Growing Up With Intensity: Reflections on the Lived Experiences of Intense, Gifted Adults

Szymanski, Antonia; Wrenn, Melissa

doi:10.1080/02783193.2019.1661054

Cited by 7 publications

(5 citation statements)

References 19 publications

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“…Studies focusing on mindfulness and gifted individuals have reported positive results. Szymanski and Wrenn (2019) reported that gifted adults with over-excitabilities used mindfulness to improve their well-being. Two studies that examined using mindfulness with elementary students found themes of enjoyment, calmness, heightened awareness, and creativity (Haberlin & O’Grady, 2018; Keller et al, 2017) as well as optimism, self-regulation, and improved classroom behavior (Schonert-Reichl & Lawlor, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Reducing Reactivity: The Influence of Classroom Mindfulness Practice on Gifted Children

Szymanski,

Szymanski

2024

Gifted Child Today

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The impact that the practice of mindfulness has on young gifted children has yet to be fully explored in today’s literature. In adults, mindfulness has been demonstrated to help reduce anxiety, depression, stress, and improve self-regulation. Children are known to struggle with these issues as well. The findings of this exploratory qualitative study suggest four themes regarding the influence of classroom mindfulness practice on the lives of gifted children. The themes are the need for mindfulness, individual experiences, the role of mindfulness in the classroom, and the benefits of mindfulness. Parents and teachers provide multi-informant approaches to understanding the ways in which classroom mindfulness practice shapes the behavior of young gifted students. Although mindfulness has been researched in detail with adult populations and to a lesser extent with children, very few studies exist that explore the use of mindfulness with young gifted children. This exploratory study observed students practicing mindfulness, and then used parent and teacher interviews to provide preliminary information.

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Section: Literature Reviewmentioning

confidence: 99%

Reducing Reactivity: The Influence of Classroom Mindfulness Practice on Gifted Children

Szymanski,

Szymanski

2024

Gifted Child Today

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“…Gifted individuals are often associated with extraordinary excitement (Szymanski & Wrenn, 2019;Alias et al, 2013;Zanariah et al, 2019;Mendaglio, 2012). Kazimierz Dabrowski in his book Positive Disintegration (1964) has introduced the Theory of Positive Disintegration which emphasizes on three components namely individual abilities, extraordinary excitement (also use interchangeably with overexcitability in this article) and the third factor that influences the development of an individual's personality.…”

Section: Literature Review Overexcitabilitymentioning

confidence: 99%

“…Kazimierz Dabrowski in his book Positive Disintegration (1964) has introduced the Theory of Positive Disintegration which emphasizes on three components namely individual abilities, extraordinary excitement (also use interchangeably with overexcitability in this article) and the third factor that influences the development of an individual's personality. Individual ability is often used in defining a person's intelligence, where it is also seen as the cognitive ability to learn something quickly (Szymanski & Wrenn, 2019). Extraordinary excitement is seen as energising intelligence and talent where the individual is more sensitive to environmental stimuli (Szymanski & Wrenn, 2019) while the third factor is the capacity for a person to direct himself for emotional development (Daniels & Piechowski, 2009).…”

Section: Literature Review Overexcitabilitymentioning

confidence: 99%

“…Individual ability is often used in defining a person's intelligence, where it is also seen as the cognitive ability to learn something quickly (Szymanski & Wrenn, 2019). Extraordinary excitement is seen as energising intelligence and talent where the individual is more sensitive to environmental stimuli (Szymanski & Wrenn, 2019) while the third factor is the capacity for a person to direct himself for emotional development (Daniels & Piechowski, 2009). According to Dabrowski (1972), there are five domains of extraordinary excitement (OE), namely psychomotor, intellectual, emotional, imaginative and sensory.…”

Section: Literature Review Overexcitabilitymentioning

confidence: 99%

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Overexcitabilities and Psychological Issues among Gifted Learners at Higher Education Level

Kuan¹,

Amat²,

Mahmud³

2021

IJARBSS

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Gifted learners are more advance as compared to learners of their chronological age. Along with this advancement, these learners faced asynchronous development that makes them has the characteristics of sensitive, perfectionistic, deep reflective thinking and moral issues that affect them more deeply. Apart from the asynchronous development, these learners also showed the high intensity of having overexcitabilities. Overexcitability is the mode of experiencing with heightened sensitivity. Studies found that gifted learners who experience overexcitability are more likely to be misunderstood and alienated than those who do not have these sensitives. Thus, this study aims to discuss gifted learners' overexcitabilities and psychological issues at the higher education level. Past research shows a relationship between overexcitabilities with perfectionism, insomnia, fear of the unknown, death anxiety, and depression. By helping gifted learners identify psychological issues earlier, counsellors should be able to help the student find meaning and purpose in their daily activities. Therefore, future research should focus on how counselling gifted learners about overexcitability will be able to overcome their limitations so they can reach tremendous potential and achieve higher levels of development.

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“…Assim, podemos afirmar que todo adulto superdotado certamente foi uma criança superdotada, que apresentava certa facilidade em alguma área, notadamente nas tarefas escolares (ARANTES-BRERO, 2020). Já o inverso nem sempre é verdadeiro, visto que a ausência de suporte individualizado e atendimento educacional especializado, que atendam as necessidades particulares dos superdotados, pode acabar por trazer importantes prejuízos a esses indivíduos, de modo que sua habilidade elevada pode acabar se nivelando com seus pares de idade (SZYMANSKI; WRENN, 2019). Em outro oposto, quando adequadamente atendidos na sua infância, os adultos superdotados tendem a apresentar satisfação com a vida, tanto pessoal quanto profissional, sentido de vida definido, bem como maiores índices de bem-estar subjetivo (VOTTER; SCHNELL, 2019), apesar dos estudos dessa natureza ainda serem escassos (WIRTHWEIN; ROST, 2011).…”

Section: Introductionunclassified

Identificação Da Dupla Excepcionalidade Em Adulto: Um Caso De Altas Habilidades/Superdotação E Tdah

et al. 2021

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O objetivo do presente artigo foi relatar um caso de avaliação neuropsicológica conduzida junto a um adulto que resultou no diagnóstico de dupla excepcionalidade relacionada à presença de Altas Habilidades/Superdotação (AH/SD) e Transtorno de Déficit de Atenção/Hiperatividade (TDAH). A avaliação contou com sete sessões compostas de administração de instrumentos psicológicos e neuropsicológicos, juntamente de observações clínico-qualitativas. Teve-se como aporte teórico para o atendimento o modelo de “Competências funcionais em neuropsicologia clínica”. Os dados foram agrupados em habilidades neurocognitivas avaliadas, a saber: inteligência, funções executivas chamadas “frias”/cognitivas, habilidades escolares e habilidades socioemocionais. De modo geral, os resultados demonstraram altos valores de Quociente Intelectual, mas déficits em funções executivas e em habilidades socioemocionais. O perfil apresentado pelo paciente foi discutido de acordo com a literatura na área, e, consequentemente, de modo que o identificou com dupla excepcionalidade entre AH/SD e TDAH. Discussões sobre a identificação tardia do quadro também são apresentadas, bem como sugestões para o suporte adequado às suas necessidades específicas.

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Growing Up With Intensity: Reflections on the Lived Experiences of Intense, Gifted Adults

Cited by 7 publications

References 19 publications

Reducing Reactivity: The Influence of Classroom Mindfulness Practice on Gifted Children

Reducing Reactivity: The Influence of Classroom Mindfulness Practice on Gifted Children

Overexcitabilities and Psychological Issues among Gifted Learners at Higher Education Level

Identificação Da Dupla Excepcionalidade Em Adulto: Um Caso De Altas Habilidades/Superdotação E Tdah

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