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In turn-of-the-century Europe, Lou Andreas-Salome (1861-1937) was a prolific and celebrated writer and thinker. Under the tutelage of a minister, Lou studied classical philosophy, history, and religion, subjects that were unusual for women of that time. Raised in an upper class family in St. Petersburg, Russia, Lou chose not to follow her mother's traditional path and become a lady in high society. Instead, she chose personal freedom: the freedom to create options and to direct her own life course. Lou enjoyed visiting the salons of the intelligentsia spread throughout western Europe, discussing the intellectual topics of the day. She found her niche by writing about the oppression of women through marriage (albeit in fiction) and about her ideas on religious faith. She is famous for her close associations with Nietzsche, Rilke, and Freud, men who praised Lou for her stunning intelligence and who greatly relied on her to synthesize and advance their theories. Lou engaged in numerous romantic relationships, even after she married. She thrived on the adoration of new lovers. As soon as the initial infatuation ceased, however, Lou abruptly dropped one lover for another, with little or no understanding of the pain she caused her rejected suitor. The way Lou lived her life--the way she defied social conventions, her self-centeredness in relationships, her need for constant admiration, combined with her giftedness, attractiveness, and childlike naivete--suggests a narcissistic disturbance. After a presentation of Lou's life history, with a focus on her relationships with Nietzsche, Rilke, and Freud, her biography is analyzed according to Alice Miller's theory of narcissism, as presented in Miller's work, The Drama of the Gifted Child. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to explore the use of the Overexcitabilities Questionnaire (OEQ) for identifying gifted African American students at the elementary level. Dabrowski's (1964, 1970, 1972, 1991) theory of emotional development provided the theoretical framework for the study. His theory addresses the relationship between cognition and emotion, and emphasizes characteristics that are prominent in the literature on giftedness. The OEQ (Lysy and Piechowski, 1983) was used to assess the five types of overexcitabilities--psychomotor, sensual, imaginational, intellectual, and emotional. The research questions guiding this study were: (1) Can the overexcitabilities, as measured by the OEQ, predict the membership according to the South Carolina Weighted Profile for the three groups--gifted, neargifted, and non-gifted? (2) Does the OEQ identify more African American students as gifted than the traditional identification method? (3) How do the patterns of OEs (profiles) compare between or among the various groups in the study? The subjects were 117 fourth and fifth grade students in four school districts in South Carolina. By ethnicity, 72 were African American and 45 Caucasian. By classification, 48 were gifted; 30, near-gifted; and 39 non-gifted. Data were analyzed using descriptive statistics, correlation analyses and predictive discriminant analyses (PDA). The results of the analyses indicated that emotional and intellectual overexcitabilities could reliably predict group membership although not much better than would be predicted by chance. More African Americans were identified for gifted by the OEQ, than traditional methods, in fact, the OEQ seems to favor African American males and females and Caucasian females. The comparisons of mean OE scores for the various groups showed some surprising trends. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Studies of children with IQs of 200+ are rare in the research literature. This research comprised case studies of two children with IQs of 200+ and focused on two units of analysis: (1) the profoundly gifted child, and (2) family forces. Aspects of profound giftedness included commonalities and differences in general mental characteristics, specific talents and interests, and developmental history. Family forces included values, family climate, and transgenerational influences shaping expression of child talent into either a focused or generalized manifestation. "Focused" is prodigy-like investment in a talent area manifested through professional level achievement. "Generalized" is widespread interests and abilities with no particular area claiming primary significance. Two families were selected based on child IQ, intact families, and focused vs. generalized talent. Intact families were selected to facilitate analysis of transgenerational influences. In-depth interviews were conducted with the parents, children and others who had close involvement with the children (e.g., members of the extended family, teachers, or classmates). Additional data came from clinical records, test reports, personal documents and participant observation. The children were administered the Inventory of Childhood Memories and Imaginings: Children's Form (ICMIC). The Moos Family Environment Scale (FES) was used to measure family climate. Developmental commonalities included birth trauma, early onset of language, and unpredictable cognitive leaps. Both children exhibited insight way beyond their years and experienced sudden knowledge manifesting inexplicably. The ICMIC identified the focused child as fantasy-prone (96th percentile). The generalized child scored at the 86th percentile on the Inventory (not fantasy-prone). Both manifested strong intrapersonal and interpersonal sensitivity, logical-mathematical, and linguistic abilities, less strong bodily-kinesthetic skills, and were variabl (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Meeting the individualized needs of children with advanced abilities, regardless of gender, remains a challenge for educators today despite refined identification techniques and abundant data on effective educational interventions. Research shows girls to be significantly disadvantaged by both the identification procedures for giftedness in many schools and a profile of psychosocial characteristics putting them at risk for high level achievement by middle school ages. Few studies have explored the psychosocial development of young gifted girls to illuminate factors potentially impacting their educational experience and ultimately influencing the staggering discrepancies between numbers of eminent females and males. The purpose of this study was to provide descriptive foundational information on the psychosocial development of five highly gifted young girls, Stanford-Binet L-M IQ's from 140 to 154, aged three to five. The focus of the study was the girls' observed intense sensitivities and atypical interpersonal understanding. Dabrowski's (1964) theory of emotional development assisted observation of the intense sensitivities. Selman's (1980) developmental theory of interpersonal reasoning facilitated understanding of the interpersonal organization of each child. Two dimensions of social development, Conceptions of Persons and Conceptions of Close Friendship, were explored within the contexts of home and school. A naturalistic research design was used for this study due to its inherent sensitivity to people in context, vital for a study of young children. Methodology included participant and passive observation of the children in their classrooms over a two year time period, parent interviews, and reflective clinical interviews of the children. A multiple case study replication design was used. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Gifted children may need assistance developing a positive self-concept if they are to reach their full potential. Parents play a role in shaping and influencing the attitudes and values of their children. Having a gifted child may affect the self-perceptions of the parents and the child. This study examined the relationships between specific self-perceptions of gifted children and their parents. This study included 71 families (subjects = 211), with follow-up interviews of five families (subjects = 16). The students were between 9 and 11 years old, identified as gifted, and lived with both parents. Parents and children completed a demographic information form and a questionnaire about the characteristics of giftedness. Children also completed the Self-Perception Profile for Children (Harter, 1985), and parents completed the Adult Self-Perception Profile (Messer & Harter, 1986). For the purposes of this study, a parent was classified as gifted if she or he met certain criteria. Students reported higher self-concepts than the norming samples on the scholastic, social, behavioral, and global dimensions. Mothers and fathers tended to rate themselves lower than the norming samples. Females rated themselves lower on the athletic subscale than males, and higher on the behavioral conduct subscale. Mothers and fathers classified as gifted rated themselves higher than did nongifted parents. Because the range of self-perception scores was negatively skewed, few correlations between groups were found. Characteristics of giftedness data were collected in the areas of advanced cognitive development, persistence and motivation, standards of excellence, perspective, mental processing ability, and social and emotional qualities. The rate of agreement between parents and their children was calculated. Gifted parents had higher rates of agreement with their children than did nongifted parents. (PsycInfo Database Record (c) 2022 APA, all rights reserved)