Perceptions of developmental, social, and emotional issues in giftedness:Are they realistic?

Typology of Self-Concept of Adolescents in France: A Comparison of Gifted and Nongifted French High School Students

“…When the IQ score was not provided (in about 15% of the cases), the assessment report was sufficiently explicit to identify the giftedness. Although currently the use of multiple identification criteria is recommended, the identification methods that are actually used still remain very traditional and are linked with IQ (Bain, Choate, & Bliss, 2006). The questionnaires were sent out to the homes of 109 volunteer adolescents and were returned to us in less than 2 weeks, for a response rate of 77%.…”

Helping all Students Become Einstein’s using Bibliotherapy when Teaching Mathematics to Prepare Students for a STEM World

“…Below, the use of bibliotherapy as a form of counseling is suggested to reach these gifted students so they will not dumb-down to fit in with classmates and society. Bain, Choate, and Bliss (2006) found in their empirical study that 77% of their total participants felt that gifted students are more likely to have problems with social relationships. This leads to them behaving in a way so to in better with all their peers at school.…”

Teachers’ Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes Towards Ability Grouping and Acceleration

“…Many educators believe that the social and emotional needs of the student should take precedence over their academic needs, not recognising that the two are inextricably linked, and also not considering that failing to provide for gifted students' intellectual needs only compounds any socioemotional issues (Halsted, 2002;Valpied, 2005;Vialle et al 2001). A recent survey study by Bain, Choate and Bliss (2006) examining the perceptions of teacher education undergraduates of the social and emotional development of gifted children found that the majority believed that the gifted were at greater risk for emotional stress and relationship problems than other children. It is also commonly assumed that the more highly gifted a student is, the greater the potential for social and emotional problems, but this is not supported by the research (Gross, 2006b;Neihart, 1999).…”