Dabrowski's Overexcitabilities

1. Dabrowski'sOverexcitabilities An Eight Week Structured Group for Gifted Students Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

2. Overexcitabilities • Overexcitabilities (OEs) are inborn, heightened abilities to receive and respond to stimuli. They are expressed in increased sensitivity, awareness, and intensity. Each form of overexcitability points to a higher than average sensitivity of its receptors. As a result a person endowed with different forms of overexcitability reacts with surprise, puzzlement to many things, he collides with things, persons, and events which in turn brings him astonishment and disquietude (Dabrowski, 1964 p.7). Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

3. Overexcitability Questionairre II • Directions: Please rate how much each statement fits you. Respond on the basis of what you are like now, not how you would like to be or how you think you should be. Circle the number under the statement that most accurately reflects the way you see yourself. 1=Not at like me 2= Not much like me 3=Somewhat like me 4=A lot like me 5=Very much like me Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

4. 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. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

5. Kazimierz Dabrowski Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

6. Definition • “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.” Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

7. "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. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

8. 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). Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

9. Key Points regarding Positive Disintegration • 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. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

10. Key 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. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

11. Gifted 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. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

12. Piechowski • Michael Piechowski, who worked with Dabrowski, explains the overexcitabilities as an abundance of physical, sensual, creative, intellectual and emotional energy that can result in creative endeavors as well as advanced emotional and ethical development in adulthood. He says that the overexcitabilities feed, enrich, empower and amplify talent. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

13. Silverman • 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 needsfor understanding, acceptance, love -- all impinge simultaneously. • Their vast emotional range makes them appear contradictory: mature and immature, arrogant and compassionate, aggressive and timid. Semblances of composure and self-assuranceoften mask deep feelings of insecurity. • The inner experience of the gifted young person is rich, complex, and turbulent. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

14. For More Information regarding the Theory of Positive Disintegration • The Theory of Positive Disintegration. • by Kazimierz Dabrowski. • Kazimierz Dabrowski, a Polish psychiatrist and psychologist, developed • the Theory of Positive Disintegration over his lifetime of clinical and academic work. • The Theory of Positive Disintegration is a novel approach to personality development. • http://members.shaw.ca/positivedisintegration/ Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

15. Think Pair Share ♦ What is my opinion of Dabrowski and his work? Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

16. 5 Areas of Overexcitabilities • Psychomotor • Sensual • Intellectual • Imaginational • Emotional Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

17. None, one or more A person may possess none, one, or many of these. If more than one of these channels, or all five, have wide apertures, then the abundance and diversity of feeling, thought, imagery, and sensation will inevitably lead to dissonance, conflict and tension, but at the same time it enriches, expands, and intensifies the individual's mental development {Piechowski, 1979, p. 29). Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

18. Dabrowski said "One who manifests several forms of overexcitability sees reality in a different, stronger and more multisided manner" (Dabrowski, 1972, p. 7). Experiencing the world in this unique way carries with it great joys and sometimes great frustrations. The joys and positives of being overexcitable need to be celebrated. Any frustrations or negatives can be positively dealt with and used to help facilitate the child's growth. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

19. Scoring your OE Rating Scale • Score your survey- • Fill in the number of points you scored for each question and then total each column. • Now, using the results of the survey, or your own best judgment, order your overexcitabilities from strongest to weakest. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

20. Psychomotor OE • heightened excitability of the neuromuscular system • "capacity for being active and energetic" (Piechowski, 1991, p. 287) • love of movement for its own sake, surplus of energy demonstrated by rapid speech, jealous enthusiasm, intense physical activity, and a need for action (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991) • may talk compulsively, act impulsively, misbehave and act out, display nervous habits, show intense drive (tending towards "workaholism"), compulsively organize, or become quite competitive Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

21. Psychomotor OE • derive great joy from their boundless physical and verbal enthusiasm and activity, but others may find them over-whelming • never want to be still, thrive on activity and encourage others to "just do something" • may talk constantly This Psychomotor OE child has the potential of being misdiagnosed as Attention Deficit Hyperactivity Disorder (ADHD). Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

22. Sensual OE • heightened experience of sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991) • have a far more expansive experience from their sensual input than the average person • have an increased and early appreciation of aesthetic pleasures such as music, language, and art, and derive endless delight from tastes, smells, textures, sounds, and sights • Because of this increased sensitivity, they may also feel over-stimulated or uncomfortable with sensory input. • sometimes have difficulty with sorting out all they hear, feel, or smell • sensitivity makes them easily distractible Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

23. Sensual OE • When emotionally tense, some individuals high in sensual OE may overeat, go on buying sprees, or seek the physical sensation of being the center of attraction (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Others may withdraw from stimulation. • Sensually overexcitable children may find clothing tags, classroom noise, or smells from the cafeteria so distracting that school-work becomes secondary. • These children may also become so absorbed in their love of a particular piece of art or music that the outside world ceases to exist. • These children may be misdiagnosed as sensory input disordered. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

24. Intellectual OE • have a marked need to seek understanding and truth, to gain knowledge, and to analyze and synthesize (Dabrowski & Piechowski, 1977; Piechowski, 1979,1991) • have incredibly active minds • intensely curious, often avid readers, and usually keen observers. • able to concentrate, engage in prolonged intellectual effort, and be tenacious in problem solving when they choose. • relish elaborate planning and having remarkably detailed visual recall. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

25. Intellectual OE • frequently love theory, thinking about thinking, and moral thinking. • This focus on moral thinking often translates into strong concerns about moral and ethical issues-fairness on the playground, lack of respect for children, or being concerned about "adult" issues such as the homeless, AIDS, or war. • quite independent of thought and sometimes appear critical of and impatient with others who cannot sustain their intellectual pace. • This intellectual intensity seems to cause the greatest difficulty at school and home when children become so excited about learning and thinking that they interrupt or blurt out answers at inappropriate times or are too honest about or critical of others' ideas. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

26. Imaginational OE • Imaginational OE reflects a heightened play of the imagination with rich association of images and impressions, frequent use of image and metaphor, facility for invention and fantasy, detailed visualization, and elaborate dreams (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). • They often mix truth with fiction, or create their own private worlds with imaginary companions and dramatizations to escape boredom. • They find it difficult to stay tuned into a classroom where creativity and imagination are secondary to learning rigid academic curriculum. • They may write stories or draw instead of doing seatwork or participating in class discussions, or they may have difficulty completing tasks when some incredible idea sends them off on an imaginative tangent. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

27. Emotional OE • is often the first to be noticed by parents. It is reflected in heightened, intense feelings, extremes of complex emotions, identification with others’ feelings, and strong affective expression (Piechowski, 1991). • physical responses like stomachaches and blushing or concern with death and depression (Piechowski, 1979). • have a remarkable capacity for deep relationships; they show strong emotional attachments to people, places, and things (Dabrowski & Piechowski, 1977). They have compassion, empathy, and sensitivity in relation-ships. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

28. Emotional OE • are acutely aware of their own feelings, of how they are growing and changing, and often carry on inner dialogs and practice self-judgment (Piechowski, 1979, 1991). • are often accused of “overreacting.” • compassion and concern for others, their focus on relationships, and the intensity of their feelings may interfere with everyday tasks like homework or doing the dishes. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

29. FOCUS ON THE POSITIVES • Jointly discuss the positives of each overexcitability when you first introduce the concept, and continue to point out these merits. Benefits include being energetic, enthusiastic, sensual, aesthetic, curious, loyal, tenacious, moral, metacognitive, integrative, creative, metaphorical, dramatic, poetic, compassionate, empathetic, and self-aware. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

30. CHERISH AND CELEBRATE DIVERSITY It is vital when discussing OEs that individuals realize that overexcitability is just one more description of who they are, as is being tall, or Asian, or left-handed. Since OEs are inborn traits, they cannot be unlearned! It is therefore exceedingly important that we accept our overexcitable selves, children, and friends. This acceptance provides validation and helps to free people from feelings of “weirdness” and isolation. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

31. CHERISH AND CELEBRATE DIVERSITY Another way to show acceptance is to provide opportunities for people to pursue their passions. This shows respect for their abilities and intensities and allows time for them to “wallow” in what they love, to be validated for who they are. Removing passions as consequences for inappropriate behavior has a negative effect by giving the message that your passions, the essence of who you are, are not valuable or worthy of respect. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

32. REMEMBER THE JOY • Often when overexcitability is discussed examples and concerns are mostly negative. Remember that being overexcitable also brings with it great joy, astonishment, beauty, compassion, and creativity. Perhaps the most important thing is to acknowledge and relish the uniqueness of an overexcitable child or adult. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

33. Week 1: The Overview • Overview of Overexcitabilities • Parent Letter • Parent Permission for Screening • Parent Handout Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

34. Week 2: The Assessments • OEQ-II • Self Esteem Inventory • Adolescent Self Rating Scale • Sense of Mastery • Sense of Relatedness • Emotional Reactivity • Sensitivity • Recovery • Impairment Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

35. Week 3-7: The Overexcitabilities • Psychomotor • Sensual • Intellectual • Imaginational • Emotional Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

36. Week 8: Post Tests and Celebration • Post Tests • Certificate • Parent Report Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

37. Results • No significant difference on Self-Esteem Measure, Sense of Mastery or Sense of Relatedness. • Emotional Reactivity Results follow… Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

38. Sensitivity • Sensitivity is the threshold for reaction and the intensity of the reaction. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

39. Sensitivity Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

40. Recovery • Recovery is the ability to bounce back from emotional arousal or disturbance or emotional equilibrium. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

41. Recovery Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

42. Impairment • Impairment is the degree to which the youth is able to maintain an emotional equilibrium when aroused. Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

43. Impairment Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

44. Great! Exciting! Fulfilling! Challenging! Troublesome! Painful! Overexcitabilities are… Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

45. “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… Created by Lori Comallie-Caplan lcomallie@lcps.k12.nm.us

46. …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 lcomallie@lcps.k12.nm.us