ON BEING A GIFTED ADOLESCENT: DEVELOPMENTAL, AFFECTIVE, AND SOCIAL ISSUES

Overall, giftedness can be a ‘double-edged’ sword. On one hand, society typically holds giftedness in high esteem in view of its status as a personal cognitive and intellectual resource. Yet, at the same time, giftedness is often viewed as a liability, orburden, by the gifted themselves and often devalued by their adolescent peers. In fact, the literature examining the affective and personality development of socioemotional characteristics in gifted children and youth has a long and checkered history, often involving heated debate between the advocates of two polar positions. The first stance supports the notion that intellectually gifted youth, in view of their superior cognitive resources, are expected to show normative or superior psychosocial adjustment, when compared to their non-gifted counterparts. The second stance maintains that intellectually gifted youth are particularly vulnerable and at risk for the development of social and emotional problems during critical times, such as adolescent years. This chapter critically reviews what, in fact, we know about the personal and affective development of gifted students. Developmental issues are considered first, followed by personality facets, social processes, and a discussion of the implications of the personality profile for mental health and well being of gifted adolescents.