Articles and podcasts

About being gifted

Krithfilm: Højtbegavede og diagnoser (Podcast)

We have initiated an exciting collaboration with Krithfilm podcasts focusing on challenges experienced by gifted children, including the podcast "Højtbegavede og diagnoser". Many highly gifted children are diagnosed with psychological conditions such as ADHD or autism. American researchers indicate these might be misdiagnoses, as the particular intensity characterizing gifted children can be confused with mental illness. Psychologists and psychotherapists are unaware that what can be considered normal among gifted children would be viewed as abnormal among average intelligent children.

Gifted, creative and highly sensitive children

In this TED Talk, Heidi Hass Gable shares her experiences as a mother of gifted children. It is a family story, but there are likely parts of the story that other parents can relate to. She also presents a method for interacting with gifted children that could enhance their school experience.

Asynchrony Silverman 2007

In this article, Dr. Linda Silverman discusses the importance of incorporating the concept of asynchronous development in understanding giftedness. "Giftedness as asynchrony" was initially defined by the Columbus Group, a collection of world-leading researchers and practitioners in the field. Silverman explains how substantial fluctuations in an individual's development result in a vulnerability that needs to be recognized and understood to foster growth and well-being.

Overexcitability

High intelligence: A risk factor for psychological and physiological overexcitabilities

This article reviews the hyper brain/hyper body theory. The authors document how gifted individuals may have a higher risk of suffering from mental illnesses and developing various physical conditions (allergies, asthma, and autoimmune diseases). These can be presented as psychological and physiological overexcitabilities, respectively. They also describe how mapping overexcitabilities should always be included when assessing a child's level of giftedness.

I. Bouchet, N., & Falk, R. F. (2001): The Relationship Among Giftedness, Gender and Overexcitability

This article explores the relationship between giftedness, gender, and overexcitability. Generally, gifted individuals scored significantly higher on intellectual and emotional overexcitability. Male students scored higher on intellectual, creative, and psychomotor overexcitability, while females scored higher on emotional and sensual overexcitability.

Mendaglio, S., & Tillier, W. (2006): Dabrowski's Theory of Positive Disintegration and Giftedness: Overexcitability Research Findings

This article reviews research concerning gifted individuals, Dabrowski's theory of positive disintegration, and overexcitabilities.

Ackerman, C. M. (1997): Identifying Gifted Adolescents using Personality Characteristics: Dabrowski's Overexcitabilities

This article argues that gifted individuals can be identified through their personality characteristics, described by Overexcitabilities.

Angela F.Y. Siu (2010): Comparing overexcitabilities of gifted and nongifted school children in Hong Kong: does culture make a difference? (Behind paywall)

This article explores the cultural differences in overexcitabilities among gifted and non-gifted individuals. The study finds that the differences in overexcitabilities between the two groups were more pronounced in Hong Kong than in the USA. However, the article argues that overexcitabilities are characteristic of gifted individuals in both Hong Kong and the United States.

Convergence

Shin, Park og Marples 2011: Effectiveness of vision therapy for convergence dysfunctions and long term stability after vision therapy (Behind paywall)

This article argues that vision therapy has a significant effect on the perceived symptoms of binocular vision problems.

Borstin et al 2012: Improvement in academic behaviors after successful treatment of convergence insuffiency

This article examines whether vision therapy has an effect on 'academic behavior' and whether there is a positive impact on the schooling of children and adolescents (ages 9-17) after training. The article concludes that there is a positive correlation between schooling and vision therapy.