Positive Disintegration Research Articles

Examining Transformational Giftedness Through the Lens of the Theory of Positive Disintegration: Where Do We Stand?

ABSTRACT The aim of the article is to present transformational giftedness (TG) in the context of the theory of personality development. TG refers to individuals who strive to make a positive difference in the world in order to create a better place to live. Robert Sternberg divided TG into the following categories: self-realized giftedness, other-realized giftedness, and full transforming giftedness. The Theory of Positive Disintegration (TPD), developed by Kazimierz Dąbrowski, is a hierarchical, five-level theory of personality development that also encompasses personal, emotional, and moral aspects. Each level has specific characteristics related to values, psychological transformations, and overexcitabilities, among other factors. Analyses have shown possible connections between different types of TG and developmental levels.

Personal Development of the Biblical Nicodemus in the Light of Kazimierz Dąbrowski’s Theory of Positive Disintegration

W niniejszym artykule autor podejmuje się analizy trzech fragmentów czwartej Ewangelii (J 3,1–21; 7,45–53; 19,38–42), w których wspomniany zostaje należący do stronnictwa faryzeuszów Nikodem, znany przede wszystkim z nocnego spotkania z Jezusem. Na podstawie tych trzech passusów, w których obserwuje się zachowanie i wypowiedzi biblijnego bohatera, zostaje podjęta próba określenia poziomu rozwoju, momentu kryzysu oraz prześledzenia drogi rozwoju osobowego Nikodema w kontekście założeń teorii dezintegracji pozytywnej autorstwa polskiego naukowca prof. Kazimierza Dąbrowskiego.

Trzy sposoby na odczytanie teorii Dąbrowskiego. Nie wszystko jest tu jasne. Konstruowanie podejścia neo-Dąbrowskiego

This article analyzes Dąbrowski’s theory of positive disintegration referring to current debates in the USA which discussed certain parts of the theory (e.g. overexcitabilities) and neglected others (e.g. dynamisms). This approach caused simplification of the theoretical framework proposed by Dąbrowski and inscribed it into the narrow quantitative understanding of science. Lastly, Piechowski proposed to significantly modify Dąbrowski’s theory and to even discard the two lowest levels of development in theory. This caused a reaction by Tillier and Mendaglio who tried to defend the original concepts of the author of the theory. This article juxtaposed these two interpretations of the theory and shows a third possible interpretation based on English and Polish texts written by Dąbrowski. This interpretation solved problems present in the previously mentioned approaches to the theory and shows the way forward into more systematized theoretical research which is seriously needed if we want to further develop theory and its main notions.

ONTOLOGICAL AND GNOSEOLOGICAL MODEL OF THE SHAPING OF LIFE OBJECTIVES OF MALADAPTIVE JUVENILES

The article presents a model based on the theory of positive disintegration by Kazimierz Dabrowski, illustrating the mechanism of constructing the life goals of socially maladjusted adoles-cents (internal, external and concerning self-realization ) through psychological development of a person. The disintegrating factors of the subject's organizational structure (experienced autotelic relations), which condition the maturation of the subject's structures, are responsible for the devel-opmental change, the integrating factors are the activities of the person aimed at "mastering oneself " (self-awareness, self-development, self-realization, self-fulfillment). According to the theory of self-determination, the individual feels three universal needs: autonomy, competence (proficiency, understood as efficiency and effectiveness) and relationships with other people (community). In Dabrowski's theory, a person through their development strives for individual and social essence, which I interpret as individual good, and through communality (i.e., support participation) as social good. The proper formation of life goals is the path to well-being and positive social func-tioning.

Psychological crisis as a necessary factor of development? Human nature according to Kazimierz Dąbrowski

Kazimierz Dąbrowski believed, that human nature is hierarchical and multilevel in its character. An attribute peculiar for our species is developmental instinct, which differentiates human beings from animals. Dąbrowski indicated, that distinguishing mark of humanity is to be ‘doomed to development’, to reach increasingly higher levels of development, what can be accomplished through processes of disintegration. The key assumption of the Theory of Positive Disintegration (TPD) is that dissolution of internal psychic structures leads to suffering and psychological crisis. But, according to Dąbrowski, it is a generally positive phenomenon, because it is necessary for development of rich and complex psychic structures, and the final goal of processes of disintegration is personality. The aim of this article is to present major terms and assumptions of TPD and also to discuss a Kazimierz Dąbrowski’s perspective for an understanding of some psychological difficulties.

DIALOGUE IN DEEP KNOWLEDGE OF THE SUBJECT'S PSYCHE

The article presents the results of the functioning of groups of active socio-psychological cognition, which is based on the dialogic interaction of the psychologist with the respondent. Dialogue is interconnected with the mechanism of participation (complicity), which is effective both for understanding the essence of psychoimages and the relationships between them. Objectification is a necessary prerequisite for ensuring the integrity of cognition of the subject's psyche, taking into account both the language of the conscious (word) and the language of the unconscious (objectified means of self-presentation). The article reveals the methodological prerequisites for conducting the psychoanalytic process (with the aim of harmonizing the conscious and unconscious factors of the psyche) in its diagnostic and corrective essence of obedience to the law: «positive disintegration of the psyche (weakening of destructive formations of the psyche) and its secondary integration on a more realistic basis». The ASPC method expands the subject's adaptability reserves thanks to self-knowledge through the symbols of the objective world. In-depth knowledge contributes to the resolution of the internal stabilized contradiction of the psyche, which is a personal problem. The dialogic interaction of the psychologist with the respondent in the «P ↔ P» system is subject to the methodology of in-depth knowledge of the psyche, in which the mechanisms of positive disintegration of the psyche and its secondary integration at a higher level of the subject's mental development play a leading role. The latter explains the dual task of actualizing mental processes by the ASPC method: on the one hand, the spontaneity of the behavior of the participants of in-depth knowledge, and on the other hand, the continuity of dialogic interaction between the psychologist and the respondent, which contributes to the weakening of distortions of socio-perceptual reality. The material of the article is based on the principle of determinism: nothing happens «just like that" in the psyche; the dialogic interaction of the psychologist with the respondent is aimed at «deciphering» the visualized self-presenters, with the aim of actualizing the processes of psychocorrection, which contributes to the optimization of the functioning of the psyche. The purpose of the article is to learn about the fixations of the psyche, which dominate the initiatives of the conscious in terms of energy activity. Dialogue in deep learning is the central chain that connects the visualized means of self-presentation of ASPC participants with their verbal interpretations in dialogue. The results of future psychologists undergoing the diagnostic and corrective process in ASPC groups are related to their knowledge of the deep origins of the internal contradictions of the human psyche, which are manifested in different orientations of the «logic of the conscious» and the «logic of the unconscious». Recognizing and helping the subject solve the personal problems of the psyche revealed in ASPC requires the awakening of the instinct of self-preservation, which strengthens the adaptability of future psychologists to the realities of life and expands their opportunities for personal and professional self-realization. Conclusion. Our research in ASPC groups proved the ability of the psyche to recode into visualized means by preserving informational equivalents; the prospects for further optimization of deep cognition in its diagnostic and corrective parameters are outlined, which is implemented through the psychologist's dialogue with the respondent. Our introduction of the fundamental principle of «visualized self-presentation of the psyche by the participants of the ASPC » creates objective prerequisites for dialogic interaction between the psychologist and the respondent, which is revealed in the article.

A Descriptive Correlational Study of The Relationship Between Learning Styles and Types of Overexcitabilities among Gifted Students at The High School

This study aimed to find out the extent of learning styles and types of Overexcitability and study the relationship between them among gifted students considering the grade level variable, on a sample of (133) gifted students at Al-Rowad High school in Jubail Industrial City. The study followed the descriptive and correlational method approach and data were collected on the Overexcitability scale of Falk and Kolb’s inventory of learning styles. The relationship between Overexcitability because there is a moderate direct relationship between Concrete Experience and All types of Overexcitability, while the relationship between the components of learning styles was a weak direct relationship with other kinds of Overexcitability, it is recommended Researcher in this study employ the results of measurements styles of learning and Overexcitability in planning for the education of the gifted students, especially the highly gifted students. Keywords: Overexcitabilities, Theory of Positive Disintegration, Learning Style, Gifted Students, High school.

Exploring and developing diverse potentials and abilities – new perspectives

This article presents novel approaches to exploring and developing children’s diverse potentials and abilities. Traditionally, potential has been understood as an individual’s innate endowment, primarily pertaining to intelligence, facilitating achievement. However, new perspectives encompass a broader spectrum of factors, including psychosocial aspects. This article examines two concepts. The first one is the Theory of Positive Disintegration, which focuses on the personal, emotional, and moral development of individuals. According to this theory, a strong developmental potential and its content play a crucial role in the development of personality and abilities. Gifted individuals exhibit characteristics such as heightened intensity of experiences and sensations, as well as asynchronous development. Education should embrace the unique and individualized growth of gifted individuals, with the aim of facilitating their development towards higher values and a complete personality. The second concept under examination is the Talent Development Megamodel, which focuses on domain-specific abilities. Within this framework, distinct trajectories of talent development are delineated based on an individual’s domain-specific ability and potential associated with abilities and psychosocial skills. The objective of education within the Megamodel is to foster achievements and ultimately exceptional accomplishments among the gifted.

The Role of Crises in Human Development

Crises are often viewed negatively as disruptions that hinder individuals and social groups. However, crises can also present opportunities for growth and development. This article explores psychological concepts that perceive crises as catalysts for change, motivating individuals to seek help and find constructive solutions in difficult situations. The article examines various psychological theories on crises. It discusses the different ways individuals respond to crises, ranging from effectively managing them to experiencing mental breakdowns. Crises have complex symptoms and causes, influenced by personal and environmental factors such as family, workplace, material status, and social groups. Anxiety is a common characteristic of crises, often reaching a high level before individuals acknowledge the need for concrete actions. Quick fixes like medication provide temporary relief but do not resolve the underlying crisis. Crises often involve conflicts and decision-making, where passivity becomes a negative and destructive choice. The article also explores crises in developmental terms, drawing upon Erik Erikson’s psychosocial development theory and Kazimierz Dąbrowski’s theory of positive disintegration. Erikson identifies specific crises in each stage of development, while Dąbrowski emphasizes the role of tension and disruption in achieving higher levels of personal growth. Not all crises lead to development, and not all changes constitute developmental changes. Developmental changes are irreversible, sequential, autonomous, unidirectional, and goal-oriented. The article categorizes development into continuous, leap, and crisis development, highlighting the transformative nature of crisis-induced changes. The article argues that crises, despite their hardships, should be viewed as opportunities for personal and collective development. By confronting crises and actively seeking constructive solutions, individuals and communities can achieve higher levels of growth and improve their quality of life.

Managing Emotional Intensities of Gifted Students in Interdisciplinary Study

The emotional intensities of gifted students affect not only their learning, but the way they live and see the world. This article examines the Theory of Positive Disintegration of Dabrowski (1964 , 1972) to explore the inner world of the gifted. The five levels of development and five overexcitabilities of Dabrowski represent an abundance of physical, sensual, creative, intellectual, and emotional energy which cause inner turmoil, but can result in creative endeavors. The benefits of interdisciplinary learning to meet the emotional needs of gifted students are presented with examples of interdisciplinary studies of justice and forensics. XQ Institute is introduced as a resource for interdisciplinary study and significant learning, and a XQ school Da Vinci RISE High is discussed. Another resource Teachers Network is explored with an interdisciplinary study of Story Quilting. The culminating project of this article is an interdisciplinary study of giftedness as a theme to help advanced learners better understand themselves.

Dialogue in In-Depth Cognition of the Subject’s Psyche: Functioning of Pragmatic Referent Statements

The aim of our research was also to analyze the dialogue in in-depth cognition of the subject’s psyche in the psycholinguistic paradigm. The latter allows us to distinguish pragmatic-explicit and pragmatic-implicit reference statements in psychoanalytic dialogues, to classify such statements, to give their characteristics, which will further help psychoanalysts to build dialogues with patients in psychotherapeutic practice.
 Methods. In our research we’ve used author’s Psychodynamic Methodology of organizing of psychotherapeutic process, which contributes to the problem of understanding the essence of the patient’s psyche. The improvement of diagnostic tools stipulated the clarification of the focus of the process of active socio-psychological cognition on optimizing the psyche of the patient in the psychotherapeutic process. Also we proposed group method of active socio-psychological cognition (hereinafter referred to as the ASPC) which emphasized on a law of positive disintegration of the psyche of the person and its secondary integration at a higher level of mental development of a man (Yatsenko, 2020).
 Results. The nature of emphasized by us pragmatic-implicit reference statements, the peculiarities of their functioning in the whole text fragment will resemble semantic performatives. In the paradigm of pragmatic statements, we will accept them as pragmatic statements. Although both pragmatic-implicit and pragmatic-explicit reference statements are very important for psychoanalytic dialogues. Pragmatic-explicit reference statements have all the features of performatives and can be fully characterized as pragmatic performatives.
 Conclusions. It was proved that positive pragmatic-explicit and pragmatic-implicit reference statements in psychoanalytic dialogue allowed us to identify the links between superficial and hidden semantic parameters of the patient’s psyche, which under the conditions of comprehension of his/her consciousness can open up prospects for their individual reconstruction by the subject, without the psychoanalyst’s help. This process facilitates the harmonization and functional optimization of the psyche of the person in in-depth correctional process. This way of solving a problem by a person sets the awakening of adequate capabilities of the subject, making by the patients’ some adjustments to their own behavior by expanding and deepening the boundaries of self-awareness in the process of active socio-psychological cognition.

Exploring learning and behavior problems of gifted children in Indonesia: A content analysis study

Although gifted children have talents and positive traits in academic area that already been supported, little empirical evidence addresses the need of support for gifted children in non-academic areas in Indonesian context. To fill this void, this study conducted a content analysis of two books about gifted children based on parents’ narratives to explore the need for support for social-emotional problems. “Menyongsong Pagi” and “Menyiangi Petang” are the two books which describe how thirteen gifted children grew up and face obstacle in their learning. Drawing on the theory of positive disintegration and Bronfenbrenner’s theory of ecological development, this study analyzed the two books to describe the uniqueness of gifted students in terms of emotion, intellectual and psychomotor still mostly seen as problems by their teachers and friends which lead to various educational issues. The implication of this study calls for the comprehensive support from teachers and schools’ leader to support gifted children both in academic and non-academic areas.

Managing the Emotional Intensities of Gifted Students with Mindfulness Practices

The emotional intensities of gifted students affect not only their learning, but also the way they live and see the world. This article examines the Theory of Positive Disintegration of Dabrowski to explore the inner world of the gifted. The five levels of development and five overexcitabilities of Dabrowski represent an abundance of physical, sensual, creative, intellectual, and emotional energy that cause inner turmoil but can result in creative endeavors. The benefits of mindfulness practices to meeting the emotional needs of gifted students are presented with examples of deep listening, gratitude, and storytelling as mindfulness practices. A culminating activity of storytelling illustrates the integration of deep listening and gratitude and its effect on the sense of identity of gifted students.

Human development in Kazimierz Dąbrowski's theory of positive disintegration as an expression of reaching psychic maturity

In my article, I analyze how Kazimierz Dąbrowski's theory of positive disintegration can help with understanding the phenomenon of psychic maturity. From the perspective of this conception, the development of a human being is inherently connecting with going towards your ideal, which can't be achieved without mental disturbance and sometimes even psychic breakdown. The loosening of rigid psychic structures should be linking with self-education. This process leads toward the birth of a new person that internalized her hierarchy of values and goals. This hierarchy can't be changed. The theory inscribes the development of the given individual into five key levels that have different inner properties. I shortly analyzed theory and its main components, and after that, I showed how we should understand mental maturity in the light of Kazimierz Dąbrowski's theory.

The origins and conceptual evolution of overexcitability

The construct of overexcitability originated from the condition known as “nervousness.” Dąbrowski differentiated it into types many years before publishing the first outline of his theory of positive disintegration. In this paper, we establish the origins of psychic overexcitability (OE), tracing its evolution in Dąbrowski’s work prior to developing his theory and later through its placement within the concept of developmental potential. Based on our study of Dąbrowski’s early Polish work, we challenge the belief that overexcitability is often misdiagnosed as attention-deficit/hyperactivity disorder (ADHD). Piechowski’s elaboration of OE in gifted education is explored, and current misconceptions and misuses of OEs are critiqued. Based on our review, we present possible future applications and elaborations of overexcitability.

Against the Tide. On the Pedagogy of Freedom in Polish Pedagogical Thought

Among the Eastern European countries in the USSR's sphere of influence, Poland enjoyed the greatest freedom, which puts into question the hasty and evaluative assessments of the then educators, describing some of them as being homo sovietus or homo sovietus-like. The situation was very complex and it is in this perspective where one should undertake research on the past, 20th century pedagogical thought. Regardless of how ideologized Polish education was, it should be noted that many scholars who shaped their theoretical concepts in free, pre-war Poland opposed the promotion of Stalinism in science and education. At the time, the church played a certain positive role in this struggle, which also has to be recognized as a sham of opportunism. The pre-war philosophy of upbringing, particularly deviating from the doctrinal assumptions of Marxism-Leninism, became the main target of the attack, and such outstanding scholars as S. Hessen, B. Nawroczyński, L. Chmaj or K. Sośnicki were subject to harassment on the part of the authorities. The remnant of those times, which still lasts in the present day, is a belief in special value, and sometimes even in the foreground of empirical pedagogy with simultaneous negation of philosophical pedagogy. Meanwhile, it was Hessen who proved that empirical pedagogy - valuable in itself - is a great tool to learn how it is, but silent about how it should be. All teleology, which before the war grew out of philosophical currents (Hessen's neo-Kantism, Lviv-Warsaw school of Nawroczyński and Sośnicki) in the era of primacy of one party was a derivative of its ideology depriving pedagogy of its subjectivity and scientific autonomy. What makes Polish pedagogy of freedom different is the fact of practicing it in historical and philosophical orbit, when we look at it from the substantive side and positive disintegration, when we want to understand it from the personality of its creators.

Pralogicity of the psychologist’s thinking in the context of deep-correctional cognition

The problem of in-depth correctional cognition of the psyche is its pralogical essence is analyzed in the context of a comprehensive, holistic approach to understanding of the psyche. The article for the first time raises the issue of the role of the pralogical essence of the subject’s thinking that influences the organization of ASPC groups. The attention is focused on the fundamental principles of the functioning of ASPC group that set the prerequisites of conflict-free relations that catalyze detection of the pralogical parameters of the psyche. The latter is stipulated by both visualized self-presentation of the ASPC participants and dialogue interaction of a psychologist with a respondent. The works states the possibility of unseen combination of logical thinking with pralogical one. The study presents the characteristics of the pralogical thinking in their neutrality to the controversies, justifies the pralogical nature of the implicit order, etc. The problems of in-depth cognition and ways of overcoming them are dscribed, particularly those associated with pralogical thinking and archaic predeterminancy of the “implicit order” of the psyche, the contradictory nature of its components, which preserves the subordination to the law “involvement”, discovered by L. Levy-Bruhl. The article reveals the prerequisites for the effectiveness of the ASPC diagnostic and corrective process, subject to the law – “positive disintegration of the psyche and secondary integration at a higher level of its development”. The work asserts that the main problems of the in-depth cognition of the psyche envisage taking into account the motivational potential of archaisms, including non-experience entities in their integration with the individualized characteristics of the subject. The peculiarities of introduction of auxiliary (subjectified) means into the in-depth cognition process that enhances its objectivity are disclosed. Besides, the article describes the problem of the psyche dualism that is inherent not only to the functioning of the conscious and the unconscious spheres, but also to a corresponding latent arrangement of the visualized manifestations of the psyche that reflects the “Model of the psyche internal dynamics”, including the “Yin and Yang” symbol.

Are contextual rather than personal factors at the basis of an anti-school culture? A Bayesian analysis of differences in intelligence, overexcitability, and learning patterns between (former) lower and higher-track students

Research indicates that educational stratification may lead to a lower-track school culture of futility and a less academically-oriented culture among lower-track teachers, leading to both reduced study involvement and lower educational achievement among their students. This study investigated whether an anti-school culture in the lower tracks [in this study, in technical secondary education (TSE; N = 132) in comparison with general secondary education (GSE; N = 356)] has a solid basis that is supported by personal, ontological differences in intelligence and developmental potential [i.e., overexcitability, according to the theory of positive disintegration (TPD)]. In addition, this study examined the consistency of these results with differences in mathematical and verbal achievement, the use of cognitive processing and metacognitive regulation strategies, and study motivation, as well as differences in the influence of personal competence indicators on the learning approach, all suggesting contextual, educational influences. A Bayesian analysis was applied to address the problem of a frequentist approach in complex statistical models. This study does not primarily reveal competence differences between both tracks (as indicated by no substantive differences in overexcitability and intelligence between respectively former GSE and TSE students and GSE and TSE boys), but rather substantial differences in verbal and mathematical performance, as well as regulatory/motivational problems among former TSE students, corroborating to some extent the abovementioned consequences of academic differentiation. The results are further elucidated from the perspective of self-determination theory and the TPD.

Describing a critical life event and its psychological consequences: The type of language used by patients suffering from depression and its relationship with personality development

Information on personality development (and its linguistic predictors) in the aftermath of a critical life event among depressive patients is relatively limited. The study’s aim was to verify two hypotheses: (1) Participants with depression will use concrete rather than abstract language to describe their most recent critical life event and its psychological consequences and (2) The more abstract the language used, the higher the level of personality development. 16 Cognitive Behavioral Therapy patients suffering from depression participated in the study (M = 34 years old; SD = 4.02). Their level of personality development was assessed qualitatively by two independent coders. The coding system was based on the Positive Disintegration Theory (Dąbrowski 1964). We used typology from the Linguistic Category Model (Semin and Fiedler 1991) to analyse the level of abstractness vs. concreteness. Depressed patients were classified as either abstract language speakers or concrete language speakers. There were equal numbers of both types of speakers. Moreover participants consistently used one type of language, regardless of whether they were describing the critical life event itself or its psychological consequences. As expected, using higher levels of language abstractness when speaking correlated with possessing higher levels of personality development. Our findings provide practitioners with useful knowledge on the benefits of using abstract language to improve supportive strategies when dealing with people in crisis and modify the psychotherapeutic protocols used to treat depression.

The Theory of Positive Disintegration as Future-Oriented Psychology

This article presents Dabrowski's Theory of Positive Disintegration (TPD) as future-oriented psychology. According to Dabrowski, positive disintegration is characterized by a transition from narrow to a broad understanding of reality, involving the capacity for reflecting on one's past history (retrospection) and for envisaging future of one's personal growth (prospection).