Don’t stress: What do we really know about teaching gifted children to cope with stress and anxiety?

Steve Haberlin

Gifted and Talented International, 2015, vol. 30, issue 1-2, 146-151

Abstract: Gifted children may experience additional stressors due to their unique characteristics. While empirical evidence suggests otherwise, qualitative studies and clinical observations indicate that gifted individuals may suffer from higher levels of stress due to perfectionistic tendencies, heightened sensitivity, social challenges, and additional external pressures. Nevertheless, empirical research regarding counseling and stress-reducing intervention outcomes remains scant. The few interventions conducted, such as Gaesser’s (2014) work using Cognitive Behavioral and Emotional Freedom techniques with gifted students, have demonstrated promising results. Recommendations include offering incentives in the form of grants and funding to researchers interested in investigating intervention outcomes and investigating stress-reducing methods and approaches, such as mindfulness, which have shown positive impact.

Date: 2015
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DOI: 10.1080/15332276.2015.1137465

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