Traducción que explica la teoría de sobrexcitabilidad (OE) en superdotados, basada en Dabrowski. Describe cinco tipos: psicomotora, sensorial, intelectual, imaginativa y emocional; sus manifestaciones, ventajas y desafíos, e incluye recomendaciones prácticas para padres y docentes.
Practical guidance for parents and educators on supporting introverted children. Describes common introvert traits—need for privacy, thorough thinking, and sensitivity—and offers strategies for home and classroom: honoring personal space, allowing processing time, private feedback, alternatives to oral presentations, and ways to recharge.
This post offers practical strategies for parents and caregivers of emotionally intense children: recognize positive aspects, accept differences, build listening skills and feeling vocabulary, encourage expression through words or creative outlets, teach respectful responses, anticipate reactions, use journaling and physical activity, and consult listed resources for further support.
Dabrowski’s concept of overexcitabilities describes heightened intensities—psychomotor, sensual, intellectual, imaginational, and emotional—often found in gifted individuals. The article outlines each OE, their behaviors and practical strategies to support overexcitable people, emphasizing acceptance, communication skills, stress management, and fostering personal growth.
This article outlines five affective needs for gifted adults: acknowledging gifts, nurturing identity, accepting imperfection, managing overexcitabilities, and learning coping skills. It explains validation, affirmation, affiliation, affinity, and practical stress-management and communication strategies to support emotional growth and model healthy behavior for gifted children.
This post explains why emotionally intense people benefit from developing a broader feeling vocabulary and offers family activities to build it, including posting feeling words, choosing a word of the day, acting out or drawing feelings, finding synonyms, and ordering words by intensity to improve communication and emotional understanding.
Sharon Lind urges respect for individual differences and explains gifted introverts are often misunderstood. Introversion differs from shyness: introverts recharge through solitude and process internally, while shy people avoid perceived threats. Introverts may be sociable or shy; they need time alone and understanding from others.
Gifted children can display behaviors mistaken for ADD/ADHD. Before referring, parents and educators should consider whether the educational environment or unmet needs cause the behavior and try appropriate adjustments. If concerns persist, seek a diagnostician experienced with giftedness and obtain a comprehensive clinical evaluation.
