Editing Intellectual giftedness (section)

== Social and emotional development ==
Research over the years has shown mixed results when looking at the psychological well-being of gifted children, according to a 1999 review of research by Neihart.<ref name=":0">{{Cite journal |last=Neihart |first=Maureen |date=1999 |title=The impact of giftedness on psychological well-being: What does the empirical literature say? |url=http://www.tandfonline.com/doi/abs/10.1080/02783199909553991 |journal=Roeper Review |language=en |volume=22 |issue=1 |pages=10–17 |doi=10.1080/02783199909553991 |issn=0278-3193|url-access=subscription }}</ref> The timeline of research into the impact of giftedness on mental health shows swings from the view point that it increases risk in the late 19th century to Terman's research that the gifted experienced fewer adjustment issues than others.<ref name=":0" /> In 1981, a gifted high school student died of suicide and "the phrase, 'social and emotional needs of the gifted' was coined." (Neihart, 1999, p.&nbsp;10).<ref name=":0" /> This event also sparked the birth of the organization SENG, founded by Dr. James T. Webb, as a way to support and educate the gifted community about these needs.<ref>{{Cite web |title=SENG {{!}} About Us |url=https://www.sengifted.org/about |access-date=2024-11-13 |website=SENG |language=en}}</ref>

A 2016 review of research facilitated by the National Association for Gifted Children (NAGC) in the United States continues to show that, as a whole, gifted children and young adults are not more susceptible to social and emotional challenges than their typically developing peers.<ref>{{Cite book |title=The social and emotional development of gifted children: what do we know? |date=2016 |publisher=Prufrock Press Inc |isbn=978-1-61821-484-3 |editor-last=Neihart |editor-first=Maureen |edition=Second |location=Waco, Texas |editor-last2=Pfeiffer |editor-first2=Steven I. |editor-last3=Cross |editor-first3=Tracy L.}}</ref> That does not mean, however, that there is nothing special to consider when we are looking to support gifted individuals on their developmental journey.

Asynchrony, as is included in the Columbus Group definition of giftedness above (Morelock, 1992),<ref name="auto"/> can manifest as differences in the social and emotional development of gifted students as compared to typically developing peers, and cause them to be “out of step” with others even in a gifted setting.<ref name=":0"/> This can lead to challenges for the child that need to be addressed for them to fully develop socially and emotionally.<ref>{{Cite journal |last=Silverman |first=Linda Kreger |date=1997 |title=The construct of asynchronous development |url=http://www.tandfonline.com/doi/abs/10.1080/0161956X.1997.9681865 |journal=Peabody Journal of Education |language=en |volume=72 |issue=3–4 |pages=36–58 |doi=10.1080/0161956X.1997.9681865 |issn=0161-956X|url-access=subscription }}</ref>

=== Isolation ===
[[Recluse|Social isolation]] is a common trait in gifted individuals,<ref>{{cite journal | last1 = Matta| first1 = M. | last2 = Gritti| first2 = E.S.| last3 = Lang| first3 = M.| year = 2019| title = Personality assessment of intellectually gifted adults: A dimensional trait approach | journal = Personality and Individual Differences | volume = 140 | pages = 21–26 | doi=10.1016/j.paid.2018.05.009| s2cid = 150039612 }}</ref> especially those with no social network of gifted peers. In order to gain popularity, gifted children will often try to hide their abilities to win social approval. Strategies include underachievement (discussed below) and the use of less sophisticated vocabulary when among same-age peers than when among family members or other trusted individuals.<ref>{{cite journal | last1 = Swiatek | first1 = M. A. | year = 1995 | title = An Empirical Investigation Of The Social Coping Strategies Used By Gifted Adolescents | journal = Gifted Child Quarterly | volume = 39 | issue = 3| pages = 154–160 | doi=10.1177/001698629503900305| s2cid = 144179860 }}</ref>

Some believe that the isolation experienced by gifted individuals is not caused by giftedness itself, but by society's response to giftedness and to the rarity of peers. [[Jonathan A. Plucker|Plucker]] and Levy have noted that, "in this culture, there appears to be a great pressure for people to be 'normal' with a considerable [[Social stigma|stigma]] associated with giftedness or talent."<ref>{{cite journal | last1 = Plucker | first1 = J. A. | author-link = Jonathan A. Plucker | last2 = Levy | first2 = J. J. | year = 2001 | title = The Downside of Being Talented | journal = American Psychologist | volume = 56 | issue = 1| pages = 75–76 | doi=10.1037/0003-066x.56.1.75| pmid = 11242991 }}</ref> To counteract this problem, gifted education professionals recommend creating a peer group based on common interests and abilities. The earlier this occurs, the more effective it is likely to be in preventing isolation.<ref>{{cite book|last=Robinson|first= N. M. |year=2002|section= Introduction|editor1=M. Neihart |editor2=S. M. Reis |editor3=N. M. Robinson |editor4=S. M. Moon |isbn=1882664779 |title=The Social and Emotional Development of Gifted Children |location=Waco, Texas|publisher=Prufrock Press}}</ref><ref>{{cite web|last=Lardner|first= C. |year=2005|title=School Counselors Light-Up the Intra- and Inter-Personal Worlds of Our Gifted |url=http://www.hoagiesgifted.org/light_up_the_world.htm}}</ref> Since the mid-1940s, several [[High-IQ society|high-IQ societies]] of varying levels of selectivity have been established to help gifted individuals find intellectual peers, the oldest ones being [[Mensa International|Mensa]] and [[Intertel]], established in 1946 and 1966 respectively.<ref>{{Cite web|title=About Us {{!}} Mensa International|url=https://www.mensa.org/mensa/about-us|access-date=2021-05-08|website=www.mensa.org}}</ref><ref>{{Cite web|title=Intertel - Home|url=https://www.intertel-iq.org/|access-date=2021-05-08|website=www.intertel-iq.org}}</ref>

Some research suggests that mathematically gifted adolescents might have deficiencies in social valuation and [[mentalization]],<ref name="Yun2011">{{cite journal
 |last1=Yun |first1=Kyongsik 
 |title=Mathematically Gifted Adolescents Have Deficiencies in Social Valuation and Mentalization
 |journal=[[PLoS ONE]]
 |year=2011 |volume=6 |issue=4 |pages=e18224
 |doi=10.1371/journal.pone.0018224 |pmid=21483742 |pmc=3070719
|bibcode=2011PLoSO...618224Y|doi-access=free 
 }}
</ref>  while gifted adolescents in general may struggle with social adaptive learning,<ref name="Chung2011">
{{cite journal
 |last1=Chung |first1=Dongil 
 |title=Different Gain/Loss Sensitivity and Social Adaptation Ability in Gifted Adolescents during a Public Goods Game
 |journal=[[PLoS ONE]]
 |year=2011 |volume=6 |issue=2 
 |doi=10.1371/journal.pone.0017044
 |pmid=21359224
 |pmc=3040203
 |pages=e17044
|bibcode=2011PLoSO...617044C|doi-access=free 
 }}
</ref> but these conclusions are not supported by a large literature.

===Perfectionism===
[[perfectionism (psychology)|Perfectionism]], while considered to have many [[Perfectionism (psychology)#Positive aspects|positive aspects]], can be another issue for gifted individuals. It is encouraged by the fact that gifted individuals tend to be easily successful in much of what they do.

''Healthy perfectionism'' refers to having high standards, a desire to achieve, conscientiousness, or high levels of responsibility. It is likely to be a virtue rather than a problem, even if gifted children may have difficulty with healthy perfectionism because they set standards that would be appropriate to their mental age (the level at which they think), but they cannot always meet them because they are bound to a younger body, or the social environment is restrictive. In such cases, outsiders may call some behavior perfectionism, while for the gifted this may simply be their standard. It has been said that perfectionism "becomes desirable when it stimulates the healthy pursuit of excellence."<ref>{{cite journal | last1 = Parker | first1 = W. D. | last2 = Mills | first2 = C. J. | year = 1996 | title = The Incidence of Perfectionism in Gifted Students | journal = Gifted Child Quarterly | volume = 40 | issue = 4| pages = 194–199 | doi=10.1177/001698629604000404| s2cid = 145769977 }}</ref>

Some believe that perfectionism can be unhealthy. ''Unhealthy perfectionism'' stems from equating one's worth as a human being to one's achievements, and the simultaneous belief that any work less than perfect is unacceptable and will lead to criticism. Because perfection in the majority of human activities is neither desirable, nor possible, this [[cognitive distortion]] creates self-doubt, performance anxiety, and ultimately procrastination.

Unhealthy perfectionism can be triggered or further exacerbated by parents, siblings, or classmates with good or ill intentions. Parents are usually proud and will extensively praise the gifted child. On the other hand, siblings, peers, and school bullies may generally become jealous or envious of the intellectual ease of the gifted child and tease him or her about any minor imperfection in his or her work, strength, clothes, appearance, or behavior. Either approach—positive reinforcement from parents or negative reactions from siblings and peers for minor flaws—may push gifted children into equating their worth amongst their peers to their own abilities; thus, any imperfection could be viewed as a serious defect in themselves. This unhealthy perfectionism can be further exaggerated when the child counters bullying with the same tactics (i.e., insulting the less exceptional abilities of others), thus creating further disdain in himself for low or even average performance.

There are many theories that try to explain the correlation between perfectionism and giftedness. Perfectionism can become a problem as it frustrates and inhibits achievements.

D. E. Hamachek identified six specific, overlapping types of behavior associated with perfectionism. They are:<ref>Schuler, P. (2002). Perfectionism in Gifted Children and Adolescents. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.). [https://www.amazon.com/Social-Emotional-Development-Gifted-Children/dp/1882664779 ''The Social and Emotional Development of Gifted Children ''](pp. 71-79). Waco, Texas: Prufrock Press, Inc.</ref>

* [[Depression (mood)|Depression]]
* A nagging "I should" feeling
* [[Shame]] and [[guilt (emotion)|guilt]] feelings
* Face-saving behavior
* [[Shyness]] and [[procrastination]]
* [[Self-deprecation]]

===Underachievement===
{{see also|Gifted at-risk}}
{{further|Underachiever}}
Underachievement is a significant issue for gifted learners. There is often a stark gap between the abilities of the gifted individual and their actual accomplishments. Many gifted students will perform extremely well on standardized or [[reasoning]] tests, only to fail a class exam. It is estimated that half of gifted children do not perform in school at a level that is up to their abilities. Studies of high school dropouts in the United States estimate that between 18% and 25% of gifted students fail to graduate.<ref>{{Cite book|title=Education of the Gifted and Talented|last=Davis|first=Gary A.|publisher=Pearson|year=2011|isbn=9780135056073|location=New Jersey|pages=287–288}}</ref> This disparity can result from various factors, such as loss of interest in classes that are too easy or negative social consequences of being perceived as smart.<ref name=renzulli>Reis, S. M. & Renzulli, J. S. (2004). [https://www.researchgate.net/publication/229501585_Current_research_on_the_social_and_emotional_development_of_gifted_and_talented_students_Good_news_and_future_possibilities "Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities."] ''Psychology in the Schools, 41,'' published online in Wiley InterScience.</ref> Underachievement can also result from emotional or psychological factors, including depression, [[anxiety]], perfectionism, low self esteem, or self-sabotage.<ref>Reis, S. M. & McCoach, D. B. (2002). Underachievement in Gifted Students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.). [https://www.amazon.com/Social-Emotional-Development-Gifted-Children/dp/1882664779 ''The Social and Emotional Development of Gifted Children''] (pp. 81-91). Waco, Texas: Prufrock Press, Inc.</ref><ref>{{Cite book|title=Education of the Gifted and Talented|last=Davis|first=Gary A.|publisher=Pearson|year=2011|isbn=9780135056073|location=New Jersey|pages=293}}</ref>

An often-overlooked contributor to underachievement is undiagnosed learning differences. A gifted individual is less likely to be diagnosed with a learning disorder than a non-gifted classmate, as the gifted child can more readily compensate for their paucities. This masking effect is dealt with by understanding that a difference of one [[standard deviation]] between scores constitutes a learning disability even if all of the scores are above average. Assessments may also fail to identify some gifted students entirely because their underachieving behaviours keep them from being recognized as exceptional.<ref>{{Cite journal|last=Mofield|first=Emily|date=8 April 2019|title=Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students.|journal=Journal for the Education of the Gifted|volume=42|issue=2|pages=107–134|doi=10.1177/0162353219836737|s2cid=151040091}}</ref>

Some gifted children may not be aware that they are gifted. One apparently effective way to attempt to reverse underachievement in gifted children includes educating teachers to provide enrichment projects based on students' strengths and interests without attracting negative attention from peers. Other methods include matching the underachiever with an achieving role model, correcting skill deficiencies and ensuring that proper assessments are in place to identify all learning issues with underachieving students.<ref>{{Cite book|title=Education of the Gifted Learner|last=Davis|first=Gary A.|publisher=Pearson|year=2011|isbn=9780135056073|location=New Jersey|pages=320–321}}</ref>

===Depression===
It has been thought in the past that there is a correlation between giftedness and [[clinical depression|depression]].{{citation needed|date=February 2016}} This is not an established research finding. As Reis and [[Joseph Renzulli|Renzulli]] mention, <blockquote>
With the exception of creatively gifted adolescents who are talented in writing or the visual arts, studies do not confirm that gifted individuals manifest significantly higher or lower rates or severity of depression than those for the general population. Gifted children's advanced cognitive abilities, social isolation, sensitivity, and uneven development may cause them to face some challenging social and emotional issues, but their problem-solving abilities, advanced social skills, moral reasoning, out-of-school interests, and satisfaction in achievement may help them to be more resilient.<ref name=renzulli />
</blockquote>

There is also no research that points to suicide attempt rates being higher in gifted adolescents than other adolescents.<ref>Neihart, M. (2002). Risk and Resilience in Gifted Children: A Conceptual Framework. In M. Neihart, S. Reis, N. M. Robinson, & S. M. Moon (Eds.) [https://www.amazon.com/Social-Emotional-Development-Gifted-Children/dp/1882664779 ''The Social and Emotional Development of Gifted Children.''] (pp. 113-124). Waco, Texas: Prufrock Press, Inc.</ref>