Living with Intensity: Understanding Giftedness as Self-Actualization

Living with Intensity: Understanding Giftedness as Self-Actualization

 

Often accompanied by an intense inner disharmony, giftedness has more than once been confused with pathology in the course of history. However, rather than mental weakness or illness, Dabrowski looked at giftedness as a great catalyst for self-actualization. Learn about Dabrowski's Overexcitabilities, Theory of Positive Disintegration and the climb toward gifted self-actualization in this article by IG founder Jennifer Harvey Sallin.

 

by Jennifer Harvey Sallin | originally published on rediscovering-yourself

 


 

MORE THAN JUST AN INTELLECTUAL MEASURE

Often accompanied by an intense inner disharmony, giftedness has more than once been confused with pathology in the course of history. Kazimierz Dabrowski’s Theory of Positive Disintegration offers an astoundingly positive and hopeful approach to understanding the seemingly pathological disharmony that the gifted often experience. Rather than mental weakness or illness, he argues that this inner disharmony is the great catalyst of self-actualization.

 

Dabrowski (1902-1980) was a Polish psychiatrist, psychologist, physician – and if we can believe Wikipedia, the “Godfather of Intellectual Giftedness Research.” He was an advanced thinker who understood that the experience of giftedness is much more than just an intellectual measure; it is, rather, a multi-dimensional, multi-layered, complex and variable experience and process.

 

I borrow the title of this article from the book: Living with Intensity: Understanding the Sensitivity, Excitability, and Emotional Development of Gifted Children, Adolescents, and Adults – a collection of articles published by Susan Daniels and Michael Piechowski which offers us a great introduction to Dabrowski’s theories and their application throughout the lifespan of gifted individuals, a subject which is worth our attention.

 

 

FIVE CHARACTERISTICS OF GIFTEDNESS: OVEREXCITABILTIES

The term “multi-dimensional” makes reference to the fact that Dabrowski saw giftedness as an intensity of global experience rather than just an intensity of intellectual experience; in his theory, he delineated five areas of intensity or “overexcitability” present in some combination in gifted individuals. These areas of overexcitability include: intellectual, emotional, imaginational, sensual and psychomotor. Below are some common characteristics:
 
 

Intellectual

Profound curiosity, love of knowledge and learning, love of problem solving, probing questions, search for truth, understanding, knowledge, and discovery, keen observation, reflective thought, introspection, avid reading, sustained intellectual effort, love of theory and analysis, and independent thinking.

 

Emotional 

Depth and intensity of emotional feelings and relational attachments, wide range of complex emotions, strong memory for feelings, high concern for others, heightened sense of right, wrong, injustice and hypocrisy, empathy, responsibility, and self-examination. Tendency toward feelings of guilt, anxiety, loneliness, depression and somatic expression of emotions.

 

Imaginational 

Detailed visualization, vivid dreams, love of fantasy, creativity, inventions, love of music and art, good sense of humor, preference for the unusual and unique, fear of the unknown.

 

Sensual 

Enhanced sensory experience of visual, auditory, olfactory, gustatory, or tactile stimulus. Appreciation of beauty, need for desire or comfort. Sensual expression of emotional tension (i.e. overeating).

 

Psychomotor 

Physical expression of emotions. Surplus of energy, such as intense physical activity, competitiveness, rapid speech, restlessness, nervous habits and tics, and impulsiveness.  Preference for fast action.

 
 

To put Dabrowski’s theory in very simple terms, he believed that innately heightened – or intense – experience in these areas of overexcitability (particularly those of emotional, imaginational and intellectual) forms the basic groundwork for the complex process of self-actualization.

 

Why? Because these intense “ways of being” typically generate introspection. The logic goes like this:

 

→ Without introspection, there is little inner conflict;

→ Without inner conflict, there is no perceived need or energy catalyst for growth;

→ Intensity of inner experience and awareness leads to introspection, which leads to inner conflict;

→ Inner conflict can lead to higher resolution (Dabrowski argued that this was its purpose)

 

Perceived need for growth comes from what Dabrowksi called vertical tension – an inner disharmony between what we are and what we believe we “ought to be” according to our own ideals. This phrase “according to our own ideals” is a capital distinction in Dabrowski’s theory: his idea of self-actualization wasn’t referring to the self as conformed to social or cultural norms, or any external authority, but self-actualization based on a self-chosen ideal.

 

 

 

CLIMBING A MOUNTAIN: SELF-ACTUALIZATION AS A MULTILEVEL PROCESS 

And so enters the “multilevelness” of his theory: in Dabrowski’s language, the process of development starts at a unilevel (non-vertical) place. For example, as children, we experience no inner conflict about who we are; the rules of life are clear and we live them without much thought or reflection.

 

For some of us, some event or thought – a tragedy, an injustice, or a growing inner confusion about the rules of life as we have known them – awakens a doubt or curiosity in us. This inner questioning leads us to begin the process of introspection. Though it’s often very hard for the gifted person to believe or understand (clients challenge me on this point regularly), the reality is that some people never seem to reach a point of questioning and introspection. For these individuals, though they may be the kindest people in the world (or the meanest, or anywhere on the spectrum), their lives unfold more or less on the same “level” of non-conflicted acceptance of “the way things are”.

 

Those who break through the horizontal tension of being at the base of the mountain are those who are awakened to a different kind of conflict – the vertical conflict: an inner awareness of who we are now (at the base or lower levels of the mountain) and an equal inner awareness of who we want to be according to our highest vision of ourselves (when we will have completed the climb).

 

In Living with Intensity, Daniels and Piechowski quote J.D. Salinger as an example of a highly gifted individual who was stuck in this unilevel conflict: he tried many religions, belief systems, extreme diets and fasting, etc, always looking for the external solution to his inner disharmony. “Experiencing feelings of inferiority, [these individuals] seek approval from others,” Daniels and Piechowski explain. “Vacillating between self-centeredness and concerns about others’ opinions, their self-concept rests on shifting sands” (pg. 23).  It is only moving beyond this horizontal conflict that allows our journey toward self-actualization to truly commence.

 

Daniels and Piechowski liken Dabrowski’s “multilevel journey” of self-actualization to the process of climbing a mountain. Some people never even consider starting the journey; are they even aware that the mountain exists? Others, like J.D. Salinger, seem to be aware of the mountain and are moving, but they just keep hiking around its base, never starting the climb.  And then there are those who are climbing…

 

Those who break through the horizontal tension of being at the base of the mountain are those who are awakened to a different kind of conflict – the vertical conflict: an inner awareness of who we are now (at the base or lower levels of the mountain) and an equal inner awareness of who we want to be according to our highest vision of ourselves (when we will have completed the climb). This is the vertical tension that Dabrowksi credited as the catalyst for self-actualization.

 

The idea behind Positive Disintegration, as he formally called his theory, is this process we go through when we try to resolve the difference between our “lower” and “higher” (or ideal) selves; it is the “disintegration” or deconstruction that our lower self experiences in order to be rebuilt into our ideal self.  In the analogy of the mountain, this could be likened to the letting go of the “baggage” that is holding us back from either starting or continuing the climb, and to the reorganizing of what remains in a way that supports our continued journey.

 

 

TOWARDS POSITIVE DISINTEGRATION: FROM "DISORIENTED" TO "MASTER" 

As it can be intensely disharmonious, this disintegration process can look very much like pathology – people in this phase are known to go through agonizing and frightening periods of self-doubt, anxiety, frustration, depression, and sometimes extreme disorientation. They may feel they are going crazy, are alien, that their lives have little meaning or hope, or they are intensely lonely, as if they were the only ones living this indescribable pain – this, especially if they are surrounded by people uninterested in the climb, since no one seems to understand why they aren’t simply satisfied with life as it is.

 

But Dabrowski (and many others who have challenged modern notions of brain pathology) considered this disintegration to be very positive: our deconstruction allows us to reconstruct ourselves, based on our own highest vision of our lives. Once we see what we are carrying, we can let go of what no longer serves us, and we can reorganize and reconstruct ourselves (which takes considerable time, effort and loving support) according to our own self-chosen highest expression. This is the “top of the mountain,” as the analogy goes.

 

Beyond this level are the masters, the self-actualized ones who now support the self-actualization of others. I like to think of them as the guides who, having mastered the path, continue to climb up and down the mountain joyfully supporting others who are on their first journey up.

 

There has been an historical lack of understanding in our culture about the value of the disintegration of our selves, and about the gifted person’s inner need to go through the process. For those who have entered the vertical tension phase, “the mountain” is always there in the mind’s eye, in the heart, waiting and calling. The goal of my own work is to support those who are ready to take the journey or are struggling somewhere along the path. Thanks to Dabrowski, Susan Daniels, Michael Piechowski, and many other voices in the field of gifted and advanced personal development, my work and the journey for us all is becoming more possible, collaborative, and joyful. Please, pass the word along.

 
living with intensity
 

 

NEXT STEPS

Where are you on your positive disintegration journey? How can we at InterGifted help you in moving forward toward the rebuilding phase?

 

If you've recently found out about being gifted, and are struggling to integrate that knowledge in your life, your self-discovery may have triggered a positive disintegration! It is not at all uncommon, as you have to restructure your sense of self and identity to include what you are learning about your mind. A helpful article to read if this is the case for you is my article on The Stages of Adult Giftedness Discovery and How Gifted Coaching Can Help. Gifted coaching with one of our InterGifted coaches may also provide the insight, support and guidance you need to integrate your self-discovery in life-affirming and constructive ways.

 

If you've known about your giftedness for a long while, it's still possible to go through positive disintegration in a cyclical manner, as life contexts and inner personal growth changes your needs. It can be great to have support from a professional or from your peers. Consider coaching or joining our InterGifted community to get that support. 

 

If you resonate with this article, but are unsure of your giftedness, we encourage you to dig deeper. Read my article What is Giftedness? and consider scheduling a coaching session, where we can help you in your evaluation of whether you are gifted and to what degree. 

 

If you're a parent and you notice positive disintegration "symptoms" in your teenage children, or even in your young children, consider reaching out for coaching for them, as they may benefit immensely from working with a coach through their positive disintegration. 

 

And no matter where you're at on your journey, we highly recommend that you read Living with Intensity: Understanding the Sensitivity, Excitability, and Emotional Development of Gifted Children, Adolescents, and Adults, by Susan Daniels and Michael Piechowski.

 
 

About Jennifer Harvey Sallin

Jennifer is the founder of InterGifted and is a mentor and coach for gifted people. She specializes in mentoring and coaching highly, exceptionally and profoundly gifted adults. She also provides training and mentoring for gifted coaches and writes extensively on giftedness and self-development. You can find her articles here on IG's blog and on her own blog at Rediscovering Yourself. She is happy to consult with you or connect you to our coaches in InterGifted's Coaching Network. Feel free to reach out!

 

4 Responses

  1. […] to positively channel their anger, it can be very daunting. As described in Living with Intensity, clients can see the mountain ahead that they must climb (Dabrowski’s Level 3) in order to fully accept and integrate their gifted mind into their life, […]

  2. […] their general intensity of mind and experience (for more information on this, see my article on Dabrowski’s “Overexcitibilities” in Giftedness). Having strong imaginative, abstracting and pattern recognition skills, and able to predict […]

  3. […] is like variations on a theme – the theme is: Intensity and Complexity, the variations are intellectual, emotional, sensual, imaginational, psychomotor, and even existential. It is much like the flowers here: they all have petals and complex structure, but the shapes and […]

  4. […] is like variations on a theme – the theme is: Intensity and Complexity, the variations are intellectual, emotional, sensual, imaginational, psychomotor, and even existential. It is much like the flowers here: they all have petals and complex structure, but the shapes and […]

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