created by lori comallie-caplan [email protected] dabrowski's overexcitabilities an...

Created by Lori Comallie-Caplan Created by Lori Comallie-Caplan [email protected]@lcps.k12.nm.us

Dabrowski's Dabrowski's OverexcitabilitiesOverexcitabilities

An Eight Week Structured Group for An Eight Week Structured Group for Gifted StudentsGifted Students


OverexcitabilitiesOverexcitabilities

Overexcitabilities (OEs) are inborn, heightened Overexcitabilities (OEs) are inborn, heightened abilities to receive and respond to stimuli. They are abilities to receive and respond to stimuli. They are expressed in increased sensitivity, awareness, and expressed in increased sensitivity, awareness, and intensity. Each form of overexcitability points to a intensity. Each form of overexcitability points to a higher than average sensitivity of its receptors. As a higher than average sensitivity of its receptors. As a result a person endowed with different forms of result a person endowed with different forms of overexcitability reacts with surprise, puzzlement to overexcitability reacts with surprise, puzzlement to many things, he collides with things, persons, and many things, he collides with things, persons, and events which in turn brings him astonishment and events which in turn brings him astonishment and disquietude (Dabrowski, 1964 p.7).disquietude (Dabrowski, 1964 p.7).


Overexcitability Questionairre IIOverexcitability Questionairre II Directions: Please rate how much each statement Directions: Please rate how much each statement

fits you. Respond on the basis of what you are like fits you. Respond on the basis of what you are like now, not how you would like to be or how you think now, not how you would like to be or how you think you should be. Circle the number under the statement you should be. Circle the number under the statement that most accurately reflects the way you see yourself.that most accurately reflects the way you see yourself.

1=1=Not at like meNot at like me

2= Not much like me2= Not much like me

3=Somewhat like me3=Somewhat like me

4=A lot like me4=A lot like me

5=Very much like me5=Very much like me


Overexcitability (OE)

The roots of the idea of overexcitabilities and their importance might first appear in William James: “Wherever a process of life communicates an eagerness to

him who lives it, there the life becomes genuinely significant. Sometimes the eagerness is more knit up with the motor activities, sometimes with the perceptions, sometimes with the imagination, sometimes with reflective thought. But, wherever it is found, there is the zest, the tingle, the excitement of reality; and there is 'importance' in the only real and positive sense in which importance ever anywhere can be” James, W. (1899). On Some of Life’s Ideals. New York: Henry Holt.


Kazimierz Dabrowski


DefinitionDefinition

“Higher than average responsiveness to stimuli, manifested either by psychomotor, sensual, emotional (affective), imaginational, or intellectual excitability or the combination thereof” (303, 1972).

A physiological property of the nervous system: “Each form of overexcitability points to a higher than average sensitivity of its receptors” (7, 1972).

Dabrowski also often used the term “hyperexcitability.”


"superstimulatabilities”

Affects how a person sees reality: “One who manifests several forms of overexcitability, sees reality in a different, stronger and more multisided manner” (7, 1972).

Dabrowski called OE “a tragic gift” as both the highs and lows of life are intensified.


Positive Disintegration:

Definition: “Positive or developmental disintegration effects a weakening and dissolution of lower level structures and functions, gradual generation and growth of higher levels of mental functions and culminates in personality integration” (165, 1970).


Key Points regarding Positive Key Points regarding Positive DisintegrationDisintegration

Disintegration creates the possibility of advanced growth: Strong OE gives everyday experience an intense and

unsettling quality: one is “jolted” into seeing “more.” One becomes aware of a continuum of higher versus

lower aspects of both inner and outer reality. This developing sense of multi-levelness creates ‘vertical’

conflicts and a new, vertical sense of direction. Developmental instincts and one’s emotions draw one

toward higher choices: a hierarchical perspective is formed.

Our lower instinctual and socially based values and habits are called into conscious review and often disintegrate.


Key Points continuedKey Points continued “Hierarchization” continues: guided by emotion and one’s

imagination of higher possibilities, one develops an autonomous, consciously chosen hierarchy of values.

These inner values reflect a person’s own unique personality ideal: their own sense of who they ought to be.

One’s behavior comes to reflect these higher, inner values. At higher levels of development, core values converge among

people. These higher values tend to be unselfish and other centered:

they are based on a deeper, authentic understanding and empathy for others.

Full development entails a long, slow and painful process.


Gifted ApplicationsGifted Applications Dabrowski studied 80 children: 30 intellectually gifted and 50

from “drama, ballet and plastic art schools” Presented his findings as a appendix to 1967 (251, 1967):

Found that ‘every child’ showed ‘hyperexcitability,’ various psychoneurotic symptoms and frequent conflicts with the environment.

Conclusion: “The development of personality with gifted children and young people usually passes through the process of positive disintegration” (261, 1967).

Michael Piechowski and Linda Silverman have been prominent in adapting the theory to the area of the gifted:

They have tended to focus primarily on assessment of OE in gifted populations.


PiechowskiPiechowski

Michael Piechowski, who worked with Michael Piechowski, who worked with Dabrowski, explains the overexcitabilities as Dabrowski, explains the overexcitabilities as an abundance of physical, sensual, creative, an abundance of physical, sensual, creative, intellectual and emotional energy that can intellectual and emotional energy that can result in creative endeavors as well as result in creative endeavors as well as advanced emotional and ethical development advanced emotional and ethical development in adulthood. He says that the in adulthood. He says that the overexcitabilities feed, enrich, empower and overexcitabilities feed, enrich, empower and amplify talent.amplify talent.


SilvermanSilverman The intricate thought processes that mark these individuals as The intricate thought processes that mark these individuals as

gifted are mirrored in the intricacy of their emotional gifted are mirrored in the intricacy of their emotional development. Idealism, self-doubt, perceptiveness, development. Idealism, self-doubt, perceptiveness, excruciating sensitivity, moral imperatives, desperate needsexcruciating sensitivity, moral imperatives, desperate needsfor understanding, acceptance, love -- all impinge for understanding, acceptance, love -- all impinge simultaneously.simultaneously.

Their vast emotional range makes them appear contradictory: Their vast emotional range makes them appear contradictory: mature and immature, arrogant and compassionate, aggressive mature and immature, arrogant and compassionate, aggressive and timid. Semblances of composure and self-assuranceand timid. Semblances of composure and self-assuranceoften mask deep feelings of insecurity.often mask deep feelings of insecurity.

The inner experience of the gifted young person is rich, The inner experience of the gifted young person is rich, complex, and turbulent.complex, and turbulent.


For More Information regarding the For More Information regarding the Theory of Positive DisintegrationTheory of Positive Disintegration

The Theory of Positive Disintegration.The Theory of Positive Disintegration. by Kazimierz Dabrowski.by Kazimierz Dabrowski. Kazimierz Dabrowski, a Polish psychiatrist Kazimierz Dabrowski, a Polish psychiatrist

and psychologist, developedand psychologist, developed the Theory of Positive Disintegration over the Theory of Positive Disintegration over

his lifetime of clinical and academic work.his lifetime of clinical and academic work. The Theory of Positive Disintegration is a The Theory of Positive Disintegration is a

novel approach to personality development.novel approach to personality development. http://members.shaw.ca/positivedisintegration/ http://members.shaw.ca/positivedisintegration/


Think Pair ShareThink Pair Share

♦ What is my opinion of Dabrowski and his work?


5 Areas of Overexcitabilities5 Areas of Overexcitabilities

PsychomotorPsychomotor SensualSensual IntellectualIntellectual ImaginationalImaginational Emotional Emotional


None, one or moreNone, one or more

A person may possess none, one, or many of these. If A person may possess none, one, or many of these. If more than one of these channels, or all five, have more than one of these channels, or all five, have wide apertures, then the abundance and diversity of wide apertures, then the abundance and diversity of feeling, thought, imagery, and sensation will feeling, thought, imagery, and sensation will inevitably lead to dissonance, conflict and tension, inevitably lead to dissonance, conflict and tension, but at the same time it enriches, expands, and but at the same time it enriches, expands, and intensifies the individual's mental development intensifies the individual's mental development {Piechowski, 1979, p. 29). {Piechowski, 1979, p. 29).


Dabrowski saidDabrowski said

"One who manifests several forms of overexcitability "One who manifests several forms of overexcitability sees reality in a different, stronger and more sees reality in a different, stronger and more multisided manner" (Dabrowski, 1972, p. 7). multisided manner" (Dabrowski, 1972, p. 7). Experiencing the world in this unique way carries Experiencing the world in this unique way carries with it great joys and sometimes great frustrations. with it great joys and sometimes great frustrations. The joys and positives of being overexcitable need The joys and positives of being overexcitable need to be celebrated. Any frustrations or negatives can to be celebrated. Any frustrations or negatives can be positively dealt with and used to help facilitate be positively dealt with and used to help facilitate the child's growth. the child's growth.


Scoring your OE Rating Scale Scoring your OE Rating Scale

Score your survey-Score your survey- Fill in the number of points you scored for Fill in the number of points you scored for

each question and then total each column.each question and then total each column. Now, using the results of the survey, or your Now, using the results of the survey, or your

own best judgment, order your own best judgment, order your overexcitabilities from strongest to weakest.overexcitabilities from strongest to weakest.


Psychomotor OEPsychomotor OE

heightened excitability of the neuromuscular systemheightened excitability of the neuromuscular system "capacity for being active and energetic" (Piechowski, 1991, "capacity for being active and energetic" (Piechowski, 1991,

p. 287)p. 287) love of movement for its own sake, surplus of energy love of movement for its own sake, surplus of energy

demonstrated by rapid speech, jealous enthusiasm, intense demonstrated by rapid speech, jealous enthusiasm, intense physical activity, and a need for action (Dabrowski & physical activity, and a need for action (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991)Piechowski, 1977; Piechowski, 1979, 1991)

may talk compulsively, act impulsively, misbehave and act may talk compulsively, act impulsively, misbehave and act out, display nervous habits, show intense drive (tending out, display nervous habits, show intense drive (tending towards "workaholism"), compulsively organize, or become towards "workaholism"), compulsively organize, or become quite competitivequite competitive


Psychomotor OEPsychomotor OE derive great joy from their boundless physical and derive great joy from their boundless physical and

verbal enthusiasm and activity, but others may find verbal enthusiasm and activity, but others may find them over-whelmingthem over-whelming

never want to be still, thrive on activity and never want to be still, thrive on activity and encourage others to "just do something" encourage others to "just do something"

may talk constantlymay talk constantly

This Psychomotor OE child has the potential of being This Psychomotor OE child has the potential of being misdiagnosed as Attention Deficit Hyperactivity misdiagnosed as Attention Deficit Hyperactivity Disorder (ADHD). Disorder (ADHD).


Sensual OE Sensual OE heightened experience of sensual pleasure or displeasure heightened experience of sensual pleasure or displeasure

emanating from sight, smell, touch, taste, and hearing emanating from sight, smell, touch, taste, and hearing (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991)(Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991)

have a far more expansive experience from their sensual have a far more expansive experience from their sensual input than the average personinput than the average person

have an increased and early appreciation of aesthetic have an increased and early appreciation of aesthetic pleasures such as music, language, and art, and derive pleasures such as music, language, and art, and derive endless delight from tastes, smells, textures, sounds, and endless delight from tastes, smells, textures, sounds, and sightssights Because of this increased sensitivity, they may also feel over-stimulated or Because of this increased sensitivity, they may also feel over-stimulated or

uncomfortable with sensory input. uncomfortable with sensory input. sometimes have difficulty with sorting out all they hear, sometimes have difficulty with sorting out all they hear,

feel, or smellfeel, or smell sensitivity makes them easily distractiblesensitivity makes them easily distractible


Sensual OESensual OE When emotionally tense, some individuals high in sensual OE When emotionally tense, some individuals high in sensual OE

may overeat, go on buying sprees, or seek the physical may overeat, go on buying sprees, or seek the physical sensation of being the center of attraction (Dabrowski & sensation of being the center of attraction (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Others may Piechowski, 1977; Piechowski, 1979, 1991). Others may withdraw from stimulation. withdraw from stimulation.

Sensually overexcitable children may find clothing tags, Sensually overexcitable children may find clothing tags, classroom noise, or smells from the cafeteria so distracting classroom noise, or smells from the cafeteria so distracting that school-work becomes secondary. that school-work becomes secondary.

These children may also become so absorbed in their love of a These children may also become so absorbed in their love of a particular piece of art or music that the outside world ceases to particular piece of art or music that the outside world ceases to exist. exist.

These children may be misdiagnosed as sensory input These children may be misdiagnosed as sensory input disordered.disordered.


Intellectual OEIntellectual OE

have a marked need to seek understanding and truth, have a marked need to seek understanding and truth, to gain knowledge, and to analyze and synthesize to gain knowledge, and to analyze and synthesize (Dabrowski & Piechowski, 1977; Piechowski, (Dabrowski & Piechowski, 1977; Piechowski, 1979,1991)1979,1991)

have incredibly active mindshave incredibly active minds intensely curious, often avid readers, and usually intensely curious, often avid readers, and usually

keen observers. keen observers. able to concentrate, engage in prolonged intellectual able to concentrate, engage in prolonged intellectual

effort, and be tenacious in problem solving when they effort, and be tenacious in problem solving when they choose. choose.

relish elaborate planning and having remarkably relish elaborate planning and having remarkably detailed visual recall. detailed visual recall.


Intellectual OEIntellectual OE frequently love theory, thinking about thinking, and frequently love theory, thinking about thinking, and

moral thinking. moral thinking. This focus on moral thinking often translates into strong This focus on moral thinking often translates into strong

concerns about moral and ethical issues-fairness on the concerns about moral and ethical issues-fairness on the playground, lack of respect for children, or being playground, lack of respect for children, or being concerned about "adult" issues such as the homeless, concerned about "adult" issues such as the homeless, AIDS, or war. AIDS, or war.

quite independent of thought and sometimes appear quite independent of thought and sometimes appear critical of and impatient with others who cannot critical of and impatient with others who cannot sustain their intellectual pace. sustain their intellectual pace. This intellectual intensity seems to cause the greatest This intellectual intensity seems to cause the greatest

difficulty at school and home when children become so difficulty at school and home when children become so excited about learning and thinking that they interrupt or excited about learning and thinking that they interrupt or blurt out answers at inappropriate times or are too honest blurt out answers at inappropriate times or are too honest about or critical of others' ideas. about or critical of others' ideas.


Imaginational OEImaginational OE Imaginational OE reflects a heightened play of the Imaginational OE reflects a heightened play of the

imagination with rich association of images and imagination with rich association of images and impressions, frequent use of image and metaphor, facility impressions, frequent use of image and metaphor, facility for invention and fantasy, detailed visualization, and for invention and fantasy, detailed visualization, and elaborate dreams (Dabrowski & Piechowski, 1977; elaborate dreams (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Piechowski, 1979, 1991).

They often mix truth with fiction, or create their own They often mix truth with fiction, or create their own private worlds with imaginary companions and private worlds with imaginary companions and dramatizations to escape boredom. dramatizations to escape boredom.

They find it difficult to stay tuned into a classroom where They find it difficult to stay tuned into a classroom where creativity and imagination are secondary to learning rigid creativity and imagination are secondary to learning rigid academic curriculum. academic curriculum.

They may write stories or draw instead of doing seatwork or They may write stories or draw instead of doing seatwork or participating in class discussions, or they may have participating in class discussions, or they may have difficulty completing tasks when some incredible idea sends difficulty completing tasks when some incredible idea sends them off on an imaginative tangent.them off on an imaginative tangent.


Emotional OEEmotional OE is often the first to be noticed by parents. It is is often the first to be noticed by parents. It is

reflected in heightened, intense feelings, extremes reflected in heightened, intense feelings, extremes of complex emotions, identification with others’ of complex emotions, identification with others’ feelings, and strong affective expression feelings, and strong affective expression (Piechowski, 1991). (Piechowski, 1991).

physical responses like stomachaches and blushing physical responses like stomachaches and blushing or concern with death and depression (Piechowski, or concern with death and depression (Piechowski, 1979). 1979).

have a remarkable capacity for deep relationships; have a remarkable capacity for deep relationships; they show strong emotional attachments to people, they show strong emotional attachments to people, places, and things (Dabrowski & Piechowski, places, and things (Dabrowski & Piechowski, 1977). They have compassion, empathy, and 1977). They have compassion, empathy, and sensitivity in relation-ships. sensitivity in relation-ships.


Emotional OEEmotional OE

are acutely aware of their own feelings, of how they are acutely aware of their own feelings, of how they are growing and changing, and often carry on inner are growing and changing, and often carry on inner dialogs and practice self-judgment (Piechowski, dialogs and practice self-judgment (Piechowski, 1979, 1991). 1979, 1991).

are often accused of “overreacting.” are often accused of “overreacting.” compassion and concern for others, their focus on compassion and concern for others, their focus on

relationships, and the intensity of their feelings may relationships, and the intensity of their feelings may interfere with everyday tasks like homework or doing interfere with everyday tasks like homework or doing the dishes.the dishes.


FOCUS ON THE POSITIVESFOCUS ON THE POSITIVES Jointly discuss the positives of each overexcitability Jointly discuss the positives of each overexcitability

when you first introduce the concept, and continue to when you first introduce the concept, and continue to point out these merits. Benefits include being point out these merits. Benefits include being energetic, enthusiastic, sensual, aesthetic, curious, energetic, enthusiastic, sensual, aesthetic, curious, loyal, tenacious, moral, metacognitive, integrative, loyal, tenacious, moral, metacognitive, integrative, creative, metaphorical, dramatic, poetic, creative, metaphorical, dramatic, poetic, compassionate, empathetic, and self-aware.compassionate, empathetic, and self-aware.


CHERISH AND CELEBRATE CHERISH AND CELEBRATE DIVERSITYDIVERSITY

It is vital when discussing OEs that individuals realize It is vital when discussing OEs that individuals realize that overexcitability is just one more description of that overexcitability is just one more description of who they are, as is being tall, or Asian, or left-who they are, as is being tall, or Asian, or left-handed. Since OEs are inborn traits, they cannot be handed. Since OEs are inborn traits, they cannot be unlearned! It is therefore exceedingly important that unlearned! It is therefore exceedingly important that we accept our overexcitable selves, children, and we accept our overexcitable selves, children, and friends. This acceptance provides validation and friends. This acceptance provides validation and helps to free people from feelings of “weirdness” and helps to free people from feelings of “weirdness” and isolation.isolation.


CHERISH AND CELEBRATE CHERISH AND CELEBRATE DIVERSITYDIVERSITY

Another way to show acceptance is to provide Another way to show acceptance is to provide opportunities for people to pursue their passions. This opportunities for people to pursue their passions. This shows respect for their abilities and intensities and shows respect for their abilities and intensities and allows time for them to “wallow” in what they love, allows time for them to “wallow” in what they love, to be validated for who they are. Removing passions to be validated for who they are. Removing passions as consequences for inappropriate behavior has a as consequences for inappropriate behavior has a negative effect by giving the message that your negative effect by giving the message that your passions, the essence of who you are, are not valuable passions, the essence of who you are, are not valuable or worthy of respect.or worthy of respect.


REMEMBER THE JOYREMEMBER THE JOY

Often when overexcitability is discussed examples Often when overexcitability is discussed examples and concerns are mostly negative. Remember that and concerns are mostly negative. Remember that being overexcitable also brings with it great joy, being overexcitable also brings with it great joy, astonishment, beauty, compassion, and creativity. astonishment, beauty, compassion, and creativity. Perhaps the most important thing is to acknowledge Perhaps the most important thing is to acknowledge and relish the uniqueness of an overexcitable child and relish the uniqueness of an overexcitable child or adult.or adult.

Week 1: The OverviewWeek 1: The Overview

Overview of OverexcitabilitiesOverview of Overexcitabilities Parent LetterParent Letter Parent Permission for ScreeningParent Permission for Screening Parent HandoutParent Handout


Week 2: The AssessmentsWeek 2: The Assessments

OEQ-IIOEQ-II Self Esteem InventorySelf Esteem Inventory Adolescent Self Rating ScaleAdolescent Self Rating Scale

Sense of MasterySense of Mastery Sense of RelatednessSense of Relatedness Emotional ReactivityEmotional Reactivity

SensitivitySensitivity RecoveryRecovery ImpairmentImpairment


Week 3-7: The OverexcitabilitiesWeek 3-7: The Overexcitabilities

PsychomotorPsychomotor SensualSensual IntellectualIntellectual ImaginationalImaginational Emotional Emotional


Week 8: Post Tests and Week 8: Post Tests and CelebrationCelebration

Post TestsPost Tests CertificateCertificate Parent ReportParent Report


ResultsResults

No significant difference on Self-Esteem No significant difference on Self-Esteem Measure, Sense of Mastery or Sense of Measure, Sense of Mastery or Sense of Relatedness.Relatedness.

Emotional Reactivity Results follow…Emotional Reactivity Results follow…


SensitivitySensitivity

Sensitivity Sensitivity is the threshold for reaction and the is the threshold for reaction and the intensity of the reaction. intensity of the reaction.


SensitivitySensitivity


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1-AG 2-SR 3-SP 4-NE 5-NM 6-KH 7-JR 8-DP

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RecoveryRecovery

Recovery Recovery is the ability to bounce back from is the ability to bounce back from emotional arousal or disturbance or emotional emotional arousal or disturbance or emotional equilibrium.equilibrium.


RecoveryRecovery


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ImpairmentImpairment

Impairment Impairment is the degree to which the youth is the degree to which the youth is able to maintain an emotional equilibrium is able to maintain an emotional equilibrium when aroused.when aroused.


ImpairmentImpairment


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Overexcitabilities are…Overexcitabilities are…

Great!Great! Exciting!Exciting! Fulfilling!Fulfilling!

Challenging!Challenging! Troublesome!Troublesome! Painful!Painful!


“The intricate thought processes that mark these individuals as gifted are mirrored in the intricacy of their emotional development. Idealism, self-doubt, perceptiveness, excruciating sensitivity, moral imperatives, desperate needs for understanding, acceptance, love – all impinge simultaneously…


…Their vast emotional range make them appear contradictory: mature and immature, arrogant and compassionate, aggressive and timid. Semblances of composure and self-assurance often mask deep feelings of insecurity. The inner experience of the young gifted person is rich, complex and turbulent.”

- Linda Silverman

created by lori comallie-caplan [email protected] dabrowski's overexcitabilities an...

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