Between Head and Heart: Emotional Intelligence in the Gifted

Anyone who works with gifted clients in a clinical setting will often notice it immediately: a rich inner world, intense sensitivity, rapid associations — but also insecurity, perfectionism, or social isolation. It is often assumed that these clients possess high emotional intelligence — after all, they seem to "feel more" and "feel faster." But what exactly is emotional intelligence? And how relevant is it for guiding gifted individuals? In this article, we take a critical look at the concept and explore what insights healthcare professionals can draw from scientific research to apply in their practice.

What is Emotional Intelligence?

Emotional intelligence essentially refers to the ability to accurately perceive, understand, regulate, and strategically use emotions in interactions with the environment (Mayer & Salovey, 1997). In the original scientific model, EI is viewed as a cognitive ability, similar to reasoning skills, but specifically focused on emotions.

According to Mayer and Salovey’s (1997) original definition, emotional intelligence consists of four key components:

1. Perceiving emotions – recognizing emotions in oneself and others.
2. Using emotions – harnessing emotions to support thinking and problem-solving.
3. Understanding emotions – gaining insight into emotional language and analyzing complex emotions.
4. Managing emotions – effectively regulating and influencing emotions to promote personal growth and healthy social relationships.

These are skills that can be objectively measured, for example with the MSCEIT. It is important to emphasize that this model does not equate emotional intelligence with personality traits like empathy, optimism, or social skills, which are often assessed through self-report measures. In popular literature — such as the works of Goleman or Bar-On — these concepts are frequently conflated. Making this distinction is crucial, particularly when it comes to diagnosis and support in clinical settings.

Emotional Intelligence in the Gifted: What Do We Know?

At first glance, it seems logical: gifted individuals often possess a refined perception, can quickly shift between different perspectives, and sometimes experience an intense emotional life. However, this does not automatically mean they have high emotional intelligence in the sense of effectively recognizing, understanding, and regulating emotions. Research shows that the reality is more nuanced — and it is precisely within this complexity that important opportunities for healthcare professionals can be found.

A common misconception in the field is that gifted individuals are inherently more socially and emotionally skilled than their peers. In reality, there is a wide range of variation within the gifted population. Some are remarkably socially adept, while others struggle with emotional regulation, relational attunement, or self-awareness. This variation stems from differences in upbringing, temperament, learning experiences, and — notably — the domain of giftedness (for example, analytical versus creative-intuitive giftedness).

The meta-analysis by Alabbasi et al. (2020), summarizing 21 studies on emotional intelligence in gifted youth, shows a slight positive difference compared to non-gifted peers, however with a high heterogeneity (mean effect size g = 0.226). In other words, gifted individuals tend to score slightly higher on emotional intelligence, but the difference is small and influenced by factors such as age, gender, and the type of test used. Gifted girls, for instance, scored higher on emotional intelligence measures than gifted boys. Possible explanations include socialization patterns (greater encouragement of emotional expression among girls) as well as biological differences in emotional regulation. In practice, this means that professionals should be particularly alert to unrecognized or "suppressed" emotional difficulties in gifted boys, who may find it harder to express where they are emotionally stuck.

The researchers explicitly highlight the importance of the emotional intelligence model used. Some studies rely on self-report questionnaires that primarily measure personality traits (such as the Bar-On EQ-i), while others use ability-based tests (like the MSCEIT or MEIS) that provide more objective measures of emotional intelligence. It is particularly in studies using these ability-based assessments that the differences between gifted and non-gifted individuals appear much smaller—or even nonexistent.

Another relevant study is that of Woitaszewski and Aalsma (2004). They examined 39 adolescents at a school for gifted students using the MEIS-A, a test aligned with Mayer and Salovey’s four-branch model. Their hypothesis was that emotional intelligence, alongside IQ, would significantly contribute to social competence and academic performance. However, this hypothesis was not confirmed: emotional intelligence explained little additional variance beyond IQ. The authors concluded that emotional intelligence does not automatically function as a "protective factor" in gifted individuals, and that the relationship between emotional intelligence and success is strongly influenced by other factors such as personality and context.

Although much research on emotional intelligence in gifted individuals focuses on children and adolescents, there are also a few studies involving adults. Fabio and Buzzai (2020) examined emotional intelligence, creativity, and coping styles in intellectually gifted adults. They found that while gifted adults scored higher in creativity compared to their non-gifted peers, they did not achieve significantly higher scores in emotional intelligence, as measured by the Bar-On EQ-i. This finding highlights that a high cognitive potential does not automatically translate to heightened emotional intelligence in adulthood. For healthcare professionals, this underscores the importance of assessing emotional skills separately rather than assuming their presence based solely on intelligence.

An interesting and often overlooked perspective is that a lack of emotional intelligence can actually function as a risk factor for gifted individuals. Intensity, perfectionism, moral sensitivity, and cognitive complexity can all contribute to overstimulation, self-doubt, or feelings of alienation if individuals lack the tools to manage these internal experiences effectively. Some gifted individuals possess a refined emotional perception but have limited skills in handling their emotions, which can lead to overthinking, avoidance behaviors, or psychosomatic complaints.

Social functioning can also be a vulnerable area: despite often keen awareness of social signals, some gifted individuals struggle with nuance, social hierarchies, or coping with ambiguity. When emotional regulation is lacking, this can result in conflicts, withdrawal, or social exclusion. It is precisely in this intersection of cognitive overcapacity and emotional imbalance that an important area of work lies for healthcare professionals.

What does this mean for healthcare professionals?

Insights from recent research on emotional intelligence in gifted individuals show that healthcare professionals benefit from a refined, non-stereotypical approach. While gifted clients are often cognitively strong, their emotional development is not always equally well-balanced. Below are some important practical guidelines.

1. Do not assume that gifted individuals are automatically emotionally skilled

Although some gifted individuals display sharp emotional perception and a rich inner emotional life, this does not necessarily mean they possess strong skills in emotional regulation, self-reflection, or relational attunement. In fact, their emotional intensity can sometimes make them more vulnerable to emotional overload, social misunderstandings, or internalizing problems. Therefore, never assume emotional competence based solely on intelligence or sensitivity.

A real-world example illustrates this: a 15-year-old gifted boy accurately perceives the emotional dynamics among his classmates, yet he withdraws socially because he does not know how to manage his own frustration and insecurity. His difficulty does not lie in empathic insight, which is well developed, but rather in emotional self-regulation and expression.

2. View emotional intelligence as a developable set of skills

Emotional intelligence is not a fixed trait, but a cluster of learnable skills, comparable to executive functions. Through training and guidance, various aspects of emotional intelligence can be developed. This includes recognizing emotions, both in oneself and in others, as well as regulating emotions—for example, by increasing frustration tolerance or managing the intensity of emotional responses. Social attunement also plays a crucial role, where individuals learn to take into account the pace and perspective of others. Finally, self-reflection and self-compassion are essential skills that can be strengthened to further enhance emotional intelligence.

Therapeutic approaches that can support this development include cognitive behavioral therapy (CBT), Acceptance and Commitment Therapy (ACT), and experiential methods such as focusing or body-oriented therapy. These interventions can help clients manage emotional intensity more effectively, without falling into the traps of overanalyzing or emotional suppression.

3. Be alert to cognitive overcompensation

Many gifted clients try to manage their emotions by analyzing, rationalizing, or downplaying them. This tendency toward cognitive avoidance can create a short-term sense of stability, but in the long run, it undermines emotional processing and psychological balance. In practice, this often surfaces in statements like: "I know it doesn't make any sense, but...," "It's just irrational, so I ignore it," or "I understand where it comes from, so I don't really feel it anymore."

To address this, it is important to use exercises that help clients stay connected to their emotional experience. This can involve working with body sensations, metaphors, visualizations, or creative forms of expression. Encourage clients not only to understand their emotions intellectually but also to truly experience and regulate them, without immediately overthinking or rationalizing their feelings.

4. Use reliable, skills-based assessment tools

When assessing emotional intelligence, it is preferable to use instruments such as the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), which measures emotional intelligence as a skill rather than as a self-perception. Avoid tests that primarily assess personality traits like optimism, stress tolerance, or social desirability under the label of "emotional intelligence," as these do not provide an accurate picture of actual skills.

In practice, it can be helpful during intake sessions to explicitly explore how clients manage their emotions. This can be done by asking situational questions, such as: "What do you do when you notice you're feeling angry or tense?" Reflecting on recent interactions can also offer valuable insights, for example by asking: "What did you notice in yourself during that conversation?" Additionally, providing psychoeducation on the four branches of emotional intelligence can help clients better understand their own emotional strengths and areas for growth.

5. Look for supportive environments

Some of the emotional difficulties experienced by gifted individuals stem from a lack of alignment between themselves and their social environments, such as the classroom, workplace, family, or even healthcare settings. They often feel misunderstood, frustrated, or socially isolated, which in turn puts pressure on their emotional regulation.

As a healthcare professional, you can play a crucial role here. It is important to create space for experiences of feeling "different" or "out of place," and to normalize the intensity and overstimulation clients may experience without pathologizing these traits. Additionally, it is valuable to explore the client’s context together: does it adequately align with their cognitive and emotional profile? Finally, you can actively support them in finding environments where they are better able to self-regulate and truly thrive.

Conclusion

Emotional intelligence offers a valuable framework for better understanding the social-emotional development of gifted clients. While gifted individuals often have a rich emotional life and sharp perceptive abilities, this does not automatically mean they excel at recognizing, regulating, or utilizing emotions. Recent scientific insights show that emotional intelligence is not a fixed trait, but rather a set of skills that can be developed. For healthcare professionals, the challenge lies in carefully assessing the emotional abilities of gifted clients—without falling into stereotypes—and actively supporting their growth in emotional regulation, self-awareness, and social attunement. By approaching emotional intelligence as dynamic and trainable, we can help strengthen resilience, well-being, and authentic connection in these clients.

Are you interested in further training on giftedness? Contact our organization for professional development courses for healthcare providers.

References

• Abdulla Alabbasi, A. M., A. Ayoub, A. E., & Ziegler, A. O. (2020). Are gifted students more emotionally intelligent than their non-gifted peers? A meta-analysis. High Ability Studies, 1-29. https://doi.org/10.1080/13598139.2020.1770704

• Fabio, R. A., & Buzzai, C. (2020). Creativity, emotional intelligence and coping style in intellectually gifted adults. Current Psychology, 41(3), 1191-1197. https://doi.org/10.1007/s12144-020-00651-1

• Mayer JD, Salovey P (1997) What is emotional intelligence? In: Salovey P, Sluyter D (eds) Emotional Development and Emotional Intelligence: Implications for Educators. New York, NY: Basic Books, pp.3–31.

• Woitaszewski, S. A., & Aalsma, M. C. (2004). The contribution of emotional intelligence to the social and academic success of gifted adolescents as measured by the multifactor emotional intelligence scale ‐ adolescent version. Roeper Review, 27(1), 25-30. https://doi.org/10.1080/02783190409554285

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