"THE RELATIONSHIP AMONG OVEREXCITABILITY, SOCIAL COPING, AND BODY IMAGE" by Heath Reed Stevens
study has also found gifted teens of both genders to score lower on Abasement sensitivity covered by the concept of overexcitability (OE) and operationalized . more complex pattern of relationships between intellectual giftedness and each. May 1, Gifted adolescents may be particularly susceptible to mental health issues due The purpose of this study was to examine the relationship among body The results support the idea that gender, overall overexcitability, and. Effects of personality and gender and societal stereotypes Dabrowski's Five Areas of Overexcitability. 1. deep relationships, strong emotional attachment.Managing Overexcitabilities
Developmental potential in Venezuelan and American artists: Creativity Research Journal, 10 2 Talent development, expertise, and creative achievement. Acesso em 15 de abril de Transforming gifts into talents: High Ability Studies, 15 2 A comparison of the concept of overecitabilities with measures of creativity and school achievement in sixth-grade students.
Roper Review, 8, Hereditary genius 2a ed. Gifted adolescents' overexcitabilities and self-concepts: Roeper Review, 29 4 Desenvolver capacidades e talentos: The gifted and the shadow of the night: Dabrowski's overexcitabilities and their correlation to insomnia, death anxiety, and fear of the unknown. Journal for the Education of the Gifted, 34 4 Overexcitability inventory for parents adapted by H. Psychological intensities in gifted adults.
Roeper Review, 15 1 Genetic Psychology Monographs, Overexcitabilities and giftedness research: Journal for the Education of the Gifted, 35 3 Dabrowski's theory of positive disintegration and giftedness: Journal for the Education of the Gifted, 30 1 Gender identity and the overexcitability profiles of gifted college students. Emotional development, intellectual ability, and gender. Journal for the Education of the Gifted, 18, Giftedness as multilevel potential: Advance Development Journal, 1, A theoretical and empirical approach to the study of development.
Genetic Psychology Monographs, 92, The concept of developmental potential.
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Roeper Review, 8, Patterns of overexcitability in a group of artists. The Journal of Creative Behavior, 19 3 Assessing developmental potential in gifted children: Roeper Review, 17 3 Comparison of intellectually and artistically gifted on five dimensions of mental functioning. Perceptual and Motor Skills, 60, A mixed-methods comparison of vocational and identified-gifted high school students on the overexcitability questionnaire.
Journal for the Education of the Gifted, 35 1 A comparison of Dabrowski's overexcitabilities by gender for American and Korean high school gifted students. High Ability Studies, 19 2 Phi Delta Kappan, 60, Examining the relationship between the overexcitabilities and self-concepts of gifted adolescents via muitivariet cluster analysis. Gifted Child Quarterly, 54 1 El alumno superdotado y sus problemas de aprendizaje: Creative personality characteristics and dimensions of mental functioning in gifted adolescents.
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Roeper Review, 7, The theory of positive disintegration in the field of gifted education. Comparing overexcitabilities of gifted and non-gifted school children in Hong Kong: Asia Pacific Journal of Education, 30 1 The measurement of intelligence.
Patterns of overexcitabilities in identified gifted students and their parents: Gifted Child Quarterly, 51 1 Psychological intensities in young gifted children. Gifted Child Quarterly, 41, These activities may include dance or parkour, or something as simple and delightful as spinning in circles. What physical activity does your gifted child enjoy most?
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Well, yes… but the child with this overexcitability takes it to a whole new level. I had been teaching for almost a year at a very sweet, non-traditional school for the gifted. It was my first year teaching, and I was having a blast! I remember the director had given me one directive: A young boy of about eight had been enrolled, and I could tell right away that this child was going to need to talk… a lot.
Neither a student nor a teacher could utter a word without this child asking a question. Keep in mind I am not a teacher who talks a lot; I do not believe in standing up and orating at my students. And I could not get more than three sentences out of my mouth without this kid nearly exploding with questions.
He had books stashed everywhere! He had them in his book bags of course, but also crammed inside pockets of winter coats and his lunchbox.
He would sometimes bring an extra bags of books… you know, just in case. I once watched this child attempt to play soccer and read at the same time. It sounds funny but really this was extremely difficult, not just for the people around him, but also for him.
Relationships were very difficult; people who tried to relate to him never felt a sense of mutuality. They felt like sounding boards. And he spent a lot of time feeling misunderstood and undervalued. Does your child seem to have an insatiable curiosity, bombarding you with question after question?
Does she philosophize on a range of topics from Star Wars to climate change to gender dynamics in the classroom? Do these musings sometimes take the form of rants and pontifications? Does she choose inopportune moments to make these thoughts known?
I have them sit silently for one minute, instructing him or her to focus on their breath or heartbeat. If he or she still has more to share, they submit their ideas in writing until the time comes for another mindful minute.
Later, I have them choose their top 3 to 5 written thoughts and questions for further research on Wikipedia Kids or another safe database. I try to space out the mindful minutes by at least an hour, but when I see my student about to explode with questions all over again, I ask them to go through this process again. I take the time to explain to them why it is important to do so. They are only human, and humans have limits.
I know you want people to listen to you, and I want that too! This is the practice that is going to get you heard more.
Has this or a different approach helped your child to cope with their imaginational OE? All the fear in my tiny little body was focused on one figure. It was… the Cookie Monster. He would just eat and eat and was never satisfied! It still gives me the wiggins! This is the second in my five-part series about overexcitabilities. As a society we interpret the imagination as a tool for play — a light place of fun and escape — and a lot of the time it is just that.
The imaginational overexcitability OE may be the most frustrating OE for gifted parents and professionals to identify and cope with.
At night, alone in my bedroom, my imagination was the boss. The imaginational OE is an inborn characteristic of many gifted children that expresses itself as an unusually heightened imagination. Gifted children coping with this OE often have a hard time distinguishing between their fantasy and reality. They might have imaginary friends or create whole imaginary worlds.
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They sometimes have extra-vivid dreams, even night terrors. Does your gifted child get wrapped up in their own inner world? Do they get themselves into trouble for lying or exaggerating? For them, it feels true. When a child tells me their imagined experience of a scary dream or vision, I first express empathy that I know how real the story feels for them.
Overexcitabilities of Gifted and Talented Students and | Chingchih Kuo - socialgamenews.info
Then I teach them how to use their incredible imagination to combat the fear-inducing entity. For example, they can imagine a device that wards off the monster.
For me, I told myself that nothing could attack me if I was under my magical blanket. This line of questioning helps put them on a path to realizing that there is a space called reality and it exists outside their imagination.
Once they perceive this distinction, they are more fully able to use their imagination as an expression of creativity, rather than as a source of disconnection, pain, or fear.
My curiosity and drive to understand giftedness inspires me to research and write. And I write while my feelings of negative self-judgment threaten to derail the whole process. This is how it is, every month with every article. OEs are a set of inborn characteristics that come hand-in-hand for most people with advanced cognitive abilities. They are the intensities and sensitivities many of you beautiful people are coping with in your families, workplaces and social situations. OEs are something to accept, appreciate, and master.
I know mine will never go away; they will rear their intense heads at the most inopportune times, even after lying dormant for long periods. The concept of OEs first came about through the research of Polish psychologist and psychiatrist Kazimierz Dabrowski Emotional — experiencing things deeply Imaginational — capacity to visualize, invent, and create Intellectual — inquisitive and reflective Psychomotor — a surplus of energy Sensual Sensory — intense responsiveness to sight, sound, touch, taste, and smell Over my next five blog articles, I will examine each OE and provide tips for identifying and coping with them.
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Does your child have surprisingly deep, personal relationships with others, animals, or even toys? Do they alternate between extreme joy and extreme sadness with relative frequency?
These are some of the ways the emotional OE expresses itself. Many gifted children, particularly teenagers, who struggle with the emotional OE are misdiagnosed with mood disorders. This is a big part of the reason why gifted advocacy is so important. There are many reasons to appreciate the emotional OE. In my opinion, this is the most wonderful way the emotional OE expresses itself.