“Nothing is ever easy”: Parent Perceptions of Intensity in Their Gifted Adolescent Children

Due to asynchronous development, gifted children often experience the world differently than their same-aged peers. Some experience unique intensities, or overexcitabilities, that render modifications in teaching and parenting. These intensities typically take on characteristics of emotional, intell...

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Bibliographic Details
Published in:Qualitative report Vol. 24; no. 8; pp. COV16 - 2101
Main Author: Guthrie, Kate
Format: Journal Article
Language:English
Published: Fort Lauderdale Nova Southeastern University, Inc 01.08.2019
The Qualitative Report
Subjects:
Academically Gifted
Adolescent mothers
Adolescents
Child development
Childrearing practices
Children
Children & youth
Classrooms
Educational assessment
Gifted
Gifted children
Gifted education
Imagination
Interviews
Learning
Learning disabilities
Parenting
Parents & parenting
Peers
Qualitative research
Researchers
Students
Teachers
Teaching
Teenagers
ISSN:1052-0147, 2160-3715
Online Access:Get full text
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Summary:Due to asynchronous development, gifted children often experience the world differently than their same-aged peers. Some experience unique intensities, or overexcitabilities, that render modifications in teaching and parenting. These intensities typically take on characteristics of emotional, intellectual, imagination, psychomotor, or sensual overexcitability. In this in-depth interview study, I explored parent perceptions of intensity in their gifted adolescent children. Three mothers participated and completed the Overexcitability Inventory for Parents-Two (OIP-II) prior to each interview. The parent responses to the OIP-II served as an elicitation device to begin our conversations. Thematic analysis revealed three main themes among the participants’ perceptions: (1) challenging behaviors of intense gifted children, (2) consequences of intensity, and (3) a parent’s search for understanding. These findings inform the understanding of intensity and overexcitability from parents’ points of view and provide insight into how intense gifted children behave outside of the classroom. I conclude the article with questions to consider regarding how to better support parents of young gifted children.
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ISSN:1052-0147
2160-3715
DOI:10.46743/2160-3715/2019.3598