A 15-year phenomenological case study of an exceptional female from age 15 through 30 was focused on exploring the subjective experience of development during adolescence and young adulthood, with attention to how giftedness and context interacted. The main focus became her response to trauma, which was revealed early in the study. Data, including…

Each year, academically gifted students leave home to live in a special school, one of 11 state-supported residential high schools for students gifted or talented in science, technology, engineering, and mathematic (STEM) academic domains. These schools attempt to take full advantage of the 24-hour day by engaging students in a rigorous learning…

The article discusses a study of the effects of adolescence on gifted students, in which 500 adolescents were surveyed on self-awareness of internal changes and behavior. (PHR)

This study examined the social context in which crystallizing experiences (experiences which solidify the individual's awareness of some aspect of the self) occurred among 422 gifted adolescents. Results found that most crystallizing experiences took place in public settings, were related to personal achievement, required no conscious…

The Stigma of Giftedness Paradigm served as the theoretical framework to develop a questionnaire which examined the school-based social cognition of 465 gifted adolescents. The model (which focuses on effect of the gifted label on adolescent wishes for normal social interactions) was found to aid in understanding the psychosocial development of…

This qualitative study investigated the lived experience of depression in 10 gifted adolescents. Analysis of in-depth unstructured interviews revealed the gifted adolescent's absolute need for knowledge, for communion, and for expression. The gifted adolescent is at risk for depression when any or all of these needs are stymied. (Author/DB)

The article looks at the diverse characteristics and unique needs of gifted young women and identifies specific intervention strategies to facilitate their career development, including increasing student awareness of barriers, broadening career exploration, helping girls integrate multiple roles, and developing essential skills. Facilitators need…

The study, with 89 gifted girls in grades 1-12, found decreased self-regard, self-confidence, inner courage, and self-assurance with increased age. Levels of perfectionism, hopelessness, discouragement, and emotional vulnerability rose with increasing age. Findings suggest the need for strong identity information and models and the encouragement…