The theory of positive disintegration and high capacity

According to Piechowski (1986), the High intellectual capacity (hereinafter ACI) is a multidimensional phenomenon that encompasses the interrelation between specific talents, favorable events of the environment, and unique personality characteristics. The traditional emphasis on the education of these subjects has focused on the identification of students with high cognitive potential as measured by standardized intelligence tests and performance tests. This has resulted in an emphasis on intellectual skills, in the skills in general, and very little in the imagination and feelings of these students (Piechowski, 1979). Generally, an approach to imagination has been made in cognitive terms, and no approach to feelings.

In this Psychology Line article, we will enter into The theory of positive disintegration and high capacity.

1. What is high intellectual capitual?
2. Key concepts of positive disintegration theory (TDP) according to Dabrowski
3. The development potential
4. Overexcitability
5. Psychomotor overexcitability
6. Sensitive overexcitability
7. Imaginative overexcitability
8. Intellectual overexcitability
9. Emotional overexcitability
10. Conclusions

What is high intellectual capitual?

Historically, the expression of intense feelings has been perceived as a sign of emotional instability (Lombroso, 1905) rather than as evidence of a rich internal life. The abandonment or carefreeness about the emotional aspect of the ACI can be understood by the traditional western point of view of considering emotion and cognition as separate phenomena, and even sometimes as contradictory phenomena. Only recently, as of the 80s of the last century, some attention begins to the relationship between the phenomena of emotion and cognition and its combined impact on individuals with high intelligence (Silverman, 1993). Sensitivity and intensity emotional are usually cited as a distinctive feature of many children with AC, especially those highly equipped (Clark, 1997; Piechowski, 1991).

“One of the basic characteristics of the gifted is their intensity and the expanded field of their subjective experience. Intensity, in particular, must be understood as a qualitatively distinctive characteristic."It is not a matter of degree but of different quality of experience: more vivid, absorbent, penetrating, complex ..." (Piechowski, 1991, p.2).

According to Sommers (1981), the portrait of the emotionally intense person, as emerges from the investigation, contrasts significantly with the traditional point of view. The portrait reveals that a high level of emotional responsibility may be associated with an advanced cognitive organization. All the cognitive strategies found are related to the ability to respond more emotionally, signs of a higher organization of consciousness- a consciousness that could be governed by a well-structured system of values, obligations and beliefs, but not by momentary stimulations.

Highly endowed and talented people can be energetic, intensely constant and concentrated in their goals and purposes, and endowed with a vivid emotional intensity. All these observations lead us to the question of whether there is a particular relationship between intellectual ability and emotional intensity And we can also ask ourselves if the emotional intensity is part of high intellectual potential, or is part of the personality characteristics of people with ACI.

In the field of education of highly endowed children it is often not well known that this high capacity has an emotional substructure, as well as a cognitive substructure: cognitive complexity results in emotional depth. Outdrained children not only think about their classmates, they also feel differently. Piechowski explains this difference in the way of feeling as intensity; An expanded field of subjective experience. "Intensity, in particular, should be understood as a qualitatively different characteristic. It is not a matter of degree, but of a different quality of experimenting: vivid, absorbent, penetrating, which covers a complex way to be exciting and fearfully alive ". (Piechowski cited in Silverman, 1993. p. 3).

Key concepts of positive disintegration theory (TDP) according to Dabrowski

Emotional intensity can be understood as a positive feature present in children with ACI in the context of Dabrowski's theory of emotional development. Emotional development is the product of the interaction between the development potential (hereinafter, PD) of the individual and the environment. The PD is constituted by the talents of the person, its intelligence, five forms of overexcitability (which we define later) and the capacity of internal transformation. (Dabrowski 1967; Piechowski 1979).

The theory of positive disintegration (Hereinafter TDP) is a starting point that could help make the identification of highly equipped children more effective. TPD is a theory of personality development that offers a different approach to seeing the ACI. Dabrowski's theory focuses on the fundamental role that the intensity of human experience exercises in development and specifically underlines the role that emotions play in the individual PD.

TPD is not a high capacity theory, but it provides a reference framework that can be used as a basis for characterizing it and developing an identification method. On the other hand, TDP -based research has been limited until not long for the existence of few measuring instruments based on it, and by the length and difficulty of interpreting the few existing questionnaires.

Dabrowski bases its theory on clinical and biographical studies of patients, artists, writers, members of religious orders and children and adolescents endowed (Kawczak, 1970). He pointed out unique development patterns in many talented members of society (Miller and Silverman, 1987) and was interested in "the intensity and wealth of thought and feeling, the intensity of imagination, moral and emotional sensitivity improved improved interactions with the world ... It seemed to be above the common and average in intensity, duration and frequency of appearance "(Piechowski and Cunningham, 1985, P. 154).

Dabrowski (1972) highlighted the Importance of emotions in development And he believed that a theory of human development was necessary, "where emotional factors are not considered simply as subordinated rebels of reason but can acquire the dominant role as development molders" (P. 6).

The development potential

The development potential is "the original endowment that determines the level that an individual can develop, if their physical and social conditions are optimal" (Piechowski, 1986).

The level that a person can reach in their development is determined by their PD.

The PD expresses the relationship between individual development and a group of three main factors that influence this development:

First factor

Genetics and permanent physical features (intelligence, overexcitability, special talents, body constitution, temperament) (external control locus and motivation).

Second factor

Influences of the social environment (external control locus and motivation).

These two factors are typically highlighted by most of the theories that try to explain the development process. Dabrowski, Kawczak, & Piechowski (1970) described the three possible interactions that can occur between these first two factors:

• If the PD (first factor) is indistinctly positive or negative, the influence of the environment is less (in the development process).
• If the PD does not exhibit a distinctive quality, the influence of the environment is important and can be directed in any direction.
• If the PD is minimal or difficult to specify, the influence of the environment can become decisive, positive or negative.

It is in the third factor that Dabrowski differs from most development theories.

Third factor

Its activity is independent in relation to the first factor (inheritance) and the second factor (environment). It consists of a selective attitude respecting the properties of the character and temperament, as well as the influences of the environment (Dabrowski, 1976). This factor is initially expressed when the person begins to resist their low impulses and the usual characteristics of socialization. This factor makes self-determination possible and is necessary for the appearance of creativity and advanced development. In the words of Dabrowski (1976): “The third factor emerges from the cross influences of the first and second factor, but represents a new ability, irreducible to its sources. The third factor confirms and adopts certain innate impulses and some social patterns, while denying, rejecting and relegates other impulses and stimuli to atropia. It is critical, evaluative and selective. The molding of a personality, free, independent and authentic, is unthinkable if he ".

Advanced development is usually given in people who exhibit a strong PD. The PD represents a set of genetic features, expressed and mediated through interaction with the environment. In this sense we can highlight three fundamental aspects:

• Overexcitability (OES).
• Specific talents and skills.
• A strong inclination towards autonomous growth, a feature that Dabrowski called as the third factor. (As we have seen before).

The most obvious and perhaps more fundamental component of PD are the overexcitability, a higher psychological experience of sensory stimuli resulting from an increase in neuronal sensitivity. The larger the overexcitability, the more intense the vital sensory experience is. In other words, the person is more sensitive to the experiences of life. (See next section)

The second important aspect of PD is specific skills and talents, They tend to measure the level of development of the person. People at the lowest levels of development use their talents to reach egocentric goals or to climb on the social scale. At the highest levels, specific talents and abilities become an important force channeled by the person's hierarchical values ​​to express the vision of the ideal personality and how the world should be.

The third aspect of the PD, the third factor, is an iMpulso towards individual and autonomous growth. The third factor is rooted in the first two factors (our genes and our environment) but it is an independent force, which drives those who possess it to transcend the limitations of their psychology, the constrictions of their environment and the human biological cycle.

Dabrowski called this third factor as "active consciousness" since it is at the base of the conscious selection of our behavior and leads us to reject unwanted answers (those that go against our values) and to reaffirm and strengthen those that express those that express Our ideal personality.

Dabrowski emphasized that the role of environment events is more important when genetic dispositions are equivocal. When genetic potentials are strong, the environment plays a much lower role. Dabrowski said: "The worst atmosphere cannot stop the strongest genetic dispositions, the best environment cannot overcome the worst genetic dispositions" (Dabrowski, 1976).

PD as a function of the three factors is found in accelerated development cases. In this case, the individual consciously tries to transcend the limitations of the first and second factor and, in the process, its autonomy is increased and is able to direct their own psychological process of growth.

PD is particularly strong when it includes all forms of overexcitability, especially emotional, imaginative and intellectual overexcitability, accompanied by special talents and high intelligence.

We can predict that a child with a relatively high level of emotional overexcitability combined with strong intellectual and imaginative overexcitability, will also possess high intelligence and an rich internal psychic world as well as a high core of autonomous dynamisms. Moreover, clinical data seems to support this correlation, showing that intellectual overexcitability is always associated with an intelligence superior to the average. (Mika, 2002).

Overexcitability

Overexcitability [1] (hereinafter, OE) is a translation of the Polish term “Nadpobudliwosc” which means superstimulation, in the sense of a consistent and robust intensity (Piechowski, Silverman & Falk, 1985). Dabrowski used the term overexcitability to emphasize the intensification of mental activity as well as the different way of responding, experiencing and acting characteristics of these forms of expression that move away and go beyond the norm (Piechowski, 1986).

OES are innate intensities that indicate an increased Ability to respond to stimuli, being in a high degree in creative and endowed individuals. OES are expressed in an increased sensitivity, consciousness, and intensity, and represent a real difference in the construction of life and in the quality of experience.

Dabrowski left the broadest and most complete description of the five forms of OE currently accepted in his book written in Polish in 1959 entitled Social-Educational Child, in its second edition of 1964, the OE is defined by the following characteristics:

• A reaction that exceeds the stimulus.
• A reaction with a longer duration than average.
• A reaction that usually is not related to the stimulus (P. eg. A fantastic image in response to an intellectual stimulus)
• An immediate emotional experience related to sympathetic nervous system (cardiac acceleration, headache, tremors, etc.)

This PD component needs special consideration, is frequently observed in highly endowed individuals, but in the same way frequently misunderstood.

According to Dabrowski, OE is a higher capacity than the average to experience internal and external stimuli, and is based on a higher than the average responsibility of the nervous system.

Dabrowski identified two forms of OE (general and limited), and five intensity areas - Psychomotora, sensitive (Sensual), Intellectual, imaginative, and emotional. A person can possess one or more of them. "He who manifests some forms of OE, sees the reality of a different, stronger and more different ways" (Dabrowski, 1972). Experimenting the world in this unique way can lead to great joys and sometimes great frustrations. The joys and positive parts of being overexcitable need to be celebrated. Some negative frustrations and parts can be treated positively and used to facilitate child growth.

The last three forms of OE are crucial for the type of advanced development that Dabrowski postulates as characteristic of many subjects with ACI, particularly those whose performance is not necessarily rewarded with fame or eminence, but if it allows them to reach the highest level of emotional and moral growth.

Psychomotor overexcitability

The first OE class is the psychomotor (hereinafter, Poe). With this OE the individual has the "gift" of a high energy supplement such as the one shown in the fast discourse, being active and constantly underway, in motion, without tiredness. But is different from hyperactivity, Because the hyperactive child tends to lose voluntary control over attention and behavior, while the child who is high in Poe is simply very active, lacking other symptoms of hyperactivity. They are able to focus attention and concentrate intensely when they are interested (Silverman, 1993).

POE is an increased excitability of the neuromuscular system. Psychomotor intensity includes the ability to be active and energetic ”(Piechowski, 1991), energy supplement demonstrated by fast speech, fervent enthusiasm, intense physical activity, and need for action (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991 ). When they feel emotionally tense, strong individuals in Poe can speak compulsively, act impulsively, behaving badly, showing nerve habits, presenting intense instincts, compulsive organization or being extremely competitive. They can obtain great pleasure from their behaviors and their physical and verbal enthusiasm, but others can find them unbearable. At home and at school they seem to never be still.

In its "pure" form, it is a manifestation of excess energy; But it can also be the result of the transformation of emotional tension into forms of psychomotor expression. Tics or self-mutilation cases, for example, suggest POE, caused by emotional tension.

Dabrowski was deeply interested in self-mutilation as a phenomenon that suggested a higher sensitivity than the average and showed the coexistence of self-mutilators, creativity and strong trends towards development in a select group of creative individuals (Dabrowski, 1937).

According to Dabrowski, in people with Poe, the slightest of the stimuli evokes a strong reaction. Being between a crowd, discussing in the tail of a cinema, in a traffic jam, for example, can cause great frustration and anger and a disproportionate response. These individuals are unconsciously motivated to seek great stimulation, because when their internal tension is too low they experience a state of anxiety and internal discomfort.

The person with Poe experiences a state of "nervous deprivation" so that it desperately seeks adequate stimulation, and if it does not find it, even the inadequate, to restore their balance and eliminate their state of anxiety and internal disgust.

Children, who stand out in independence and exhibit trends to rebellion at school, are more frequently individuals with POE. Their difficulties are particularly strong in adolescence, but they are also abundant in other periods. During adolescence, the Poe takes the form of School absenteeism and wandering. In school work and adult employment these individuals are characterized by potholes or interruptions in labor tasks. (Dabrowski, 1964)

Many researchers have seen that Dabrowski's descriptions of the POE have many Points in common with The symptoms of what is now known as Attention deficit disorder with hyperactivity (ADHD).

That is why ACI subjects with POE can be badly diagnosed as subjects with ADHD.

Sensitive overexcitability

Sensitive overexcitability (hereinafter) is expressed as a Increased sensual experience of pleasure or displeasure that emanates from vision, taste, touch, palate, and hearing (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Those with soe have a much more expansive experience of their sensual inputs than currents. They have an increase and early appreciation of aesthetic pleasures such as music, language, and art, and this derives in an unfinished delight of flavors, smells, textures, sounds and visions. But due to this augmented sensitivity, they can feel overpass by stimulation or uncomfortable with the sensory input that came from the environment.

When they are emotionally tense, some high individuals in soe can be binge of food, they can waste money in purchases, or feel the physical sensation of being the center of attention (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Others can retract from stimulation and flee from contact looking for loneliness and tranquility.

In the limited form of soe, the unusual reaction intensity is limited to a single sensory sphere (visual, tactile, auditory or olfactory); The global form, on the other hand, accompanies the entire structure of the character and all the senses equally.

Children with soe in their global form have a increased need to touch and be touched, hugged and kissed, frequently present precocious signs of sexual interest, lis like to flirt and seduce at an early age.

According to Dabrowski, these people like to be the center of attention, They are presented to others without shame and initiate conversations, and are prone to self-adlation and conspirations. The negative part of people with soe covers the lack of ability to reflection, planning and sustained effort (they live the "here" and "now").

In the field of interpersonal relationships they are characterized by excessive sociability and low tolerance to being alone, lack of interest in the lives of others, low empathy, lack of responsibility and belief of being "the center of the universe".

Imaginative overexcitability

Imaginative overexcitability (hereinafter, IOE) reflects an increased role of imagination with a rich Image and Impress Association, frequent use of symbols and metaphors, Ease for invention and fantasy, Detailed visualization, and elaborate dreams (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Usually children with high IOE Mix reality and fiction, or create their own private worlds with imaginary companies and dramatizations to escape boredom. They are difficult to remain “hooked” within the classroom where creativity and imagination are secondary and where the learning of the rigid academic curriculum prevails. They can write stories and draw instead of doing their duties or participating in class discussions, or they can have difficulty finishing their tasks when some incredible idea makes them disconnect and go for the tangent.

According to Dabrowski, these children go through difficulties in school, especially in areas that do not interest them, they can react with sadness, lack of appetite and even depression due to school requirements and can be considered strange, distracted and sickly by their classmates.

Children with IOE usually mature more slowly than others and in their adulthood they can present symptoms of immaturity and unlike subjects with soe their sexual approaches and interests appear much later and may even be totally absent. If there is a first sexual approach, it is usually a complete failure and if they look for sexual couple, they usually opt for older people and more mature who protect them in the real world.

These subjects usually show Interest in aesthetic arts such as painting, poetry, sculpture, music, etc. At the same time they show a little interest in sports, that is why they prefer to spend time alone or with a very small group of equals with their same interests.

According to Dabrowski, these individuals can lose the ability to distinguish between their dreams and reality. The IOE combined with emotional overexcitability intensifies the tendency to prospecting and retrospection, as well as poor adjustment to external reality, this usually leads to positive disintegration.

Intellectual overexcitability

Manifestations of intellectual overexcitability (hereinafter, Inoe) are associated with an intensified and accelerated activity of the mind. His stronger expressions are more related to striving to understand, prove the unknown and the love of the truth than with learning and academic performance. Conceived in these terms, Ine is the least common among the five forms of OE according to Dabrowski (1972).

Ine involves persistence by asking about all issues, love for knowledge, discovery, theoretical analysis and synthesis, thought independence. It is not the same as the IC, which is the ability to solve a problem. Ine is love to solve the problem. (Ackerman, 1997).

Regarding learning, curiosity, concentration, ability to sustain the intellectual effort, reading voracity and beginning of difficult book reading at an early age, a variety of interests stand out.

It is the least common of OE and one of the least clinical implications. It is the OE type that is most frequently associated with intellectual exceptionality and academic skills in children (Dabrowski, 1964).

Inoe's existence Normally does not create special difficulties or clinical or development challenges, Apart from a possible unbalanced development in which an approach to life predominates to life more practical, and a possible dissynchrony between intellectual maturity and other forms of maturity. Ine can be associated with some socio-emotional immaturity (positive infantilism). (Mika, 2002).

Ine's global form is often found in individuals with mixed personality characteristics introversion/extraversion. When ine is combined with emotional and imaginative overexcitability can lead to the development of a rich mental structure with multiple talents and great self -consciousness.

Ine's limited form is usually found in subjects with schizoid personality characteristics and strong introversion, and is characterized by the development of intellectual capacity in a very specific field. This development usually leads to life difficulties that can end in negative disintegration, or a blockade of mental growth.

Emotional overexcitability

Emotional overexcitability (hereinafter, EOE) is usually the first to be observed by parents. Is reflected in a Incredible intensity of feelings, extreme and complex emotions, Identification with the feelings of others, and a strong affective expression (Piechowski, 1991). Other manifestations include physical responses such as stomach pains and blush or concern for death or depression (Piechowski, 1979).

People with EOE have a remarking capacity for deep relationships, show a Strong emotional attachment HAcia people, places and things (Dabrowski & Piechowski, 1977). They have compassion, empathy and sensitivity in personal relationships. Those with strong EOE are completely sure of their own feelings, how they grow and change, and usually have internal dialogues and practice judgments about themselves (Piechowski, 1979, 1991).

Children with Alto EOE are usually accused of "over-reacting". His compassion and concern for others, his obsession in personal relationships, and the intensity of their feelings can interfere with their daily tasks such as domestic duties or tasks.

EOE entails an emotional experience of interpersonal relationships. These relationships can be manifested as a strong attachment to people, but also to animated things and even places.

Children with high EOE show at an early age a strong affection for life, They usually cry easily, They show signs of anxiety and depression, strong attachment to people, animals, objects and places.

The sensitivity of the subjects with EOE is usually increased as a result of difficult vital experiences, and can lead to an extreme self-analysis, and tendencies to meditation and isolation.

According to Dabrowski, in some individuals with dominance of the EOE, chronic anxiety accompanied by excessive shyness can turn them into people with a dominant personality that leads them to excessive self -criticism, distrust and sensitivity to rejection.

Like the rest of the OES, the emotional can also manifest in two ways: the global - as a fine and high sensitivity of consciousness; and limited - in the form of phobias, compulsions, excessive self -analysis and anxiety.

Dabrowski, as seen above, introduced the concept of psychic OE that he characterizes as an exaggerated and consistent reaction to external and internal stimuli that seemed limited to certain dimensions (Piechowski, 1975).

Conclusions

Dabrowski used the OES to underline the intensification of mental activity, as well as the differential type of response, experimentation and action that are distinguished as characteristic forms of expression beyond the norm (Piechowski, 1986; Piechowski & Colangelo, 1984).

These oes are Potential Development Indicators (DP) and therefore high capacity. Dabrowski (1972) highlighted the importance of intellectual, emotional and imaginative OES on the psychomotor and sensual OES. In addition, he said that the emotional OE must be at least as strong as all the other OES to reach the highest level of development.

Dabrowski saw the subjects with ACI as a special subgroup of people, a subgroup prone to experience positive disintegration. This opportunity, according to Dabrowski, presented both creative possibilities and risks to the development of the person. If the person failed in his "journey" through these risks, depression, addiction or suicide could occur. So Dabrowski advocated the creation of a support and support environment.

Dabrowski's investigations indicated that LEminent and creative adults, as well as gifted students presented high levels of overexcitability. (Dabrowski, Kawczack & Piechowski, 1970). The presence of OE is an indicative of the person's PD, that is, its potential to develop their personality.

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