By Sharon Lind.
A small amount of definitive research and a great deal of naturalistic observation have led to the belief that intensity, sensitivity and overexcitability are primary characteristics of the highly gifted. These observations are supported by parents and teachers who notice distinct behavioral and constitutional differences between highly gifted children and their peers. The work of Kazimierz Dabrowski, (1902-1980), provides an excellent framework with which to understand these characteristics. Dabrowski, a Polish psychiatrist and psychologist, developed the Theory of Positive Disintegration as a response to the prevalent psychological theories of his time. He believed that conflict and inner suffering were necessary for advanced development – for movement towards a hierarchy of values based on altruism – for movement from “what is” to “what ought to be.” Dabrowski also observed that not all people move towards an advanced level of development but that innate ability/intelligence combined with overexcitability (OE) were predictive of potential for higher-level development. It is important to emphasize that not all gifted or highly gifted individuals have overexcitabilities. However we do find more people with OEs in the gifted population than in the average population.
OVEREXCITABILITIES Overexcitabilities are inborn intensities indicating a heightened ability to respond to stimuli. Found to a greater degree in creative and gifted individuals, overexcitabilities are expressed in increased sensitivity, awareness, and intensity, and represent a real difference in the fabric of life and quality of experience. Dabrowski identified five areas of intensity-Psychomotor, Sensual, Intellectual, Imaginational, and Emotional. A person may possess one or more of these. “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. The five OEs are described below. Each description is followed by several examples of strategies, which represent a fraction of the possible solutions to issues that may cause concern for overexcitable individuals or those who work and live with them. These should serve as a springboard for brainstorming additional strategies or interventions that will help improve the lives of overexcitable people.
PSYCHOMOTOR OVEREXCITABILITY Psychomotor OE is a heightened excitability of the neuromuscular system. This Psychomotor intensity includes a “capacity for being active and energetic” (Piechowski, 1991, p. 287), love of movement for its own sake, surplus of energy demonstrated by rapid speech, zealous enthusiasm, intense physical activity, and a need for action (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). When feeling emotionally tense, individuals strong in Psychomotor OE may talk compulsively, act impulsively, misbehave and act out, display nervous habits, show intense drive (tending towards “workaholism”), compulsively organize, or become quite competitive. They derive great joy from their boundless physical and verbal enthusiasm and activity, but others may find them overwhelming. At home and at school, these children seem never to be still. They may talk constantly. Adults and peers want to tell them to sit down and be quiet! The Psychomotor OE child has the potential of being misdiagnosed as Attention Deficit Hyperactivity Disorder (ADHD).
· Allow time for physical or verbal activity, before, during, and after normal daily and school activities-these individuals love to “do” and need to “do.” Build activity and movement into their lives.
· Be sure the physical or verbal activities are acceptable and not distracting to those around them. This may take some work, but it can be a fun project and beneficial to all.
· Provide time for spontaneity and open-ended, freewheeling activities. These tend to favor the needs of a person high in Psychomotor OE.
SENSUAL OVEREXCITABILITY Sensual OE is expressed as a heightened experience of sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Those with Sensual OE have a far more expansive experience from their sensual input than the average person. They 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. But because of this increased sensitivity, they may also feel over stimulated or uncomfortable with sensory input. 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 schoolwork 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.
· Whenever possible, create an environment which limits offensive stimuli and provides comfort.
· Provide appropriate opportunities for being in the limelight by giving unexpected attention, or facilitating creative and dramatic productions that have an audience. These individuals literally feel the recognition that comes from being in the limelight.
· Provide time to dwell in the delight of the sensual and to create a soothing environment.
INTELLECTUAL OVEREXCITABILITY Intellectual OE is demonstrated by a marked need to seek understanding and truth, to gain knowledge, and to analyze and synthesize (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Those high in Intellectual OE have incredibly active minds. They are intensely curious, often avid readers, and usually keen observers. They are able to concentrate, engage in prolonged intellectual effort, and are tenacious in problem solving when they choose. Other characteristics may include relishing elaborate planning and having remarkably detailed visual recall. People with 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