Overexcitabilities

Kazimierz Dabrowski, a Polish psychiatrist and psychologist, developed the theory of OEs as a part of his larger Theory of Positive Disintegration, which states that "conflict and inner suffering [are] necessary for advanced development" and would lead to a better society. To Dabrowski, "innate ability/intelligence combined with overexcitability (OE) were predictive of potential for higher-level development" (Lind par. 2).

There are five different OEs: Psychomotor, Sensual, Intellectual, Imaginational, and Emotional. A person could have any number of them, but gifted individuals tend to possess all OEs to varying degrees of magnitude. "One who manifests several forms of overexcitability, sees reality in a different, stronger and more multisided manner" (Dabrowski, 1972, p. 7). However, these abilities can cause difficulties in the lives of the gifted. Piechowski, who created the Overexcitabilities Questionnaire used to identify OEs, writes that "the stronger these overexcitabilities are, the less welcome they are among peers and teachers (unless they, too, are gifted)" (Piechowski 287). Because gifted individuals with overexcitabilities view the world through a different lens, communication issues and feelings of dissonance can arise for both those with overexcitabilities, and those who do not have them but interact with people who do. Often times those with overexcitabilities feel that "they are speaking in different languages, or operating from different perspectives, or dealing with different cultures relative to their colleagues, friends or family members" (Lind par. 11). Thus, effectively expressing one's experiences and needs to people who do not understand or perhaps even do not give credit to those experiences can be difficult. Occasionally, misunderstandings about overexcitability lead others to believe that those affected are "warped or psychologically damaged" in some way, which is not the case at all (Lind par. 11-12).

Psychomotor overexcitability is "an augmented capacity for being active and energetic, expressed as movement, restlessness, [and] drive" (Piirto 481), which includes "fast talking, lots of gestures, [and] sometimes nervous tics, but can also refer to the issue of having trouble smoothing out the mind's activities for sleeping" (Tolan, 1999). More common in athletes, people with psychomotor OE can never seem to sit still, always fidgeting with something. In emotionally charged situations, those with a strong pyschomotor OE "talk compulsively, act impulsively, misbehave and act out, display nervous habits, show intense drive (tending towards "workaholism"), compulsively organize, or become quite competitive" (Lind par 3). Occasionally, this might lead to delinquent behavior.

People without this OE often find it overwhelming, and in some cases psychomotor OE is misdiagnosed as Attention Deficit Hyperactivity Disorder (ADHD) (Lind). A good way to cope with psychomotor OE is intentionally building time for movement and activity into one's life, whether through organized sports or just time outdoors where one can run.

Sensual overexcitability is "an enhanced differentiation and aliveness of sensual experience" (Piirto 481), "a love for sensory things- textures, smells, tastes%u2026 or a powerful reaction to negative sensory input (bad smells, loud sounds)" (Tolan, 1999) and "aesthetic awareness - the child who is awed to breathlessness at the sight of a beautiful sunset or cries hearing Mozart" (Tolan, 1999). Children with sensual OE might demand that all the tags get snipped out of their clothing, or become so distracted by classroom noise that school work stops being the focus. When emotionally upset (to any degree), those with a strong sensual OE "overeat, go on buying sprees, or seek the physical sensation of being the center of attraction. Others might withdraw from stimulation... [They] become so absorbed in their love of a particular piece of art or music that the outside world ceases to exist" (Lind par 5).

To help with this OE, try limiting the amount of stimuli found in an area in order to improve focus, but don't neglect to allow one the chance to enjoy sensual experience in a soothing environment.

Intellectual overexcitability is the "avidity for knowledge and the search for truth, expressed as discovery, questioning and love of ideas and theoretical analysis" (Piirto 481); what most people would expect to see in giftedness. For some, this means that there must always be new sources of information; the stagnation of learning can cause severe boredom. Constantly reading, intensely curious, they ask questions about everything; they always need to know why. "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 playground, lack of respect for children, or being concerned about "adult" issues such as the homeless, AIDS, or war" (Lind par 7).

Even intellectual OE can lead to problems. Because they are so independent in thought, they might be impatient with those who can't keep up, or they might get so excited about an idea that they constantly interrupt, or do so at inappropriate times. If someone seems critical or too outspoken to others, to try to help hir see how hir intent may be perceived as cruel or disrespectful. Saying "that's a stupid idea" isn't usually well received, even if the idea is truly stupid.

Imaginational overexcitability is "the power of thought creation, expressed through vividness of imagery, richness of association, liking for the unusual, and a facility for dreams, fantasies, and inventions" (Piirto 482); those with imaginational overexcitability "are strong visual thinkers [and] use lots of metaphorical speech" (Tolan, 1999). These people might mix truth and fiction, or create elaborate private worlds into which they can retreat in order to escape boredom.

"They find it difficult to stay tuned into a classroom where creativity and imagination are secondary to learning rigid academic curriculum. They may write stories or draw instead of doing seatwork or participating in class discussions, or they may have difficulty completing tasks when some incredible idea sends them off on an imaginative tangent" (Lind par 9). In order to cope, people can think of ways to use their imaginative thought process in order to improve productivity.

Possibly the first to be noticed by family members, emotional overexcitability is "the heart, recognized in the great depth and intensity of emotional life expressed through a wide range of feelings, attachments, compassion, heightened sense of responsibility, and scrupulous self-examination" (Piirto 482); Dabrowski believed emotional overexcitability to be "the energy center from which the whole constellation of [overexcitabilities] is generated" (Tolan, par. 6). These people are sometimes painfully aware of their own feelings, often rehearsing inner dialogues or self-judging. They are capable of very deep emotional attachment and sensitivity.

However, those with emotional OE are often accused of overreacting. "Their compassion and concern for others, their focus on relationships, and the intensity of their feelings may interfere with everyday tasks like homework or doing the dishes" (Lind par 11). Also, emotional OE may make a person more prone to depression. The best way for a person to help is to accept all emotions, which may seem odd for those who are not terribly emotional themselves. Accepting their emotional intensity and helping them work through any problems that might result will facilitate healthy growth in a person. (Lind par 12)

Piechowski, who created the Overexcitabilities Questionnaire, writes that "the stronger these overexcitabilities are, the less welcome they are among peers and teachers (unless they, too, are gifted)" (Piechowski 287). Because gifted individuals with overexcitabilities view the world through a different lens, communication issues and feelings of dissonance can arise for both those with overexcitabilities, and those who do not have them but interact with people who do. Often times those with overexcitabilities feel that "they are speaking in different languages, or operating from different perspectives, or dealing with different cultures relative to their colleagues, friends or family members" (Lind, par. 11). Thus, effectively expressing one's experiences and needs to people who do not understand or perhaps even do not give credit to those experiences can be difficult. Occasionally, misunderstandings about overexcitability lead others to believe that those affected are "warped or psychologically damaged" in some way, which is not the case at all (Lind, par. 11-12). These difficulties can be overcome by creating an awareness of overexcitabilities (and giftedness in general) and the use of coping mechanisms, such as developing a way of describing experiences that can be at least partially understood by those with overexcitabilities.

Works Cited

Lind, Sharon. "Overexictabilities and the gifted." CAG Communicator. Summer 30 (1999). SENG: Supporting the Emotional Needs of the Gifted. 17 February 2009. articles_social/Lind_OverexcitabilityAndTheGifted.shtml>

Piechowski, Michael M. "Emotional Development and Emotional Giftedness." Handbook of Gifted Education. Eds. N. Colangelo and G. Davis. Needham Heights: Allyn & Bacon, 1991.

Piirto, Jane. Talented Children and Adults: Their Development and Education. 2nd ed. Upper Saddle River: Prentice-Hall Incorporated, 1999.

Tolan, Stephanie S. "Dabrowski's Over-excitabilities: A Layman's Explanation." Hoagies' Gifted Education Page. 1999. Stephanie Tolan. March 5, 2007. 17 February 2009. dabrowskis.htm>

Helpful Links

SENG: Supporting the Emotional Needs of the Gifted
http://www.sengifted.org/index.shtml

Hoagies' Gifted Education Page
http://www.hoagiesgifted.org/

"Is it a cheetah?" A touching speech on giftedness by Stephanie Tolan, using the cheetah as a metaphor
http://www.sengifted.org/articles_learnin/Tolan_IsItACheetah.shtml