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Behavioral and Socio-Emotional Disorders in Intellectual Giftedness: A Systematic Review
Ilaria Tasca1, Michele Guidi2, Patrizia Turriziani1
1Department of Psychology, Educational Science and Human Movement, University of Palermo, Viale delle Scienze ed. 15, 90128, Palermo, Italy.
Child Psychiatry and Human Development
|October 1, 2022
Summary
Intellectually gifted children may experience socio-emotional and behavioral issues, including anxiety and hyperactivity. However, research is inconsistent, necessitating further investigation with comprehensive assessments.
Area of Science:
- Psychology
- Child Development
- Clinical Psychology
Background:
- Intellectual giftedness is a complex trait.
- Potential links between giftedness and socio-emotional/behavioral disorders require systematic review.
- Existing literature presents varied findings.
Purpose of the Study:
- To systematically review and synthesize existing literature on the association between intellectual giftedness and socio-emotional/behavioral disorders.
- To identify common comorbidities and research gaps.
Main Methods:
- Systematic literature review of 19 studies.
- Inclusion criteria focused on giftedness and socio-emotional/behavioral outcomes.
- Analysis of studies involving children and adolescents, with and without control groups.
Main Results:
- Socio-emotional problems (e.g., withdrawal) noted in 3/8 studies.
- Internalizing disorders (e.g., anxiety) in 5/9 studies.
- Externalizing disorders (e.g., hyperactivity) in 3/5 studies.
- Attention-deficit/hyperactivity disorder was the most studied comorbidity.
Conclusions:
- A definitive conclusion on the giftedness-disorder link is hindered by study heterogeneity (age, informants, instruments).
- Future research should employ multi-informant, comprehensive assessments for robust findings.
- Age and intellectual ability discrepancies (verbal vs. non-verbal) are critical factors to consider.
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