Dabrowski says more than overexcitabilities when it comes to giftedness

The Polish psychologist Kazimierz Dabrowski developed his Theory of Positive Disintegration (TPD) as a framework for personality development that places emotion and inner conflict at its core. The theory is often referenced in discussions of giftedness, but Dabrowski himself never intended it to be specific to gifted individuals. Nevertheless, the theory offers insights that can be valuable for gifted adults who struggle with the challenges of their intensity, sensitivity, and inner drives.

A Theory for Everyone, Not Only for Gifted Individuals

Although Dabrowski’s theory is often linked to giftedness, researchers such as Mendaglio (2019) emphasize that it is a general model of personality development and was not developed specifically for gifted people. The theory addresses the full spectrum of human development, ranging from destructive patterns to altruistic and self-actualizing behavior. What makes the theory relevant for gifted individuals—particularly those who experience difficulties and therefore often find their way into coaching or therapeutic settings—is that its core concepts, such as overexcitabilities (intense responses to stimuli) and inner conflict, can offer a sense of recognition for this specific clinical group. It is important to stress, however, that these characteristics are not universally applicable to all gifted individuals, but are more commonly observed in those who struggle with intensity or inner conflict and therefore seek additional support.

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Overexcitabilities: a distinctive perspective

One of the most well-known aspects of Dabrowski’s theory is the concept of overexcitabilities, which refers to heightened sensitivities in five domains: psychomotor, sensory, intellectual, imaginational, and emotional. These intensities represent an amplified response to stimuli that goes beyond what is typically considered “normal.” This can range from high levels of energy (psychomotor) and a deep appreciation of sensory experiences (sensory), to insatiable intellectual curiosity (intellectual), vivid imagination (imaginational), and strong emotional involvement (emotional).

Although overexcitabilities have often been linked to giftedness, recent research shows that this association is far more nuanced than long assumed. A meta-analysis by Olszewski-Kubilius and colleagues (2025) highlights the need for caution when connecting overexcitabilities to giftedness. Once giftedness is defined strictly in cognitive terms, the statistical relationship largely disappears. Only intellectual overexcitability shows a weak association, and even then only in studies involving prior selection. This means that overexcitabilities do not indicate whether someone is gifted, but rather how someone experiences the world—something that can be found across many different individuals.

The fact that overexcitabilities are often described in gifted individuals is partly due to the fact that those who seek support are more likely to recognize themselves in these intensities, while for many others they do not play a prominent role. Some people experience no striking sensitivities at all, while others show only certain forms of intensity. This variation underscores the importance of viewing overexcitabilities as a potential tool for understanding and self-reflection, rather than as a diagnostic marker of giftedness. When gifted adults do experience intensities, insight into overexcitabilities can nevertheless help them better interpret their reactions and challenges, and relate to themselves with greater compassion. Strong emotional intensity, for example, can be understood as an expression of deep empathic capacity rather than as being “too sensitive.” Likewise, pronounced intellectual intensity—sometimes experienced as overwhelming—can be recognized as a strength that contributes to creative thinking and the development of innovative ideas.

Harper et al. (2017) explicitly place these insights within a broader framework. They emphasize that while overexcitabilities are a meaningful component of Dabrowski’s thinking, they represent only one aspect of a comprehensive developmental model. Precisely because the literature on giftedness has so often zoomed in on intensities, the core of the theory—namely the different developmental levels and the role of conscious value choices—risks fading into the background (Harper et al., 2017).

Positive disintegration: growth through inner conflict

To fully understand the meaning of overexcitabilities, it is necessary to view the Theory of Positive Disintegration as a whole. This theory describes how individuals can evolve toward higher levels of functioning through phases of disintegration and inner conflict. Such development is driven by a growing awareness of values and ideals, in which individuals deeply experience the gap between “what is” and “what ought to be” and attempt to bridge it. Dabrowski refers to this phase as multilevel disintegration: a period in which people are confronted with moral and existential conflicts that challenge them to redefine their lives.

It is often gifted adults with a strong inclination toward introspection, idealism, and heightened awareness of complex ethical issues who are most deeply affected by this phase. They experience intense inner tensions arising from their desire for authenticity and a strong sense of justice. These conflicts may stem, for example, from discrepancies between personal values and societal norms, or from difficulty living up to the high expectations they place on themselves or perceive from others.

Although “multilevel disintegration” can be challenging and even overwhelming, it simultaneously offers a unique opportunity for personal growth and self-actualization. Dabrowski did not view this process as pathological, but as a natural and necessary phase in the development of an authentic and self-aware personality. During this phase, individuals begin to let go of old beliefs and behaviors while integrating new, self-chosen values and goals into their lives.

An example of this can be found in experiences of burnout or depression. Although these experiences are often seen as negative and destructive, within the context of Dabrowski’s theory they can be interpreted as signals that someone is at a crucial crossroads in their development. Burnout, for instance, may arise when a person has spent years trying to meet external expectations—such as social norms or performance pressure—that are misaligned with their inner values. The exhaustion and inner conflict that accompany this process force the individual to pause, reflect on what truly matters, and reconsider their choices. Rather than viewing such experiences solely as failure, they can be understood as a necessary disintegration that opens the way to a more authentic and fulfilling life.

This process can be especially meaningful for gifted adults who are willing not to avoid inner conflicts, but to explore them as part of their personal development. For many, this leads to a stronger sense of self-awareness, a clearer recognition of personal values, and the pursuit of a life that is more aligned with those values. At the same time, the process can become paralyzing when conflicts grow too intense or when appropriate support is lacking. The key to navigating this phase successfully lies in the ability to engage with inner tensions in a constructive way.

Professional guidance, reflection, and a supportive network can play a crucial role here. By understanding and embracing the process of positive disintegration, gifted adults can not only achieve personal growth but also find a deeper sense of fulfillment and authenticity in their lives. It is precisely in these moments of conflict and transformation that the greatest opportunities lie for enriching one’s life and realizing unique talents and capacities.

Practical tips for gifted adults

1. Embrace your inner conflicts: see moments of uncertainty and struggle as opportunities for growth rather than obstacles.
2. Seek support and guidance: consider working with professionals who are familiar with giftedness and the theory of positive disintegration.
3. Focus on balance: use your intensities and sensitivities as strengths, while also ensuring time for rest and self-care.
4. Reflect intentionally on your ideals: take time to explore which values and goals truly matter to you and how you can integrate them into your life.
5. Be gentle with yourself: remind yourself that development is a process; perfection is not required.

Conclusion

Although Dabrowski’s theory was not specifically designed for gifted individuals, it does offer valuable insights into the challenges and growth opportunities experienced by some gifted adults. By attending to inner processes, tensions, and values, the theory can contribute to a deeper understanding of oneself and of possible developmental paths. As Harper et al. (2017) emphasize, the strength of Dabrowski’s theory lies precisely in understanding it as a whole: as a framework that can help care professionals better interpret personality development in their clients, and that can support individuals in their search for a more authentic and fulfilling life.

Would you like deeper insight into how models such as Dabrowski’s theory and the Delphi model can contribute to your personal development? Consider our training module specifically designed for gifted adults, or get in touch with one of our experts who offer individual guidance. Discover how to better navigate intensity, inner conflicts, and personal growth, and how to make the most of your unique capacities.

References

• Harper, A., Cornish, L., Smith, S., & Merrotsy, P. (2016). Through the Dabrowski lens: A fresh examination of the theory of positive disintegration. Roeper Review, 39(1), 37–43.

• Mendaglio, S. (2019). Psychology of giftedness and the theory of positive disintegration: A conversation with Sal Mendaglio. Journal of Advanced Academics, 30(4), 500–507.

• Olszewski-Kubilius, P., Steenbergen-Hu, S., Calvert, E., Richert Corwith, S., & Bright, S. (2025). A meta-analysis of research on the relationship between overexcitabilities and giftedness. Gifted Child Quarterly. https://doi.org/10.1177/00169862251370377

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