(1983), and Tannenbaum (1983). Hollingworth (1942) suggested that 'highly' intelligent children are prone to social and emotional adjustment problems. She originally proposed the concept of 'optimum intelligence' suggesting that a certain range of intelligence is optimal for a child's personal happiness and adjustment to society. Children with IQ levels between 125 and 155 are likely to have enough interests in common with peers to enable cooperation and mutually fulfilling relationships, however, beyond this range Hollingworth believed there is risk of psychosocial isolation. Dauber and Benbow (1990) conclude that the verbally gifted in particular might be at greater risk for developing problems in emotional and social adjustment than their less gifted counterparts. Roedell (1986) maintains that the more profound the giftedness, the more likely the student is to experience adjustment problems. This research suggests that gifted children's social and emotional adjustment is closely related to their level of giftedness. In contrast, Grossberg and Cornell (1988) hypothesise that gifted children experience adjustment problems for the same reasons that other children do - familial, individual, and school issues - and not for unique reasons relating to giftedness. However, there is strong support for the contention that gifted children do experience adjustment problems that are specifically related to their giftedness. The belief that gifted individuals remain at increased risk for psychosocial problems persists, because of the unique characteristics that apply to the gifted. According to Garland and Zigler (1999), this connection becomes more apparent when you relate heightened intellect with heightened sensitivities, or to