Overexcitabilities and giftedness research: A call for a paradigm shift

Journal for the Education of the Gifted

Volumn 35, Issue 3, 2012, Pages 207-219

  Mendaglio, Sal ^a  

^a UNIVERSITY OF CALGARY   (Canada)

Author keywords

Developmental potential; Giftedness; Overexcitabilities; Overexcitability questionnaire two; Theory of positive disintegration

Indexed keywords

EID: 84879918500     PISSN: 01623532     EISSN: None     Source Type: Journal    
DOI: 10.1177/0162353212451704     Document Type: Article

References (33)

1. Assouline, S. G., & Lupkowski-Shoplik, A. (2012). The talent search model of gifted identification. Journal of Psychoeducational Assessment, 30, 45-59.
2. Bouchard, L. L. (2004). An instrument for the measure of Dabrowskian overexcitabilities to identify gifted elementary students. Gifted Child Quarterly, 48, 339-350.
3. Bouchet, N., & Falk, R. F. (2001). The relationship among giftedness, gender, and overexcitability. Gifted Child Quarterly, 45, 260-267.
4. Carifio, J., & Perla, R. (2008). Resolving the 50 year debate around using and misusing Likert scales. Medical Education, 42, 1150-1152.
5. Dabrowski, K. (1964). Positive disintegration. Boston, MA: Little Brown.
6. Dabrowski, K. (1967). Personality-shaping through positive disintegration. Boston, MA: Little Brown.
7. Dabrowski, K. (1970). Mental growth through positive disintegration. London, England: Gryf.
8. Dabrowski, K. (1972). Psychoneurosis is not an illness. London, England: Gryf.
9. Dabrowski, K. (1973). The dynamics of concepts. London, England: Gryf.
10. Dabrowski, K. (1996). Multilevelness of emotional and instinctive functions. Part 1: Theory and description of levels of behavior. Lublin, Poland: Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego.
11. Falk, R. R., Lind, S., Miller, N. B., Piechowski, M. M., & Silverman, L. K. (1999). The Overexcitability Questionnaire-Two (OEQ II): Manual, scoring system, and questionnaire. Denver, CO: Institute for the Study of Advanced Development.
12. Harwell, M. R., & Gatti, G. G. (2001). Rescaling ordinal data to interval data in educational research. Review of Educational Research, 71, 105-132.
13. Hyeyoung, B., & Montgomery, D. (2010). Exploring Korean and American teachers' preferred emotional types. Roeper Review, 32, 176-188.
14. Lysy, K. Z., & Piechowski M. M. (1983). Personal growth: An empirical study using Jungian and Dabrowskian measures. Genetic Psychology Monographs, 108, 267-320.
15. Mendaglio, S. (2008). Dabrowski's theory of positive disintegration: A personality theory for the 21st century. In S. Mendaglio (Ed.), Dabrowski's theory of positive disintegration (pp. 13-40). Scottsdale, AZ: Great Potential Press.
16. Mendaglio, S. (2010). Overexcitabilities and Dabrowski's theory. In F. Preckel, W. Schneider, & H. Holling (Eds.), Diagnosis of giftedness. Series: Yearbook of the pedagogicalpsychological diagnosis. Tests and Trends (Vol. 8, pp. 169-196).
17. Mendaglio, S., & Pyryt, M. (2004). The role of intelligence in the theory of positive disintegration. In W. Tillier (Ed.), Developmental potential - From theory to practice: Educational and therapeutic perspectives (pp. 64-181). Proceedings from the Sixth International Congress of the Institute for Positive Disintegration in Human Development Calgary, Alberta, Canada.
18. Mendaglio, S., & Tillier, W. (2006). Dabrowski's theory of positive disintegration and giftedness: Overexcitabilities research findings. Journal for the Education of the Gifted, 30, 68-87.
19. Miller, N. B., Falk, R., & Yinmei, H. (2009). Gender identity and the overexcitability profiles of gifted college students. Roeper Review, 31, 161-169.
20. Miller, N. B., & Silverman, L. K. (1987). Levels of personality development. Roeper Review, 9, 221-225.
21. Nixon, L. (2005). Potential for positive disintegration and IQ. Dabrowskian Newsletter, 10(2), 1-5.
22. Norman, G. (2010). Likert scales, levels of measurement and the "laws" of statistics. Advances in Health Education, 15, 625-632.
23. Pasta, D. J. (2009). Learning when to be discrete: Continuous vs. categorical predictors. Proceedings of the SAS Global Forum, USA. (Paper No. 248-2009).
24. Peers, I. S. (1996). Statistical analysis for education and psychology researchers. London, England: Routledge.
25. Piechowski, M. M., Silverman, L., & Falk, F. (1985). Comparison of intellectually and artistically gifted on five dimensions of mental functions. Perceptual & Motor Skills, 60, 539-549.
26. Piirto, J., Montgomery, D., & May, J. (2008). A comparison of Dabrowski's overexcitabilities for American and Korean high school gifted students. High Abilities Studies, 19, 141-153.
27. Rinn, A. N., & Reynolds, M. J. (2012). Overexcitabilities and ADHD in the gifted: An examination. Roeper Review, 34, 38-45.
28. Siu, A. F. Y. (2010). Comparing overexcitabilities of gifted and nongifted school children in Hong Kong: Does culture make a difference? Asia Pacific Journal of Education, 30, 71-83.
29. Tieso, C. L. (2007). Overexcitabilities: A new way to think about talent? Roeper Review, 29, 232-239.
30. Wechsler, D. (1949). Wechsler Intelligence Scale for Children: Manual. New York, NY: Psychological Corporation.
31. Wechsler, D. (1955). Wechsler Adult Intelligence Scale: Manual. New York, NY: Psychological Corporation.
32. Wirthwein, L., Becker, C. V., Loehr, E.-V., & Rost, D. H. (2011).Overexcitabilities in gifted and non-gifted adults: Does sex matter? High Abilities Studies, 22, 145-153.
33. Yakmaci-Guzel, B., & Akarsu, F. (2006). Comparing overexcitabilities of gifted and non-gifted 10th grade students in Turkey. High Ability Studies, 17, 43-56.