Managing the Emotional Intensities of Gifted Students with Mindfulness Practices

Dorothy Sisk

doi:10.3390/educsci11110731

journal article Open Access Nov 13, 2021

Managing the Emotional Intensities of Gifted Students with Mindfulness Practices

Dorothy Sisk

Education Sciences Vol. 11 No. 11 pp. 731 · MDPI AG

View at Publisher Save 10.3390/educsci11110731

Abstract

The emotional intensities of gifted students affect not only their learning, but also the way they live and see the world. This article examines the Theory of Positive Disintegration of Dabrowski to explore the inner world of the gifted. The five levels of development and five overexcitabilities of Dabrowski represent an abundance of physical, sensual, creative, intellectual, and emotional energy that cause inner turmoil but can result in creative endeavors. The benefits of mindfulness practices to meeting the emotional needs of gifted students are presented with examples of deep listening, gratitude, and storytelling as mindfulness practices. A culminating activity of storytelling illustrates the integration of deep listening and gratitude and its effect on the sense of identity of gifted students.

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Cited By

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Predicting Factors of Gifted Students’ Life Satisfaction and Identifying Their Sub-Profiles

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Metrics

3

Citations

35

References

Details

Published: Nov 13, 2021
Vol/Issue: 11(11)
Pages: 731
License: View

Authors

D

Dorothy Sisk

College of Education and Human Development, Lamar University, Beaumont, TX 77705, USA

Cite This Article

Dorothy Sisk (2021). Managing the Emotional Intensities of Gifted Students with Mindfulness Practices. Education Sciences, 11(11), 731. https://doi.org/10.3390/educsci11110731

Managing the Emotional Intensities of Gifted Students with Mindfulness Practices

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