Nurturing Social and Emotional Development of Gifted Children

Introduction Gifted students have the same developmental tasks as their less able age peers do (related, for example, to identity, sense of competence, career direction, peer relationships, differentiation, autonomy). However, because of characteristics associated with giftedness in clinical and research literature (e.g., sensitivity, intensity, perceptiveness, overexcitabilites, divergent thinking, precocious talent development, advanced moral development), their needs, concerns, and how they experience development may be quite different. Rapid information-processing in itself may contribute to intense emotional responses to environmental stimuli. The characteristics just mentioned may even contribute to difficulties with developmental tasks. In general, it is important that parents, educators, counselors, psychologists, and psychiatrists be informed about affective development of gifted children and adolescents and apply their knowledge in their relationships with this population.