Psychic+Intensity


 * Overexcitabilities and Psychological Intensity**


 * **Author** || **View of OE/PI** || **Measures/Methods Used** || **Influence on GT/Creative students** ||
 * Mendaglio (2008) || Overexcitabilities are an outfall of personalities of gifted students, particularly emotional, intelligence, and imaginational OEs || Observation, biographical and psychological profiling || Students exhibiting traits which indicate heightened OEs in the domains associated with giftedness have issues and needs beyond less highly measured children. Social and emotional needs of these gifted must be addressed ||
 * Miller (2008) || Role of OEs represents a divergent and gifted approach to social interaction; OEs influence interpersonal relationships || OE questionnaire; sociological inquiry || Those who exhibit high OEs in the gifted domains often have divergent social interactions from peers; may seek older crowds, also more likely to be withdrawn or socially awkward; likely to experiment socially to find a sociologically safe environment ||
 * Piechowski (2008) || OE theory grew out of association between trauma experienced by Dabrowski; intensity and OEs combined movement through levels of development lead to an existensially heightened self-actualization || Biographical views of Dabrowski’s work; OE questionnaires || Identification of OEs in gifted students is essential in looking for ways to guide them developmentally through stages of disequilibrium toward self-actualization ||
 * Silverman (2008) || OE as a heightened emotional development in gifted students || OE questionnaire; observation and analysis; interviews || Heightened emotional sensitivity in gifted students may result in higher incidence of exuberance and alternatively anxiety; nurturing and teaching coping to these students is essential ||
 * Harrison & Van Haneghan (2011) || OEs represent intensity and vividness of conceptually difficult ideas – death, anxiety, etc. || OE questionnaire; death anxiety scale; fear of unknown scale || Students with higher intensity experience behaviors such as insomnia and stress, and may benefit from interventive practices designed to develop social/emotional coping. ||
 * Hafenstein & Tucker (1995) || Psychic intensity manifest in gifted children || Evaluation of IEPs, OE questionnaire, teacher interviews, parent developmental questionnaire, observation of students || Gifted children consistent exhibit emotional, intellectual, and imaginational OEs. Individualized instruction works with social/emotional needs of these heighted psychic intensities. ||
 * Piechowski and Miller (1995) ||  || Evaluation of methods in identifying OEs in children; OE questionnaire I and II, adjective checklists; written vs. oral administration; group vs. private setting administration || There are advantages in utilizing private written responses in identifying the overexcitiability of gifted children ||