Through the Dąbrowski Lens: A Fresh Examination of the Theory of Positive Disintegration

Harper, Amanda; Cornish, Linley; Smith, Susen; Merrotsy, Peter

doi:10.1080/02783193.2016.1247395

Cited by 9 publications

(4 citation statements)

References 10 publications

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“…These developmental factors do not correlate linearly and create an intricate web of interrelationships, which is unique for each person (Harper et al, 2017). Hence, the TPD might solve the inconsistencies in recent observations of survivors' reactions ranging from decline to improvement or even no changes at all (e.g., Bleidorn et al, 2019;Chopik et al, 2020) and explain what they might depend on.…”

Section: The Theory Of Positive Disintegration: Conceptualizationmentioning

confidence: 99%

Measuring Personality Development in the Aftermath of Critical Life Events: A Preliminary Longitudinal Mixed Methods Study

Kaźmierczak

2024

rpsych

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This article aims to conceptualize, operationalize, and empirically validate the concept of actual personality development in the aftermath of a Critical Life Event. Two qualitative tools have been elaborated: the Structured Critical Life Events Interview and the Coding System for Personality Development. They were empirically verified in a preliminary longitudinal mixed methods study (N = 40 participants, n = 1440 narratives) with three measurements in one year referring to the Transition Cycle (Hopson & Adams, 1976). For assessing reliability the Intraclass Correlation Co-efficient (ICC) and Cronbach’s α were assessed. The convergent validity of the tools was deter¬mined by correlating the results with (1) linguistic structure of participants’ verbalizations and (2) the questionnaires measuring similar behaviours and features. The research showed good psycho-metric properties of the tools. Moreover, they better identified personality growth and the specific dynamics of personality changes (positive and negative) than the Post-traumatic Growth Inventory (Tedeschi & Calhoun, 1996).

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Section: The Theory Of Positive Disintegration: Conceptualizationmentioning

confidence: 99%

Measuring Personality Development in the Aftermath of Critical Life Events: A Preliminary Longitudinal Mixed Methods Study

Kaźmierczak

2024

rpsych

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“…The construct of overexcitability is a component of Dabrowski's theory of positive disintegration, in which overexcitabilities would play a role in the moral and emotional development of individuals. However, the theory of positive disintegration is not a giftedness theory nor an overexcitability-centered theory (Ackerman and Heggestad 1997;Harper et al 2017;Mendaglio 2008Mendaglio , 2012and Vuyk et al 2016). Yet, it is often considered in both clinical and research settings that overexcitabilities are particularly relevant to intellectually gifted youth, consistent with the idea of an asynchronous development (see Bailey 2011;Guthrie 2019;Matthews et al 2018;and Ogurlu 2020).…”

Section: Overexcitabilitiesmentioning

confidence: 99%

Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature

2023

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For several years, there was a growing interest in intellectual giftedness and in particular in the non-cognitive specificities of gifted individuals. This topic attracted much public attention and sometimes led to contradictions with the scientific literature. The current review synthesizes a broad set of results related to non-cognitive specificities of intellectual gifted in children and adolescents. This synthesis of scientific research on giftedness and its associated non-cognitive features does not support the conclusion that there is a stable profile across gifted individuals that would consistently separate them from non-gifted individuals. A few specificities in some areas are noted, but they are not necessarily being systematic. These specificities often turn out to be in favor of gifted youth, contrary to the view sometimes defended in the general public that gifted individuals suffer from major everyday difficulties. Finally, methodological issues are listed regarding the designs of existing studies, with recommendations for future research in the field.

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“…For example, consider the construct of overexcitabilities, as mentioned earlier, which is a component of Dąbrowksi's (1964) Theory of Positive Disintegration (see Harper et al, 2017;Mendaglio, 2008). In this theory of personality development, Dąbrowksi (1964) described the notion of developmental potential as an innate endowment that differs among individuals.…”

Section: A Focus On Operationalization Of Termsmentioning

confidence: 99%

A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward

Rinn

2023

Gifted Child Quarterly

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Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals.

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Through the Dąbrowski Lens: A Fresh Examination of the Theory of Positive Disintegration

Cited by 9 publications

References 10 publications

Measuring Personality Development in the Aftermath of Critical Life Events: A Preliminary Longitudinal Mixed Methods Study

Measuring Personality Development in the Aftermath of Critical Life Events: A Preliminary Longitudinal Mixed Methods Study

Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature

A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward

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