A small amount of definitive research and a great deal of naturalistic observation have led to the belief that intensity, sensitivity and overexcitability are primary characteristics of the highly gifted. These observations are supported by parents and teachers who notice distinct behavioral and constitutional differences between highly gifted children and their peers. The work of Kazimierz Dabrowski (1902-1980) provides an excellent framework with which to understand these characteristics. Dabrowski, a Polish psychiatrist and psychologist, developed the Theory of Positive Disintegration as a response to the prevalent psychological theories of his time. He believed that conflict and inner suffering were necessary for advanced development – for movement towards a hierarchy of values based on altruism – for movement from “what is” to “what ought to be.” Dabrowski also observed that not all people move towards an advanced level of development but that innate ability/intelligence combined with overexcitability (OE) were predictive of potential for higher-level development. It is important to emphasize that not all gifted or highly gifted individuals have overexcitabilities. However, we do find more people with OEs in the gifted population than in the average population.
Overexcitabilities
Overexcitabilities are inborn intensities indicating a heightened ability to respond to stimuli. Found to a greater degree in creative and gifted individuals, overexcitabilities are expressed in increased sensitivity, awareness, and intensity, and represent a real difference in the fabric of life and quality of experience. Dabrowski identified five areas of intensity: Psychomotor, Sensual, Intellectual, Imaginational, and Emotional. A person may possess one or more of these. “One who manifests several forms of overexcitability, sees reality in a different, stronger and more multisided manner.” Experiencing the world in this unique way carries with it great joys and sometimes great frustrations. The joys and positives of being overexcitable need to be celebrated. Any frustrations or negatives can be positively dealt with and used to help facilitate the child’s growth. The five OEs are described below, each followed by several examples of strategies to help improve the lives of overexcitable people.
Psychomotor Overexcitability
Psychomotor OE is a heightened excitability of the neuromuscular system. This intensity includes a capacity for being active and energetic, love of movement for its own sake, surplus of energy demonstrated by rapid speech, zealous enthusiasm, intense physical activity, and a need for action. When feeling emotionally tense, individuals strong in Psychomotor OE may talk compulsively, act impulsively, misbehave and act out, display nervous habits, show intense drive, compulsively organize, or become quite competitive. They derive great joy from their boundless physical and verbal enthusiasm and activity, but others may find them overwhelming. At home and at school, these children seem never to be still and may be misdiagnosed as ADHD.
Psychomotor Strategies
- Allow time for physical or verbal activity before, during, and after normal daily and school activities—these individuals love to “do” and need to “do.” Build activity and movement into their lives.
- Be sure the physical or verbal activities are acceptable and not distracting to those around them; this may take work but can be beneficial to all.
- Provide time for spontaneity and open-ended, freewheeling activities, which tend to favor the needs of a person high in Psychomotor OE.
Sensual Overexcitability
Sensual OE is expressed as a heightened experience of sensual pleasure or displeasure from sight, smell, touch, taste, and hearing. Those with Sensual OE have a far more expansive experience from their sensual input than the average person. They have an increased and early appreciation of aesthetic pleasures such as music, language, and art, and derive endless delight from tastes, smells, textures, sounds, and sights. Because of this increased sensitivity, they may also feel overstimulated or uncomfortable with sensory input. When emotionally tense, some individuals high in Sensual OE may overeat, go on buying sprees, or seek the physical sensation of being the center of attraction. Others may withdraw from stimulation. Sensually overexcitable children may find clothing tags, classroom noise, or smells from the cafeteria so distracting that schoolwork becomes secondary.
Sensual Strategies
- Whenever possible, create an environment which limits offensive stimuli and provides comfort.
- Provide appropriate opportunities for being in the limelight by giving unexpected attention or facilitating creative and dramatic productions that have an audience.
- Provide time to dwell in the delight of the sensual and to create a soothing environment.
Intellectual Overexcitability
Intellectual OE is demonstrated by a marked need to seek understanding and truth, to gain knowledge, and to analyze and synthesize. Those high in Intellectual OE have incredibly active minds. They are intensely curious, often avid readers, and usually keen observers. They are able to concentrate, engage in prolonged intellectual effort, and are tenacious in problem solving when they choose. Other characteristics include relishing elaborate planning and having remarkably detailed visual recall. People with Intellectual OE frequently love theory, thinking about thinking, and moral thinking. This often translates into strong concerns about moral and ethical issues. Intellectually overexcitable people are also quite independent of thought and sometimes appear critical of and impatient with others who cannot sustain their intellectual pace.
Intellectual Strategies
- Show how to find the answers to questions; this respects and encourages a person’s passion to analyze, synthesize, and seek understanding.
- Provide or suggest ways for those interested in moral and ethical issues to act upon their concerns—such as collecting blankets for the homeless or writing to soldiers—so they can help solve community or worldwide problems.
- If individuals seem critical or too outspoken, help them see how their intent may be perceived as cruel or disrespectful; teach more considerate ways to express critique.
Imaginational Overexcitability
Imaginational OE reflects a heightened play of the imagination with rich associations of images and impressions, frequent use of image and metaphor, facility for invention and fantasy, detailed visualization, and elaborate dreams. Children high in Imaginational OE may mix truth with fiction, create private worlds with imaginary companions, and dramatize to escape boredom. They may write stories or draw instead of doing seatwork or participating in class discussions, or have difficulty completing tasks when an incredible idea sends them off on an imaginative tangent.
Imaginational Strategies
- Help individuals differentiate between imagination and the real world by having them place a mental stop sign, or by writing down or drawing factual accounts before they embellish them.
- Help people use their imagination to function in the real world and promote learning and productivity—for example, allow creative organizational systems instead of conventional notebooks.
Emotional Overexcitability
Emotional OE is often the first to be noticed by parents. It is reflected in heightened, intense feelings, extremes of complex emotions, identification with others’ feelings, and strong affective expression. Other manifestations include physical responses like stomachaches and blushing or concern with death and depression. Emotionally overexcitable people have a remarkable capacity for deep relationships; they show strong attachments and have compassion, empathy, and sensitivity. Those with strong Emotional OE are acutely aware of their own feelings, of how they are growing and changing, and often carry on inner dialogs and practice self-judgment. Children high in Emotional OE are often accused of “overreacting.” Their compassion and concern for others and the intensity of their feelings may interfere with everyday tasks.
Emotional Strategies
- Accept all feelings, regardless of intensity; accepting emotional intensity and helping work through problems facilitates healthy growth.
- Teach individuals to anticipate physical and emotional responses and prepare for them; help them identify warning signs of emotional stress and act early to cope.
General Strategies
It can be difficult to work and live with overexcitable individuals. Those who are not overexcitable may find behaviors incomprehensible. Overexcitable people living with other overexcitable people may have more compassion for each other but still experience conflicts. Resources for helping include literature on counseling, learning styles, special education, and classroom management, parenting books, and other texts. The following general strategies apply regardless of which OEs are present.
Discuss the Concept of Overexcitability
Share descriptions of OEs with family, class, or counseling groups. Ask individuals if they see themselves with some characteristics and point out that being overexcitable is understood and accepted.
Focus on the Positives
Jointly discuss the positives of each overexcitability when first introducing the concept and continue to point out merits such as being energetic, enthusiastic, aesthetic, curious, loyal, tenacious, moral, creative, compassionate, and self-aware.
Cherish and Celebrate Diversity
Educational and societal equity efforts should not diminish celebration of diversity and individual differences. Highly gifted individuals can feel they are not OK; it is vital to accept overexcitability as one aspect of identity. Since OEs are inborn traits, they cannot be unlearned; acceptance provides validation and reduces feelings of weirdness and isolation. Provide opportunities for people to pursue their passions, showing respect for their abilities and intensities rather than removing passions as consequences for behavior.
Use and Teach Clear Verbal and Nonverbal Communication Skills
All people deserve respect and need to be listened to and responded to with grace. Overexcitable people need understanding and patience to share their intensity and feelings. Teach verbal skills (listening, responding, questioning, problem solving) and nonverbal skills (rhythm and use of time, interpersonal distance and touch, gestures, facial expressions, tone of voice, and style of dress) to improve communication and reduce daily friction.
Teach Stress Management from Toddlerhood On
Overexcitable individuals have increased stress reactions. Key components of stress management are: (1) identify stress symptoms such as headache or pacing; (2) develop coping strategies like relaxation, exercise, or asking for help; and (3) develop prevention strategies like making time for fun and building a support network.
Create a Comforting Environment Whenever Possible
Intense people need ways to make their environment more comfortable to create retreat spaces: work in quiet places, listen to music, look at a lovely picture, carry a comforting item, move while working, or wear comfortable clothing. Finessing the environment increases well-being and productivity.
Help to Raise Awareness of One’s Behaviors and Their Impact on Others
Overexcitable people may be unaware of how their behaviors affect others. Teach responsibility for behaviors, awareness of impact, and strategies to fit in when desired; show how behaviors are perceived and offer guidance for change.
Remember the Joy
Being overexcitable brings joy, astonishment, beauty, compassion, and creativity. Acknowledge and relish the uniqueness of an overexcitable child or adult.
References
Dabrowski, K. (1972). Psychoneurosis is not an illness. London: Gryf. (Out of print)
Dabrowski, K. & Piechowski, M.M. (1977). Theory of levels of emotional development (Vols. 1 & 2). Oceanside, NY: Dabor Science. (Out of print)
Faber, A. & Mazlish, E. (1980). How to Talk So Kids Will Listen, and Listen So Kids Will Talk. New York: Avon.
