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Dabrowski's Theory of Positive Disintegration
by Elizabeth Mika
Originally presented as part of an
e-conference on
Oz-Gifted-T, posted on Hoagies' Gifted Education Page with the author's
permission.
 | Theory of human personality development where the guiding role is assigned
to emotions. |
| Development is a progression from primary integration characterized by rigid,
instinctual egocentrism to conscious altruism based on empathy, compassion and
self-awareness, expressed the fullest at the highest level of development, the
level of secondary integration. |
| Development takes place through the process of positive disintegration, which
is the loosening and partial, or sometimes global, dismantling of the initial
character structure during the course of one’s life and replacing it by
consciously created personality. |
| Development is not related to human biological maturation process, does not
follow a time schedule, although it progresses along an invariable sequence. |
| Development forms a hierarchy of levels characterized by the predominance of
either integration or disintegration on each level. |
| The level a person can attain in her development is determined by her
developmental potential. |
Five levels of development
- primary integration – rigid, stereotypical, impulsive actions; intelligence
subsumed under primitive instincts, no inner conflicts
- unilevel disintegration – loosening of the previously well-integrated
character structure as a result of usually external circumstances – unilevel
mental disturbances are very serious and have mostly unconscious character;
moral relativity
- spontaneous multilevel disintegration – the emergence of multilevelness –
inner conflict of ML character; a growing sense of “what ought to be” and
growing maladjustment to “what is” (positive maladjustment); actions guided by
an emerging autonomous hierarchy of values and goals;
- organized multilevel disintegration – conscious shaping and systematization
of one’s behavior; conscious and planned self-transformation; growth of
empathy, autonomy and clarity of values and goals;
- secondary integration – organization and harmonization of personality and
personality ideal; dynamisms of responsibility, authentism and autonomy,
empathy, self-perfection, personality ideal.
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Level 5 Personalities |
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Level 4 |
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Level 3 Psychoneurotics |
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Level 2 Neuroses, mental illness |
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Average p. and psychoneurotic |
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Average person |
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Psychopaths and average p. |
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Level 1 Psychopaths/psychopath-like ind. |
Developmental potential
Developmental potential is the “original endowment determining the level to
which an individual can develop, if his physical and social conditions are
optimal.” (1984).
Developmental potential (DP) expresses the relationship between individual
development and three main groups of factors influencing this development.
- First factor – genetic and permanent physical traits (intelligence, OE,
special talents, bodily constitution, temperament) (external locus of control
and motivation)
- Second factor – influences of social environment (external locus of control
and motivation)
- Third factor – autonomous forces and processes such as consciousness, inner
conflict, free will and choice in one’s development, conscious
self-transformation, etc. Third factor makes self-determination possible and is
necessary for creativity and advanced development. “An active conscience.”
DP can be limited to the FIRST FACTOR – egocentric and/or antisocial behavior
DP can encompass the FIRST TWO FACTORS – convention and conformity
DP can be a result of ALL THREE FACTORS – autonomy and authenticity,
transcendence of a biological cycle and social conventions, realization of
personality ideal
High DP = above average intelligence, special abilities and talents,
overexcitabilities, and the third factor (self-determination)
Three types of development
- “Normal” – little DP, statistical norm, fulfillment of biological and social
imperatives, no attempts at conscious self-transformation; underdevelopment of
emotional functions
- One-sided – one strong skill, talent or set of skills; only some emotional
and intellectual potentials develop very well while the rest remain undeveloped
- Global (universal) and accelerated – strong DP, all cognitive AND emotional
functions develop with equal intensity, self-aware and conscious direction of
one’s own development, positive disintegration
Positive disintegration
The royal path of development
Positive disintegration is a process through which an individual's
development can progress from one level
of functions to another, from a lower level to a higher one.
“(…) disintegration means the differentiation through loosening of structures,
the dispersion and breaking up of psychic forces. The term disintegration is
used to refer to a broad range of processes, from emotional disharmony to the
complete fragmentation of the personality structure. Loosening and even
fragmenting the internal psychic environment, and conflicts within the internal
environment and with the external environment, is the ground for the birth and
development of a higher psychic structure. Disintegration is the basis for
developmental thrusts upward, the creation of new evolutionary dynamic, and the
movement of the personality to a higher level (…).” (1964)
Disintegration can be:
| unilevel, multilevel, or pathological |
| partial or global |
| permanent or temporary |
| positive or negative |
Multilevelness
Multilevelness is a paradigm, in which different phenomena, including human behavior and human
reality in general, can be seen as representing different, multiple levels of
developmental achievement. Multilevelness is the result of the hierarchization
of one’s internal and external experiences.
The hierarchization comes about as the result of positive disintegration. It is
based on a growing awareness of universal human values and their role in shaping
our personal growth.
Dynamisms
Dynamisms are instinctual-emotional-cognitive forces – present in people endowed with high
developmental potential. Dynamisms, which are intrapsychic factors, are the
forces fueling and shaping emotional development.
Developmental dynamisms arise from the interplay of high developmental potential
with external conditions.
Conflicts and life difficulties are particularly important in shaping dynamisms
of personality development.
Dynamisms
| Level 2: ambivalencies and ambitendencies (unilevel conflict), beginning of
shame, temperamental syntony, extreme or changeable identification with others,
second factor |
| Level 3: hierarchization of inner conflict and development, disquietude with
oneself, dissatisfaction with oneself, feelings of inferiority toward oneself,
astonishment with oneself, shame and guilt, positive maladjustment,
identification and empathy, inner conflict, disposing and directing center |
| Level 4: subject-object in oneself; third factor; inner psychic transformation
(transcending the biological cycle and one’s psychological type);
self-awareness; self-control; self-education; autopsychotherapy;
self-perfection; ML (multilevel) identification: full identification with
oneself, but never with others; empathy: full empathy toward others, but never
toward oneself; inner conflict (strong, ML); creative instinct |
| Level 4 – level 5: empathy, responsibility, autonomy and authenticity,
self-perfection, personality ideal, creative instinct, disposing and directing
center (firmly identified with personality ideal) |
Personality
Personality is a self-aware, self-chosen, self-affirmed and self-determined unity of essential
individual psychic qualities that appears at the level of secondary integration
Personality consists of ...
Individual Essence - talents, abilities and our unique personal characteristics
(the sense of self)
Social Essence - ties to others and to the world at large (the sense of
belonging)
Types of adjustment/maladjustment
| Negative Adjustment – non-creative adaptation; conformity to social
conventions, lack of reflection and criticism in approach to reality, adjustment
to “what is” |
| Negative Maladjustment – disregard for social norms and conventions stemming
from extreme egocentrism and ruthless realization of one’s lower level goals
(psychopaths, criminals) |
| Positive Maladjustment – creative nonadaptation; critical discontent with the
status quo stemming from a desire to transcend what is inauthentic, harmful and
unfair in our lives; maladjustment to “what is” with adjustment to “what ought
to be;” also a dynamism |
| Positive Adjustment – adjustment to one’s personality ideal embracing the
highest human values; adjustment to “what ought to be.” |
Overexcitability (nervousness)
The tragic gift
Overexcitability (OE) is a higher than average capacity for experiencing internal and external
stimuli, based on a higher than average responsiveness of the nervous system.
The prefix over attached to 'excitability' serves to indicate that the reactions
of excitation are over and above average in intensity, duration and frequency.
There is another essential feature characteristic for reactions of
overexcitability, namely, that the response is specific for that type of
overexcitability which is dominant in a given individual.
“One could say that one who manifests a given form of overexcitability, and
especially one who manifests several forms of overexcitability, sees reality in
a different, stronger and more multisided manner. Reality for such an individual
ceases to be indifferent but affects him deeply and leaves long-lasting
impressions. Enhanced excitability is thus a means for more frequent
interactions and a wider range of experiencing.” (1972, 7)
Types of OE
- psychomotor
- sensual
- imaginational
- intellectual
- emotional
Forms of OE
| all-inclusive (global)/confined (narrow) |
| temporary/permanent |
Overexcitability
| an expression of the interplay between psychical and autonomic factors, which
leads to an imbalance and moderate tension
(when the tension is higher, we see neuroses and psychoneuroses) |
| the expression of OE - its type, form and level - depends on physical
constitution, hormonal factors, level and universality of development, and
social environment |
“OE on the one side accelerates individual development, and on the other, is
the initial phase of neuroses and psychoneuroses. Although the latter increase
the developmental dynamics, they also bring dangers of tensions too great to
absorb and negative disintegration as a result.” (1964)
“Children, and mainly youth exhibiting different forms of OE, particularly
emotional and imaginational, possess in their developmental potential beginnings
of a hierarchical psychic inner milieu. Inner tensions, inhibitions, inner
conflicts, psychic crises, disappointments and maladjustment to the most common
forms of reality lead to an attitude of psychological isolation, to meditation
on the sense of life and death, to development of the ability to observe, to
philosophical reflection; and often deepen sensitivity to suffering of others.”
(1979)
“Sensitivity (OE) without a developmental outlet turns into irritability.”
“Irritability is the enemy of sensitivity – it reduces it and leads to disease.”
“Oversensitivity (OE) without inner psychic transformation brings many
unnecessary conflicts with others – magnifies the differences, and lessens and
obscures the most important things.” (1972)
Psychomotor OE
an excess of energy manifesting in rapid talk, restlessness, preference for
violent games, sports, pressure for action, or delinquent behavior. It may
either be a "pure" manifestation of the excess of energy, or it may result from
the transfer of emotional tension to psychomotor forms of expression such as
those mentioned above (tics and self-mutilation). (1996)
Possible Origins:
- genetic (brain dysfunction)
- history of prenatal and neonatal trauma (mother's illness, fetal poisoning, FAS, esp. in ADHD, tics)
- severe illness in childhood (such as meningitis, for example)
- abusive or neglectful care-giving in early childhood
- environmental conditions – no opportunities for
appropriate physical release.
Treatment of psychomotor OE:
| find appropriate and constructive ways to release excess of PM energy through
moderate involvement in sports, contacts with nature, trips, participation in
Boys/Girls Scouts |
| teach relaxation techniques, use physical therapy and sensory integration
techniques |
| use medication to prevent exhaustion and to aid attention, concentration and
slow development of self-control |
| watch out for tendencies to self-mutilation – avoid excessive criticism and
punishment |
Sensual OE
a heightened ability to experience sensory pleasure manifesting in an increased
need to touch and be touched, hugged, kissed; early signs of sexual interest and
development; interest in food and food preparation; aesthetic interests; drama;
need for comfort and luxury; need for attention and company; dislike of
loneliness
Possible Origins:
- genetic (hx of psychopathy, alcoholism)
- illness
- excessive parental adoration; sexual trauma
Treatment of sensual OE:
depends on the strength of DP, but in general this OE is difficult to modify
toward positive disintegration due to small potential for inner transformation
| patiently encourage self-control and reflection |
| slowly build empathy for others |
| work on desensitization to overwhelming sensual stimuli |
| avoid excessive inhibitions and punishments which may lead to serious neuroses
and antisocial behaviors |
Imaginational OE
internal, image-base information processing with a relative exclusion of
sensual, affective and psychomotor spheres
association of images and impressions, inventiveness, use of image and metaphor
in verbal expression, strong and sharp visualization
combined with emotional OE - vivid dreams, nightmares, mixing of truth and
fiction, fears of the unknown, intense living in the world of fantasy,
predilection for fairy and magic tales, poetic creations, or invention of
fantastic stories, tendency to prospection and retrospection, maladjustment to
external reality
Possible Origins:
| largely unclear (Dabrowski) |
| insecure attachment to caregivers, particularly disorganized attachment (Liotti) |
| co-existing and exacerbating diseases (respiratory and heart problems) |
| being an only child; excessive pampering; humiliation and feelings of
inferiority induced by inappropriate parenting; traumas |
Treatment of imaginational OE:
depends on the type of imaginational OE – creative or pathological (illusions,
confabulations, delusions)
| reward contacts with concrete reality and adjustment to it, teach differences
between illusory and real, steer imagination toward creativity rather than
non-creative isolation |
| provide opportunities for relaxation, even exemption from school activities
when needed in periods of particular intensity |
| use medication when needed to aid relaxation |
Intellectual OE
processing information, and decision making are localized in the cognitive
sphere; manifested as a drive to ask probing questions, quest for knowledge,
theoretical thinking, reverence for logic, preoccupation with theoretical
problems, etc.; most frequently associated with exceptional abilities in
children
Global (all-inclusive) intellectual OE (frequent in ambiequal types – mixed
introversion/extraversion) –when combined with emotional and imaginational OE, aids the
development of a rich mental structure with multiple talents and great
self-awareness.
Narrow (confined) intellectual OE (frequent in schizoid and introverted types) –
one-sided development of specific abilities with co-existent inflexibility and
life difficulties; may end in negative disintegration, or stunted growth.
Treatment of intellectual OE:
| should not be corrected or treated, but should be balanced by encouraging
development of other forms of OE; particularly important to attend to a child’s
emotional and moral development to counteract over-intellectualization |
| encourage development of empathy and creativity |
Emotional OE
a function of experiencing emotional relationships; manifests as strong
attachments to persons, living things, or places; inhibition (timidity and
shyness), excitation (enthusiasm), strong affective memory, concern with death,
fears, anxieties, depressions, feelings of loneliness, need for security,
concern for others, exclusive relationships, difficulties of adjustment in new
environments
THE basis for multilevel positive disintegration
Emotional OE in extraversion and introversion
Extravert – emotional OE reactions are strong, very fast, uninhibited and often
explosive, but quickly subsiding; extraverts with emotional OE tire (emotionally)
easily, but equally easily recover;
Introvert – emotional OE reactions are strong, but are “delayed,” take longer
(days, weeks, or months), and leave a permanent mark on the psyche.
Possible origins:
| hereditary – familial hx of TB, heart and circulation problems, general
constitutional weakness, neuroses and mental illnesses, |
| past or present illnesses – TB, heart problems, upper respiratory problems,
hormonal imbalances, developmental delays, retardation, handicaps making
adjustment to everyday life difficult, |
| psychological factors –
 | trauma, humiliation and excessive external
prohibitions and punishments leading to feelings of inferiority; |
| improper parenting (abuse, neglect), excessive parental sensitivity, |
| emotional tension in the family, unfairness in treatment of siblings; |
| excessive or disorganized attachment; excessive schoolwork; |
| excessive parental ambition; |
| too abrupt separation from mother |
|
Treatment of emotional OE:
| start with a thorough physical, including checking for a possible hormonal
imbalance, which needs to be addressed if present |
| teach relaxation techniques, allow frequent contacts with nature |
| develop talents and encourage creativity |
| use bibliotherapy |
| encourage friendships |
| use medication if needed to aid relaxation and ease anxiety |
Diagnosis of OE – descriptive and differential
Descriptive:
| what is the constellation of OE – its main and supporting types? |
| what are their origins (genetic/environmental/)? |
| what are the special talents and abilities, and the general intelligence
level? |
| what are the speed and direction (negative/positive) of the developmental
changes caused by OE? |
Differential:
- socio-educational difficulties
- neuroses and psychoneuroses
- psychopathy or psychosis
Principles of mental hygiene
in dealing with high OE gifted children at school
Teachers’ preparation is crucial in understanding individual differences and
counteracting stereotypical and undifferentiated approach to gifted (or any)
students.
- Be fair, patient and empathetic.
- Accommodate asynchronous, often one-sided, development.
- Be kind, accept and appreciate the child for who he is and who he is
becoming.
- Look for signs of creativity and positive development in children whose
behaviors appear unusual, inconvenient and strange. Remember that diagnostic
labels are NOT people nor do they tell us about individual human beings.
- Facilitate contacts between children of similar abilities and sensitivity.
- Enjoy your students – grow with them, remembering that the so-called balance
and stabilization are contrary to creativity and development.
Theory of Positive Disintegration (TPD) contributions to understanding the gifted
| ties asynchrony, OE, creativity and advanced development |
| reframes such frequently encountered characteristics of gifted individuals as
intensity, perfectionism, vulnerability to stress and traumas in a
developmentally positive light |
| explains difficult social experiences of gifted and creative individuals as a
result of a mismatch between a multilevel, multidimensional individual and her
unilevel, one-dimensional environment |
| gives meaning to our suffering by showing its developmentally positive value |
| instills hope that during the process of personality development through
positive disintegration, the gifted individual will create her own rightful
place in the world and thus transcend her loneliness and non-belonging |
Copyright © 2002 Elizabeth Mika
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Thanks!
