Using Dabrowski\u27s overexcitabilities to identify gifted students and augment their gifted potential

This study was to examine the potential for using Dabrowski\u27s theory of overexcitabilities as an alternative method for identifying gifted students and augmenting development of gifted potential in students. Specifically, in what ways can Dabrowski\u27s psychic overexcitabilities and Theory of Developmental Potential be used to find and serve the educational and emotional needs of the residual group of unidentified and unserved gifted students? Educational implications and strategies are suggested and discussed. Pedagogic and curricular strategies that utilize the interactive nature of Dabrowski\u27s psychic overexcitabilities and emotional development are examined. The benefit of development of an instrument to measure overexcitabilities at the elementary level and need for action within the educational field to remediate potential losses of gifted potential within the student population are summarized