A brief, historical review of the alleged association between creativity and madness is followed by highlights from recent research in psychiatry and clinical psychology that address this relationship. The precise nature of this link is explored from the perspectives of several disciplines, and implications for the creative process in gifted education are discussed.

There is evidence to support two contrasting views about the psychological well-being of gifted children; that giftedness enhances resiliency in individuals and that giftedness increases vulnerability. There is empirical and theoretical evidence to support both views.