By Dr. Brandi L. Klepper as part of the Ask Dr. Klepper
Many gifted kids are described as intense and sensitive; these characteristics can also be called overexcitabilities. The idea of overexcitabilities comes from Kazimierz Dabrowski’s and his Theory of Positive Disintegration. Various authors address overexcitabilities (Cross & Cross, 2012; Daniels & Piechowski, 2012; Neihart, Pfeiffer, & Cross, 2016; Olszewski-Kubilius, 2010; Peters, 2013; Webb et al., 2016; Webb, Gore, Amend, & DeVries, 2007) and note it isn’t uncommon for gifted children to express at least one of the five overexcitabilities.
Psychomotor overexcitability involves exuberant energy, lots of physical movement, acting out, and enthusiasm. It can also include impulsivity, nervous habits, and verbosity. Intellectual overexcitability manifests as analyzing and synthesizing information, asking probing questions, and exploring philosophical and theoretical ideas. People with intellectual overexcitability often have active minds, are exceptionally curious, and may be avid readers. Sensual overexcitability encompasses an unusual appreciation of aesthetics, sensitivity to stimuli, and absorption in all their senses. Individuals who experience sensual overexcitability may require a great deal of stimulation, or become easily overwhelmed by sensory experiences. Imaginational overexcitability includes creativity, dramatic behavior, and mixing truth and fiction. This overexcitability can be expressed as being a dreamer, generating inventions, and having artistic tendencies. Emotional overexcitability is demonstrated in complex and extreme emotions, intense affective experiences, and sensitivity. Those with this overexcitability may be empathetic, prone to somatic symptoms, and strongly attached to people or things.
Often, overexcitabilities are positive and help students to reach their potential. However, a frequent and unfortunate outcome is that overexcitabilities are viewed as behavioral, affective, social, or psychological problems, if not pathologies, that negatively impact achievement and social success (Cross & Cross, 2012; Daniels & Piechowski, 2012; Webb et al., 2016; Webb at al., 2007). Consequently, authority figures commonly attempt to eradicate overexcitabilities, sometimes in ways that shame the child. Students may be punished for these innate tendencies.
Regardless, there are strategies to build upon these natural inclinations and help gifted students channel overexcitabilities productively (Cross & Cross, 2012, Daniels & Piechowski, 2012, Webb et al., 2016; Webb at al., 2007). Authority figures can respond to overexcitabilities with effective, prosocial strategies that enhance affective, social, and psychological development. Gifted children need ample opportunities to express, hone, and sublimate these characteristics, as well as hear positive messages regarding them.
When working with students with psychomotor overexcitabilities, plan activities that allow for plenty of physical movement. These students need help recognizing when they need to move and understanding the positives of having so much energy. It is good for them to hear statements such as “I can see that you learn best when moving,” and “I’m impressed with the energy you put into this project. Your enthusiasm will help you accomplish a lot.”
Students with intellectual overexcitability need an environment that humors their questions, comments, and answers, but also recognizes that their cognitive quests may not match their emotional maturity. It is important for these students to have support for their need for understanding. Authority figures would do well to express “Your curiosity makes your brain grow,” and “You need to make time to just think.”
If sensual overexcitabilities are expressed, a space that suits their particular sensitivities is important. It is helpful if authority figures can help students identify their preferences, share in appreciating aesthetics, and teach them about the positives of recognizing the nuances of the world around them. Helpful statements include “I think you observe more about the world than most people,” and “You’re good at color combinations; will you help me pick out colors for this?”
Channeling imaginational overexcitability is encouraged in an environment that allows appropriate expressions, such as drawing, doodling, painting, writing, sculpting, knitting, and generally creating. These students should be encouraged to keep a portfolio and use their imagination to solve problems. Supportive comments include “You have clever ideas. What do you think about this?” and “When I was a kid, I also had an imaginary friend.”
When helping children with emotional overexcitability, it is prudent to provide them with opportunities to understand themselves, to learn when they need to separate from a situation, to respect others’ less intense emotions or reactions, and to express their empathy and social concerns. It is helpful for them to hear “I can see that one of your strengths is your deep capacity to feel,” and “That’s a good example of you understanding the emotions of others.”
Regardless of the overexcitability expressed, all these students will benefit from daily opportunity to express their particular tendencies, as well as understanding that sometimes it is important to contain themselves, such that they can sit still, think about uninteresting topics, tolerate an unpleasant smell, focus on reality, or calm themselves. Teaching them cognitive and emotional regulation skills (see the Managing Meltdowns entry on this website) will aid them in better self-regulation and help them perform at their personal best in a variety of realms.