Defining psychological giftedness: a reflexive thematic analysis of experts’ and counsellors’ perspectives

Traditional definitions of giftedness have primarily focused on cognitive ability and academic performance, often overlooking the internal psychological dimensions of gifted individuals. This study addresses this gap by exploring the concept of psychological giftedness as an integrative framework that brings together cognitive, socioemotional, and behavioural capacities, particularly in relation to developmental challenges such as asynchronous development. Using a qualitative design, semi-structured interviews were conducted with four experts in gifted education and five counsellors working with gifted individuals. The data were analysed using reflexive thematic analysis (RTA). Three interconnected themes were identified: (1) psychological giftedness as holistic human development beyond academic achievement; (2) the synergistic integration of cognitive, socioemotional, and behavioural domains; and (3) psychological giftedness as a dynamic capacity for contextual adaptability and internalized resilience. Based on these findings, psychological giftedness is defined as a dynamic and synergistic integration of cognitive, socioemotional, and behavioural domains. It is a continuous developmental trajectory that enables gifted individuals to achieve contextual adaptability and internalized resilience, allowing them to navigate their unique developmental phases (such as asynchronous development) and flourish across diverse life contexts. Beyond mere academic aptitude, this construct encompasses deep self-awareness, interpersonal competence, and adaptive self-regulation, which collectively manifest as internalized resilience. Ultimately, psychological giftedness fosters the development of well-rounded, resilient, and highly socioemotionally competent individuals who can navigate challenges and flourish across diverse and transitioning life contexts. These findings offer a conceptual foundation for future research, including the development of contextually relevant self-assessment tools to explore the psychological dimensions of giftedness.