Abstract
Fourteen gifted late adolescents, considered at risk for poor educational outcomes because of underachievement, depression, or family situation, participated in a 4-year qualitative longitudinal study focusing on 4 developmental tasks: gaining autonomy, becoming differentiated, establishing career direction, and developing a mature relationship. The process of resolving conflict with parents generated the largest portion of narrative data. The majority of participants still lacked direction and a mature relationship at the end of the study, but most respondents had resolved conflict, felt autonomous, and reported good emotional health. Multiple task accomplishments were associated with being able to concentrate on academics.
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