A Book I Once Wanted to Write Myself

This is the book I once wanted to write myself, but never quite did. Not because the core has changed — quite the opposite. The underlying intention has always remained the same: helping gifted individuals to become happy again. That is also the mission of Hoogbloeier®. And, quite honestly, it does not matter to me who ultimately puts words to that mission, who becomes visible, or who receives recognition. When someone else does this carefully, with nuance and substantive depth, it only strengthens that shared purpose.

I do not rule out writing a book myself someday. I simply do not yet know what it would be about, when it would be written, or in what form. Many books on giftedness have already been published, each from its own perspective. What I do know is that, had I written a book ten years ago, it would have been a very different one from the book I would envision today. It would have leaned far more heavily on lived experience, been insufficiently grounded in research, and expressed in far more absolute terms — “this is a trait, full stop” — leaving little room for nuance or alternative perspectives. My own viewpoint would likely have taken center stage, as if it were the way of understanding giftedness. Today, after five years of deep immersion in scientific research, I see this fundamentally differently.

From Lived Experience to Science: The Strength of Nuance

This is precisely why I find Lore Dewulf’s book so strong (Dewulf, 2025). It aligns closely with the direction in which my own thinking has evolved: starting from practice and lived experience, while explicitly anchoring them in science; speaking with conviction, yet without absolute claims; and consistently leaving room for nuance and difference. That is not a weakness, but a considerable strength.

I can only say that this book fully deserves the positive reception it has received. I have now read it in its entirety and consider it a clear recommendation. What stands out immediately is how convincingly Dewulf speaks from both practice and science, with a constant attentiveness to nuance. That attentiveness is often lacking in this field, and here it is explicitly present.

What I particularly appreciate is that, from the very beginning, she makes it clear that multiple perspectives on giftedness exist. She does not position her own view as the truth, nor does she attempt to persuade the reader to adopt a single framework. Instead, she explicitly starts from her own perspective — partly scientific, partly experiential, but above all practical and therapeutically informed. This open stance feels both refreshing and credible. Her explicit attention to the fact that giftedness can manifest across multiple domains, and not solely within STEM contexts, is especially valuable and long overdue.

Identity, Frameworks, and Recognition

With regard to the characteristics of giftedness, I appreciate that Dewulf first focuses on the core cognitive learning characteristics on which there is broad scientific consensus: rapid thinking, creative thinking, complex thinking, and metacognitive thinking. Only afterwards does she address additional characteristics that she frequently encounters in her clinical practice. Importantly, she explicitly states that these concern a specific subgroup—individuals who experience difficulties and therefore seek support—and that such characteristics cannot simply be generalized to all gifted individuals. This explicit clarification reflects scientific integrity. For instance, maladaptive perfectionism is described as a possible difficulty, but it is never presented as a universal trait. Likewise, overexcitabilities are mentioned only briefly and are not given the prominence they often receive in the field of giftedness—rightly so, particularly in light of the recent meta-analysis by Olszewski-Kubilius et al. (2025).

I was also regularly and pleasantly surprised by references to conceptual frameworks that I primarily know from scientific presentations and academic contexts, such as the use of the Cass Identity Model in discussions of social identity development. This model originally emerged within the LGBTQ+ context, and precisely for that reason it allows for meaningful parallels to be drawn with identity processes in gifted individuals—not as a one-to-one comparison, but as a conceptual lens. The parallel had been drawn earlier by Frans Corten, but I personally encountered the model for the first time through a presentation by Janet Sollie on identity development in gifted individuals during one of our study days (van Horssen-Sollie, 2015). I now actively use this model in my own module on theoretical models for gifted adults. That such academic frameworks are incorporated here in a careful and respectful manner represents a clear added value.

The book is also exceptionally well substantiated. Rather than relying primarily on classic—often experience-based—books, it draws extensively on research literature. I encountered several articles that were new to me and that I intend to explore further. The reference list is impressive: 141 sources, largely empirical studies. This is rare within this genre.

At the same time, the book reads very smoothly. Dewulf succeeds in striking a strong balance between science and practice. Each chapter opens with a personal narrative that immediately sets the tone and clarifies the chapter’s direction. The numerous case examples are illuminating and highly recognizable, both for professionals working with gifted individuals and for gifted adults who recognize themselves in their own lives, families, or social contexts.

A Book That Truly Sparks Movement

What truly distinguishes this book for me is that it offers more than information alone. It does not stop at describing or explaining, but also provides concrete tools for gifted adults themselves as well as for those around them. In that sense, the book functions as strong psychoeducation and even as a form of autotherapy, a term Dewulf explicitly uses herself. This distinction matters to me, particularly in a field where writing a book often primarily generates visibility. All too often, books function essentially as marketing tools: they remain superficial in content, or the moment the material becomes genuinely interesting, the depth abruptly stops. This book does not do that. It offers depth, holds nothing back, and invites the reader to actively continue working with what is presented. That aspect also resonated with a personal experience from my own professional practice.

I have not worked extensively with adults, but one individual has stayed with me over the years. He came only once, for a single session of about an hour. During that hour, I mainly listened, helped clarify a few things, and recommended several books that I sensed could support him further. After that, I never saw him again. Years later, I unexpectedly received a message from him. He wrote that he had progressed so far on the basis of that one hour, and that he had never dared to imagine that his life could take such a positive turn as a result of that single conversation. Reading, recognizing himself in what he encountered, and working through it independently proved to be sufficient for him.

That experience profoundly shaped my understanding of how important it is not to automatically assume that the professional must carry the entire process. Had I not sensed at the time that this person was sufficiently resourced to move forward through self-reflection and autotherapy, supported by the right literature—and had I instead adhered rigidly to a traditional therapeutic model—this might not have been a positive story. That very insight—that some gifted adults, when provided with the right frameworks and language, can move forward on their own—is something I see clearly reflected in this book.

Finally, one important nuance deserves attention: this book is first and foremost intended for gifted adults, and I would explicitly recommend reading it from that perspective. There is a chapter devoted to parents of gifted children, but it approaches the topic primarily from the reverse direction: how a child can function as a mirror, helping parents recognize their own giftedness. It is explicitly not a parenting manual, and that is perfectly appropriate. Parents who are looking for concrete guidance on raising and supporting gifted children will be better served by other books.

A clear strength of this chapter is that it centers on self-determination theory as an educational and developmental framework (Ryan & Deci, 2017). One minor point of critique concerns the terminology used for the psychological basic needs. Alongside autonomy and competence, the term involvement is used, whereas the correct term is relatedness. Relatedness refers to the fundamental human need to feel seen, accepted, and connected to others. Involvement (or engagement), by contrast, is not a basic need but an outcome of motivation: when people experience autonomy, competence, and relatedness, they are typically more engaged in a task, learning process, or relationship. Although involvement is often used in everyday language in a relational sense, conceptually it refers to something different. These terms are frequently conflated, yet within self-determination theory they have fundamentally distinct meanings.

Conclusion

All in all, this is a strong, thoughtful, and substantively rich book that has much to offer both professionally and personally. It shows what living as a gifted adult can look like in all its complexity, without simplifying, romanticizing, or pathologizing it. The book offers recognition where it is often lacking, nuance where it is needed, and language for experiences that for many gifted adults have long remained unnamed.

For gifted adults who at times feel lost, stuck, or who simply want to better understand how their thinking, emotions, and behavior interact, this book can serve as a valuable point of departure. For some, that will be sufficient: reading, recognizing, reflecting, and continuing independently. For others, it may be helpful to deepen or carry those insights together with someone else.

From the mission of Hoogbloeier®—supporting gifted adults in their search for greater balance, resilience, and quality of life—we see this book as a meaningful entry point. It can function as powerful psychoeducation or autotherapy, but equally as preparation for, or a complement to, professional guidance. For those who find that reading alone is not enough, or who prefer to reflect and deepen their insights together with someone else, Hoogbloeier® works with experts specialized in supporting gifted adults.

Whether you choose to engage with the material independently or seek additional support, this book invites movement. And it is precisely in that sense that it aligns so closely with what we at Hoogbloeier® stand for.

References

• Dewulf, L. (2025). Hoogbegaafd zijn. Wat als 1+1 gelijk is aan 3? [Being gifted: What if 1 + 1 equals 3?]. Pelckmans.

• Olszewski-Kubilius, P., Steenbergen-Hu, S., Calvert, E., Richert Corwith, S., & Bright, S. (2025). A meta-analysis of research on the relationship between overexcitabilities and giftedness. Gifted Child Quarterly. https://doi.org/10.1177/00169862251370377

• Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory. The Guilford Press.

• van Horssen-Sollie, J. (2015). Levensloopontwikkelingen in het zelfbeeld van hoogbegaafden [Lifespan developments in the self-concept of gifted individuals]. IHBV.

Copyright © 2025 Dr. Sabine Sypré – All rights reserved. No part of this article may be reproduced in any form or by any means, whether electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the author. Sharing online is permitted provided the author is credited and a link to this article is included.