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This article by Susan Dauber and Camilla Benbow compares 340 extremely mathematically or verbally talented 13-year-olds to 111 modestly gifted students. They found no differences in group activity participation or personality traits. They rated their peer perceptions as well -- the modestly gifted exceeded the extremely gifted in being considered athletic, popular and in social standing.
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This article provides a summation of previously performed research studies as well as one recently performed empirical study about how well highly intelligent children make friends. Highly intelligent children, as shown by previous research, show satisfactory social adjustment. The minority who are not socially well-adjusted is about twice that of moderately intelligent children. The empirical study found similar results. Also ideas are provided to help highly intelligent children adjust better socially. Authored by Paul Janos, Kristi Marwood a...
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This article by Deirdre Lovecky reviews the research on highly gifted children and peer relationships. The author highlights possible issues with peers for highly gifted children. She also discusses strategies for developing successful peer relationships.
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In this article, Dr. Miraca Gross explains the different kinds of friendships and relationships between average ability children and gifted children. She covers what gifted children expect from friends compared to what children of average ability expect. Also discussed is how these different expectations sometimes cause disappointment for gifted children.
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This full text article by Miraca Gross explores the five stages children go through in developing their expectations of friendships. She identifies them as: play partner; people to chat to; help & encouragement; intimacy/empathy; and sure shelter. Gifted children tend to reach the final stage of friendship expectations years ahead of average ability children, thus causing social isolation and the need for a true friend.
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This full text article by the Davidson Institute for Talent Development suggests recommended readings on the topic of friendship that include articles and books. The introduction touches on the fact that most gifted people are well-adjusted in terms of friendship, despite the common misconception otherwise. The articles and books recommended here can help one to better understand the nature of friendship and its relation to giftedness.
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This full text article by Sylvia Rimm addresses the social issues that gifted young people face on a regular basis. It gives situational examples and offers suggestions to parents on how to deal with issues that may arise. Peer pressures are discussed as well as strategies for parents on helping their children to chose the "right" peer group.
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This full text article by Sally Reis discusses some of the factors that are involved in the social and emotional development of gifted girls. Issues that are faced are explored and factors that help and hinder healthy development are explained. Most of the challenges also are applicable to boys, but are examined with considerations for gender.
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Written by Tracy Cross, this article examines the unique social and emotional perspectives of gifted students.
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This article by Patricia Schuler discusses the problem of teasing in relation to gifted students. It offers parents suggestions on how to talk to children about this issue and on how to help work through and solve this problem. The tips focus on giving children the skills to deal with teasing themselves.
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