Dabrowski's theory spoke to me at a very deep level of my being. It has been my guide to self-examination, allowing me to appreciate my intensity and to see the challenges in my life as opportunities for personal growth. For the last three decades, I have shared my passion for the theory with anyone who would listen. This article is about my…

This article acknowledges Kazimierz Dabrowski as a foundational influence and inspiration for our work in supporting the development of highly gifted individuals. Our intention is to help disambiguate the ways this farsighted theory of global human development can be employed in uncommon and atypical profiles in the gifted population. Our focus is…

Discusses gifted children whose moral development is out of step not only with age peers but with contemporary culture. Discussion focuses on the children's book, "The Lemming Condition," by Alan Arkin. Excerpts from the book and analysis illustrate the importance of helping such children develop their own personal vision while at the same time…

Discussion of the creative self considers ideas of the described, not defined, self; the differentiated self; intensity, transformation, and development of the creative self; complexity of the creative self; the dialectical self; dialectical personality traits or bipolar mood disorder; and the inventive self. (DB)

This essay uses poetry and diary entries of highly gifted young people to portray the process of individual identity development. Among topics discussed are theories of identity development, adolescence, awareness of difference by intellectually gifted children, development of a protective mask to hide a love of learning, moral development, and…

This article, anchored in current self psychology theory, defines the self experience as the person's subjective experience of organization and meaning. Traits of giftedness, and the reactions of others to these, are seen to contribute to the gifted self experience. Social and emotional problems of giftedness are thought to be based on a…

Identifies fundamental principles of psychology to explain how the self begins and develops over the life span. The influences that contribute to the creation of false and true selves in gifted children are discussed and strategies for promoting the true self of gifted children are offered. (Author/DB)

Presents the Gifted Identity Formation Model, an effort to bridge theoretical and practical aspects of identity formation in gifted students in the context of the counseling process. The model relates four constructs (validation, affirmation, affiliation, affinity) across 12 systems (such as self, family, culture, education, social relationships,…

The self-actualization of 167 women who lived in the Martha Cook (MC) dormitory of the University of Michigan (1950-1970) was compared to that of a group of Ivy League men researched in another study. In addition, two groups of MC women were compared to each other to identify differences which might explain why some self-actualized while other did…

This study examined the social context in which crystallizing experiences (experiences which solidify the individual's awareness of some aspect of the self) occurred among 422 gifted adolescents. Results found that most crystallizing experiences took place in public settings, were related to personal achievement, required no conscious…

This essay explores the relationship between denial of anger and denial of self in light of two aspects of Dabrowski's Theory of Positive Disintegration--the levels of emotional development and the psychic overexcitabilities. It suggests that issues for gifted children are exacerbated by their emotional intensity and offers strategies to help…

This essay examines the relationship of cognitive science, especially linguistics, to the development of the human mind, self, and intelligence. Linguistics is seen to contribute a complex computational ability to the sense of free will. Also considered as part of the integrated self are intuition, athletic intelligence, intellectual diversity,…

Gifted adults are recognized by society solely by their achievements, though the unusual developmental trajectory of the gifted creates an extraordinary experience of life at any age. The achievement orientation is now taking over gifted education and makes it difficult for the gifted to understand and honor the qualities of mind that make them…

The Stigma of Giftedness Paradigm served as the theoretical framework to develop a questionnaire which examined the school-based social cognition of 465 gifted adolescents. The model (which focuses on effect of the gifted label on adolescent wishes for normal social interactions) was found to aid in understanding the psychosocial development of…

The relationship between emotional maturity and the developing self in the gifted individual is examined. Emotional maturity is seen to involve the integration of intrapersonal and interpersonal aspects of the personality. The developing self is thought to be more than the sum of its components and becomes a global factor in the development of a…