This review of research studies on the psychological adjustment of gifted persons focused on five dimensions: social/behavioral conduct, family adjustment, emotional functioning (personality characteristics, anxiety, depression), social functioning (interpersonal relationships, social skills), and perceived competence (self-concept, self-esteem, locus of control). Among conclusions drawn from the analysis were the following: (1) no significant differences were revealed between gifted and nongifted children on depression, anxiety, or personality characteristics; (2) gifted children possessed adequate social skills, but were at risk for problems in peer relationships; (3) gifted children tended to be less cohesive in groups because many of them desired leadership roles. Methodological problems identified in the studies examined included criteria for giftedness, objectivity of measurement devices, and sample size. A concluding section cites such practical implications for parents, teachers, and administrators as setting realistic expectation levels, attending to the social needs of gifted children, and striving for consistency in parenting and teaching styles. Twenty-five references are appended. (JW)