Contribuições da Teoria da Desintegração Positiva para a Área de Superdotação

Autores/as

  • Juliana Célia de Oliveira Universidade Federal de Juiz de Fora
  • Altemir José Gonçalves Barbosa Universidade Federal de Juiz de Fora
  • Eunice M. L. Soriano de Alencar Universidade de Brasília

Palabras clave:

Teoria da Desintegração Positiva, Dabrowski, Superdotação

Resumen

A Teoria da Desintegração Positiva (TDP), proposta por Dabrowski, constitui-se importante ferramenta para a compreensão do desenvolvimento emocional de superdotados. Trata-se de uma teoria do desenvolvimento da personalidade que enfatiza o papel desempenhado pelas emoções no potencial de desenvolvimento humano. O objetivo deste artigo é apresentar conceitos centrais da TDP e suas contribuições para a área da superdotação. É enfatizado o conceito de sobre-excitabilidade que, além de ser considerado um indicador de superdotação, representa um construto chave para o desenvolvimento de medidas e para promoção de intervenções que tenham como foco as características de personalidade e emocionais dos superdotados.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Juliana Célia de Oliveira, Universidade Federal de Juiz de Fora

Possui graduação e mestrado em Psicologia pela Universidade Federal de Juiz de Fora. Altualmente é doutoranda em Psicologia pela Universidade Federal de Juiz de Fora.

Altemir José Gonçalves Barbosa, Universidade Federal de Juiz de Fora

Possui graduação em Psicologia pela Universidade São Judas Tadeu, mestrado e doutorado em Psicologia Pontifícia Universidade Católica de Campinas. Atualmente é professor do Departamento de Psicologia e do Programa de Pós-graduação em Psicologia da Universidade Federal de Juiz de Fora.

Eunice M. L. Soriano de Alencar, Universidade de Brasília

Possui graduação em Psicologia pela Universidade Federal de Minas Gerais, mestrado e doutorado em Psicologia pela Purdue University. Foi post-doctoral scholar no Gifted Education Resource institute, USA. Atualmente, é professora emérita da Universidade Brasília.

Citas

Ackerman, C. M. (1997). Identifying gifted adolescents using personality characteristics: Dabrowski’s overexcitabilities. Roeper Review, 19, 229-236.

Ackerman, C. M. (2009). The essential elements of Dabrowski’s theory of positive disintegration and how they are connected. Roeper Review, 31, 81-95.

Ackerman, C. M., & Nian, Q. (2008). What interdisciplinary literature on Dabrowski’s theory can offer gifted education. Poster session presented at the 55th Annual Convention of the National Association for Gifted Children, Tampa, FL. Disponível em http://khup.com/download/3_keyword-interdisciplinarystudies-theory-offered/what-interdisciplinary-literature-ondabrowski-039-s-theory-can.pdf. Acesso em 15 de abril de 2013.

Al-Onizat, S. H. (2013). The psychometric properties of a Jordanian version of Overexcitability Questionnaire-Two, OEQII. Creative Education, 4, 49-61.

Amend, D. (2008). Creativity in Dabrowski and the theory of positive disintegration. In S. Mendaglio (Ed.), Dabrowski`s theory of positive disintegration (pp. 123-137). Scottsdale, AZ: Great Potential Press.

American Psychological Association. (2013). APA PsycNET. Disponível em http://www.apa.org/pubs/databases/psycinfo/index.aspx. Acesso em 7 de novembro de 2013.

Bailey, C. L. (2010). Overexcitabilities and sensitivities: Implications of Dabrowski’s Theory of Positive Disintegration for counseling the gifted. Disponível em http://counselingoutfitters.com/vistas/vistas10/Article_10.pdf. Acesso em 15 de abril de 2013.

Bouchard, L. L. (2004). An instrument for the measure of dabrowskian overexcitabilities to identify gifted elementary students. Gifted Child Quarterly, 48, 339-350.

Bouchet, N., & Falk, R. F. (2001). The relationship among giftedness, gender, and overexcitability. Gifted Child Quarterly, 45, 260-267.

Carman, C. A. (2011). Adding personality to gifted identification: Relationships among traditional and personality-based constructs. Journal of Advanced Academics, 22, 412-446.

Chang, H. J., & Kuo, C. C. (2009). Overexcitabilities of gifted and talented students and its related researches in Taiwan. Asia-Pacific Journal of Gifted and Talented Education, 1, 41-74.

Chang, H., & Kuo, C. (2013). Overexcitabilities: Empirical studies and application. Learning and Individual Differences, 23, 53”“63.

Coleman, L. J., & Cross, T. L. (2000). Social-emotional development and the personal experience of giftedness. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 203-212). Oxford: Elsevier.

Dabrowski, K. (1937). Psychological basis of self-mutilation. Genetic Psychology Monographs, 19, 1-104.

Dabrowski, K. (1964). Positive disintegration. Boston: Little Brown.

Dabrowski, K. (1967). Personality shaping through positive disintegration. London: Gryf.

Dabrowski, K. (1970a). Outline of the theory of positive disintegration. In K. Dabrowski, A. Kawczak, & M. M. Piechowski (Eds.), Mental growth through positive disintegration (pp. 17-26). London: Gryf.

Dabrowski, K. (1970b). Positive and accelerated development. In K. Dabrowski, A. Kawczak, & M. M. Piechowski (Eds.), Mental growth through positive disintegration (pp. 27-61). London: Gryf.

Dabrowski, K. (1972). Psychoneurosis is not an illness: Neuroses and psychoneuroses from the perspective of positive disintegration. London: Gryf.

Dabrowski, K. (1973). The dynamics of concepts. London: Gryf Publications.

Dabrowski, K. (1996). Multilevelness of emotional and instinctive functions. Lublin, Poland: Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego.

Dabrowski, K., Kawczak, A., & Piechowski, M. (1970). Mental growth through positive disintegration. London: Gryf.

Daniels, S. (2009). Under construction: Continued applications of Dabrowski`s theory of positive disintegration with the gifted. In S. Daniels & M. M. Piechowski (Eds.), Living with intensity (pp. 261-265). Scottscale, AZ: Great Potential.

Davis, G. A., & Rimm, S. B. (1994). Education of the gifted and talented (third edition). Needham Heights, MA: Allyn and Bacon.

Falk, R. F., Lind, S., Miller, N. B., Piechowski, M. M., & Silverman, L. K. (1999). The Overexcitability Questionnaire Two (OEQ II). Manual, scoring system, and questionnaire. Denver: Institute for the Study of Advanced Development.

Falk, R. F., Manzanero, J. B., & Miller, N. B. (1997). Developmental potencial in Venezuelan and American artists: A cross-cultural validity study. Creativity Research Journal, 10(2 & 3), 201-206.

Falk, R. F., & Miller, N. B. (2008). Building firm foundations research and assessments. In S. Daniels & M. Piechowski (Eds.), Living with intensity (pp. 239-259). Scottsdale AZ: Great Potential Press.

Falk, R. F., Yakmaci-Guzel, B., Chang, A. H., Sanz, R. P. S., & Chavez-Eakle, R. A. (2008). Measuring overexcitabily: Replication across five countries. In S. Mendaglio (Ed.), Dabrowski´s theory of positive disintegragion (pp. 183-199). Scottsdale AZ: Great Potential Press.

Frank, J., Gatto-Walden, P., & Silverman, L. (2013). Dabrowski`s theory of positive disintegration: A process of development. Comunicação apresentada na 20th Biennial World Conference, Louisville, Kentucky, agosto de 2013.

Gallagher, S. A. (1986). A comparison of the concept of overexcitabilities with measures of creativity and school achievement in sixth-grade students. Roper Review, 8, 115-119.

Gross, C. M., Rinn, A. N., & Jamieson, K. M. (2007). Gifted adolescents’ overexcitabilities and self-concepts: An analysis of gender and grade level. Roeper Review, 29, 240-248.

Harrison, G. E., & Haneghan, J. P. V. (2011). The gifted and the shadow of the night: Dabrowski’s overexcitabilities and their correlation to insomnia, death anxiety, and fear of the unknown. Journal for the Education of the Gifted, 34(4), 669-697.

Jackson, P. S., & Moyle, V. F. (2009). Integrating the intense experience: Counseling and clinical applications. In S. Daniels & M. M. Piechowski (Eds.), Living with intensity (pp. 105-125). Scottscale, AZ: Great Potential.

Jackson, P. S., Moyle, V. F., & Piechowski, M. M. (2009). Emotional life and psychotherapy of the gifted in light of Dabrowski`s theory. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 437-466). Springer.

Kane, M. (2009). Contemporary voices on Dabrowski’s theory of positive disintegration. Roeper Review, 31, 72”“76.

Kobierzycki, T. (2000). Summaries: Professor Dr. Kazimierz Dabrowski (1902-1980). (A. Przybylek, Trans.). Heksis: Scientific-didactic quarterly devoted to problems of person, health, creativity and spirituality, 1-3 (22&24), 276-279.

Kobierzycki, T. (2010). Biography of Kazimierz DÄ…browski. Disponível em http://positivedisintegration.com/Kobierzycki2010.pdf. Acesso em 15 de abril de 2013.

Lysy, K. Z., & Piechowski, M. M. (1983). Personal growth: An empirical study using Jungian and Dabrowskian measures. Genetic Psychology Monographs, 108, 267-320.

Mendaglio, S. (2002). Dabrowski’s theory of positive disintegration: Some implications for teachers of gifted students. AGATE, 15, 14-22.

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.

Mendaglio, S. (2011). Emotions and giftedness. In T. L. Cross (Ed.), On the social and emotional lives of gifted children (pp. 58-61). Waco, Texas: Prufrock Press.

Mendaglio, S. (2012a). Overexcitabilities and giftedness research: A call for a paradigm shift. Journal for the Education of the Gifted, 35, 207”“219.

Mendaglio, S. (2012b). Extreme sensitivity: Maladaptive strategy or defining characteristic. Comunicação apresentada na 59th Annual Convention, National Association for Gifted Children, Denver, Colorado, EUA, novembro de 2012.

Mendaglio, S., & Tillier, W. (2006). Dabrowski´s theory of positive disintegration and giftedness: Overexcitability research findings. Journal for the Education of the Gifted, 30, 68-87.

Mika, E. (2005). Theory of positive disintegration as a model of personality development for exceptional individuals. In N. L. Hafenstein, B. Kutrumbos, & J. Delisle (Eds.), Perspectives in gifted education: Complexities of emotional development, spirituality and hope (pp. 33”“59). Denver: University of Denver, Institute for the Development of Gifted Education, Ricks Center for Gifted Children.

Mika, E. (2006). Giftedness, ADHD, and Overexcitabilities: The possibilities of misinformation. Roeper Review, 28, 237-242.

Miller, N. B., Falk, R. F., & Huang, Y. (2009). Gender identity and the overexcitability profiles of gifted college students. Roeper Review, 31, 161-169.

Miller, N. B., Silverman, L. K., & Falk, R. E (1994). Emotional development, intellectual ability, and gender. Journal for the Education of the Gifted, 18, 20-38.

Moon, J., & Montgomery, D. (2005). Profiles of overexcitabilities for Korean high school gifted students according to gender and domain of study. Journal of Gifted /Talented Education, 15, 1-10.

O’Connor, K. J. (2002). The application of Dabrowski’s theory to the gifted. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 51-60). Waco, TX: Prufrock Press.

Ogburn-Colangelo, M. K. (1989). Giftedness as multilevel potential: A clinical example. Advance Development Journal, 1, 87-101.

Oliveira, J. C. (2013). Sobre-excitabilidade e talento: Evidências de validade da versão brasileira do Overexcitability Questionnaire Two (Dissertação de mestrado), Programa de Pós-Graduação em Psicologia, Universidade Federal de Juiz de Fora, Juiz de Fora, MG.

Peterson, J. S. (2012). The asset-burden paradox of giftedness: A 15-year phenomenological, longitudinal case study. Roeper Review, 34, 244-260.

Piechowski, M. M. (1974). Two developmental concepts: Multilevelness and developmental potential. Counseling and Values, 18, 86 93.

Piechowski, M. M. (1975). A theoretical and empirical approach to the study of development. Genetic Psychology Monographs, 92, 231”“297.

Piechowski, M. M. (1979). Developmental potential. In N. Colangelo & R. Zaffrann (Eds.), New voices in counseling the gifted (pp. 25-57). Dubuque, Iowa: Kendall Hunt.

Piechowski, M. M. (1996). Overexcitability Questionnaire Revised (OEQ-REV). In S. Mendaglio (Ed.), Dabrowski’s theory of positive disintegration (pp. 269-270). Scottsdale, AZ: Great Potential Press.

Piechowski, M. M. (1997). Emotional giftedness: The measure of intrapersonal intelligence. In N. Colangelo & G.A. Davis (Eds.), Handbook of Gifted Education (pp. 366”“381). Boston: Allyn and Bacon.

Piechowski, M. M. (2008). Discovering Dabrowski`s theory. In S. Mendaglio (Ed.), Dabrowski`s theory of positive disintegration (pp. 41-77). Scottsdale, AZ: Great Potential Press.

Piechowski, M. M., & Colangelo, N. (1984). Developmental potential of the gifted. Gifted Child Quarterly, 28, 80-88.

Piechowski, M. M., & Miller, N. B. (1995). Assessing developmental potential in gifted children: A comparison of methods. Roeper Review, 17, 176-180.

Piechowski, M. M., Silverman, L. K., & Falk, F. (1985). Comparison of intellectually and artistically gifted on five dimensions of mental functioning. Perceptual and Motor Skills, 60, 539-549.

Piirto, J., & Fraas, J. (2012). A mixed-methods comparison of vocational and identified-gifted high school students on the overexcitability questionnaire. Journal for the Education of the Gifted, 35, 3”“34.

Piirto, J., Montgomery, D., & May, J. (2008). A comparison of Dabrowski’s overexcitabilities by gender for American and Korean high school gifted students. High Ability Studies, 19, 141”“153.

Pyrit, M. C., & Mendaglio, S. (2007). Dabrowski`s theory of positive disintegration: What educators should know. Comunicação apresentada na 54th Annual Convention, National Association for Gifted Children, Minneapolis, EUA, novembro de 2007.

Renzulli, J. S. (2003). Conception of giftedness and its relationship to the development of social capital. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 75-87). Boston: Allyn and Bacon.

Rinn, A. N., Mendaglio, S., Rudasill, K. M., & McQueen, K. S. (2010). Examining the relationship between the overexcitabilities and self-concepts of gifted adolescents via muitivariet cluster analysis. Gifted Child Quarterly, 54, 3”“17.

Rinn, A. N., &, Reynolds, M. J. (2012). Overexcitabilities and ADHD in the gifted: An examination. Roeper Review, 34, 38-45.

Sanz, R. P. S. (2006). El alumno superdotado y sus problemas de aprendizaje: validación del OEQ-II como prueba de diagnostic (Tese de Doutorado), Facultad de Educación, Universidad Complutense de Madrid, Madrid, Espanha. Disponível em http://eprints.ucm.es/7254/1/T26463.pdf. Acesso em 15 de abril de 2013.

Schiever, S. (1985). Creative personality characteristics and dimensions of mental functioning in gifted adolescents. Roeper Review, 7, 223-226.

Silverman, L. K. (2008). The theory of positive disintegration in the field of gifted education. In S. Mendaglio (Ed.), Dabrowski`s theory of positive disintegration (pp. 157-173). Scottsdale, AZ: Great Potential Press.

Siu, A. F. Y. (2010). Comparing overexcitabilities of gifted and non-gifted school children in Hong Kong: Does culture make a difference? Asia Pacific Journal of Education, 30, 71”“83.

Strickland, C. (2000). Living and learning with Dabrowski’s overexcitabilities. Disponível em: http://www.hoagiesgifted. org/strickland_dabrowski.pdf. Acesso em 15 de abril de 2013.

Tannenbaum, A. J. (1983). Gifted children. Psychological and educational perspectives. New York: Macmillan.

Tannenbaum, A. J. (1990). Giftedness: A psychosocial approach. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 21-52). Cambridge: Cambridge University

Press.

Tieso, C. L. (2007a). Overexcitabilities: A new way to think about talent? Roeper Review, 29, 232-239.

Tieso, C. L. (2007b). Patterns of overexcitabilities in identified gifted students and their parents: A hierarchical model. Gifted Child Quarterly, 51, 11-22.

Tillier, W. (2002). A brief overview of the relevance of Dabrowski´s theory for the gifted. AGATE, 15, 4-13.

Tillier, W. (2008). Kazimierz Dabrowski: The man. In S. Mendaglio (Ed.), Dabrowski`s theory of positive disintegration (pp. 3-11). Scottsdale, AZ: Great Potential Press.

Tillier, W. (2013). The theory of positive disintegration by Kazimierz Dabrowski. Disponível em http://positivedisintegration.com. Acesso em 24 de maio de 2013.

Treat, A. R. (2006). Overexcitability in gifted sexually diverse populations. The Journal of Secondary Gifted Education, 17, 244-257.

Wirthwein, L., & Rost, D. H. (2011). Focussing on overexcitabilities - studies with intellectually gifted and academically talented adults. Personality and Individual Differences, 51, 337”“342.

Yakmaci-Guzel, B., & Akarsu, F. (2006). Comparing overexcitabilities of gifted and non-gifted 10th grade students in Turkey. High Ability Studies, 17, 43-56.

Publicado

2017-08-29

Cómo citar

Oliveira, J. C. de, Barbosa, A. J. G., & Alencar, E. M. L. S. de. (2017). Contribuições da Teoria da Desintegração Positiva para a Área de Superdotação. Psicologia: Teoria E Pesquisa, 33(1). Recuperado a partir de https://periodicos.unb.br/index.php/revistaptp/article/view/19500

Número

Sección

Artigos Teóricos