Nurturing Social-Emotional Development of Gifted Children
National Association for Gifted Children
1707 L Street, NW, Suite 550
Washington, DC 20036
ERIC EC Digest #E527
Author: James T. Webb
What Are the Social-Emotional Needs of Gifted Children?
To a large degree, the needs of gifted children are the same as those of other children. The same developmental stages occur, though often at a younger age (Webb & Kleine, 1993). Gifted children may face the same potentially limiting problems, such as family poverty, substance abuse, or alcoholism. Some needs and problems, however, appear more often among gifted children.
Types of Problems
It is helpful to conceptualize needs of gifted children in terms of those that arise because of the interaction with the environmental setting (e.g., family, school, or cultural milieu) and those that arise internally because of the very characteristics of the gifted child.
Several intellectual and personality attributes characterize gifted children and should be noted at the outset. These characteristics may be strengths, but potential problems also may be associated with them (Clark, 1992; Seagoe, 1974).
Some particularly common characteristics are shown in the table.
POSSIBLE PROBLEMS THAT MAY BE ASSOCIATED WITH
CHARACTERISTIC STRENGTHS OF GIFTED CHILDREN
Strengths Possible Problems
Acquires/retains Impatient with others;
information quickly dislikes basic routine.
Inquisitive; Asks embarrassing questions;
searches for significance. excessive in interests.
Intrinsic motivation. Strong-willed; resists direction.
Enjoys problem-solving; Resists routine practice;
able to conceptualize, questions teaching procedures.
Seeks cause-effect Dislikes unclear/illogical areas
relations. (e.g., traditions or feelings).
Emphasizes truth, equity, Worries about
and fair play. humanitarian concerns.
Seeks to organize things Constructs complicated rules;
and people. often seen as bossy.
Large facile vocabulary; May use words to manipulate;
advanced, broad information. bored with school and age-peers.
High expectations of self Intolerant, perfectionistic;
and others. may become depressed.
Creative/inventive; likes May be seen as
new ways of doing things. disruptive and out of step.
Intense concentration; Neglects duties or people
long attention span and during periods of focus;
persistence in resists interruption;
areas of interest. stubbornness.
Sensitivity, empathy; desire Sensitivity to criticism
to be accepted by others. or peer rejection.
High energy, alertness, Frustration with inactivity;
eagerness. may be seen as hyperactive.
Independent; prefers May reject parent or peer
individualized work; reliant input; nonconformity.
Diverse interests and May appear disorganized or
abilities; versatility scattered; frustrated over
lack of time.
Strong sense of humor. Peers may misunderstand humor;
may become "class clown"for
Adapted from Clark (1992) and Seagoe (1974).
These characteristics are seldom inherently problematic by themselves. More often, combinations of these characteristics lead to behavior patterns such as:
- Uneven Development. Motor skills, especially fine-motor, often lag behind cognitive conceptual abilities, particularly in preschool gifted children (Webb & Kleine, 1993). These children may see in their "mind's eye" what they want to do, construct, or draw; however, motor skills do not allow them to achieve the goal. Intense frustration and emotional outbursts may result.
- Peer Relations. As preschoolers and in primary grades, gifted children (particularly highly gifted) attempt to organize people and things. Their search for consistency emphasizes "rules," which they attempt to apply to others. They invent complex games and try to organize their playmates, often prompting resentment in their peers.
- Excessive Self-Criticism. The ability to see possibilities and alternatives may imply that youngsters see idealistic images of what they might be, and simultaneously berate themselves because they see how they are falling short of an ideal (Adderholt-Elliott, 1989; Powell & Haden, 1984; Whitmore, 1980).
- Perfectionism. The ability to see how one might ideally perform, combined with emotional intensity, leads many gifted children to unrealistically high expectations of themselves. In high ability children, perhaps 15-20% may be hindered significantly by perfectionism at some point in their academic careers, and even later in life.
- Avoidance of Risk-Taking. In the same way the gifted youngsters see the possibilities, they also see potential problems in undertaking those activities. Avoidance of potential problems can mean avoidance of risk-taking, and may result in underachievement (Whitmore, 1980).
- Multipotentiality. Gifted children often have several advanced capabilities and may be involved in diverse activities to an almost frantic degree. Though seldom a problem for the child, this may create problems for the family, as well as quandaries when decisions must be about career selection (Kerr, 1985; 1991).
- Gifted Children with Disabilities. Physical disabilities can prompt social and emotional difficulties. Intellect may be high, but motor difficulties such as cerebral palsy may prevent expression of potential. Visual or hearing impairment or a learning disability may cause frustration. Gifted children with disabilities tend to evaluate themselves more on what they are unable to do than on their substantial abilities (Whitmore & Maker, 1985).
Problems from Outside Sources
Lack of understanding or support for gifted children, and sometimes actual ambivalence or hostility, creates significant problems (Webb & Kleine, 1993). Some common problem patterns are:
- Reach out to Parents. Parents are particularly important in preventing social or emotional problems. Teaching, no matter how excellent or supportive, can seldom counteract inappropriate parenting. Supportive family environments, on the other hand, can counteract unhappy school experiences. Parents need information if they are to nurture well and to be wise advocates for their children.
- Focus on Parents of Young Children. Problems are best prevented by involving parents when children are young. Parents particularly must understand characteristics that may make gifted children seem different or difficult.
- Educate and Involve Health-Care and Other Professionals. Concentrated efforts should be made to involve such professionals in state and local meetings and in continuing education programs concerning gifted children. Pediatricians, psychologists, and other caregivers such as day-care providers typically have received little training about gifted children, and therefore can provide little assistance to parents (Webb & Kleine, 1993).
- Use Educational Flexibility. Gifted children require different and more flexible educational experiences. When the children come from multicultural or low-income families, educational flexibility and reaching out may be particularly necessary. Seven flexibly paced educational options, relatively easy to implement in most school settings (Cox, Daniel & Boston, 1985) are: early entrance; grade skipping; advanced level courses; compacted courses; continuous progress in the regular classroom; concurrent enrollment in advanced classes; and credit by examination. These options are based on competence and demonstrated ability, rather than on arbitrary age groupings.
- Establish Parent Discussion Groups. Parents of gifted children typically have few opportunities to talk with other parents of gifted children. Discussion groups provide opportunities to "swap parenting recipes" and child-rearing experiences. Such experiences provide perspective as well as specific information (Webb & DeVries, 1993).
Adderholt-Elliott, M. (1989). Perfectionism: What's so bad about being good? Minneapolis: Free Spirit.
Clark, B. (1992). Growing up gifted. New York: Merrill.
Cox, J., Daniel, N., & Boston, B.O. (1985). Educating able learners: Programs and promising practices. Austin, TX: University of Texas Press.
Halsted, J.W. (1994). Some of my best friends are books: Guiding gifted readers. Dayton, OH: Ohio Psychology Press.
Kerr, B. (1991). A handbook for counseling the gifted and talented. Alexandria, VA: American Association for Counseling and Development.
Kerr, B.A. (1985). Smart girls, gifted women. Dayton, OH: Ohio Psychology Press.
Kleine, P.A., & Webb, J.T. (1992). Community links as resources. In Challenges in gifted education: Developing potential and investing in knowledge for the 21st century (pp. 63-72). Columbus, OH: Ohio Department of Education.
Powell, P.M., & Haden, T. (1984). The intellectual and psychosocial nature of extreme giftedness. Roeper Review,, 131-133.
Seagoe, M. (1974). Some learning characteristics of gifted children. In R. Martinson, The identification of the gifted and talented. Ventura, CA: Office of the Ventura County Superintendent of Schools.
Webb, J.T., & DeVries, A.R. (1993). Training manual for facilitators of SENG model guided discussion groups for parents of talented children. Dayton: Ohio Psychology Press.
Webb, J.T., & Kleine, P.A. (1993). Assessing gifted and talented children. In J. Culbertson and D. Willis (Eds.), Testing young children (pp. 383-407). Austin, TX: PRO-ED.
Whitmore, J.R. (1980). Giftedness, conflict and underachievement. Boston: Allyn & Bacon.
Whitmore, J.R., & Maker, C.J. (1985). Intellectual giftedness in disabled persons. Rockville, MD: Aspen.
James T. Webb, Ph.D., is a former director the SENG (Supporting Emotional Needs of Gifted) program which provides diagnostic and counseling services for gifted children and their families and trains doctoral psychologists. Many of the ideas in this digest are derived from Webb, J.T., Meckstroth, E.A., and Tolan, S.S. (1982). Guiding the gifted child. Dayton: Ohio Psychology Press.
ERIC Digests are in the public domain and may be freely reproduced and disseminated, but please acknowledge your source. This publication was prepared with funding from the U.S. Department of Education, Office of Educational Research and Improvement, under Contract No. RR93002005. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education.