1. High Intensities & Overexcitabilities
Sharon Slodounik
Elementary Gifted Specialist
Glenridge Elementary
School District of Clayton

2. Living with Intensity: Understanding the Sensitivity, Excitability, and Emotional Development of Gifted Children, Adolescents, and Adults
Editors: Dr. Susan Daniels & Dr. Michael M. Piechowski
Great Potential Press: Scottsdale, Arizona, 2009.

3. Gifted individuals. can be emotionally intense
Gifted individuals can be emotionally intense may have a high level of energy take in information from world around react, respond more quickly & intensely to world stimulated without stimulated from within
in the area of intensity will not be “normal,” will not “fit in” will not “out grow” the intensity
how to embrace the intensity as an asset to be understood and affirmed

4. Gifted individuals differ from one another more than they resemble each other.
Gifted individuals with similar IQs will have different interests, personalities, abilities, and temperaments.
Gifted individual’s intellectual, physical, and social & emotional qualities develop in different and asynchronous ranges.
Also, to look at how students are similar to others.
The children are intricate, contradictory, complex & intense
gifted children can be exhausting, demanding, perplexing
they can amaze, delight, and confound
experience emotional extremes

5. Asynchronous means . . .
uneven development within mentally older than physical age ready for friends at a younger or older age than chronological age very advanced in some areas, but not in other areas -- in fact, could be delayed in some areas of development.
Also, to look at how students are similar to others.
The children are intricate, contradictory, complex & intense
gifted children can be exhausting, demanding, perplexing
they can amaze, delight, and confound
experience emotional extremes

6. GIFTEDNESS AND INTENSITY
One of the basic characteristics of the gifted is their intensity and an expanded field of their subjective experience. The intensity, in particular, must be understood as a qualitative distinct characteristic. It is not a matter of degree but of a different quality of experiencing: vivid, absorbing, penetrating, encompassing, complex, commanding – a way of being quiveringly alive.
Dr. Michael Piechowski
Piechowski - molecular biologist PhD, received PhD in counseling psychology
worked with Dabrowski, translated work

7. Kazimierz Dabrowski (1902-1980)
Polish psychiatrist & psychologist
Focused on emotional health of academically & artistically gifted
Saw intensities as part of being gifted, not an abnormality
Theory of Positive Disintegration - a prelude to a construction & creation at a higher level
Human development characterized by reflection, self-evaluation, and urge for inner transformation
Dabrowski was captivated by their intensity, sensitivity, emotional extremes
Saw these qualities as a part of their giftedness, not an abnormality
Dabrowski lived WW I & WW II; during German occupation of Poland hid Jews & was imprisoned by the Nazis
after war imprisoned by Communists for outspoken support of individual self-determination
positive perspective of these intensities due to Kaximierz Dabrowski

8. Passion for learning & mastery is driven by emotion: intense interest
Dabrowski’s theory helps to understand gifted indivduals’ emotional development . . .
Passion for learning & mastery is driven by emotion: intense interest
Began to hear about Dabrowski’s theory in mainstream gifted ed in the mid 90s

9. Overexcitabilties
Innate tendency to respond in an intensified manner to various forms of external and internal stimuli
Life experienced in a deeper, more vivid, and more acutely sensed manner - more complex and different quality
An intense “aliveness”
superexitability - persons require less stimulation to produce response, as well as stronger and more lasting reactions to stimula
“more intense, sensitive, perceptive, persistent, energetic p.9
Analogy to a cable television connection versus a old, antenna television with a few local channels

10. Five Forms of Overexcitabilties
Innate tendency to respond in an intensified manner to various forms of external and internal stimuli
Psychomotor
movement, restlessness, drive, more active & energeticSensual
aliveness of sensual experiencesIntellectual
thirst for knowledge, discovery, questioning,
love of ideas, search for truthImaginational
vivid imagery, rich associations, fantasies, inventions,
preference for unusual & uniqueEmotional
deep, intense, wide range of feelings, great happiness,
profound sadness, compassion, responsibility self examination
not all gifted have any of these or all of these
continuum of intensity
study that the excitabilities occur more in gifted individuals
not an expert in these, but made sense personally and as a 33 year veteran educator, made sense
what resonates with you? as I prepared this I thought about students with whom I work and consider what applies that I have yet to identify

11. Psychomotor Overexcitability
Not physical ability, but intensified physical activity and sensitivity
Surplus of energy
rapid speech, marked excitement,
intense physical activity, pressure for action
Psychomotor expression of emotional tension
compulsive talking & chattering, impulsive actions
nervous habits, workaholism, acting out

12. Psychomotor OE Needs & Recommendations
Individuals need to hear:
You have wonderful enthusiasm & energy.
Your intensity can help you do many things.
I wish I had your energy.
You put your whole body into your learning.
You like to be able to move and don’t really like to sit still.
Sometimes our bodies need to relax.
positive perspective of these intensities due to Kaximierz Dabrowski
Strategies encourage control:
Focus on the positive aspects of psychomotor OE.
Avoid activities that require sitting for a long time.
Plan movement opportunities before/after a long period of stillness.
Do a physical task.
Notice exhaustion & need for a quiet time.
Provide soothing and calming activities.
Learn and practice relaxation techniques.
Taking a time-out can be a choice, not a punishment.

13. Sensual Overexcitability
Enhanced sensory and aesthetic pleasure
seeing, smelling, tasting, touching, hearing, music, form, color,
delight in beautiful objects, sounds of words, balance
Sensual expression of emotional tension
overeating, hyper responses to senses, buying sprees,
wanting to be in the limelight

14. Sensual OE: Related Needs & Recommendations
Individuals need to hear:
You take such delight in beautiful sights, sounds, & feelings.
You like _______ sound/textures, etc., but I notice that _______ bothers you.
I think you know what you like and what feels good to you.
Sometimes, it’s good to try new things. Would you like to try ?
Strategies encourage control:
Focus on the positive aspects of sensual OE.
Choose environments that limit offensive stimuli and maximize comforting stimuli.
Take opportunities to dwell in delight. (smell flowers, watch sunset)
Co-create a pleasing & comfortable aesthetic environment.
As possible, influence the living space & work setting.
Wear comfortable & appropriate clothing.
Understand & allow attachments to stuffed animals, favorite blankets.
Understanding can bring peace of mind
put self in context of others
know that it is OK to be who I am

15. Intellectual Overexcitability
Intensified activity of the mind
curiosity, concentration, capacity for sustained intellectual effort,
avid reading, keen observation, detailed planning,
detailed visual recall
Penchant for probing questions & problem solving
Wydown lock story
search for truth and understanding, forming new concepts,
tenacity in problem solving
Reflective thought
thinking about thinking, love of theory and analysis,
preoccupation with logic, moral thinking, conceptual and intuitive integration, independence of thought (sometimes very critical),
introspection (without self-judgment)

16. Intellectual OE: Related Needs & Recommendations
Individuals need to hear:
Your curiosity fuels/drives your intelligence.
You have wide and/or deep interests.
You have great potential to learn new things & to make changes.
You really stick to projects that interest you.
You defend your ideas & are open to learning different information.
Strategies encourage control:
Focus on the positive aspects of intellectual OE.
Honor the need to seek understanding & truth, regardless of age.
Accept & provide for sustained effort; alter sleep patterns, if needed.
Seek answers to questions, including asking for help.
Remember that you are a child, not a “small adult.” It is O.K. to be a child.
Learn and practice inquiry methods & communication skills.
Work on home projects based on interests.
Develop goals & engage in self-reflection and work toward goals.
Spend time with intellectual peers - people more like yourself.
not interpreted as challenging, but longing to know
ethics

17. Imaginational Overexcitability
Free play of the imagination
frequent use of image & metaphor, provide means for invention & fantasy, and detailed visualization,
practice poetic & dramatic perception, or magical thinking
Capacity for living in a world of fantasy
Imagination is key to creativity.
Piechowski: “Tigers might not have imagination, but imaginary tigers can be made of flames.”
Less constrained by the concrete world
Picasso - everything you can imagine is real
discern difference from imagination and real, yet honor the imagination
Key honor the overexcitabilities
liking for magic and fairy tales, creation of private worlds,
imaginary companions, dramatization opportunities
Spontaneous imagery as expression of emotional tension
practice imagery, mixing truth & fiction, elaborate dreams, illusions
Low tolerance of boredom
need for novelty and variety

18. Imaginational OE: Related Needs & Recommendations
Individuals need to hear:
You have a rich imagination.
You view the world in a different way.
You think of & tell great stories.
You make the mundane extraordinary.
Strategies encourage control:
Focus on the positive aspects of imaginational OE.
Cherish creative & imaginational expression.
Share your imaginings (stories, drawings, picture books, what if?)
Take time for opportunities for design & invention. (ask questions)
Distinguish between imaginary & the real world.
Provide outlets for creative pursuits.
Put ideas in a journal.
Engage in open-ended activities when possible.
Ask what if questions? What if the story had ended . . .
Ask what do you think cars will be like in 10 years? What are possible uses for ?

19. Emotional Overexcitability
Feelings & emotions intensified
positive feelings, negative feelings, extremes of emotion, complex emotions & feelings, identification with others’ feelings, awareness of a whole range of feelings
Strong somatic expressions
tense stomach, sinking heart, blushing, flushing, pounding heart, sweaty palms
Strong affective expressions
how to protect one emotionally -- physically brush off emotion, protect self in bubble wrap, glass cylinder
sensitivity -- in literature -- not a “grow up” scenario -- brought to tears - understand & embrace
inhibition (timidity, shyness), enthusiasm, ecstasy, euphoria, pride, strong affective memory, shame, feelings of unreality, fears & anxieties, feelings of guilt,
concern with death, depressive & suicidal moods
Capacity for strong attachments, deep relationships
strong emotional ties & attachments to persons, living things, places,
attachments to animals, difficulty adjusting to new environments, compassion,
responsiveness to others, sensitivity in relationships, loneliness
Well-differentiated feelings toward self
inner dialogue & self-judgment

20. Emotional OE: Related Needs & Recommendations
Individuals need to hear:
You are sensitive to others’ feelings.
You care very deeply and have deep feelings.
You are very loyal to those you care about.
You are very aware of joy, frustration, sadness, love, anger and a whole world of feelings.
Strategies encourage control:
Accept feelings and intensities.
Share emotions & feelings with others in positive & productive ways-
verbal, movement, art, journaling, or music.
Be respectful of others’ feelings. It’s not only “about you.”
Develop a feeling vocabulary. . . e.g. How many ways to describe bad?
Learn listening & responding skills. Use journaling.
Anticipate physical & emotional experiences; rehearse responses & strategies.
Learn/Practice relaxation techniques: breathing, stretching, quiet time
Do “emotional temperature taking.” “How do I feel right now?”
Seek opportunities that provide empathy & social concern.

21. Recognize that adults are “in charge.” Nurture the gift.
Seek a safe haven.
Recognize that adults are “in charge.”
Nurture the gift.
Understand the overexcitability.
Learn how to work with your gift(s).
One does not “grow out of” an overexcitability.
Share with teachers effective strategies that work.

22. Living with Intensity: Understanding the Sensitivity, Excitability, and Emotional Development of Gifted Children, Adolescents, and Adults
Editors: Dr. Susan Daniels & Dr. Michael M. Piechowski
Great Potential Press: Scottsdale, Arizona, 2009.

23. High Intensities & Overexcitabilities
Sharon Slodounik
Elementary Gifted Specialist
Glenridge Elementary
School District of Clayton