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Dabrowski's Theory of Positive Disintegration and Giftedness: Overexcitability Research Findings
Abstract
During the past 20 years, a significant body of literature has emerged focusing on the application ofDabrowski's theory ofpositive disintegration (TPD) to the study ofgifted individuals. Although much of this literature is prescriptive, some research reports spanning this time period are available. A perusal of research on TPD's appli- cability to gifted individuals indicates that the focus has been Dabrowski's notion of overexcitability (OE). This article reviews OE research, contrasts it with Dabrowski's approach to research with gifted individuals, and argues that researchers should emu-
... Dąbrowski formulated the theory of positive disintegration to describe the developmental trajectory of gifted and talented individuals (Alias et al., 2013;Mendaglio & Tillier, 2006). Within this theory, the five overexcitability (OE) variables (psychomotor, sensual, imaginative, intellectual, emotional) are considered personality traits (De Bondt et al., 2021;Limont et al., 2014). ...
... However, if individuals are identified correctly, they have the opportunity to understand their OE traits that may, in turn, enhance their development (Alias et al., 2013;Piirto & Fraas, 2012). Ideally, parents, educators, and coaches can teach and help individuals with high OE intensity live happily (Mendaglio & Tillier, 2006;Piechowski & Cunningham, 1985;Thomson & Jaque, 2016a. ...
... The five OEs have unique trait qualities, and like personality traits, they tend to persist throughout the lifespan (Alias et al., 2013;De Bondt et al., 2021;Gallagher, 2022;Mendaglio & Tillier, 2006). Study findings indicate a strong association with the personality trait, open to experience, and OEs (Gallagher, 2022). ...
... That is the reason why they are often referred to as the Big Three (cf. Mendaglio & Tillier, 2006). Dąbrowski (1979a) suggested that "sensual and psychomotor OEs are developmentally lower, and emotional, intellectual and imaginational OEs are higher. ...
... This particularly applies to intellectual, imaginational, and emotional OEs, often referred to as the Big Three (cf. Mendaglio & Tillier, 2006), observed in the first group (Harrison & Van Haneghan, 2011;Mendaglio & Tillier, 2006;Piechowski et al., 1985). Sometimes, differences are revealed only in intellectual and imaginational OEs (Yakmaci-Guzel & Akarsu, 2006), intellectual and emotional OEs (Bouchet & Falk, 2001;Miller et al., 1994), or intellectual OE ( Van den Broeck et al., 2014;. ...
... This particularly applies to intellectual, imaginational, and emotional OEs, often referred to as the Big Three (cf. Mendaglio & Tillier, 2006), observed in the first group (Harrison & Van Haneghan, 2011;Mendaglio & Tillier, 2006;Piechowski et al., 1985). Sometimes, differences are revealed only in intellectual and imaginational OEs (Yakmaci-Guzel & Akarsu, 2006), intellectual and emotional OEs (Bouchet & Falk, 2001;Miller et al., 1994), or intellectual OE ( Van den Broeck et al., 2014;. ...
Overexcitability (OE) is a key concept introduced in the literature by Kazimierz Dąbrowski who distinguished 5 forms of OE (psychomotor, sensual, imaginational, intellectual, and emotional) and showed that they are correlated with outstanding talents and creativity. In this study a group of musically talented individuals (n = 106) was compared with a control group (n = 106). OEQ-II was used to measure OE. Female musicians scored significantly higher in sensual, imaginational, and intellectual OEs compared to the women from the control group, while male musicians scored significantly higher in sensual and emotional OEs and lower in psychomotor OE compared to the men from the control group. In addition, the musicians and non-musicians were compared with the sten norms for OEQ-II. It was found that the number of individuals showing high emotional and high sensual OEs was more than twice as high in the group of musicians than in the control group.
... According to Dąbrowski, the frequency of these transitions depends on overexcitabilities, among other factors (Schläppy, 2019;Ackerman, 2009). Overexcitability refers to intense sensory experiences of stimuli, hypothesized to be caused by the increased sensitivity of neurons (Mendaglio & Tillier, 2006). Dąbrowski differentiated five types of overexcitability: psychomotor, sensual, intellectual, imaginational, and emotional (Dabrowski & Piechowski, 1977;Piechowski, 2006). ...
... In fact, even after adjusting for overexcitability, the authors found a higher prevalence of fear of the unknown, death anxiety, and insomnia in gifted children compared to controls. Many studies have reported an increased prevalence of depressive disorder (Mendaglio & Tillier, 2006;Francis et al., 2016;Messier & Ward, 1998) and anxiety (Kermarrec, Attinger, Guignard, & Tordjman, 2020) in gifted individuals. Moreover, Karpinski et al. (2017) found an increased risk of social anxiety for intellectually gifted adults. ...
The aim of this study was to provide a comprehensive understanding of the potential linkages between intelligence and psychopathology across the full IQ range, while considering both absolute IQ scores and discrepancies between them. We drew data from the EDEN mother-child birth cohort, gathered at two time points: 5.5 and 11.5 years of age. We examined three instruments assessing psychopathology: the Strength and Difficulties Questionnaire, the Child Behavior Checklist, and the Mental Health and Social Inadaptation Assessment for Adolescents. We focused on four distinct scales: internalizing disorder, conduct disorder, social problems, and ADHD symptoms.
Our analyses first examined correlations between Full-scale IQ, Verbal IQ, Performance IQ, and psychopathology scores. Subsequently, we explored correlations between absolute and relative verbal-performance IQ discrepancies and psychopathology scores. In general, we found that relations between intelligence index scores and psychopathology scales were generally null or negative (high IQ associated with fewer psychopathology symptoms). Our results do not lend support to the hypothesis that high intelligence or index score discrepancies are risk factors for psychopathology in children and adolescents.
... Imaginational overexcitability refers to fantasyland, dreams and resourcefulness, suggestive imagery, the richness of associations and a liking of the unusual. Some authors (Dabrowski, 1996;Mendaglio & Tillier, 2006;Piechowski, 1986Piechowski, , 2006 state that intellectual overexcitability is most often linked to intense mental activities, theoretical thinking, a desire to understand and testing of the unknown. Emotional overexcitability is manifested with a strong attachment to a person, things, or places. ...
... Significant predictive power has not been proven for the level of imaginational overexcitability in relation to intellectual giftedness, which some authors (Dabrowski, 1996;Chang & Kuo, 2013;Piechowski et al., 1985) consider one of the three most important in relation to giftedness. Emotional and intellectual overexcitabilities significantly contribute to the prediction of intellectual giftedness, and some authors (Dabrowski, 1996;Mendaglio & Tillier, 2006;Piechowski, 1986Piechowski, , 2006 state that intellectual overexcitability is most commonly linked to intense mental activities, theoretical thinking, a desire to understand and test the unknown. This indicates that the selection of intellectually gifted students is a complex and complicated process, which should be implemented by experts, and that it is necessary to take into consideration not only the actual performance in the intellectual abilities tests, but also the affective factors of the individual, which were tested through types of overexcitability. ...
The aim of the study was the comparison of intellectually gifted secondary grammar school students with students from the average population of secondary grammar school students, in the level of overexcitability and prediction of intellectual giftedness through the various types of overexcitability. The research sample consisted of 88 secondary grammar school students aged 16-17 years. The target group, who were identified as intellectually gifted students, consisted of 44 students, whereas the control group consisted of 44 students from an average population of secondary grammar school students. We used tests of intellectual ability, Raven's Advanced Progressive Matrices Test, Intelligence Structure Analysis, and Urban's Figural Test of Creative Thinking to identify intellectually gifted secondary grammar school students. Types of overexcitability were assessed by means of the Overexcitability Questionnaire. Statistical analysis showed significant differences in the level of overexcitabilities between intellectually gifted secondary grammar school students and students from the average population of secondary grammar school students. Significant predictive power of intellectual and emotional overexcitability was found in relation to intellectual giftedness.
... According to Dąbrowski, the frequency of these transitions depends on overexcitabilities, among other factors (Schläppy, 2019;Ackerman, 2009). Overexcitability refers to intense sensory experiences of stimuli, hypothesized to be caused by the increased sensitivity of neurons (Mendaglio & Tillier, 2006). Dąbrowski differentiated five types of overexcitability: psychomotor, sensual, intellectual, imaginational, and emotional (Dabrowski & Piechowski, 1977;Piechowski, 2006). ...
... In fact, even after adjusting for overexcitability, the authors found a higher prevalence of fear of the unknown, death anxiety, and insomnia in gifted children compared to controls. Many studies have reported an increased prevalence of depressive disorder (Mendaglio & Tillier, 2006;Francis et al., 2016;Messier & Ward, 1998) and anxiety (Kermarrec, Attinger, Guignard, & Tordjman, 2020) in gifted individuals. Moreover, Karpinski et al. (2017) found an increased risk of social anxiety for intellectually gifted adults. ...
The aim of this study was to provide a comprehensive understanding of the potential linkages between intelligence and psychopathology across the full IQ range, while considering both absolute IQ scores and discrepancies between them. We drew data from the EDEN mother-child birth cohort, gathered at two time points: 5.5 and 11.5 years of age. We examined three instruments assessing psychopathology: the Strength and Difficulties Questionnaire, the Child Behavior Checklist, and the Mental Health and Social Inadaptation Assessment for Adolescents. We focused on four distinct scales: internalizing disorder, conduct disorder, social problems, and ADHD symptoms.
Our analyses first examined correlations between Full-scale IQ, Verbal IQ, Performance IQ, and psychopathology scores. Subsequently, we explored correlations between absolute and relative verbal-performance IQ discrepancies and psychopathology scores. In general, we found that relations between intelligence index scores and psychopathology scales were generally null or negative (high IQ associated with fewer psychopathology symptoms). Our results do not lend support to the hypothesis that high intelligence or index score discrepancies are risk factors for psychopathology in children and adolescents.
... From a conceptual perspective, TPD is a theory of personality development (Ackerman, 2009;Chia & Lim, 2017;Oliveira & Barbosa, 2015), which emphasizes the emotional and moral aspects of development (Chia & Lim, 2017;Piechowski, 2014Piechowski, , 2017. Even though it has not been designed to specifically explain the development of talented individuals (Delallo, 2017;Rinn & Reynolds, 2012), since 1979, it has been used to understand various aspects of giftedness, particularly the socio-emotional domain, permitting a broader understanding of the characteristics of the gifted, assisting in the process of potential identification and development (Mendaglio & Tillier, 2006;Oliveira & Santos, 2015). According to Delallo (2017), the key concept of TPD is the conception of overexcitabilities, intensities that are associated with a different way of experiencing life (Piechowski, 2015). ...
... Psychomotor overexcitability manifests itself as an organic excess of energy and as expressions of emotional tensions arising from the excessive sensitivity of the neuromuscular system, although it should not be associated only with physical dexterity or athletic ability (Ackerman, 2009;Mofield & Peters, 2015), although this type of overexcitability is more often related to sports activities and artistic expressions that require physical ability, such as dance (Piechowski, 1975;Thomson & Jaque, 2016). Sensual overexcitability involves intensified sensual experiences as a way to relieve tensions and inner conflicts (Mendaglio & Tillier, 2006;Mofield & Peters, 2015). Intellectual overexcitability is characterized by a great need for knowledge and problem solving (Miller, Falk, & Huang, 2009;Rinn & Reynolds, 2012). ...
The aim of this study was to compare gifted, with academic and artistic talent, and non-gifted students regarding overexcitability, as well as to investigate the perceptions of teachers from a specialized educational program for the gifted about their students’ emotional development. The study included 150 students and six teachers. As instruments, we used participants characterization questionnaires, an overexcitability scale and a semi-structured interview script. Data were analyzed using inferential statistics and content analysis. The results indicated significant differences between gifted and non-gifted students in the patterns of intellectual and imaginative over-excitability, as well as a tendency for teachers to emotionally characterize gifted students with an emphasis on psychological disorders and weaknesses. To invest in educational strategies that use information derived from overexcitability patterns as facilitating tools for the learning process of the gifted can contribute to increasing student engagement at school, keeping them motivated.
... They also face unique social and emotional challenges different from their same-aged peers. For example, some gifted children experience social stigmatization from being labeled gifted (Coleman, 1985;Neihart, 2002;Swiatek, 1998), unhealthy perfectionism (Christopher & Shewmaker, 2010;Silverman, 2007), and hyper-sensitivities or intensities (Dabrowski, 1964;Daniels & Piechowski, 2009a; see Mendaglio & Tillier, 2006). Intensity, also referred to as overexcitability, is a characteristic commonly found among gifted individuals that describes hypersensitive or prolonged responses to stimuli (Dabrowski, 1964). ...
... For Dabrowski, TPD was a unique approach to human development among individuals who have high developmental potential (Bailey, 2011;Dabrowski, 1964). Dabrowski saw how an individual's inner forces (e.g., intensities) often generated overstimulation, conflict, and paina breakdown or disintegration of oneself (Daniels & Piechowski, 2009a;Mendaglio & Tillier, 2006). Yet, the same inner forces that caused strife also provoked them to search for a way through pain, strife, and disharmony (Daniels & Piechowski, 2009b)a positive approach to disintegration. ...
Due to asynchronous development, gifted children often experience the world differently than their same-aged peers. Some experience unique intensities, or overexcitabilities, that render modifications in teaching and parenting. These intensities typically take on characteristics of emotional, intellectual, imagination, psychomotor, or sensual overexcitability. In this in-depth interview study, I explored parent perceptions of intensity in their gifted adolescent children. Three mothers participated and completed the Overexcitability Inventory for Parents-Two (OIP-II) prior to each interview. The parent responses to the OIP-II served as an elicitation device to begin our conversations. Thematic analysis revealed three main themes among the participants’ perceptions: (1) challenging behaviors of intense gifted children, (2) consequences of intensity, and (3) a parent’s search for understanding. These findings inform the understanding of intensity and overexcitability from parents’ points of view and provide insight into how intense gifted children behave outside of the classroom. I conclude the article with questions to consider regarding how to better support parents of young gifted children.
... dimensi intelektual merupakan dimensi yang tertinggi bagi sampel pintar dan berbakat ini dan dikuti oleh sensori, imaginasi, emosi dan psikomotor. Dapatan dimensi merupakan skor min yang tertinggi ini selaras dengan kajian (Mendaglio & Tillier, 2006). Namun dapatan ini berbeza di dalam kajian Chang & Kuo (2013), dapatan kajian beliau di Taiwan mendapati skor min yang tertinggi adalah dimensi emosi. ...
... Hal ini telah diakui oleh individu, guru, staf dan ibu bapa. PPB mempunyai sifat sensitiviti yang melampau, mempunyai perlakuan hiperaktif, mempunyai perasaan ingin tahu yang mendalam serta suka berangan-angan (Mendaglio & Tillier, 2006). Rumusannya di sini KLB mampu memberikan kesan positif dan negatif terhadap pelajar pintar dan berbakat. ...
Overexcitabilities is a special trait in gifted and talented students but is rarely known to the general public. This overexcitabilities is one of the socioemotional issues faced by gifted and talented students. The concept of overexcitedness has come to be known in the field gifted and talented and has a great impact on the self-development and future of the students. A survey was conducted using the Overexcitability Survey (II) instrument to measure the overexcitabilities of these gifted and talented students. Previous researchers agree that the Overexcitability Survey (II) is also suitable to be used in identifying gifted and talented individuals. The Overexcitability Survey (II) has five sub constructs: emotional dimension, imagination, intellectual, psychomotor and sensory. The findings of the study among high school students (n = 40) in gifted and talented schools in Negeri Sembilan showed that gifted and talented students had the highest score for intellectual constructs (mean = 3.54) and followed by sensory (mean = 3.51), imagination (mean = 3.45), emotion (mean = 3.40) and psychomotor (mean = 3.40). This study also goes through the Positive Disintegration Theory by Dabrowski that gifted and talented students are able to excel and strive to overcome their weaknesses in order to succeed if they are able to adapt to the uniqueness of the over excitabilities. The knowledge of this over excitabilities is necessary to help the excellence of gifted and talented students. ABSTRAK Keterujaan luar biasa merupakan satu keistimewaan yang ada pada pelajar pintar dan berbakat namun jarang diketahui oleh masyarakat umum. Keterujaan luar biasa ini merupakan salah satu isu sosioemosi yang dihadapi oleh pelajar pintar berbakat. Konsep keterujaan luar biasa ini mula dikenali di dalam bidang pintar dan berbakat dan memberikan impak yang besar dalam perkembangan diri serta masa depan pelajar. Kajian tinjauan telah dilakukan menggunakan instrumen Soal Selidik Keterujan Luar Biasa (II) bagi mengukur keterujaan luar biasa pelajar pintar dan berbakat ini. Pengkaji-pengkaji yang lepas bersetuju bahawa Soal Selidik Keterujan Luar Biasa (II) ini juga sesuai untuk digunakan bagi mengenal pasti individu pintar dan berbakat. Soal Selidik Keterujan Luar Biasa (II) mempunyai lima sub konstruk iaitu dimensi emosi, imaginasi, intelektual, psikomotor dan sensori. Hasil dapatan kajian dalam kalangan pelajar sekolah menengah (n=40) di sekolah pintar dan berbakat di Negeri Sembilan ini menunjukkan pelajar pintar dan berbakat mendapat skor tertinggi yang signifikan bagi sub konstruk intelektual iaitu (min=3.54) dan diikuti sensori (min=3.51), imaginasi (min=3.45), emosi (min=3.40) dan psikomotor (min=3.40). Kajian ini juga melalui Teori Disintegrasi Positif oleh Dabrowski menunjukkan pelajar pintar dan berbakat mampu melonjak cemerlang dan berusaha mengatasi kelemahan diri untuk berjaya jika mereka mampu menyesuaikan diri dengan keunikan keterujaan luar biasa yang dianugerahkan. Pengetahuan tentang keterujaan luar biasa ini perlu bagi membantu kecemerlangan pelajar pintar dan berbakat.
... Research has indicated partial support that more OEs are prevalent in the gifted rather than in non-identified or nongifted learners (Mendaglio & Tillier, 2006). Bouchard (2004), for example, developed an OE Likert-scaled observation checklist designed for use by teachers to identify OEs in gifted elementary students. ...
... No significant correlation was found between Emotional OE and ADHD characteristics. Individuals with Emotional OE display noticeable and familiar expressions such as anxieties, fears, and feelings of guilt (Mendaglio & Tillier, 2006). A student displaying ADHD characteristics might have difficulty making and keeping friends or might have their feelings easily hurt. ...
There is no empirical evidence in Jordan that addresses the overlap and coexistence of overexcitability (OE) and attention deficit hyperactivity disorder (ADHD) in gifted students. This study aims to investigate (a) the relationship between characteristics of OE forms and ADHD subtypes and (b) the gender differences in OE profiles among gifted students in Jordan. The participants included 265 gifted adolescents from the Jubilee Institute. They were administered the Jordanian version of the Overexcitability Questionnaire-Two (OEQII) and the Conners ADHD/DSM-V Scales-Adolescent scale. The Canonical Correlation Analysis (CCA) revealed a noteworthy collective relationship between OE and ADHD constructs, and another noteworthy relationship in relation to the gender of gifted adolescents. The findings also revealed small, significant positive correlations between (a) Psychomotor OE and hyperactive-impulsive ADHD, (b) Imaginational OE and ADHD subtypes, and (c) a small significant negative correlation between Intellectual OE and inattentive ADHD scores. Additionally, there was a significant gender difference in the Psychomotor OE in favor of boys and significant differences in the Emotional, Sensual, and Imaginational OEs in favor of girls. No significant gender differences were found in the Intellectual OEs of the participants.
... Cette appé tence et primauté de l'é prouvé corporel se retrouvent dans cette pré disposition inné e de l'hyperstimulabilité chez certains individus (Dabrowski). Thomson et Jaque [36] ont mis en é vidence la pré valence de l'hyperstimulabilité psychomotrice, sensorielle et imaginative des danseurs que l'on retrouve dans les besoins de dé charge d'é nergie, de mouvement, de sensibilité aux perceptions sensorielles, d'esthé tisme, de vie inté rieure riche, dé notant l'intensité et la ré activité par laquelle certains individus perçoivent pré cocement et durant toute leur vie (Ackerman, 2009) les stimuli de maniè re qualitativement et quantitativement forte [21]. Ainsi, le danseur trouverait une fonction phorique dans le dispositif de la danse qui aurait cette fonction contenante de ré pondre à ses appé tences de dé charge psychomotrice et imaginative. ...
... However, death anxiety did not prove to be higher among gifted students in the same research. Generally speaking, the gifted adolescents tend to have significantly higher overexcitabilities than their non-gifted peers, especially of the emotional, intellectual and imaginational kind [39,46,47,48]. Their overexcitabilities often appear in all the areas of sensory, imaginational, emotional, psychomotor and intellectual experience [41]. ...
... The hyperexcitability of the researcher Al-Sulaiman (2016), which consists of 50 items covering 5 dimensions, and the results were processed and analyzed using the statistical programs SPSS(22) -WINSTEPS (3.67), the researcher reached the following results: On a single linear grading scale, the number of items on the scale after grading reached (39) after deleting items that are inappropriate for the foundations of objective measurement, which amounted to (11) items. ( Bouchet & Falk, 2001;Phichowski ,1986;Mendaglio & Tillier, 2006 ;Treat, 2006 ;Akarsu & Guzel, 2006 ) ٬ٖي رخٲط٭سٛٱ ق٭ٍ ( Piechowski,1979 ) (Falk, Piechowski & Lind, 1994) ...
... Dąbrowski define la sobreexcitabilidad como "la capacidad de respuesta superior a la media a los estímulos, que se manifiesta ya sea por excitabilidad psicomotora, sensual, emocional (afectiva), imaginativa, intelectual o la combinación de estas" (Dąbrowski, 1972, p. 303). La psicomotora se manifiesta como un extra de energía (gestos animados…) y nerviosismo (tics, impulsividad, morderse las uñas…); la sobreexcitabilidad sensual se puede manifestar de varias formas como un gran interés por la ropa o la moda en general, la imagen, etc. y un aumento de la experiencia de los placeres sensuales; la emocional también tiene gran diversidad a la hora de manifestarse abarcando preocupación por la muerte, ansiedad, miedo, sentimientos extremos, fuerte memoria afectiva…; la imaginativa engloba "soñar despierto", un buen uso de las metáforas, tener mucha fantasía e invención entre otras cualidades que pueden llevar a que el individuo se distraiga con frecuencia, presente una atención dispersa, etc.; y, por último, la sobreexcitabilidad intelectual se manifiesta más como esfuerzo y esmero por la comprensión, la exploración de lo desconocido, apreciación por la verdad…, se asocia a una actividad mental más intensa y acelerada (Mendaglio y Tillier, 2006). Si el individuo manifiesta sobreexcitabilidad emocional, imaginativa e intelectual hay mayor posibilidad de un desarrollo muy rico y una buena creatividad. ...
Recopilación de estudios realizados por investigadores en formación a la sombra del Grupo de Investigación de Alto Rendimiento FERSE (Fundamentos de la Educación y Responsabilidad Social Educativa. Los estudios están vinculados a la línea de investigación preferente, no obstante, existen investigaciones que hacen aportaciones a diversas líneas.
... (Hardouin,2007,22 ( Bouchet & Falk, 2001;Phichowski ,1986;Mendaglio & Tillier, 2006 ;Treat, 2006 ;Akarsu & Guzel, 2006 ي الشكل من تبين ( 1 ) المفحوص حصول تساوي األولى ة الفقر على لإلجابة عتبات بع أر وجود العالمة على ( صفر ) العالمة أو ( 1 ) ، العالمة على المفحوص حصول تساوي الثانية و ( 1 ) أو العالمة ( 2 ) ، العالمة على المفحوص حصول تساوي الثالثة و ( 2 ) العالمة أو ( 3 ) ، ابعة الر و العالمة على المفحوص حصول تساوي ( 3 ) العالمة أو ( 4 ) ، تساوي العتبات وهذه ( - 1.5 , - 0.5 , 0.5 , 1.5 ) نموذجو ال حصل ذا ا فرد ، متكاملة درجة على للبند استجاب عندما i لنموذج العام الشكل فإن ، بالمعادلة يعطى يش أندر ( 1 ) : ( | , ) = ( ) ( − ) − (1) و m , 0 ل القصوى و الدنيا القيم الي التو على هي ـ( ـ ـ ـ و ،) معلمة هي ال االحتمال يع توز ي، ولت معلمة حديد االحتمال ( المعادلة في 2 :) = + (2) حيث ≥ 0 ، ( دخال ا و 2 ( في ) 1 ) ، ي ت إلى النموذج حول : الشكل ( | , ) = ( ) ( + ) (3) و تكون عندما الخاصة الحالة في النموذج m = 1 ، أي = 0 أو = 1 ، أن اضح الو من ( 3 يقلل ) ( الشكة الى 4 :) { | } = + v (4) و ( المعادلة 4 هي ) معادلة ا لر البسيط اللوجستية االستجابة نموذج ش ( Rasch,1960ة االستثار ، أنهم و (العقلية التالي تيب التر على الفائقة ة االستثار (بأبعاد) بمجاالت يتميزون - االنفعالية - حركية النفس - التخيلية - الحسية)، و في اإلناث مع الذكور يتساوى (األبعاد) المجاالت في اإلناث على الذكور يتفوق حين في النفسحركية، (بعد) مجال الحسية وهي بع األر - التخيلية - العقلية - االنفعالية .) مقياس ة االستثار فرط ة القدر لديه اسي) الدر (التحصيل ...
... ية التطور باإلمكانات تتنبأ التي امل العو أىم من عد ُ ت الفائقة ة االستثار أنماط أن اإلبداعية شخصيتو وبناء الفرد لموىبة (Mendaglio & Tillier, 2006 (Ribeiro & Fleith, 2007) . ...
البيئة الإبداعية كما يدركها الطمبة الموهوبين والعاديين وعلاقتها
بأنماط الاستثارة الفائقة
أ.د.محمود فتحي عكاشة
د. منيرة راشد غبلان
الممخص
ىدف البحث الحالي تقصي البيئة الإبداعية كما يدركيا الطمبة الموىوبين
والعاديين وعلاقتيا بالاستثارة الفائقة لدى طمبة المرحمة الثانوية في دولة الكويت،
وتحديد الفروق بين تقدي ارت الطمبة لمبيئة الإبداعية والاستثارة الفائقة، وفقًا
لمتغيري تصنيف الطالب والنوع الاجتماعي. ولتحقيق أىداف البحث، تم
استخدام المنيج الوصفي الارتباطي من خلال تطبيق مقياسي البيئة الإبداعية
الاستثارة الفائقة عمى عينة مكونة من ( )333طالًبا وطالبة في المرحمة الثانوية
(منيم 643موىوبين، و631عاديين) اختيروا بطريقة عشوائية طبقية. أظيرت
النتائج عدم وجود فرق دال إحصائًيا بين تقدي ارت الطمبة لمبيئة الإبداعية، ُيعزى
لمتغير النوع. في حين، أظيرت النتائج وجود فرق دال إحصائًيا بين تقديرات
الطمبة لمبيئة الإبداعية، ُيعزى لمتغير تصنيف الطالب، وأظيرت النتمئج وجود
فرق دال إحصائًيا لصالح الذكور في تقدي ارت الاستثارة الفكرية والاستثارة
العاطفية، كما أظيرت النتائج وجود فروق دالة إحصائًيا ولصالح الموىوبين في
تقديرات الاستثارات الفائقة الخمسة. وأخيًار، ارتبطت البيئة الإبداعية بعلاقة
إيجابية دالة إحصائًيا بالاستثا ارت الفائقة بين الموىوبين والعاديين، وكانت
العلاقة بين البيئة الإبداعية والاستثارة العاطفية بين الموىوبين أعمى مما ىي
عميو لدى العاديين.
الكممات المفتاحية: البيئة الإبداعية ، الاستثارة الحسية، الاستثارة التخيمية،
الاستثارة الفكرية ، الاستثارة العاطفية
... Contemporary research into the relationship between giftedness and overexcitability has placed particular emphasis on having a so-called "Big Three" combination of intellectual, imaginational, and emotional OEs (Mendaglio & Tillier, 2006), but Dąbrowski did not seem intent on all three being present in an OE profile. While he did believe that "Emotional (affective), imaginational and intellectual overexcitability are the richer forms" (1972, p. 7), he also noted that "Intellectual-emotional and intellectual-emotionalimaginational linkages are the basis of highly creative intelligence" (Dąbrowski, 1996, p. 78, emphasis added), suggesting that (1) two of the three richer forms were sufficient to promote advanced growth, and (2) the reference was specific to creative intelligence and not necessarily to other forms of intelligence. ...
A sample of 108 highly gifted middle school students participated in a study of the relationships between Big Five factors and overexcitabilities. Students completed the NEO-FFI and Overexcitabilities Questionnaire-II (OEQ-II). A cutoff score applied to the OEQ-II created a threshold for overexcitability, ensuring only extreme responses. Analysis groups were based on the number of OEs students possessed based on the cutoff score. An analysis of variance assessed differences in students’ NEO-FFI scores according to the number of OEs they reported. Students with three or more overexcitabilities had significantly higher scores on NEO-FFI openness to experience than students with fewer overexcitabilities. Gifted females had significantly higher scores on NEO-FFI neuroticism scale than gifted males. The results hold implications for understanding the academic and social-emotional needs of highly gifted students and justify use of the Big Five model and overexcitabilities together to further understand the relationship between intelligence, personality, and giftedness.
... Some conclusions related to bullying and overexcitabilities or extreme sensitivities were drawn from the literature about Dabrowski's theory of positive disintegration (TPD; see Mendaglio & Tillier, 2006) but lack empirical evidence. Instead, openness to experience, a personality factor composed of six facets robustly described in the literature for the field of psychology, appears to be conceptually analogous to the assertion of overexcitabilities from the theory of positive disintegration, which has been described in gifted education literature without empirical support . ...
Bullying is a common experience of childhood and adolescence that is
characterized by repeated actions over time with an intent to harm
(Olweus, 1993). Students involved in bullying and victimization
are more likely to have academic and social adjustment challenges
and are at risk for long-term problems, such as anxiety, depression, and posttraumatic stress (Bosworth et al., 1999; Mynard et al., 2000; Olweus, 1993; Peterson & Ray, 2006a). Security and safety are foundational components of Maslow’s Hierarchy of Needs to enhance quality learning in school and home settings. When students experience anxiety, fear, or negative situations, their openness to learning experiences may be adversely influenced. Quality
learning materials and equipment are also important to learning environments. Technologies are ever-changing and advancing to benefit society, and with the use of new tools for communication, how people interact in both kind and unkind ways has also advanced. Today’s technology including social media—such as Snapchat, Instagram, Facebook, Twitter, smartphones, and instant messaging—has connected people in more ways than ever before. As technology has advanced for positive human interaction, so too, has the platform availability for negative interaction. Understanding the possibilities and the risks associated with harnessing educational technology in effective educational ways is an important responsibility of both parents and teachers. For students to optimize their talent development, their learning needs for safety, security, and advanced learning experiences should be tended to and met. This chapter focuses upon what is known about bullying, cyberbullying, and gifted
students in the literature
... However, death anxiety did not prove to be higher among gifted students in the same research. Generally speaking, the gifted adolescents tend to have significantly higher overexcitabilities than their non-gifted peers, especially of the emotional, intellectual and imaginational kind [39,[46][47][48]. Their overexcitabilities often appear in all the areas of sensory, imaginational, emotional, psychomotor and intellectual experience [41]. ...
There has been an open-ended, continuing argumentation whether giftedness is associated with excessive stress burden or mental disorders. Various literature reviews and research articles exist on the subject, however, there has been little outcome concerning direct comparisons among gifted and non-gifted young people. Contemporary research still presents findings which support both views. In the present review, there has been made an attempt to provide a scientific perspective of research related to emotional problems and/or mental disorders of gifted adolescents. We included research concerning depression and suicidal behaviour, and studies which offer ample evidence on the way stress and anxiety are created, and function in gifted young people. We rather concentrated on research and articles focusing on examining gifted young adolescents in comparison with the general, non-gifted population of the same age. The present review has been limited to research published within the past twenty years (2000-2019).
... However, death anxiety did not prove to be higher among gifted students in the same research. Generally speaking, the gifted adolescents tend to have significantly higher overexcitabilities than their non-gifted peers, especially of the emotional, intellectual and imaginational kind [39,[46][47][48]. Their overexcitabilities often appear in all the areas of sensory, imaginational, emotional, psychomotor and intellectual experience [41]. ...
There has been an open-ended, continuing argumentation whether giftedness is associated with excessive stress burden or mental disorders. Various literature reviews and research articles exist on the subject, however, there has been little outcome concerning direct comparisons among gifted and non-gifted young people. Contemporary research still presents findings which support both views. In the present review, there has been made an attempt to provide a scientific perspective of research related to emotional problems and/or mental disorders of gifted adolescents. We included research concerning depression and suicidal behaviour, and studies which offer ample evidence on the way stress and anxiety are created, and function in gifted young people. We rather concentrated on research and articles focusing on examining gifted young adolescents in comparison with the general, non-gifted population of the same age. The present review has been limited to research published within the past twenty years (2000-2019).
... (p.78). Mendaglio, S., & Tillier, W. (2006) also discusses the theory while contrasting the phenomenon with with Dabrowski's approach to investigate the psychological state of individuals, and argues that "researchers should emulate Dabrowski's approach in future investigations." Prevously, many researchers such as Ackerman, C. M. Dabrowski (1996) elaborated the concept of developmental process in the following ways; ...
This article adopts Dabrowski's theory of positive disintegration to investigate the relationship between psychology and mysticism. This study examines a psychological analysis of mystical experience of a character (mystic) named Kimya in Muriel Maufroy's novel "Rumi's Daughter". The analysis of the study is based on the questions such as 'how the mystic's experience of the divine can be translated in terms of a psychological process of personality disintegration initiated by a conflict, deconstruction of preconceived notions and beliefs and ultimately leading towards secondary integration of personality. Results of the study reveal certain parallels between the process of personality development and mystical experience. It settles the argument that the culmination of mystical union underlies psychological wellbeing and serenity on the part of mystic. The study also shows that mystics are those rare individuals who are capable of reaching the final level of personality development characterised by self-autonomy and higher level of consciousness.
... Although beyond the scope of this paper, there is a long history of research on OE in the gifted (Falk & Miller, 2009;Mendaglio & Tillier, 2006). Aside from the OEQ, which is an open-ended instrument, there are also objective instruments available such as the Overexcitability Questionnaire-Two (OEQ-II) (Falk et al., 2016). ...
Abstract: The construct of overexcitability originated from the condition known as “nervousness.” Dąbrowski differentiated it into types many years before publishing the first outline of his theory of positive disintegration. In this paper, we establish the origins of psychic overexcitability (OE), tracing its evolution in Dąbrowski’s work prior to developing his theory and later through its placement within the concept of developmental potential. Based on our study of Dąbrowski’s early Polish work, we challenge the belief that overexcitability is often misdiagnosed as attention-deficit/hyperactivity disorder (ADHD). Piechowski’s elaboration of OE in gifted education is explored, and current misconceptions and misuses of OEs are critiqued. Based on our review, we present possible future applications and elaborations of overexcitability.
... Dabrowski'ye göre bu duyarlılıklar, üstün yetenekli bireylerin dünya ile daha gelişmiş, nitelikli iletişimler kurmasını sağlamaktadır. Dabrowski'nin teorisindeki beşinci evreye sadece yaratıcı ifadeleriyle üstün yetenekli bireyler girebilir (Tillier, 2006). Bu aşamaya ulaşan bireyler genellikle yüksek bilişsel potansiyelde derin bir empati ve anlayışa sahip üstün yetenekli bireylerdir. ...
... Overexcitabilities have been studied in various contexts, which include variables such as age, gender, culture, creativity, artistic talent, brain structure and giftedness [21,[97][98][99][100]. ...
Heightened sensitivity, heightened intensity, heightened awareness and advanced cognitive development, compared to chronological aged peers, distinguish the highly-profoundly gifted child and permeate their social, emotional, physical, cognitive and/or altruistic life experiences. This instinctive and often asynchronous development has been historically misunderstood, misidentified, and misdiagnosed by professionals who have not received training on the unique char- acteristics, behaviors, and development typical of this population. As a result, the natural development and potential of highly-profoundly gifted children and adolescents are vulnerable and at high risk. A review of the literature found the characteristics, behaviors and developmental markers of the highly-profoundly gifted strikingly similar to the char- acteristics, behaviors and development of the combination of multiple, higher-level overexcitabilities. Further study of overexcitabilities and Dabrowski’s human development theory found the combination of multiple, higher-level overex- citabilities distinctively different than individual overexcitabilities. Developmental dynamisms explained the multi-facet- ed development of multiple overexcitabilities at the highest level. It was concluded that multiple, higher-level overex- citabilities and the development of dynamisms correlate closely with the heightened sensitivity, heightened intensity, heightened awareness and advanced cognitive development of highly-profoundly gifted children and adolescents and therefore could be an effective tool for identification. Additional research and further development of assessment tools to identify higher-level overexcitabilities, developmental dynamisms and highly-profoundly gifted students are warrant- ed. Education outreach and professional development are recommended for parents, teachers, school administrators, counselors, psychologists, psychiatrists, pediatricians and policy makers to curve misunderstanding, misidentification and misdiagnosis. Mandates to appropriately identify and support the education and development of highly-profoundly gifted children and adolescents, are imperative.
... Kazimierz Dabrowski (1902Dabrowski ( -1980, a Polish psychiatrist and psychologist, developed this theory over a lifetime of clinical and academic work [2][3][4][5][6][7][8][9][10][11]. Over the past forty years, TPD has been successfully applied to the field of gifted education and the study of gifted development [12][13][14][15][16][17][18][19][20]. However, TPD is still relatively unknown as a theory of human development. ...
This article presents Dabrowski’s Theory of Positive Disintegration (TPD) as future-oriented psychology. According to Dabrowski, positive disintegration is characterized by a transition from narrow to a broad understanding of reality, involving the capacity for reflecting on one’s past history (retrospection) and for envisaging the future of one’s personal growth (prospection). The article analyzes the TPD through the perspective of subjective time (mental time travel) and shows that each level of TPD expresses different awareness of subjective time and the developmental dynamisms are grounded in strong anticipation.
Keywords: Dabrowski, The theory of positive disintegration, Future, Retrospection, Prospection, Mental time travel, Anticipation
... , 1997;Falk, et al., 1999;Bouchet & Falk, 2001;Bouchard, 2004;Treat, 2006Mendaglio & Tillier, 2006 Miller, et al., 1994;Bread, 1995;Pirto, Cassone, Ckerman & Fraas, .)1996;Bouchet & Falk, 2001;Smith, 2006;Tieso, 2007 ...
Children are considered gifted when their abilities in one or more areas are significantly above what is typical for their age. Accurately identifying gifted learners, teaching them at an appropriate level and a suitable pace, and supporting their social–emotional needs helps these students reach their intellectual and academic potential.
While eating disorders have been estimated to affect at least 4% of the Australian population, research demonstrates that feeding difficulties and eating disorders are overrepresented in neurodivergent people, including in autism, ADHD, intellectual disability, giftedness, and Tourette’s disorder. However, despite there being a substantial body of literature spanning decades evidencing links between neurodivergence and eating disorders, awareness among clinicians and researchers of this existing knowledge base is only emerging in Australia.
NEDC commissioned Eating Disorders Neurodiversity Australia (EDNA) to write a report, Eating Disorders and Neurodivergence: A Stepped Care Approach, that synthesizes research and lived experience evidence regarding the prevention, early identification and treatment of eating disorders and disordered eating for neurodivergent people.
This report aims to encourage collaboration among stakeholders to co-produce and co-design appropriate, effective, culturally valid, and safe neurodiversity-affirming support systems and care pathways. It is designed for the use of a wide range of stakeholders, especially health care professionals (e.g., psychiatrists, psychologists, dietitians, general practitioners, paediatricians, occupational therapists), researchers, academics, educators (e.g., teachers), service managers, and lived experience experts.
This report draws on fundamental constructs relating to human rights, bioethics, humanistic psychology, phenomenology, and social justice. It challenges traditional understandings of neurodivergence as pathological. It seeks to destigamtise neurodivergent body awareness and image, feeding, and eating experiences and behaviours. It is a call to action for all eating disorder stakeholders to engage in a radical rethink of how neuronormative feeding and eating practices, which influence research and clinical practice across all levels of eating disorder care, may prove harmful for neurodivergent people.
The description of highly sensitive children, and children and adolescents with exceptional intensities and overexcitabilities goes back to 1899, when for the first time “Dr. Clouston of Edinburgh describes certain morbid conditions in neurotic children”.
The purpose of this study was to determine the predictors of individual and collective flow experienced by Secondary school students while they engaged in band. More specifically, it aimed to test Sawyer’s (2006) theorisation that collective flow predicts individual flow, and also to ascertain if grit directly predicts flow in instrumental contexts (Miksza & Tan, 2015).
Participants were 83 band students from two Secondary school bands in Singapore. Data were collected using two questionnaires that measured participants’ self-report levels of individual and collective flow while rehearsing, achievement goals towards band, grit while practising, commitment to band, and expectancy-value towards band. The main data analyses included: (1) descriptive statistics of all constructs (Research Question One); (2) between-subject t-test and one-way ANOVA to identify whether any constructs differed by gender or instrumental families (Research Question One); (3) correlational and regression analyses (Research Question Two); and (4) mediation analyses (Research Question Three).
Findings indicated a reciprocal relationship between individual and collective flow: individual flow predicted collective flow and vice versa. Among the myriad psychological constructs, value emerged strongly in the data—it was not only positively associated with commitment, mastery-approach goals, individual and collective flow, but was also the strongest predictor of collective flow. Finally, the effect of grit on individual flow was found to be indirect and mediated by expectancy and value. Based on the findings, implications for theory and practice were proffered.
The emotional intensities of gifted students affect not only their learning, but the way they live and see the world. This article examines the Theory of Positive Disintegration of Dabrowski (1964 , 1972) to explore the inner world of the gifted. The five levels of development and five overexcitabilities of Dabrowski represent an abundance of physical, sensual, creative, intellectual, and emotional energy which cause inner turmoil, but can result in creative endeavors. The benefits of interdisciplinary learning to meet the emotional needs of gifted students are presented with examples of interdisciplinary studies of justice and forensics. XQ Institute is introduced as a resource for interdisciplinary study and significant learning, and a XQ school Da Vinci RISE High is discussed. Another resource Teachers Network is explored with an interdisciplinary study of Story Quilting. The culminating project of this article is an interdisciplinary study of giftedness as a theme to help advanced learners better understand themselves.
The Marland Report included many correct observations about gifted education. Some findings, for example, were based on Project Talent, a large‐scale population representative longitudinal study of the US high school population. This paper uses the intersection of cognitive aptitudes and gifted education as a framework and synthesizes studies using prospective longitudinal data from numerous sources. Additional retrospective data on US high achievers are reviewed, as are longitudinal findings from other countries. All these sources will be used to reevaluate a selected set of claims made in the Marland Report. Specifically, we explore (a) the definition and understanding of gifted students; (b) the identification of and longitudinal research on gifted students; and (c) we briefly discuss the context of the Marland Report in the wider history of education policy and reform in the US, including how to best support talented students using information from the field of education policy.
RESUMO Tratar do tema das altas habilidades e superdotação envolve um olhar complexo e sistêmico, dada a característica de heterogeneidade deste grupo. Crianças e jovens com altas habilidades e superdotação podem ter necessidades educacionais e afetivas diferenciadas, resultantes de sua complexidade cognitiva, maior intensidade de resposta, sensibilidade emocional, imaginação vívida, combinações de interesses únicos, características de personalidade e conflitos que destoam dos seus companheiros de idade. Em resposta a esta complexidade, pessoas com altas habilidades podem exibir comportamentos sociais desajustados, hostilidade, agressão, baixo autoconceito, insegurança, frustração, raiva e sentimentos de inadequação. Quando não reconhecidas e trabalhadas, tais características podem colocar o indivíduo em posição de vulnerabilidade e risco socioemocional. Torna-se importante um maior entendimento do mundo cognitivo, emocional, afetivo e social da pessoa superdotada, de forma a diminuir as vulnerabilidades deste grupo, trazendo consciência sobre a sua forma específica de agir no mundo. O esclarecimento das características afetivas diferenciadas destes alunos e de suas necessidades específicas pode ajudar pais e professores a delinear um ambiente mais adequado ao seu desenvolvimento.
The construct of overexcitability originated from the condition known as “nervousness.” Dąbrowski differentiated it into types many years before publishing the first outline of his theory of positive disintegration. In this paper, we establish the origins of psychic overexcitability (OE), tracing its evolution in Dąbrowski’s work prior to developing his theory and later through its placement within the concept of developmental potential. Based on our study of Dąbrowski’s early Polish work, we challenge the belief that overexcitability is often misdiagnosed as attention-deficit/hyperactivity disorder (ADHD). Piechowski’s elaboration of OE in gifted education is explored, and current misconceptions and misuses of OEs are critiqued. Based on our review, we present possible future applications and elaborations of overexcitability.
This paper, focusing on students of Islamic studies in public universities, was conducted to investigate the role of imaginational, intellectual, and emotional overexcitability in the creative Islamic personality. Also, the influence of self-efficacy and the creative environment on these three forms of overexcitability and the Islamic creative personality in public universities were examined. The sample comprised 396 Islamic students from 13 universities. The following instruments were used: the overexcitability (Imaginational, Intellectual, and Emotional) subscales, Creative Environmental Scale, Self-Efficacy Scale, and Islamic Creative Personality Scale. The data were analyzed through structural equation modeling. The results revealed the following: (1) Increases in intellectual and emotional overexcitability lead to the enhancement of the Islamic creative personality. (2) An enhancement in creative self-efficacy leads to the enhancement of the creative personality. (3) An enhancement in the creative environment leads to the enhancement of the Islamic creative personality. (4) Self-efficacy and the creative environment mediate the effects of intellectual and emotional overexcitability on the Islamic creative personality. Keywords: Environmental Creativity, Overexcitability, Personal Creativity, Self-Efficacy. Abstrak Kajian terhadap pelajar-pelajar pengajian Islam universiti awam ini dijalankan untuk mengetahui peranan keterlaluan berlebihan dalam imiginasi, intelektual, dan emosi dalam keperibadian Islam kreatif. Ia juga bertujuan mengetahui pengaruh kecekapan kendiri dan persekitaran kreatif terhadap ketiga-tiga bentuk keterlaluan berlebihan dan keperibadian Islam kreatif di universiti awam. Sampel kajian adalah terdiri daripada 396 orang pelajar pengajian Islam dari 13 buah universiti awam. Instrumen yang digunakan merupakan sub-skala keterlaluan berlebihan (Imaginational, Intellectual, and Emotional), Skala Persekitaran Kreatif, Skala kecekapan kendiri, dan Skala Keperibadian Islam kreatif. Kajian ini menggunakan Structural Equation Modelling (SEM) sebagai kaedah analisis data. Hasil kajian mendapati: (1) Peningkatan kelebihan keterlaluan intelektual dan emosi menyebabkan peningkatan keperibadian Islam kreatif. (2) Peningkatan kecekapan kendiri kreatif membawa kepada peningkatan daya kreatif. (3) Peningkatan dalam persekitaran kreatif membawa kepada peningkatan keperibadian Islam kreatif. (4) Kecekapan kendiri dan persekitaran kreatif merupakan pengantara antara kesan kelebihan keterlaluan intelektual dan emosi terhadap keperibadian Islam kreatif. Kata Kunci: Kreativiti persekitaran, keterlaluan berlebihan, kretiviti keperibadian, kecekapan kendiri.
The aim of this research is to reveal the role of Science and Art Centers in the education of gifted and talented students based on the views of teachers and parents. The research was conducted in 2018-2019 academic year with 32 teachers working in Science and Art Centers in Aksaray, Ankara, Konya, Niğde and Kırşehir provinces and 71 parents whose children were studying in these institutions. In order to collect data, ”Personal Information Form”, ”Teacher Opinion Form” and “Parent Opinion Form” developed by the researcher were used. The content analysis method was used in the study and the categories and themes were reached from the codes in the analysis of the data obtained and frequency and percentage values were used to explain the findings. As a result of the research, it was determined that teachers have a negative opinion especially against the interview for teacher selection. In addition, it was found out that the main factor that led teachers to work in this institution is the student. Another result of the study is that teachers find useful but limited number of in-service trainings about the education of gifted and talented students. In addition, parents think the information activities of Science and Art Centers is insufficient and school-family cooperation should be improved. While most of the parents think positively about student selection process of Science and Art Centers, they think the opposite for the educational activities carried out. In addition, both parents and teachers think that Science and Art Centers should be transformed into formal / normal schools, the teaching hours should be changed and the physical equipment / material deficiencies should be met.
The current study aims at detecting the relation between the types of overexcitability (psychomotor, Sensual, Intellectual, imagination, and emotional) and perfectionism of the intellectually gifted. It also targets revealing the differences between types of overexcitability of the intellectually gifted and the normal students. Moreover, highlighting differences between types of overexcitability and perfectionism among intellectually gifted males and females. Participants are 682 high school - grade 10 to 12- students, both genders, 115 intellectually gifted and the other 567 are normal. Their age varied between 15 and 18. Study tools: - Linguistic Intelligence Test for High School and University Stage (by Gaber Abdel-Hameed & Mahmoud Omar) - Overexcitability Scale ( by researcher) - Perfectionism Scale ( by researcher) Study results/ findings: 1- There are statistically proven differences between the intellectually gifted and the normal students, on the overexcitability scale measures in favor for the intellectually gifted students. 2- There is a positive correlation amongst the intellectually gifted types of overexcitability and perfectionism. 3- There are statistically proven differences between the two genders in the psychomotor overexcitement type in favor for the male students, and in the emotional overexcitement type in favor for the female students. 4- There are statistically proven differences between male and female students in the concern over mistakes and to parental expectations in favor for the female students.
هدفت الدراسة الحالية إلى الكشف عن العلاقة بين أنماط الاستثارة الفائقة ( النفس حركية، الحسية
العقلية، التخيلية، الانفعالية) والكمالية لدي المتفوقين عقليا، والكشف عن الفروق بين المتفوقين عقليا والعاديين في أنماط الاستثارة الفائقة، وكذلك الكشف عن الفروق بين المتفوقين عقليا والمتفوقات عقليا في أنماط الاستثارة الفائقة والكمالية، وتكونت عينة الدراسة من (682) طالبًا وطالبة من طلاب المرحلة الثانوية (الصف الأول والثاني والثالث الثانوي) تراوحت أعمارهم الزمنية بين (15-18) سنة، منهم (115) طالبًا وطالبة من المتفوقين عقليا، و(567) طالبًا وطالبة من العاديين، واستخدمت الدراسة الأدوات الآتية: اختبار الذكاء اللفظي للمرحلة الثانوية والجامعية (إعداد/ جابر عبدالحميد ومحمود عمر، 2007)، ومقياس الاستثارة الفائقة (إعداد الباحث)، ومقياس الكمالية (إعداد الباحث)، وأسفرت نتائج الدراسة عن الآتي: وجود فروق دالة إحصائيا بين العاديين والمتفوقين عقليا في أبعاد مقياس الاستثارة الفائقة لصالح المتفوقين عقليا، وجود علاقة ارتباطيه دالة موجبة بين أنماط الاستثارة الفائقة ومستوي الكمالية لدى الطلاب المتفوقين عقليا، وجود فروق ذات دلالة إحصائية بين الذكور والإناث في بُعد الاستثارة النفس حركية الفائقة لصالح الذكور، وفي بُعد الاستثارة الانفعالية الفائقة لصالح الإثاث، وجود فروق ذات دلالة إحصائية بين الذكور والإناث في بعدى الاهتمام المبالغ فيه بالأخطاء، والتوقعات الوالدية لصالح الإناث.
Dabrowski's Theory of Emotional Development provides the framework for investigating the dynamic interplay of emotion and cognition in the personality development of a group of intellectually gifted adults and a group of graduate students. When the gifted adults were compared to the graduate students on developmental potential, as measured by their over-excitability scores, the gifted subjects showed substantially greater potential for emotional development; but when actual level of development was compared, no significant differences between the two groups were found. Gender differences were discovered in areas related to traditional gender-role socialization—women scored higher on emotional potential and level of emotional development while men were higher on intellectual potential. In support of Dabrowski's theoretical position, emotional, intellectual, and imaginational intensity significantly predicted level of development.
The ElemenOE is a Likert-scaled observation checklist developed in this study to measure 5 personality characteristics in elementary school children, with predictive validity for identifying giftedness. The characteristics, named “overexcitabilities,” are described within the context of Dabrowski’s Theory of Positive Disintegration. Five scholars of Dabrowski’s theory rated an initial 100 items for content validity. The 61 strongest items comprised the pilot instrument, which teachers used to describe 373 students. Exploratory factor analysis using varimax rotation found factors that related to the 5 OEs. Items with loadings of less than .5 were eliminated, thus creating the 30-item ElemenOE. Teachers used the ElemenOE to describe 171 gifted and nonidentified children. A discriminant analysis yielded one function that significantly discriminated between groups. The ElemenOE classified 76% of gifted students and 42% of nonidentified students as having similar OE profiles. These results indicate that, with revisions, the ElemenOE may be useful in identifying gifted students who are missed by traditional identification measures.
This study examines the relationship among giftedness, gender, and overexcitability. Previous studies examining these relationships were based on an open-ended questionnaire and small samples. This study uses a new self-rating questionnaire to assess overexcitabilities, the Overexcitability Questionnaire II, and findings are based on a large sample of 562 university students. Giftedness was measured by a student's participation in either a gifted, advanced, or standard curriculum program. Results show that previous findings on the relationship between giftedness and overexcitability can be confirmed; gifted students scored significantly higher on intellectual and emotional overexcitability than students in either of the other two programs. Further, males scored higher overall on intellectual, imaginational, and psychomotor overexcitability, while females scored higher on emotional and sensual overexcitability.
An exploratory study was conducted to determine the potential of overexcitability assessment as a method for identifying giftedness beyond traditional means. Overexcitability (i.e. an intensified way of experiencing the world) can occur in five areas: psychomotor, sensual, imaginational, intellectual, and emotional, and are assessed using the Overexcitability Questionnaire. In a group of high school students, discriminant analyses indicated that overexcitability (OE) profiles in the areas of psychomotor, intellectual, and emotional overexcitabilities differentiated between gifted and nongifted students. Approximately 35% of the nonidentified students had the same profile as the gifted subjects suggesting the potential of OE profiles for use in the identification of gifted students. Linguistic and cultural issues are discussed, as well as, the implications for research and instructional practice.
There exist important personality characteristics of the gifted and talented that intelligence tests do not tap. Among these characteristics is a broad range of a heightened activity which finds expression in an enlarged and intensified manner of feeling, thinking, imagining, even tasting. The model of developmental potential defines five dimensions of such enhanced mental functioning. These five dimensions provide a broader conception of the makeup of giftedness and talent. The model offers new means of examining commonly used methods of identification; it also offers ways of recognizing potential for self-actualization and outstanding moral development.
By comparing the overexcitability scores of 27 Venezuelan and 23 American artists, support was found for the hypothesis that creative individuals show a high degree of animistic, intuitive, and emotional thinking. Overexcitability refers to heightened mental functioning in Dabrowski's (1964) theory of emotional development. Along with other special talents and abilities, it represents the developmental potential for intensified personality growth. Scores on 4 of the 5 dimensions of overexcitability were not significantly different for American and Venezuelan artists. This evidence of similar profiles for artists in 2 different societies demonstrates cross-cultural validity for the concept of developmental potential.
Compared overexcitability profiles in (1) 23 18–59 yr olds active in art, music, literature, or other artistic fields; (2) 37 intellectually gifted 22–55 yr olds; and (3) 42 22–50 yr old graduate students, using a 21-item, free-response questionnaire. Five broadly defined areas of psychic life were measured by the instrument: personal level of energy, sensual aliveness, the pursuit of knowledge and truth, imagination, and the life of feeling. A model predicted that the strength, richness, and depth of talent would be a function of the 5 measured dimensions. Analysis showed that intellectual talent tended to be associated with 3 dimensions (intellectual, imaginational, and emotional), while artistic talent tended to be associated with high scores on all 5 dimensions (especially on imaginational and emotional). In contrast, graduate students had lower scores on all 5 dimensions. (42 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Interviewed 13 Ss (aged 19–43 yrs) who had a serious involvement with artistic or creative work at a vocational, professional, or avocational level to assess the manner of functioning and interaction patterns of the 5 categories of overexcitability (i.e., psychomotor, emotional, sensual, intellectual, imaginational) that are considered to be basic in gifted and creative individuals. It is suggested that the model of the 5 dimensions of mental functioning is useful in describing the psychological endowment of artists. Three patterns of overexcitability that emerged from the study (balanced and integrated, emotionally vulnerable, and polarized and restless) are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Developmental psychology, in spite of its dynamic growth, has not, thus far, generated a general theory of human development. Present developmental theories are either cognitive or ontogenetic, or both. All are descriptive. Their powers of explanation are limited. None of them include emotional development. It is argued that a theory of development in order to claim generality must (a) include emotional development, and (b) offer means of explaining, rather than only describing, developmental transformations. A nonontogenetic theory of development, called theory of positive disintegration, appears to fulfill these conditions. It is built on Jacksonian principles of evolution of levels of functioning. The central concept of the theory is that of multilevelness of developmental phenomena. Development is seen to be a function of the level of behavioral organization. The theory defines five levels. Each level constitutes a distinct structure. The dynamic elements of the structure of each level are identified. Positive disintegration is the name for the process by which the structure of a higher level replaces the structure of a lower one. The theory explains different developmental patterns by introducing the concept of developmental potential (DP). Although DP is a purely logical notion, it is given observable dimensions designated as dimensions of mental functioning. There are five of these and they correspond to psychomotor, sensual, imaginational, intellectual, and emotional modes of functioning. The first half of the monograph is devoted to the conceptual structure of the theory. The second half to empirical tests of the theory. Three such tests were made on data generated from an atomistic analysis of autobiographies. The first test consisted of the comparison of developmental cross-sections obtained from different sources of data (subjects) with the overall pattern of five levels of development. The different cross-sections overlap with each other and with different segments of the total theoretical pattern. Superimposed on each other they reconstitute the total pattern. The second test consisted of a comparison between computed and clinically derived values for DP for each subject in the study. The third test was a comparison of DP values obtained from early and late parts of an autobiography. An empirical equation for DP was used in the second and the third test. Parameters represented in the equation appear sufficient to account for individual differences in patterns and levels of development.
This article involves an examination of the literature concerning suicide among gifted adolescents. Background is provided concerning the historical overview of the field of suici‐dology and the theory on suicide. The literature on suicide among adolescents in general is overviewed, and the literature concerning suicide among the gifted is examined in more depth. Lastly, the literature on the role schools can play in suicide prevention and intervention is examined due to the impact educational institutions can have on the lives of students, including the gifted. What is apparent from this review is that the knowledge about suicide among adolescents has grown dramatically since the conception of the field of suicidology. However, the literature directly concerned with the topic of suicide among gifted adolescents is filled with much conjecture rather than empirically sound research. At this time there is no significant research to support the claim that the rates of attempted or completed suicide among the gifted differ from rates on nongifted adolescents, but research does indicate that suicide occurs among the gifted population. It is also apparent that suicide is occurring among the gifted at a rate which necessitates school personnel to have the ability to recognize warning signs in an effort to help students and deter loss of lives.
Current research suggests that individuals with autism may also be gifted, and they sometimes display similar traits and behaviors. Following a brief introduction to the autistic population and a definition of the autistic disorder, behaviors connecting these twice‐exceptional learners are explored. Biographical sketches are presented as profiles of these exceptional individuals who struggle with discrepant strengths and weaknesses on a daily basis. The impact of giftedness on individuals with autism is discussed in terms of positive and negative effects, and the implications for their future growth and adjustment as adults. The need for suitable, life‐long educational interventions is argued.
This evocative essay explores the relationship between denial of anger and denial of Self in light of two aspects of Dabrowski's Theory of Positive Disintegration: the Levels of Emotional Development and the Overexcitabilities. It suggests that issues for gifted children are exacerbated by their emotional intensity and discusses dilemmas confronted by gifted children who are faced with resolving disparities between their idealism and their experience of anger. The search for Self of a gifted individual grappling with issues of denial of anger is illustrated by a poem describing inner turmoil and efforts to achieve resolution. In addition, the article offers examples of strategies that might enable gifted children's expression of overexcitabilities to help them move toward fuller development of Self in relationship to dealing with anger. A number of questions pertinent to the topic are also raised.
This study investigated affective characteristics of academically gifted adults using two models: Clark's (1983) notion of concomitant problems and Dabrowski's (Piechowski, 1979) construct of overexcitabilities, concepts collectively referred to as “intensities.” The population studied was adults who had demonstrated high academic achievement by successfully competing for admission to a doctoral program in Education. Thirty‐one doctoral students responded to a researcher‐developed questionnaire designed to measure intensity characteristics. A subset of 11 students participated in focus groups conducted to investigate qualitatively their perceptions of the concept of psychological intensities. Focus group data supported the constructs of intellectual and emotional overexcitabilities and concomitant problems. Factor analysis of questionnaire responses produced five factors. Subjects perceived themselves as different from typical persons on factors reflecting internal motivation, positive aspects of overexcitability, and need for recognition by others. Results supported empirical literature on gifted individuals’ positive self‐perceptions as well as the applicability of the concept of psychological intensities to their lives.
Discusses the types of problems faced by talented adolescents, including family and peer relations, biological and developmental issues, negative and harmful school culture, drug and alcohol abuse, inappropriate academic curriculum, underachievement, perfectionism, and stress. Strategies teachers can use to meet the socio-emotional needs of gifted adolescents are described. (CR)
This on-going qualitative multiple case study is examining K. Dabrowski's ideas concerning psychic overexcitability in gifted children, by describing the overexcitabilities exhibited by five young gifted children. The five children, ages 3 and 4, attend a private school for gifted children and were purposely selected to provide examples of the five different types of overexcitability postulated by Dabrowski. These are: (1) psychomotor overexcitability, (2) sensual overexcitability, (3) intellectual overexcitability, (4) imaginational overexcitability, and (5) emotional overexcitability. Data sources included individualized education plans of each child, intellectual evaluations, developmental questionnaires completed by parents, interviews with teachers, and observations of students in classrooms. Analysis indicated that all the children exhibited behaviors characteristic of intellectual, imaginational, and emotional overexcitability and two of the children also exhibited psychomotor and sensual excitability. Examples are given of child behaviors which demonstrate each of these sensitivities and of teaching strategies for dealing with them. (Contains 23 references.) (DB)
A translation of a book by a professor in the Polish Academy of Science. "The disintegration process, through loosening and even fragmenting the internal psychic environment, through conflicts within the internal environment and with the external environment, is the ground for the birth and development of a higher psychic structure." Instincts are not regarded as existing only under the influence of phylogenetic changes. They change through positive disintegration, i.e. instincts lose their primitive strength and evolve to new levels of expression in the cycle of human life. These concepts are discussed in relationship to creativity, psychopathological development and other processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated the relationship between creative personality characteristics and psychic overexcitabilities (OEs), as defined by K. Dabrowski and M. M. Piechowski's (1977) theory of emotional development. 21 gifted 7th and 8th graders (IQs 127–242) were administered the Something About Myself (SAM) portion of the Khatena-Torrance Creative Perception Inventory and an overexcitabilities questionnaire. The 7 Ss with the highest SAM scores were designated as high creative (HC) and the 7 Ss with the lowest SAM scores were designated as low creative (LC). A
t test was performed on the group means of the 2 groups on the 5 dimensions of overexcitability: psychomotor, sensual, imaginational, intellectual, and emotional. Findings indicate that HC Ss showed significantly higher levels of imaginational, emotional, and intellectual OE than did LC Ss. It is suggested that the level of OE is a promising indicator of creative ability. Imaginational, emotional, and intellectual OE appear to be related to the creative personality and need to be recognized and provided for to offer the creatively gifted opportunities for maximum development. (21 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Measuring levels of emotional development
- D F Gage
- P A Morse
- M M Piechowski
Gage, D. F., Morse, P. A., & Piechowski, M. M. (1981). Measuring levels of emotional development. Genetic Psychology Monographs, 103,129-152