![]() ![]() Dabrowski for a full understanding of this theory and its value (see Dabrowski, 1964, 1967, 1972 Dabrowski et al., 1970, 1972).Ī word of caution is probably appropriate for those who want to start studying the main concepts of the theory: K. The concepts presented here will hopefully be intriguing enough to prompt the reader to seek original writings by K. This diagram could help theoreticians, psychometricians, and practitioners to understand some fundamental concepts of the theory beyond its better-known aspects (overexcitabilites). There is anecdotal evidence to suggest that mental health practitioners find the TPD invaluable when counseling children and adults who show signs of what is commonly viewed as poor mental health (e.g., anxiety, neurosis, etc.) but also when counseling patients who show other characteristics that may decrease their well-being (e.g., perfectionism, social maladjustment, etc.).Īdopting the view that the theory has merit, an attempt is made here at providing a visual representation of some of its key aspects with the aim of providing a memory aid to help its understanding and dissemination. Yet the TPD offers a novel view of mental health ( Dabrowski and Joshi, 1972) that may have its place in helping patients work through their mental health-related challenges and will help therapists understand their patients. The TPD is generally poorly known among psychologists, psychiatrists, and (mental) health practitioners and as it is rarely part of formal vocational or university training. ![]() ![]() Attention has been drawn to the risk of using the concept of overexcitabilites outside the context of the whole TPD theoretical framework ( Mendaglio and Tillier, 2006), as overexcitabilities are only one (the first factor) of three factors influencing personality development. To date, empirical evidence showing how overexcitabilities correspond (or not) to known psychological constructs is scant (but see Rinn and Reynolds, 2012 Vuyk et al., 2016). The theory has a following in the realm of gifted education where some components of the theory (overexcitabilities) are sometimes used to identify gifted pupils. The potential of any individual to develop their personality relates to three factors: (1) genetic attributes, also called overexcitabilities (psychomotor, sensual, imaginational, intellectual, and emotional) (2) the environment (3) the inner motivation to develop one's personality (called the third factor) ( Dabrowski et al., 1972). The theory stipulates that neither ontogeny nor intelligence influences the level at which a person will find themselves. To explain how a person might be undergoing personality development, dynamisms (e.g., disquietude with oneself, subject-object in oneself) are used to explain the feelings of a person when they transit from one level to another ( Dabrowski, 1964) ( Figure 1). In the TPD, the path to personality development is expressed as a series of levels represented by the Roman numerals I–V ( Figure 1). The implications of the TPD are that symptoms of poor mental health may not always be negative, but part of a necessary process which lets individuals who successfully navigate those difficult inner-states grow to be the best version of themselves. The characteristics of this theory is that some signs of mental illness (e.g., neurosis, anxiety) along what is often considered a person's flaws (e.g., nervousness, maladjustment) are seen as positive signs that a person is developing their personality toward their “personality ideal” (i.e., the best, most altruistic, and worthy version of themselves) ( Dabrowski, 1964 Dabrowski and Joshi, 1972). ![]() The theory of positive disintegration (TPD) is a complex theory of personality development elaborated by K. ![]()
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