Clinical and mental health issues in counseling the gifted individual

Journal of Counseling and Development

Volumn 93, Issue 2, 2015, Pages 163-172

  Cross, Jennifer Riedl ^a   Cross, Tracy L ^a  

^a Dept of Economics and Thomas Jefferson Program in Public Policy at the College of William and Mary   (United States)

Author keywords

gifted; high ability; mental health issues

Indexed keywords

EID: 84924283380     PISSN: 07489633     EISSN: 15566676     Source Type: Journal    
DOI: 10.1002/j.1556-6676.2015.00192.x     Document Type: Article

References (84)

1. Amend, E. R., &, Peters, D. B., (2012). Misdiagnosis and missed diagnosis of gifted children: The importance of accurate assessment. In, T. L. Cross, &, J. R. Cross, (Eds.), Handbook for counselors serving students with gifts and talents (pp. 585-596). Waco, TX: Prufrock Press.
2. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
3. Baker, J., (1996). Everyday stressors of academically gifted adolescents. Journal of Secondary Gifted Education, 7, 356-368.
4. Baumeister, R. F., &, Leary, M. R., (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529. doi: 10.1037/0033-2909.117.3.497
5. Berndt, T. J., (1999). Friends' influence on students' adjustment to school. Educational Psychologist, 34, 15-28. doi: 10.1207/s15326985ep3401-2
6. Burney, V. H., &, Cross, T. L., (2006). Impoverished students with academic promise in rural settings: 10 lessons from Project Aspire. Gifted Child Today, 29, 14-21.
7. Cacioppo, J. T., Petty, R. E., &, Kao, C. F., (1984). The efficient assessment of need for cognition. Journal of Personality Assessment, 48, 306-307. doi: 10.1207/s15327752jpa4803-13
8. Cassady, J. C., &, Cross, T. L., (2006). A factorial representation of gifted adolescent suicide. Journal for the Education of the Gifted, 29, 290-304.
9. Colangelo, N., Assouline, S., &, Gross, M., (2004). A nation deceived: How schools hold back America's brightest students (Vols. I & II). Iowa City: University of Iowa, Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development.
10. Coleman, L. J., (1985). Schooling the gifted. Menlo Park, NJ: Addison-Wesley.
11. Coleman, L. J., (2012). Lived experience, mixed messages, and stigma. In, T. L. Cross, &, J. R. Cross, (Eds.), Handbook for counselors serving students with gifts and talents (pp. 371-392). Waco, TX: Prufrock Press.
12. Coleman, L. J., &, Cross, T. L., (1988). Is being gifted a social handicap? Journal for the Education of the Gifted, 11, 41-56.
13. Coleman, L. J., &, Cross, T. L., (2000). Social-emotional development and the personal experience of giftedness. In, K. Heller, F. Mönks, R. Sternberg, &, R. Subotnik, (Eds.), International handbook of giftedness and talent (pp. 203-212). Oxford, England: Elsevier Science.
14. Cross, J. R., (2012). Peer relations. In, T. L. Cross, &, J. R. Cross, (Eds.), Handbook for counselors serving students with gifts and talents (pp. 409-426). Waco, TX: Prufrock Press.
15. Cross, T. L., (2011). On the social and emotional lives of gifted children (4th ed.). Waco, TX: Prufrock Press.
16. Cross, T. L., (2013). Suicide among gifted children and adolescents: Understanding the suicidal mind. Waco, TX: Prufrock Press.
17. Cross, T. L., Cassady, J. C., Dixon, F. A., &, Adams, C. M., (2008). The psychology of gifted adolescents as measured by the MMPI-A. Gifted Child Quarterly, 52, 326-339. doi: 10.1177/0016986208321810
18. Cross, T. L., Cassady, J. C., &, Miller, T., (2006). Suicidal ideation and psychological type in gifted adolescents. Gifted Child Quarterly, 19, 46-48.
19. Cross, T. L., Coleman, L. J., &, Stewart, R. A., (1995). Psychosocial diversity of gifted adolescents: An exploration of the stigma of the giftedness paradigm. Roeper Review, 17, 181-185. doi: 10.1080/02783199509553655
20. Cross, T. L., Coleman, L. J., &, Terhaar-Yonkers, M., (1991). The social cognition of gifted adolescents in schools: Managing the stigma of giftedness. Journal for the Education of the Gifted, 15, 44-55.
21. Cross, T. L., Cook, R. S., &, Dixon, D. N., (1996). Psychological autopsies of three academically talented adolescents who committed suicide. Journal of Secondary Gifted Education, 7, 403-409.
22. Cross, T. L., Gust-Brey, K., &, Ball, P. B., (2002). A psychological autopsy of the suicide of an academically gifted student: Researchers' and parents' perspectives. Gifted Child Quarterly, 46, 247-264. doi: 10.1177/001698620204600402
23. Cross, T. L., Speirs Neumeister, K. L., &, Cassady, J. C., (2007). Psychological types of academically gifted adolescents. Gifted Child Quarterly, 51, 285-294. doi: 10.1177/0016986207302723
24. Dabrowski, K., (1964). Positive disintegration. Boston, MA: Little, Brown.
25. Dai, D. Y., &, Rinn, A. N., (2008). The big-fish-little-pond effect: What do we know and where do we go from here? Educational Psychological Review, 20, 283-317. doi: 10.1007/s10648-008-9071-x
26. Delisle, J., (1986). Death with honors: Suicide among gifted adolescents. Journal of Counseling & Development, 64, 558-566. doi: 10.1002/j.1556-6676.1986.tb01202.x
27. Elliott, E. S., &, Dweck, C. S., (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12. doi: 10.1037/0022-3514.54.1.5
28. Exline, J. J., &, Lobel, M., (1999). The perils of outperformance: Sensitivity about being the target of a threatening upward comparison. Psychological Bulletin, 125, 307-337. doi: 10.1037/0033-2909.125.3.307
29. Farmer, T. W., &, Farmer, E. M. Z., (1996). Social relationships of students with exceptionalities in mainstream classrooms: Social networks and homophily. Exceptional Children, 62, 431-435.
30. Farmer, T. W., &, Hollowell, J. H., (1994). Social networks in mainstream classrooms: Social affiliations and behavioral characteristics of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 2, 143-155.
31. Feldman, D. H., (with, Goldsmith, L. T.,). (1991). Nature's gambit: Child prodigies and the development of human potential. New York, NY: Teachers College Press. (Original work published 1986)
32. Festinger, L., (1954). A theory of social comparison processes. Human Relations, 7, 117-140. doi: 10.1177/001872675400700202
33. Fletcher, K. L., &, Speirs Neumeister, K. L., (2012). Research on perfectionism and achievement motivation: Implications for gifted students. Psychology in the Schools, 49, 668-677. doi: 10.1002/pits.21623
34. Flett, G. L., &, Hewitt, P. L., (2006). Positive versus negative perfectionism in psychopathology: A comment on Slade and Owens's Dual Process Model. Behavioral Modification, 30, 472-495. doi: 10.1177/0145445506288026
35. Greenspon, T. S., (2000). "Healthy perfectionism" is an oxymoron! Reflections on the psychology of perfectionism and the sociology of science. Journal of Secondary Gifted Education, 11, 197-208.
36. Greenspon, T. S., (2012). Perfectionism: A counselor's role in a recovery process. In, T. L. Cross, &, J. R. Cross, (Eds.), Handbook for counselors serving students with gifts and talents (pp. 597-613). Waco, TX: Prufrock Press.
37. Grobman, J., (2009). A psychodynamic psychotherapy approach to the emotional problems of exceptionality and profoundly gifted adolescents and adults: A psychiatrist's experience. Journal for the Education of the Gifted, 33, 106-125.
38. Gross, M. U. M., (1993). Exceptionally gifted children. doi: 10.4324/9780203315378
39. Gust-Brey, K., &, Cross, T. L., (1999). An examination of the literature base on the suicidal behaviors of gifted students. Roeper Review, 22, 28-35. doi: 10.1080/02783199909553994
40. Harter, S., &, Whitesell, N. R., (2001). On the importance of importance ratings in understanding adolescents' self-esteem: Beyond statistical parsimony. In, R. J. Riding, &, S. G. Rayner, (Eds.), Self-perception (pp. 3-23). Westport, CT: Ablex.
41. Hermann, K. M., &, Lawrence, C., (2012). Family relationships. In, T. L. Cross, &, J. R. Cross, (Eds.), Handbook for counselors serving students with gifts and talents (pp. 393-407). Waco, TX: Prufrock Press.
42. Hewitt, P. L., &, Flett, G. L., (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456-470. doi: 10.1037/0022-3514.60.3.456
43. Hyatt, L., (2010). A case study of the suicide of a gifted female adolescent: Implications for prediction and prevention. Education, 33, 514-535.
44. Kaiser, C. F., &, Berndt, D. J., (1985). Predictors of loneliness in the gifted adolescent. Gifted Child Quarterly, 29, 74-77. doi: 10.1177/001698628502900206
45. Kanevsky, L., &, Keighley, T., (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26, 20-28. doi: 10.1080/02783190309554235
46. LoCicero, K. A., &, Ashby, J. S., (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort. Roeper Review, 22, 182-185. doi: 10.1080/02783190009554030
47. Luftig, R. L., &, Nichols, M. L., (1990). Assessing the social status of gifted students by their age peers. Gifted Child Quarterly, 34, 111-115. doi: 10.1177/001698629003400305
48. Marsh, H. W., Kong, C.-K., &, Hau, K.-T., (2000). Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools. Journal of Personality and Social Psychology, 78, 337-349. doi: 10.1037/0022-3514.78.2.337
49. Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O'Mara, A. J., &, Craven, R. G., (2008). The big-fish-little-pond effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319-350. doi: 10.1007/s10648-008-9075-6
50. Martin, L. T., Burns, R. M., &, Schonlau, M., (2010). Mental disorders among gifted and nongifted youth: A selected review of the epidemiologic literature. Gifted Child Quarterly, 54, 31-41. doi: 10.1177/0016986209352684
51. Meijs, N., Cillessen, A. H. N., Scholte, R. H. J., Segers, E., &, Spijkerman, R., (2008). Social intelligence and academic achievement as predictors of adolescent popularity. Journal of Youth and Adolescence, 39, 62-72. doi: 10.1007/s10964-008-9373-9
52. Mendaglio, S., (2012). Overexcitabilities and giftedness research: A call for a paradigm shift. Journal for the Education of the Gifted, 35, 207-219. doi: 10.1177/0162353212451704
53. Moon, S. M., Jurich, J. A., &, Feldhusen, J. F., (1998). Families of gifted children: Cradles of development. In, R. Friedman, (Ed.), Talent in context: Historical and social perspectives (pp. 81-100). doi: 10.1037/10297-005
54. Mueller, C. E., (2009). Protective factors as barriers to depression in gifted and nongifted adolescents. Gifted Child Quarterly, 53, 3-14. doi: 10.1177/0016986208326552v
55. National Center for Biotechnology Information. (2013). Suicide attempts and suicide completions. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK42886/
56. Neihart, M., (2002). Gifted children and depression. In, M. Neihart, S. M. Reis, N. M. Robinson, &, S. M. Moon, (Eds.), The social and emotional development of gifted children: What do we know? (pp. 93-102). Waco, TX: Prufrock Press.
57. Neihart, M., (2012). Anxiety, depression, and resilience. In, T. L. Cross, &, J. R. Cross, (Eds.), Handbook for counselors serving students with gifts and talents (pp. 615-630). Waco, TX: Prufrock Press.
58. Neihart, M., &, Olenchak, F. R., (2002). Creatively gifted children. In, M. Neihart, S. M. Reis, N. M. Robinson, &, S. M. Moon, (Eds.), The social and emotional development of gifted children: What do we know? (pp. 165-176). Waco, TX: Prufrock Press.
59. Parker, W. D., &, Mills, C. J., (1996). The incidence of perfectionism in gifted students. Gifted Child Quarterly, 40, 194-199. doi: 10.1177/001698629604000404
60. Peine, M., &, Coleman, L., (2010). The phenomenon of waiting in class. Journal for the Education of the Gifted, 34, 220-244.
61. Peterson, J. S., (2012). The counseling relationship. In, T. L. Cross, &, J. R. Cross, (Eds.), Handbook for counselors serving students with gifts and talents (pp. 443-460). Waco, TX: Prufrock Press.
62. Peterson, J. S., Duncan, N., &, Canady, K., (2009). A longitudinal study of negative life events, stress, and school experiences of gifted youth. Gifted Child Quarterly, 53, 34-49. doi: 10.1177/0016986208326553
63. Peterson, J. S., &, Ray, K. E., (2006). Bullying among the gifted: The subjective experience. Gifted Child Quarterly, 50, 148-168. doi: 10.1177/001698620605000305
64. Piechowski, M. M., (1999). Overexcitabilities. In, M. A. Runco, &, S. R. Pritzker, (Eds.), Encyclopedia of creativity (Vol. 2, pp. 325-334). San Diego, CA: Academic Press.
65. Probst, B., &, Piechowski, M., (2012). Overexcitabilities and temperament. In, T. L. Cross, &, J. R. Cross, (Eds.), Handbook for counselors serving students with gifts and talents (pp. 443-460). Waco, TX: Prufrock Press.
66. Quatman, T., &, Swanson, C., (2002). Academic self-disclosure in adolescence. Genetic, Social, and General Psychology Monographs, 128, 47-75.
67. Robinson, N., (1996). Counseling agendas for gifted young people: A commentary. Journal for the Education of the Gifted, 20, 128-137.
68. Ruble, D. N., &, Flett, G. L., (1988). Conflicting goals in self-evaluative information seeking: Developmental and ability level analyses. Child Development, 59, 97-106. doi: 10.2307/1130392
69. Sak, U., (2004). A synthesis of research on psychological type of gifted adolescents. Journal of Secondary Gifted Education, 15, 70-79.
70. Schuler, P. A., (2000). Perfectionism and gifted adolescents. Journal of Secondary Gifted Education, 11, 183-196.
71. Schuler, P. A., (2002). Perfectionism in gifted children and adolescents. In, M. Neihart, S. M. Reis, N. M. Robinson, &, S. M. Moon, (Eds.), The social and emotional development of gifted children: What do we know? (pp. 71-80). Waco, TX: Prufrock Press.
72. Semrud-Clikeman, M., (2007). Social competence in children. doi: 10.1007/978-0-387-71366-3-1
73. Shneidman, E. S., (1996). The suicidal mind. Oxford, England: Oxford University Press.
74. Silverman, L. K., (2002). Asynchronous development. In, M. Neihart, S. M. Reis, N. M. Robinson, &, S. M. Moon, (Eds.), The social and emotional development of gifted children: What do we know? (pp. 31-40). Waco, TX: Prufrock Press.
75. Speirs Neumeister, K. L., &, Finch, H., (2006). Perfectionism in high-ability students: Relationship precursors and influences on achievement motivation. Gifted Child Quarterly, 50, 238-251. doi: 10.1177/001698620605000304
76. Stoeber, J., (2014). How other-oriented perfectionism differs from self-oriented and socially prescribed perfectionism. Journal of Psychopathology and Behavioral Assessment, 36, 329-338. doi: 10.1007/s10862-013-9397-7
77. Stoeber, J., &, Otto, K., (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10, 295-319. doi: 10.1207/s15327957pspr10042
78. Swiatek, M. A., (2001). Social coping among gifted high school students and its relationship to self-concept. Journal of Youth and Adolescence, 30, 19-39. doi: 10.1023/A:1005268704144
79. Taylor, S. E., (1989). Positive illusions: Creative self-deception and the healthy mind. New York, NY: Basic Books.
80. Van Manen, M., (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany: State University of New York Press.
81. Webb, J. T., (1993). Nurturing the social-emotional development of gifted children. In, K. A. Heller, F. J. Mönks, &, A. H. Passow, (Eds.), International handbook of research and development of giftedness and talent (pp. 525-538). Oxford, England: Pergamon Press.
82. Webb, J. T., Gore, J. L., Amend, E. R., &, DeVries, A. R., (2007). A parent's guide to gifted children. Scottsdale, AZ: Great Potential Press.
83. White, J., (2010). Risk and protective factors. Retrieved from http://www.mcf.gov.bc.ca/suicide-prevention/protective-factors.htm
84. Zeidner, M., &, Shani-Zinovich, I., (2011). Do academically gifted and nongifted students differ on the Big-Five and adaptive status? Some recent data and conclusions. Personality and Individual Differences, 51, 566-570. doi: 10.1016/j.paid.2011.05.007