Unit Title:

Living and Learning with Dabrowski’s Overexcitabilities OR “I Can’t Help It – I’m Overexcitable!”

PROFILE OF CLASS

This unit was written for use in a pull-out setting for gifted students at the middle school level, although
most of the activities would also be appropriate for high school students and even some upper elementary
students. The unit is designed to take about 3 weeks, meeting approximately one 50-minute period per day.
Teachers may pick and choose activities to make the unit longer or shorter. The activities may also be done
over the course of a longer period of time, if the class does not meet daily.

This unit would also be an appropriate unit of study in an honors language arts class because of the amount
of writing, reading, and presenting that is required, or in an honors social studies course due to the
sociological and psychological aspects of the topic. This curriculum might also fit in with a health or child
development curriculum.

WHY DABROWSKI?

Dabrowski’s work has become of great interest to educators concerned with the social and emotional
development of gifted students. Intensity is mentioned over and over again as a trait that is often found in
gifted individuals; both in intensity of feelings and of experiences. The concept of overexcitabilities or
supersensitivities is one way to explore this intensity with gifted students and adults. It has been my
experience in working with gifted middle school students, that knowing about and understanding this
particular concept gives students increased insight into their personality traits and reassures them that they
are not alone in some of their feelings and reactions to various stimuli. For parents, I have found that the
concept of overexcitabilities helps them to better understand their children (and often themselves as well!).
Parents may come to realize that at least some of what their child does is not necessarily done to “bug
them,” but is a natural outgrowth of who the child is; how the child is “wired” psychologically and
physically. Teachers and parents must be careful that “I can’t help it, I’m overexcitable!” does not become
an excuse for bad or rude behavior. Instead, we should help students realize that by understanding their
predisposition towards certain reactions in certain situations, students can learn to rejoice in the joys of
overexcitabilities and at the same time learn to cope with difficulties that are sometimes related to this way
of “being.”

While this unit was designed to be used with gifted students, it could be adapted to work for all students.
Adolescents in particular are highly motivated to better understand themselves and might find this concept
interesting. As in all other areas of human differences, students vary in their ability to self reflect and in
their ability to objectively examine personality traits of themselves and others. Some students may find this
topic and the related activities to be very difficult for them, especially if they do not personally relate to the
concept of overexcitabilities. Yet I believe it is the teacher’s responsibility to help students grow along the
path of self-understanding and acceptance of human differences.

In a broader study of personality theories, activities from this unit could help guide those students interested
in Dabrowski’s concept of overexcitabilities in particular, although many of the activities could easily be
adapted to other theories of personality, development and/or learning styles (Maslow, Krathwohl, Piaget,
Gardner, etc.) The teacher might introduce several theories of personality and/or development and have
students choose one of these theories for further study as an independent investigation.

Cindy A. Strickland 1
Semester Concepts:
Self-awareness, self-understanding, human variation

Principles & Generalizations:

Self-awareness can lead to self-actualization.
People have varying capacities for self-understanding.
Personality is made up of many factors.
Some factors of personality are identifiable.
Some aspects of personality are currently unknown.
Personality factors vary in intensity.
What is a problem factor for one person is not necessarily so for another.
There are two sides to every personality trait.
Humans vary in infinite ways.
Conflict can arise from differences.
It can be joyful to recognize differences in people.
It can be painful to recognize differences in people.
By understanding ourselves, we understand others better.

Know: At the end of this unit, I want students to KNOW

1. Dabrowski’s 5 types of overexcitabilities
2. Characteristics of persons with a particular type of OE
3. Basic background information on Dabrowski
4. Students’ own traits of OE and their relative strengths
5. The OE profile of at least one close friend and/or family member
6. Dabrowski was interested in the link between OE and giftedness
7. Studies using Dabrowski’s work are ongoing

Understand: At the end of this unit, I want students to UNDERSTAND THAT…

1. Dabrowski’s OE are one way to describe variation in personality traits between people.
2. There are definitions and descriptions for each of the overexcitabilities.
3. Recognizing their OEs can help them better understand themselves and others.
4. Recognizing their OEs can help them get along better with others.
5. People are different from each other and yet alike.
6. It is not necessarily “good,” “bad,” or either to have OEs.
7. People have the capacity for increased self-understanding.

Be able to do: At the end of this unit, I want students to BE ABLE TO...
1. Recognize their own traits or lack thereof of OE.
2. Recognize OE in others.
3. Discuss the implications of Dabrowski’s OE in understanding themselves and others.
4. Demonstrate an understanding of the two-sided nature of the OE.
5. Demonstrate increased self-awareness.
6. Define the various OE.
7. Explain OE to a fellow student or adult.
8. Reflect on how their OE profile helps define who they are.
9. Discuss their feelings and those of others in an accepting and nurturing atmosphere.
10. Define OE in a unique and creative way that is reflective of their particular Oes.
11. Journal their reactions to OE discussions.

Related Virginia SOLs

Language Arts: 6.1-5; 6.7-9; 7.1, 7.4; 7.5-6; 7.8-10; 8.1, 8.4-5; 9.2, 9.6-8; 10.1-2, 10.4, 10.7, 10.9-10;
11.7, 11.9; 12.1-2, 12.4, 12.7

Cindy A. Strickland 2
UNIT PLAN AND ANNOTATIONS

LESSON PLAN TEACHER NOTES

Introduction to Unit (3-4 days) Note: Specific length of unit activities is not given,
in order that you may adapt the unit to your
students and your teaching situation.
Show cartoons that exemplify certain Some good sources are Calvin and Hobbes, Family
Overexcitabilities (OEs) and ask students to Circus, Farside, Jean Watts, etc.
comment on what information the cartoons give
about the personality traits of the characters. Point
out those traits that are exaggerated by the cartoon
in order to make a point.

Optional: Ask students to briefly journal on which

cartoon “speaks” to them most and why.
In small groups, have students answer and briefly Note: This activity assumes that a level of trust has
discuss questions such as the following: What do been established in the class or group. If it is early
people say is your best quality? Your worst? in the year, you may wish to substitute less personal
• What is your biggest pet peeve at home? questions.
At school?
• How can someone tell when you are You can use different questions to start out the class
bored? on different days. Once students have begun to
• What do you do when you are tense? learn about the OE, they will probably relate some
• What is the longest you have been good of the questions to OE.
friends with someone?
• What does it mean to have a good friend?
To be a good friend?
• Who have you been friends with the
longest? Describe your relationship.
• Do you have any nervous habits? What are
they?
• What is your favorite game?
• What does fear smell like?
• What is hard for you to decide?
• Do you still have or sleep with a teddy bear
or something like that?
Ask students: “What is personality?” By doing this activity, students should soon realize
that it is impossible to label certain traits as purely
Brainstorm a list of personality traits positive or negative. Most traits can be either
positive or negative, (or both or neither!) depending
Have students put personality traits into columns on the context.
according to positive or negative traits
Related principles and generalizations:
Personality is made up of many factors.
Some factors of personality are identifiable.
Some aspects of personality are currently
unknown.
What is a problem factor for one person is not
necessarily so for another.
There are two sides to every personality trait.
Humans vary in infinite ways.

Extension: (Ascending Intellectual Demand)

Discuss heredity and its link to personality
characteristics. Debate nature vs. nurture.

Cindy A. Strickland 3
Discuss what bugs people most about you/what Related principles and generalizations:
bugs you most about people. Link this to personality Conflict can arise from differences.
differences and similarities. It can be painful to recognize differences in
people.
Discuss what you enjoy most about yourself / about It can be joyful to recognize differences in
other people. Link this to personality differences people.
and similarities.
Tell students that you will study what psychologist This functions as an anticipatory set and overview
Dabrowski noticed about the personality traits of of purpose of unit.
many of his clients who were “gifted” and/or highly
creative. Students will learn about his concept of At this point you may wish to inform students of
overexcitabilities and relate this concept to what goals of unit.
they know about themselves and the people around
them. Related principles and generalizations:
Personality factors vary in intensity.
Throughout the unit, students will keep a journal
(written, recorded or videotaped) that includes their Students may begin to answer selected questions in
reactions to class activities and helps clarify their their journal (see attached prompts and RAFT
understandings of the unit concepts. activity). Please note that it is not intended that
students answer every question listed. The teacher
may assign certain questions or let students choose
which ones to answer. The teacher may wish to
collect the reflective journals periodically
throughout the unit in order to monitor and/or
comment on student writings.
Presentation of information via PowerPoint: Outline attached
Prepare students for difficulty of language and Be sure to stress with students that not all suggested
concepts to be presented. characteristics of each OE may show up in all
people. The traits listed may or may not be present
Challenge them to explain the advanced vocabulary in a particular individual.
as you go through the PowerPoint, before moving to
the translations slides. Extension: Don’t include the translation slides.
Have students translate the vocabulary on their
After each type of OE is presented, ask if students own!
know anyone like this - do one of the following
activities: share in the large group, share in small Optional: As a follow up and comprehension check
groups, journal by self, draw a picture of someone the next class period, ask students to spend 4-5
doing something that indicates that particular OE, minutes writing down everything they remember
etc. Vary what you do after talking about each about the overexcitabilities.
overexcitability.
Remind students of the need for confidentiality and
respect for the feelings of others. These discussions
are not intended to be a talk show “tell-all” but
rather a sharing of ideas and impressions of a
particular overexcitability.

Learning Activities (4-5 days)

Read material on Dabrowski and OE. Extension: Provide appropriate level of reading
material on overexcitabilities according to reading
Have students react to what they read in journals. and comprehension readiness. (See bibliography
for some suggestions)

Optional extension: Discuss the elements of a

concept of personality and how Dabrowski’s
concept of OE fits into such a framework.
Have students read and complete an OE self-rating ***Be aware of your school’s policy on activities of
Cindy A. Strickland 4
form. this sort. Do you need to get permission?!***
See attached handout based on Rocamora website
for an example. Remind students that they should
always ask themselves if the rating scale gives them
the results that they feel are correct, since these are
not scientific instruments.

Students who do not wish to share this information

or who do not feel that OE describes them very well
at all, may be encouraged to describe a friend,
family member, or even a fictional character who
better fits this concept. Be sure students understand
that the presence of OE is likely on a continuum of
some sort and therefore, most people will have some
of the characteristics at some level.

Think-Pair-Share reactions to rating form. THINK-PAIR-SHARE: Students fill out the

questionnaire and think about their answers,
students pair up with another student to share their
answers, students share interesting insights about
their partner or themselves with the whole class.

Related principles and generalizations:

By understanding ourselves, we understand
others better.
Once students have rated themselves on OE, have Collect this information and assign students to 2
them rank their OE from strongest to weakest. groups for future work - one according to their top
OE and the other as a heterogeneous group that
includes a representative of each OE.

(If students are uncomfortable with sharing this

information, have them rate those OE that are of
most interest to them.)

Related principles and generalizations:

Personality factors vary in intensity.
Have students rate their friends, parents, and See rating form (attached) based on work by Lind
teachers.
Related principles and generalizations:
Discuss how others’ OE may affect students in Humans vary in infinite ways.
various aspects of life and vice versa. (In positive Conflict can arise from differences.
and negative ways!) It can be joyful to recognize differences in
people.
Ask: What happens if you have a particular It can be painful to recognize differences in
overexcitability and one or both of your parents do people.
not? By understanding ourselves, we understand
others better.
Consider the impact of the presence or absence of Self-awareness can lead to self-actualization.
OE on your relationships with teachers, friends, etc. People have varying capacities for self-
(In positive and negative ways!) understanding.

Synectics Activity: In homogeneous groups: Have See attached

students brainstorm and then fill out papers that
represent what their strongest OE looks, tastes,
feels, smells, and sounds like.
Discuss the students’ reaction to this activity. Ask: Related principles and generalizations:
Cindy A. Strickland 5
Is there a correlation between the particular OE What is a problem factor for one person is not
represented in their group and their ease or unease necessarily so for another.
with this activity? Brainstorm other ways the groups
might have described their OE that might have been Option: Students may wish to explore this further in
more comfortable for them and more indicative of their journals.
their OE.
In heterogeneous groups, have students discuss the Related principles and generalizations:
curse and blessing of their particular OE. They What is a problem factor for one person is not
should then make 2 posters, one entitled necessarily so for another.
“Overexcitabilities are Great”, the other, There are two sides to every personality trait.
“Overexcitabilities are Trouble.” The teacher may wish to point out that OEs may be
both positive AND negative at the same time – or
perhaps they might even be considered as neither
positive NOR negative!
Discuss as whole class or in small groups: Teachers may wish to bring in experts to discuss
How do I cope with the possible difficulties certain coping strategies with students. For
associated with my particular OEs example, teachers could have mini-seminars on
(overexcitabilities)? What learning, listening, “Organizing Your Life,” “Dealing With Criticism,”
studying strategies might help me capitalize on my “Sitting Still in Class,” etc.
particular OEs?
Discuss also what they enjoy about their OEs. How It is important that students not get the impression
does their OE help them in school and/or life in that having OEs is something to be “fixed!”
general?

Culminating learning activities (4-5 days) You may decide which of the following activities you
wish students to complete as a culminating activity.
These activities may also be presented in the form of
a Think Tac Toe (see attached) In this case, you
may assign certain activities to particular students,
have them choose the activities that most interest
them, or do a combination of both. Consider also
that certain activities might appeal to students with
a particular learning style or preference. There are
numerous resources available to teachers for
finding out a student’s learning style.
Extension: The activities are listed in approximate
order of ascending intellectual demand.
• In homogeneous pairs, have students make Related principles and generalizations:
a top-ten song list or book list that they Humans vary in infinite ways.
think a person with a particular It can be joyful to recognize differences in
overexcitability would have. They should people.
briefly explain how each song or book It can be painful to recognize differences in
relates/responds to the overexcitabilities. people.
• In homogeneous groupings, students write Related principles and generalizations:
a poem about having a particular By understanding ourselves, we understand
overexcitability. The structure of the poem others better.
should reflect the overexcitability they are
writing about.
• In homogeneous groups, students create a Provide tape recorder to each group. Students must
soundscape of what a particular OE sounds not use any narration or words.
like.
Related principles and generalizations:
Humans vary in infinite ways.
• Using quotes from Piechowski handout or See handout reference in bibliography
the samples attached, or quotes from your See attached for some examples – find more

Cindy A. Strickland 6
 own students’ journals, have students guess
and discuss what OE they think is Related principles and generalizations:
represented by the quote and why. Personality is made up of many factors.
Some factors of personality are identifiable.
What is a problem factor for one person is not
necessarily so for another.
• Read or place on overhead a quote from a Related principles and generalizations:
famous person and have students read the Personality is made up of many factors.
quote, decipher its meaning and relate it to Some factors of personality are identifiable.
one or more OEs. Discuss how the quote What is a problem factor for one person is not
relates to the student’s life and/or OEs. necessarily so for another.
• Discuss: “What is the best combination of Related principles and generalizations:
OEs?” Personality factors vary in intensity.
What is a problem factor for one person is not
necessarily so for another.
There are two sides to every personality trait.
Humans vary in infinite ways.
Conflict can arise from differences.
• In heterogeneous groupings, create a Related principles and generalizations:
“Guidebook For Enhancing What is a problem factor for one person is not
School/Family/Life/Etc With OEs.” necessarily so for another.
There are two sides to every personality trait.
• Discuss relationship between OEs and See Ackerman reference in bibliography for a good
giftedness. chart.

Related principles and generalizations:

People have varying capacities for self-
understanding.
• Discuss how the overexcitabilities relate to Related principles and generalizations:
adolescence. In other words, what is it Personality factors vary in intensity.
about adolescence or puberty that might What is a problem factor for one person is not
exaggerate a person’s expression of certain necessarily so for another.
overexcitabilities?
• Read and discuss an actual research study See the bibliography for an example.
concerning the concurrence of OE and Related principles and generalizations:
giftedness. People have varying capacities for self-
understanding.
Personality factors vary in intensity.
Extension: Look at conflicting research studies and
discuss dilemmas encountered by researchers when
this occurs.
• Discuss how OE fits into the larger picture Related principles and generalizations:
of Dabrowski’s theory of positive People have varying capacities for self-
disintegration. (The overarching theory of understanding.
which overexcitabilities is a part.) Personality factors vary in intensity.
Extension: The Theory of Positive Disintegration is
very complex. Depending on the level of students,
teacher should decide to what extent they wish to go
into the theory. Also, be aware of the connotation
students may give to the term “disintegration.” It is
conceivable that this might cause some students to
wonder about their own psychological issues.
• Discuss feelings about the Theory of This could be a very emotional discussion. Consider
Positive Disintegration and its hierarchy of carefully your student audience before embarking
levels? If gifted individuals are found to on this particular journey!

Cindy A. Strickland 7
 have a higher developmental potential,
how might a hierarchical theory such as
this intersect with the charges of elitism
that are often leveled at gifted education?

Cindy A. Strickland 8
 POWERPOINT OUTLINE
(Actual PowerPoint presentation is available from the author via email:
cas2k@virginia.edu)
SUPERSENSITIVITY
In Gifted Individuals

A Key to Understanding Your Personality

Based on…
Dabrowski’s Concept of Overexcitabilities
Presented by Cindy Strickland
University of Virginia

Supersensitivities/
Overexcitabilities/
Superstimulatabilities

Translation!
! Some individuals tend to react more strongly than average to things that happen to them.
! Some individuals tend to react to these things for a longer time than average.
Remember…
! These reactions are a part of the physical and mental make-up of the individual.
! Such individuals do not react this way on purpose.
! This is simply a part of who they are.
[IMPORTANT NOTE TO TEACHER PRESENTING THIS INFORMATION:
Not all characteristics may show up in all people. The traits listed below may or may not be present in a
particular individual. Be sure to stress this with students.]

PSYCHOMOTOR

PSYCHOMOTOR
OVEREXCITABILITY
! Heightened excitability of the neuromuscular system
! Capacity for being active and energetic
! Love of movement for its own sake
! Organic surplus of energy
! Psychomotor expression of emotional tension
Translation!
!You like a lot of movement and activity
!You may talk fast and use lots of gestures
!You may be impulsive
!You might sleep less than other people.

Cindy A. Strickland 9
When upset you may …
! get nervous ticks
! become overly competitive
! feel the need to organize your environment
SENSUAL

SENSUAL OVEREXCITABILITY
!Heightened experience of sensual pleasure or displeasure
!Sensual expression and outlets for emotional tension
!Appreciation for aesthetic pleasures
Translation! You may…
!dislike labels in your clothing
!love “good” smells, textures, tastes
!hate “bad” smells, textures, tastes
!be sensitive to bright lights and harsh sounds
!love to be the center of attention

When upset, you may…

! overindulge
! seek comfort and/or luxury
INTELLECTUAL

INTELLECTUAL OVEREXCITABILITY
! Heightened need to seek understanding and truth
! Intensified activity of the mind
! Penchant for probing questions; problem solving
! Preoccupation with logic, theoretical thinking and development of new concepts
!You have trouble falling asleep at night because your mind is racing
Translation! You may…
!love to be logical
!enjoy brain teasers and puzzles
!like to figure things out, especially if they are complicated
!seek out truth and knowledge
!be very observant
When upset, you may…
! analyze things to death

Cindy A. Strickland 10
IMAGINATIONAL

IMAGINATIONAL OVEREXCITABILITY
! Heightened play of the imagination
! Rich association of images and impressions
! Spontaneous imagery as an expression of emotional tension
! Capacity for living in a world of fantasy
Translation! You may…
!be called a dreamer
!be creative
!love metaphors
!think in pictures
!believe in magic
!remember your vivid dreams
When upset, you may…
! tend to “tune out” or disappear into a fantasy world
! experience an overwhelming fear of the unknown
EMOTIONAL

EMOTIONAL OVEREXCITABILITY
! Heightened, intense positive and negative feelings
! Somatic expressions
! Strong affective expressions
! Capacity for deep relationships
! Well differentiated feelings toward self
Translation! You may…
!have extreme emotions
!have a broad range of emotions
!understand and be sensitive to others’ feelings
!be compassionate and caring
! form strong attachments to others
! experience difficulty adjusting to new environments
!be “in tune” with yourself
When upset, you may…
! get physically ill
! become depressed and/or anxious
! feel overly responsible for things that are out of your control
! be highly self-critical
Cindy A. Strickland 11
Overexcitabilities can be…
! great!
! exciting!
! fulfilling!
! challenging!
! troublesome!
! painful!

Cindy A. Strickland 12
 Suggested JOURNAL Prompts

QUESTIONS THAT RELATE OEs TO SELF

♦ Am I intrigued by the concept of OE?
♦ What OEs do I exhibit/ not exhibit?
♦ What do I think of the concept of OE?

♦ Which OE especially speaks to me? Why?

♦ What surprises me about OE?

♦ How does my or someone else’s OEs affect my daily life?
♦ What problems do OEs cause me?
♦ What joys does OEs give me?
♦ Am I proud of my OEs? Should I be?
♦ How do I reconcile OE with other ideas about personality traits?
♦ Should I/Must I?
♦ How might OE affect my long-term goals?
♦ Does OE help or hinder my creativity? In what ways?
♦ What does knowing about OE contribute to my understanding of myself?
♦ What is difficult about having OEs?
♦ What is wonderful about having OEs?
♦ Is OE something with which I feel a need to “cope?”
♦ If I accept the concept of OE, how does this affect my outlook on life?
♦ How does my OE shape my personal ethics?
♦ How can OE help me better understand others and myself?
♦ What is my opinion of Dabrowski and his work?
♦ What is my opinion of those who disagree or discount Dabrowski’s ideas?
♦ How do I reconcile the unknowns of this concept?

Cindy A. Strickland 13
 POSSIBLE RAFT IDEAS to Use as Journal Prompts

Use these as examples or have students generate their own examples

ROLE AUDIENCE FORMAT TOPIC

Teacher Other Teachers Lesson plan Overexcitabilities Are
Trouble! /
Overexcitabilities Are
Great!
Teacher Gifted students in an Play My Brother Is A Pain!
elementary school
Author Beginning authors Seminar How To Develop
Characters With OE
Author Young adults Short Story Living With OE
Psychologist Clients Brochure Am I Overexcitable?
What Does That
Mean?
Psychologist Other Psychologists Conference Why We Should Learn
presentation About OE
Parent Teacher Letter What You Should
Know About My Child
Parent Child Bedtime story You Are Special
Law enforcement Community leaders PowerPoint Recent Violence And
officer Presentation Possible Links To OE
Minister Congregation Sermon We Must Be Tolerant
Social Worker Clients Display Understanding Our
Strengths
Politician Constituents Commercial My OE Makes Me The
Best Leader For You
Singer Generation X Country Western Song My OE Heartbreak,
My OE Love
Poet Children Nursery Rhyme When It Is Good It Is
Very, Very, Good; But
When It Is Bad It Is
Horrid!
Satirist Young adults Political Cartoon My OE Is Better Than
Yours
Child with OEs Mother or Father Valentine’s Day Card gOEasy on me!
Philosopher Another Philosopher Song Lyrics “It’s not sOEasy being
green.”

Cindy A. Strickland 14
 SAMPLE RUBRIC
Unit Assessment

Intern Valued Assistant Practitioner Ph.D.

Journal Journal Journal Journal Journal
demonstrates a demonstrates a demonstrates demonstrates a
general general accurate thorough
understanding of understanding of knowledge of OE understanding of
OE. OE.Writing and how it affects OE and a high
reflects progress the self. degree of insight
toward self - into self.
understanding.
Learning Learning activities Learning activities Learning activities Learning activities
Activities are completed, but are completed and are thoughtfully show great insight,
in a perfunctory demonstrate a completed and are self-understanding,
manner. Work growing self- clearly connected and creativity of
shows little or no understanding of to the self. expression.
link to the self. the student.
Think Tac Toe Product is not of Product is of Product is of Product is
OR Assigned interest to the interest to the practical use to the indispensable to
Product audience. Product audience. Product audience. Product the audience.
does not relate to is related to OE in highlights the Product clearly
OE. a minimal fashion. importance of demonstrates
knowledge of OE. intimate
understanding of
OE and its
importance to the
self.

Cindy A. Strickland 15
 Overexcitability Self-Evaluation
Adapted from Self-test on Giftedness
(www.rocamora.org/gift_selftest.html)

Place a 3 in the blank if the statement is true about you in most areas of your life or very frequently.
Place a 2 in the blank if the statement describes you sometimes or in some cases.
Place a 1 in the blank if the statement does not really describe or describes you rarely.

PSYCHOMOTOR OVEREXCITABILITY
_____I am a high-energy person.
_____I feel constantly pressured to take action.
_____I am impulsive.
_____I have nervous habits.
_____I am restless, always on the go, incapable of just relaxing.
_____I talk compulsively.
_____I am a workaholic.
_____I use my whole body to communicate.

SENSUAL OVEREXCITABILITY
_____ I often become totally captivated or immersed in music or the visual arts.
_____ A beautiful sunset mesmerizes me.
_____ Bad sounds, sights, smells or tastes irritate me to distraction.
_____ I am prone to drinking or eating too much because this gives me intense pleasure.
_____ I am adventurous where new sensory experiences are concerned (food, music,
environmental settings, etc).
_____When I recall an experience, I also recall the smells, sounds, and tastes associated with the
experience?
_____ I love the taste, touch, smell or feel of things.
_____ People call me “picky.”

INTELLECTUAL OVEREXCITABILITY
_____ I am always questioning everything.
_____ I constantly ask or wonder ‘how’ or ‘why.’
_____ I love to explore a wide variety of theories and ideas.
_____ I am able to examine ideas outside of the framework of my own opinion.
_____ I enjoy research, analysis, and theoretical thinking.
_____ Problem-solving is a source of immense satisfaction to me.
_____ I think about the many possible consequences of certain events or actions.
_____ People often accuse me of over-intellectualizing or over-analyzing things or people.

IMAGINATIONAL OVEREXCITABILITY
_____ I write, speak, dream or think in vivid imagery.
_____ I embellish the plain truth in ways that make my end of the conversation more impactful or
amusing.
_____ I express myself in ways that demonstrate a rich association of images and impressions. In
other words, I make it easy for others to hear, see, taste, smell, or feel what I am describing.
_____ I entertain myself endlessly with private jokes and wacky visual, auditory, or associational
images.
_____ I enjoy the unusual.
_____ I tend to be disorganized in my day-to-day life.
_____ I think of or treat animals or objects as if they are people.
_____ I tend to daydream when bored.

Cindy A. Strickland 16
EMOTIONAL OVEREXCITABILITY
_____ I am excruciatingly sensitive; I experience intense emotions.
_____ I am easily hurt.
_____ I am highly compassionate and caring.
_____ I can describe my feelings with great precision.
_____ I have intense emotional attachments to others.
_____ I often spend time thinking about feelings and/or emotions.
_____ I tend to be fearful or over-anxious.
_____ I am intensely critical of myself and/or of others.

Add up the number of points for each overexcitablilty.

OVEREXCITABILITY POINT TOTAL

PSYCHOMOTOR OVEREXCITABILITY
SENSUAL OVEREXCITABILITY
INTELLECTUAL OVEREXCITABILITY
IMAGINATIONAL OVEREXCITABILITY
EMOTIONAL OVEREXCITABILITY

Do you think these results accurately reflect you? Why or why not?

Now, using the results of the survey, or your own best judgment, order your overexcitabilities from
strongest to weakest:

Cindy A. Strickland 17
 OVEREXCITABILITIES RATING GRID
Adapted from Sharon Lind
“Gifted? ADHD? Supersensitive? All of the above?”

Rate the following people on a scale from 0 to 7.

0 means the person has none of the characteristics.
7 means the person has many of the characteristics and with great strength or intensity.
Name Psychomotor Sensual Intellectual Imaginational Emotional
You!
Parent(s)

Sibling(s)

Friend(s)

Teacher(s)

Think about and/or discuss:

- With which of these persons would you say you get along best? Worst?

- Are these persons like you or unlike you in the OE profile you have assigned them?

- Speculate on the possible link between OE and getting along with others.

- Think about asking these people to rate themselves, using the rating form you filled out in class.
Compare this rating to the above grid.

Cindy A. Strickland 18
 SYNECTICS – TYPE ACTIVITY

Cindy A. Strickland 19
 THINK TAC TOE – Overexcitabilities

You may give all students the same Think Tac Toe or differentiate by assigning students to one grid or the
other.

CHALLENGING:
Choose one activity from each row
Make a top-ten song list or book Create a soundscape of what a Design the perfect bedroom or
list that they think a person with a particular OE sounds like. Write a classroom for a person with one
particular overexcitability would brief explanation of your of the overexcitabilities. On the
have. Briefly explain how each soundscape and its link to that back of the drawing explain your
song or book relates/responds to OE. design.
that overexcitability.
Find and illustrate a set of quotes Create a student guidebook for Administer the OE rating sheet to
by famous people that would be enhancing school with a a friend or family member who
particularly inspiring to a person particular OE. has not heard of this concept.
with a particular OE. Annotate Tape record your explanation and
the quotations, explaining their discussion of the results with this
significance to this OE. person. Have them sign the rating
sheet.
Research Dabrowski’s theory of Write a 2 page essay in which Draw a concept map showing
positive disintegration. Write a 1- you discuss "The Perfect possible links between OE and
page reaction paper to his ideas. Combination of OEs" adolescence. Be sure your ideas
are clearly represented by your
map. Include a brief explanation
of your map on the back of your
drawing OR explain and discuss
your map with your teacher and a
small group of students.

MORE CHALLENGING
Choose one activity from each row
Write a poem about having a Find and illustrate a set of quotes Design an introductory lesson to
particular overexcitability. The that would be particularly give to 3rd graders on one of
structure of the poem should inspiring to a person with a Dabrowski’s overexcitabilities.
reflect the overexcitability you particular OE. Annotate the You must include a visual aid of
are writing about. quotations, explaining their some sort.
significance to this OE.
Write a 2-page essay in which Design the perfect classroom for Draw a concept map showing
you discuss "The Perfect children with overexcitabilities. possible links between OE and
Combination of OEs" Be sure your design giftedness in adolescence. Be
accommodates the varied needs sure your ideas are clearly
of children with each of the OEs. represented by your map. Include
On the back of your drawing, a brief explanation of your map
explain the unique features of on the back OR explain and
your design. discuss your map with your
teacher and a small group of
students.
Choose a profession or discipline. Design a mini research study to Research how OE fits into the
Create a guidebook to help find out the OE profile of a larger picture of Dabrowski’s
professionals with a particular OE particular group. Administer the theory of positive disintegration.
in this field “survive” and OE rating sheet to this group. Write and essay in which you
“celebrate” their uniqueness. Be Report your results in the form of discuss the implications of this
sure you think about how OE an appropriate graph or chart. theory to the charge of elitism
intersects with the discipline. Write a brief summary of your that is often leveled at gifted
findings. education.
Cindy A. Strickland 20
SAMPLE OE-RELATED QUOTES

I used to say my son functioned like a short circuit because he was sparking all the time. It’s web thinking,
it’s connected thinking. You take two steps down a path and you see a junction, and you may end up very
far from where you intended. And it may be a wonderful place to be, but it isn’t what you intended, and if
you’re in an environment like a school that says you must attend to these things, in this order, then a highly
creative, a highly gifted person is going to have difficulty with that.
- Stephanie Tolan

“She has the same kind of passion and excess [an Joan of Arc] and, you know, she can laugh and she can
cry two seconds afterwards. She can cry for an ant on the street. She has, like, no skin. She feels
everything. Even the wind can make her cry.”
Director Luc Besson, about Milla Jovovich in their film “The Messenger: The Story of
Joan of Arc” [LA Times, Nov. 11, 1999]

“Hail to you psychoneurotics, for you perceive sensibility in the insensibilities of the world, uncertainty in
its certainty. For you are often as conscious of others as of yourself. For you feel the anxiety of the world,
its limits and its false unlimited assurance…For your fear of the absurdity of existence. For your
awkwardness, for your transcendental realism and your lack of daily realism…For your creativity and your
ecstasy, for your maladjustment to what is and your adjustment to what ought to be. For your immense
possibilities not yet actualized…For what is unique, original, intuitive and infinite in you. For the solitude
and the oddness of your paths. Hail to you.”
- K. Dabrowski

“…Their vast emotional range make them appear contradictory: mature and immature, arrogant and
compassionate, aggressive and timid. Semblances of composure and self-assurance often mask deep
feelings of insecurity. The inner experience of the young gifted person is rich, complex and turbulent.”
- Linda Silverman

“The intricate thought processes that mark these individuals as gifted are mirrored in the intricacy of their
emotional development. Idealism, self-doubt, perceptiveness, excruciating sensitivity, moral imperatives,
desperate needs for understanding, acceptance, love – all impinge simultaneously...”
- Linda Silverman

“The truly creative mind in any field is no more than this: A human creature born abnormally, inhumanly
sensitive. To him…a touch is a blow. A sound is a noise. Misfortune is a tragedy. A joy is an ecstasy. A
friend is a lover. A lover is a god. And failure is death.”
- Pearl Buck

“I cry a lot and I experience intense emotions. I spend a lot of time thinking about emotions and feelings
and try to sort them out. I am also intensely critical.”
- Middle School Student

“Sometimes when I tell the story of something that really happened, I change part of it to make it more
interesting or so I think it sounds better. I sometimes don’t like it because I don’t know when I am doing it,
until afterwards.”
- Middle School Student

Cindy A. Strickland 21
The following as well as many other useful quotes can be found at the website listed below:
http://talentdevelop.com/mntlhlth.html

"The propensity for changing one's internal environment and the ability to influence positively the external
environment indicate the capacity of the individual to develop. Almost as a rule, these factors are related to
increased mental excitability, depressions, dissatisfaction with oneself, feelings of inferiority and guilt,
states of anxiety, inhibitions, and ambivalences - all symptoms which the psychiatrist tends to label
psychoneurotic.
Given a definition of mental health as the development of the personality, we can say that all individuals
who present active development in the direction of a higher level of personality (including most
psychoneurotic patients) are mentally healthy."
-from book: Kazimierz Dabrowski. Positive disintegration

"Who we are -- the very center of what we call our selves -- is a product of the complex interelationships
among what we think, what we feel, and the environment that surrounds us. ... in our relationships with
those around us, our actions and emotions are interpreted and responded to by others based on their own
storehouse of feelings and experiences developed over their lifetimes. ... our experience of the world isn't
based only on brain -- the thinking analytic us -- but on mind -- the feeling, experiencing us."
-Tipper Gore - from speech: "Discovering our Selves: The Science of Emotion"

"Mental health professionals... deal with pathology, are accustomed to looking for it, and label anything
that they perceive to have a downside for the individual to be a problem... Some of the very greatest gifts
bring an inevitable downside which you cannot 'cure' without curing the gift at the same time."
- Stephanie Tolan

Cindy A. Strickland 22
 SELECTED BIBLIOGRAPHY

Self-test on giftedness, [website]. Available: www.rocomora.org/gift_selftest.html [4/24/2000].

(1999). Intensities, [website]. Available: http://members.aol.com/douglaseby/Page153.html [3/30/2000].

Ackerman, Cheryl. (1997). Identifying gifted adolescents using personality characteristics: Dabrowski’s
overexcitabilities. Roeper Review, 19 (4).

Aron, E. (1997). The highly sensitive person : How to thrive when the world overwhelms you. Bantam
Books

Azpeitia, L. & Rocamora, M. (1994). Misdiagnosis of the gifted, [website]. Available:

members.aol.com/douglaseby/Page10.html [3/30/2000].

Brunt, J. (1996). Caring thinking: The new intelligence, [website]. Available:

www.nexus.edu.au/teachstud/gat/brunt.htm [4/24/2000].

Cohen, L. M., & Frydenberg, E. (1996). Coping for capable kids. Waco, TX: Prufrock.

Eby, D. Eccentricity and Creativity, [website]. Available: http://members.aol.com/douglaseby.Page2.html

[3/30/2000].

Eldridge, T. Being sensitive -- in an insensitive world, [website]. The Center for Highly Sensitive People.
Available: www.thomaseldridge.com/article.htm [3/30/2000].

Gallagher, S. A. (1986). A comparison of the concept of overexcitabilities with measures of creativity and
school achievement in 6th grade students. Roeper Review, VIII(2), 115-119.*

Gallagher, T. "Overexcitabilities" used to predict giftedness, [website]. Available:

http://borntoexplore.org/overexcite.htm [4/24/2000].

Hague, W. J. Positive Disintegration and Moral Education. Journal of Moral Education 5 (3), 231-40
.
Jacobsen, M-E. (1999). Arousing the sleeping giant: Giftedness in adult psychotherapy. Roeper Review,
22(1), 36-41.
Lind, S., & Roeper, A. M. (Eds.). (1998). Perspectives on the self of the gifted [Special issue]. Roeper
Review, 20(3).*
Lind, S. (1997). Supersensitivity in Gifted Children. Fresh Connections: Intermediate District 287, fall, 1-
4.

Lind, S. (1997). Gifted? ADHD? Supersensitive? All of the above? Paper presented at the Minnetonka
Summer Institute, Hopkins, MN.

Mendaglio, S.& Tillier, William (1992). Feeling Bad Can Be Good: Using Dabrowski's Theory To
Reframe Gifted Children's Adjustment Difficulties.

Miller, N. B., & Silverman, L. K. (1987). Levels of personality development. Roeper Review, 9(4), 221-
225.*

Piechowski, M. M., Silverman, L. K., & Howard, D. (1999). Overexcitabilities: Supporting developmental
potential of gifted children. Paper presented at the National Association for Gifted Children, Albuquerque,

Cindy A. Strickland 23
NM.
Piechowski, M. M. (1986). The concept of developmental potential. Special Issue: The IQ controversy.
Roeper Review, 8(3), 190-197.*
Piirto, J. (1999). Metaphor and image in counseling the talented, [website]. Available:
members.aol.som/dougleseby/Page133.html [3/30/2000].

Silverman, L. K. Sensitivity, [website]. Available: www.gifteddevelopment.com/Articles/Sensitivity.html

[3/30/2000].
Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper
Review, 17(2), 110-16.

Tillier, W. The basic concept of Dabrowski’s theory of positive disintegration [website]. Available:
http://members.aol.com/douglaseby/Page 55.html [3/30/2000].

Tillier, W. A brief overview: Dabrowski’s theory of positive disintegration and its relevance for the gifted,
[website]. Available: users.imag.net/~cgy.btillier/gifted.htm [1/8/2000].

Tolan, S. Stephanie Tolan, [website Interview by Douglas Eby]. Available:

www.rocamora.org/Page62.html [3/30/2000].

Tolan, S. (1999). Dabrowski's overxcitabilities - A layman's explanation. Metro EGT Newsletter

(Minneapolis, MN) , Winter, 2.

Tucker, B., & Hafenstein, N. L. (1997). Psychological intensities in young gifted children. Gifted Child
Quarterly, 41(3), pp. 66-75.

THE BEST SOURCE OF INFORMATION ON DABROWSKI AND HIS THEORY IS THE

FOLLOWING WEBSITE BY BILL TILLIER:
http://users.imag.net/~cgy.btillier/
Tillier’s website lists the following works by Dabrowski. These may be difficult to find.

Dabrowski, K. (1964). Positive disintegration. Boston: Little Brown & Co.

-Dabrowski, K. (1967). Personality-shaping through positive disintegration. Boston: Little Brown & Co.

-Dabrowski, K., with Kawczak, A., & Piechowski, M. M. (1970). Mental growth through positive
disintegration. London: Gryf Publications.

-Dabrowski, K. (1972). Psychoneurosis is not an illness. London: Gryf Publications.

-Dabrowski, K., with Kawczak, A., & Sochanska, J. (1973). The dynamics of concepts. London: Gryf
Publications.

-*Dabrowski, K., with Piechowski, M. M. (1977). Theory of levels of emotional development: Volume 1 -
multilevelness and positive disintegration. Oceanside, New York: Dabor Science Publications.

-*Dabrowski, K., & Piechowski, M. M. (1977). Theory of levels of emotional development: Volume II -
from primary integration to self - actualization. Oceanside, New York: Dabor Science Publications.
* Dabrowski would not acknowledge these books after their publication.

-Dabrowski, K. (1979, March). Nothing can be changed here. (E. Mazurkiewicz, Trans.), Peter Rolland
(Ed.). (Privately Printed).

-Dabrowski, K. (1996). Multilevelness of emotional and instinctive functions. Lublin, Poland:

Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego. A republication of the original

Cindy A. Strickland 24
manuscripts of the 1977 books. Published in English, in one volume, with a new preface by Czeslaw
Cekiera. [Part 1: K. Dabrowski, Part 2: K. Dabrowski and M. M. Piechowski.] 446 pages.

Cindy A. Strickland 25