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Gifted females experience significant changes in social and emotional balance during the school years. This was the beginning hypothesis of a cross‐sectional study of first through twelfth‐grade gifted females. The study identified 89 subjects and administered a 138‐item youth questionnaire. Analysis of the data indicates a significant decrease in the self‐regard and self‐confidence of gifted girls throughout their school development. Likewise, levels of perfectionism, hopelessness and discouragement rise in the same developmental time block. Relationships with parents and other adults decline while peer relationships take on added prominence. Implications are profound. As emotional vulnerability increases by grade twelve, inner courage and self assurance decline. To combat this, strong identity information and models need to be presented, emotional stability encouraged, and life direction, including career planning, strongly emphasized.
Kline et al. (Mon,) studied this question.