Book chapter
Responding to Concerns Related to the Social and Emotional Development of Gifted Adolescents
The Handbook of Secondary Gifted Education, pp.65-90
Routledge, Second edition
2021
DOI: 10.4324/9781003238829-4
Abstract
The gifted label inherently reflects the concepts of asynchronous development, with advanced cognitive ability not in synch with other areas of development, and dyssynchronous development, with cognitive advancement and heightened intensity contributing to social and emotional vulnerability, proportionate to level of ability. During adolescence, peers begin to supersede adult figures as the main reference for acceptance. Researchers often study participants in summer programs, residential schools, and advanced classes. A less positive view is that gifted students deal with issues about self and others in ways that differ from the general population and therefore require specialized understanding. Invested adults, in order to be effective when interacting with gifted teenagers, should be aware of general developmental challenges, issues unique to giftedness, and common concerns experienced differently because of characteristics associated with giftedness.
Details
- Title: Subtitle
- Responding to Concerns Related to the Social and Emotional Development of Gifted Adolescents
- Creators
- Jean S. PetersonSusan G. AssoulineEnyi Jen
- Resource Type
- Book chapter
- Publication Details
- The Handbook of Secondary Gifted Education, pp.65-90
- Edition
- Second edition
- DOI
- 10.4324/9781003238829-4
- Publisher
- Routledge
- Language
- English
- Date published
- 2021
- Academic Unit
- Iowa Neuroscience Institute; Psychological and Quantitative Foundations
- Record Identifier
- 9984528110102771
Metrics
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