During the past 20 years, a significant body ofliterature has emergedfocusing on the application ofDabrowski's theory ofpositive disintegration (TPD) to the study ofgifted individuals. Although much ofthis literature is prescriptive, some research reports spanning this time period are available. A perusal ofresearchon TPD's applicability to gifted individuals indicates that the focus has been Dabrowski's notion of overexcitability (DE). This article reviews DE research, contrasts it with Dabrowski's approach to research with gifted individuals, and argues that researchersshould emulate Dabrowski's approach in future investigations.
There has been an increase in publications of quantitative research studies investigating overexcitabilities (OEs) and giftedness. On one hand, increased interest in OEs bodes well for the dissemination of Dabrowski’s theory of positive disintegration (TPD), from which OEs are derived. On the other hand, recent research raises concerns regarding the assumptions underlying the research methods in common use. This article argues that the assumptions regarding OEs and their relationship to giftedness evident in recent research run counter to Dabrowskian theorizing. Due to the uniqueness and coherence of TPD, the article concludes by noting the need for a paradigm shift when researchers investigate TPD concepts such as OE.
The purpose of this paper is to describe the self-concept of gifted and average-ability adolescents from a multidimensional perspective. Four dimensions of self-concept (academic, social, athletic, and social) were examined using an instrument that incorporates three theoretical perspectives (reflected appraisals, social comparison, and attribution). Ninety-eight junior high school students from a large urban centre in Western Canada participated in the study. Results of a MANOVA followed by a discriminant analysis indicated that gifted students differ in self-concept from average-ability adolescents, particularly in terms of academic self-concept.
Several interrelated themes arise out of recent literature on sensitivity as an affective characteristic of gifted persons. A multifaceted approach to sensitivity is proposed which conceptualizes sensitivity as consisting of cognitive, affective, interpersonal and intrapersonal dimensions. Four psychological concepts, self-awareness, perspective-taking, emotional experience, and empathy are used to elaborate upon a definition of sensitivity.
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