Psychosocial development in intellectually gifted children.

Abstract

The literature on psychological and social development in gifted children is beset with problems of inconsistency in definitions and imprecision of measures, both for giftedness itself (

The origins and ends of giftedness.

“…In a more recent report it was estimated that the rate of social and emotional difficulties experienced by profoundly academically gifted children is about twice the rate found among the nongifted, with almost a quarter of such children having such difficulties (Janos & Robinson, 1985). Extreme levels of giftedness lead to isolation.…”

Exceptionally high intelligence and schooling.

“…And finally, these children are intrinsically motivated to achieve mastery, they derive pleasure from work, and they often have high self-esteem about their intellectual capacities (Bloom, 1985;Csikszentmihalyi et al, 1993;Gross, 1993;Janos & Robinson, 1985b). Those children whose families combine nurturance and stimulation appear to be most likely to remain motivated to achieve, and those who persist in their area of ability report being more engaged and satisfied in high school (Csikszentmihalyi et al, 1993).…”

“…When they do play with others, they prefer older children, for obvious reasons, but they have difficulty finding like-minded peers of any age with whom to play (Albert, 1978;Csikszentmihalyi et al, 1993;A. Gallagher, 1990;Janos & Robinson, 1985b;Silverman, 1993b;Storr, 1988). Perhaps because of their sense of isolation and sometimes because of their ostracism, children who are extremely gifted have a rate of social and emotional problems about twice as high as that of average children; more moderately gifted children with less extreme abilities seem to have a slightly lower than average rate of emotional difficulties (Janos & Robinson, 1985b).…”

“…Gallagher, 1990;Janos & Robinson, 1985b;Silverman, 1993b;Storr, 1988). Perhaps because of their sense of isolation and sometimes because of their ostracism, children who are extremely gifted have a rate of social and emotional problems about twice as high as that of average children; more moderately gifted children with less extreme abilities seem to have a slightly lower than average rate of emotional difficulties (Janos & Robinson, 1985b). In one study comparing popular and unpopular gifted children, Cornell (1990) found that these two groups did not differ in academic achievement.…”

“…Second, these children are often fiercely independent and nonconforming (Janos & Robinson, 1985b;Silverman, 1993aSilverman, , 1993cWinner, 1996). And finally, these children are intrinsically motivated to achieve mastery, they derive pleasure from work, and they often have high self-esteem about their intellectual capacities (Bloom, 1985;Csikszentmihalyi et al, 1993;Gross, 1993;Janos & Robinson, 1985b).…”