodsmentioning

confidence: 99%

The Link between Perfectionism and Overexcitabilities

White¹

2007

Gifted and Talented International

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“…A minority of the participants felt others' perceptions of them as gifted had a negative impact on their lives (e.g., causing too much pressure, embarrassment). Lewis, Kitano, and Lynch (1992) also examined the cognitive and affective experiences of 31 gifted adults (mean age = 42.0 years, SD = 6.4) 15 and found the gifted adults rated themselves as different from their perception of average ability individuals in the areas of internal motivation and cognitive versatility (gifted adults having more of both), and need for recognition (average ability adults having more).…”

Section: Emotional Sensitivity and Intensitymentioning

confidence: 99%

Gifted Adults

Rinn

Bishop

2015

Gifted Child Quarterly

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What happens when a gifted child grows up? Educators, parents, researchers, policy makers, and counselors spend a considerable amount of time planning for, and attending to, the educational, cognitive, and socioemotional needs of gifted children, but for what purpose? To ensure the gifted child is adequately intellectually stimulated during childhood and that his or her social and emotional needs are met? Do we also have a bigger end goal? Many in the field of gifted education would argue that we want to prepare gifted children to meet their potential and to be capable, productive, successful, happy, and even eminent (Subotnik, Olszewski-Kubilius, & Worrell, 2011;Subotnik & Rickoff, 2010) adults. But, how do we know gifted education has met these goals? If we accept that gifted education has a larger purpose than the day-to-day activities, projects, and homework assignments that come along with a gifted program, we must also accept that gifted children grow up. "It's not as though these former children slough off their giftedness like discarded skin at the age of sixteen or eighteen or twenty-one. Gifted children do grow up, and they become gifted adults" (Jacobsen, 1999a, p. 9). Yet we know very little about what happens once a gifted individual graduates from high school (Rinn & Plucker, 2004), and even less about what happens when a gifted individual "grows up."Over the past two decades, a number of provocative book titles regarding gifted adults have appeared in mainstream media that attempt to answer some questions about the lives of gifted adults:

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Psychological intensities in gifted adults

Cited by 20 publications

References 10 publications

Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment

Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment

The Link between Perfectionism and Overexcitabilities

Gifted Adults

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