Category Archives: Idealism, Unhappiness, and Depression

Abstract: In this article, I use a combination of clinical observations and theoretical propositions to demonstrate that the cognitive complexity and certain personality traits of the gifted create unique experiences and awarenesses that separate them from others. A central feature of the gifted experience is their moral sensitivity, which is essential to the welfare of the [...]

Starting from an early age, many gifted children show evidence of moral sensitivity. These children tend to care about others, want to relieve pain and suffering or show advanced ability to think about such abstract ideas as justice and fairness. The beginnings of moral sensitivity are found in the development of empathy between child and care-taking parent. This is also the basis of identity formation and development of the self. This article also includes a discussion of how the phenomenon of asynchrony manifests in moral development of gifted children and the paradigms these children develop to give form to their moral concerns.

Developing a Feeling Vocabulary By Sharon Lind One of the most important asset emotionally intense people, and those who live and work with them, need to develop is an extensive feeling vocabulary. Not being able to ACCURATELY articulate (in words or through actions, music, art, movement, journaling, etc) our and other’s feelings can lead to [...]

Parents and teachers sometimes find children preoccupied by very serious and worldly matters. Even young children will think about illness, death, war, the fury of Mother Nature, or the complexities of the human condition, and this may occur long before they are able to fully grasp the ideas and put them into perspective. The kinds [...]

An Interview with Sal Mendaglio: About Meeting the Emotional Needs of Gifted Children and Adolescents By Michael F. Shaughnessy Sal Mendaglio, PhD, is an associate professor in the Division of Teacher Preparation, Graduate Division of Educational Research and Research Associate, Centre for Gifted Education, University of Calgary. He is the current Chair of the Counselling [...]

Existential Depression in Gifted Individuals by James T. Webb It has been my experience that gifted and talented persons are more likely to experience a type of depression referred to as existential depression. Although an episode of existential depression may be precipitated in anyone by a major loss or the threat of a loss which [...]

SENG strives to provide the most accurate information in our library, and as a result, it is occasionally necessary to provide further clarification regarding previously published articles. Please note that, in the second paragraph of the article below, the authors refer to scores obtained on the Wechsler Intelligence Scale for Children – Third Edition (WISC-III) [...]

This qualitative study investigated the lived experience of the depressive state of ten gifted adolescents. In-depth unstructured interviews were conducted, transcribed and analyzed to reveal the essence, structure and meaning of the depressive state for each of the subjects. The analysis revealed a complex stratum of influences fueling the depressive experience. At the core of the experience is the gifted teen's absolute need for knowledge forcommunion and for expression. The analysis revealed that the gifted adolescent is at risk for varying degrees of depression when any or all of these needs are stymied. In particular, meeting communion needs - for meaningful spiritual and emotional exchange - proved problematic for the gifted teen who is often isolated because of extraordinary innate cognitive and emotional complexity. The results from this study have strong implications for specific developmental support and for appropriate therapeutic intervention.

Adolescents often describe experiencing Existential Dread. Gifted youth may be especially susceptible. If teachers, parents and students work together, the following solutions are suggested for consideration: a) nourish students socially, (b) work toward acceptance of giftedness and teach methods for enhancing emotional development, (c) provide philosophical nurturance.

On many occasions after spontaneous conversation with strangers, flipping on the TV to a random channel, or even overhearing conversation going on around me, I find myself wondering, “Do other people seem to run into social/emotional gifted stories frequently, or is it just me?” I’ve been thinking about a mother I met in a community [...]