ABSTRACT
In recent years there has been a marked increase in the level of interest shown by educators, guidance professionals and researchers in matters related to nurturing the social-emotional development of gifted learners (Chan, 2007; Freeman, 2006; Peterson, 2006; Vialle, Heaven and Ciarrochi, 2007). Career development practitioners and giftedness researchers in different parts of the world have applied systemic approaches to understand better the nature of giftedness and talent development of individuals within their socio-cultural contexts (e.g., McMahon and Watson, 2008; McMahon and Yuen, 2009; Reis, 1995; Sternberg, 2007 ).
