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Social and Emotional Development of Gifted Children: What Do We Know?

reviewed by Susan G. Assouline - February 02, 2017

Title: Social and Emotional Development of Gifted Children: What Do We Know?

Author(s): Maureen Neihart, Steven I. Pfeiffer, & Tracy L. Cross (Eds.)
Publisher: Prufrock Press, Austin
ISBN: 1618214845, Pages: 311, Year: 2016
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Professionals in the world of gifted and talented education who relied extensively on the first edition of Social and Emotional
Development of Gifted Children: What Do We Know? eagerly anticipated the new edition of this important publication. Editors
Maureen Neihart, Steven I. Pfeiffer, and Tracy L. Cross did not disappoint, nor did the individual authors of the text’s 22 chapters.
There are several features of this edition that enhance its readability compared to the old edition. One of these features is the use of
a template for each chapter. This review uses a slightly modified version of this template.

INTRODUCTION

The second edition maintains continuity with the first. Specifically, it reinforces the finding that the social and emotional development
of gifted children varies from that of typically developing children who have an average level of ability that remains constant.
However, throughout the numerous chapters comprising the book, there is significant new material that is also quite useful. Much of
this new work reflects advances in the field, such as the recent focus on talent development and high performance (Subotnik,
Olszewski-Kubilius, & Worrell, 2011). In fact, all of Section Three is devoted to the psychosocial aspects of talent development. Section
Four, “Promising Supports and Interventions,” includes a chapter by Siegle and Dulong Langley on promoting optimal mindsets among
gifted students, which recognizes new developments with respect to concepts of ability and mindset (Dweck, 2012).

Foley-Nicpon’s chapter on the social and emotional development of twice-exceptional children is found in Section Two, “Potential
Areas of Social or Emotional Risk.” It offers solid research-based findings emphasizing the importance of differentiating between
characteristics of a specific disorder that may also be similar to characteristics of gifted children. Autism spectrum disorder (ASD) is
just one example where there is often confusion about behaviors that are characteristic of giftedness (e.g., extreme interest in a
subject area that may result in the student having few peers with similar interests). This contrasts with clinically significant social
impairment resulting in difficulty responding to phenomena like change or social isolation. The former may benefit from an academic
intervention resulting in the student being with like-minded peers. However, the latter requires a full evaluation that can help
professionals understand the full extent of the disorder and talent area so that an intervention can be tailored to the needs of
students.

Issues related to the impact on the social-emotional development of students who are candidates for accelerative interventions remain
at the center of debates between educators and families regarding the appropriateness of acceleration as an intervention. Kristofor
Wiley’s chapter is on academic acceleration, which is arguably the most effective intervention for academically advanced students
that is also the least used in U.S. schools (Assouline, Colangelo, & VanTassel-Baska, 2015). It reiterates the assumption that concern
about adverse social-emotional consequences is the primary reason acceleration is often left unconsidered as an option.

THEORY FOR UNDERSTANDING

The book’s content is based on empirical work. This is an important feature in the current climate of instantly searching for a quick
solution to fix a problem. Each chapter presents the research underpinning its section and reports major findings. The three editors
have extensive expertise in the broad domain of social-emotional development of gifted students and demonstrate this in their
respective chapters. For example, this includes Psychosocial Factors in Talent Development by Maureen Neihart; Counseling the Gifted
by Steven I. Pfeiffer and his co-author, Jordan Burko; and Depression and Suicide Among Gifted Children and Adolescents by Tracy L.
Cross and his co-author Lori Andersen. The editors additionally invited a geographically diverse group of experts to contribute to the
other chapters. The international representation is a welcome component that significantly enhances this edition. This is in part
because it validates that the social-emotional development of gifted students is not unique to a specific culture or country.

MAJOR FINDINGS

The editors’ concluding chapter complements their introduction and offers readers the condensed version of the major findings. The
editors’ secondary analyses of the empirical research in each chapter lead to their conclusion that four broad themes define these
findings:

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● The importance of challenge and a “match” with the environment for optimal social and emotional adjustment.
● The importance of culture and context in understanding social and emotional development.
● The nonlinearity and dynamism of many social or emotional phenomena, and related to this, the need to better
understand mediators and moderators of the phenomena.
● The growing convergence of research on psychosocial variables in talent development with the research on the social
and emotional development of gifted children. (pp. 283–284)

MULTICULTURAL CONSIDERATIONS

Each chapter includes at least a brief summary of multicultural considerations. In addition to addressing the concerns related to racial
diversity, many authors discuss international diversity. This may be in part due to the relative dearth of research conducted regarding
this highly important area. Many authors consider the lack of related diversity and multiculturalism research to also be one of the
major limitations of the field as a whole.

LIMITATIONS

This volume was intended as a review of the empirical work on the social-emotional development of gifted children. From this, there is
a built-in limitation resulting from the paucity of research in this area. The topic itself does not readily lend to robust experimental
studies. As a result, researchers must rely predominantly on quasi-experimental studies, case studies, or qualitative research. A few of
the chapters also mention economic vulnerability as a form of multicultural consideration. This is not an inaccurate observation.
However, the editors of the next edition might consider a separate chapter on this topic spanning talent area, social-emotional topic,
and culture.

IMPLICATIONS AND CONCLUSIONS

Many chapter authors conclude that the need for more research is one of the major implications of their treatment of their respective
topics. Due to the fact that this volume has an intended focus on empirical work, the need for additional research is critical. Despite
these limitations due to relatively scant research, the research focus remains an important strength of this volume. Many important
works address practical applications of the social-emotional development of gifted children, facilitating the work undertaken by
practitioners on a daily basis. However, the fundamental research underlying each topic is equally important. The work of the
practitioner must be based on a solid research foundation. For the researcher, this volume provides a concise and valuable addition to
the existing literature. Indeed, it is so good I wish that it was longer.

References

Assouline, S. G., Colangelo, N., & VanTassel-Baska, J. (2015). A nation empowered: Evidence trumps the excuses holding back
America’s brightest students, Vol. 1. Iowa City, IA: Belin-Blank Center for Gifted Education and Talent Development, University of
Iowa.

Dweck, C. (2012). Mindsets and malleable minds: Implications for giftedness and talent. In R. F. Subotnik, A. Robinson, C. M. Callahan,
& E. J. Gubbins (Eds.). Malleable minds: Translating insights from psychology and neuroscience to gifted education (pp. 7–18). Storrs,
CT: University of Connecticut, The National Research Center on the Gifted and Talented.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward
based on psychological science. Psychological Science in the Public Interest, 12(1), 3–54.

Cite This Article as: Teachers College Record, Date Published: February 02, 2017
https://www.tcrecord.org ID Number: 21813, Date Accessed: 6/2/2022 3:43:42 PM

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