- Complexity Science Self-organization, Theory Of Positve Disintegration, Developmental Psychology, Chaos Theory, Creativity, Education, and 32 moreGifted Education, Human Development, Adolescent Development, Emotions (Social Psychology), Young Adulthood, Complexity Science, Theories of Emotions, Chaos Theory and Complexity Science, Emotions During Adolescence and Young Adulthood, Emotional Development, Pattern Models, History Of Emotions, Adolescence (Psychology), Emotions, Chaos/Complexity Theory, Erikson's Theory on psychological development, Theory of Positive Disintegration, Theoretical Physics, Development of Creativity, Social Sciences, Educational Psychology, Performing Arts, Emotion, Witkacy, Self-Organization, Polish Philosophy and Logic, Consciousness Studies, Complexity Theory, Philosophy of Mind, Philosophy of Witkacy, Philosophy of Emotion, and Phenomenologyedit
- Krystyna C. Laycraft, Ph.D. is a physicist/educator/artist. She shares her time between art, science, and teaching. ... moreKrystyna C. Laycraft, Ph.D. is a physicist/educator/artist.
She shares her time between art, science, and teaching.
She runs the Center for CHAOS Studies and gives lectures on an application of Complexity Science in creativity, psychology, neuroscience, and education.edit
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In the book "The I Ching as Seen Through Collages," I present collages depicting the eight trigrams and the sixty-four hexagrams of the I Ching. The I Ching is the oldest and most significant Chines classic. It is based on the change and... more
In the book "The I Ching as Seen Through Collages," I present collages depicting the eight trigrams and the sixty-four hexagrams of the I Ching. The I Ching is the oldest and most significant Chines classic. It is based on the change and transformation underlying all existence. The fundamental building blocks are the ancient concepts of Yang and Yin.
Even being created in ancient times, the I Ching fully applies to the present. It is like a wise mentor who offers directions and answers many questions regarding our issues. Through a richness of symbols, the I Ching helps us find how to live a harmonious and meaningful life, develop and maintain our inner strength, how vital the moments of silence and concentration are, and many more.
Even being created in ancient times, the I Ching fully applies to the present. It is like a wise mentor who offers directions and answers many questions regarding our issues. Through a richness of symbols, the I Ching helps us find how to live a harmonious and meaningful life, develop and maintain our inner strength, how vital the moments of silence and concentration are, and many more.
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To celebrate the 10th anniversary of my work on Dąbrowski’s theory, I have created this small book, which contains nine of my articles published in different psychological journals. I was exploring Dąbrowski’s ideas through the prism of... more
To celebrate the 10th anniversary of my work on Dąbrowski’s theory, I have created this small book, which contains nine of my articles published in different psychological journals. I was exploring Dąbrowski’s ideas through the prism of my knowledge as a physicist, specializing in complexity science.
In one of the articles, I wrote: “As I read Dąbrowski’s book, Mental Growth through Positive Disintegration, I experienced a profound sense of “resonance.” Moreover, as I immersed myself in the works of Dabrowski, I was mesmerized by the beautiful parallels between the theory of positive disintegration and chaos theory. “
Dąbrowski stresses the importance of “emotional turbulence” in the process of transition from the lower level to the higher levels of mental life, which complies with the core ideas of chaos theory where sensitivity, instability and unpredictability are an inherent part of development. For Dąbrowski, nervousness and psychoneurotic symptoms are signs of the beginning of an advancing process of positive transformations. This idea corresponds to Prigogine’s concept that “non-equilibrium is a source of order.”
Through the perspective of complexity science, I tried to uncover some deep secrets of Dąbrowski’s theory and bring further understanding of human development.
Krystyna C. Laycraft
Lorell Ranch, Summer 2019
In one of the articles, I wrote: “As I read Dąbrowski’s book, Mental Growth through Positive Disintegration, I experienced a profound sense of “resonance.” Moreover, as I immersed myself in the works of Dabrowski, I was mesmerized by the beautiful parallels between the theory of positive disintegration and chaos theory. “
Dąbrowski stresses the importance of “emotional turbulence” in the process of transition from the lower level to the higher levels of mental life, which complies with the core ideas of chaos theory where sensitivity, instability and unpredictability are an inherent part of development. For Dąbrowski, nervousness and psychoneurotic symptoms are signs of the beginning of an advancing process of positive transformations. This idea corresponds to Prigogine’s concept that “non-equilibrium is a source of order.”
Through the perspective of complexity science, I tried to uncover some deep secrets of Dąbrowski’s theory and bring further understanding of human development.
Krystyna C. Laycraft
Lorell Ranch, Summer 2019
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Our book is mother-daughter cooperation, which gave us a lot of joy and satisfaction. We opened ourselves to each other’s ideas and, as a result, our understanding of some complex concepts extended and deepened. We have shown in this... more
Our book is mother-daughter cooperation, which gave us a lot of joy and satisfaction. We opened ourselves to each other’s ideas and, as a result, our understanding of some complex concepts extended and deepened. We have shown in this book, that acceptance is not only an attitude to a specific situation in which we find ourselves but also, an outlook toward our lives. Acceptance, when merged with other emotions, creates meaningful emotional patterns, such as resourcefulness, curiosity, friendliness, love, and mindfulness, which make our lives rich and meaningful.
Research Interests: Emotion, Person-centred Therapy, Mindfulness, Dialectical Behavioral Therapy, Rational Emotive Behavior Therapy, and 9 moreWell-Being, Philosophy of Love, Acceptance and Commitment Therapy, Curiosity, Existential analysis, Resourcefulness, Learned Resourcefulness, Emotionally Focused Therapy, and The psycho-evolutionary theoty of emotions
Ksiazka ta jest moja intelektualna podroza poprzez wiele filozoficznych podejsc do procesu decyzyjnego. Przez zastosowanie tych idei, bylam w stanie przeegzaminowc wlasne decyzje i zrozumiec ich wplyw na moje zycie. Mam nadzije, ze... more
Ksiazka ta jest moja intelektualna podroza poprzez wiele filozoficznych podejsc do procesu decyzyjnego. Przez zastosowanie tych idei, bylam w stanie przeegzaminowc wlasne decyzje i zrozumiec ich wplyw na moje zycie.
Mam nadzije, ze praca moja zainspiruje innych do glebszej refleksji nad wlasnym zyciem i zastanowieniem sie nad rola decyzji w przebiegu ich zycia.
Mam nadzije, ze praca moja zainspiruje innych do glebszej refleksji nad wlasnym zyciem i zastanowieniem sie nad rola decyzji w przebiegu ich zycia.
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In the book, "The Courage to Decide," I've presented my intellectual journey through the theories of many philosophers. During this journey, I've contemplated and examines my life through the light of their ideas. This process has given... more
In the book, "The Courage to Decide," I've presented my intellectual journey through the theories of many philosophers. During this journey, I've contemplated and examines my life through the light of their ideas. This process has given me clarity about decision-making and its importance in our lives.
Through the courage to decide, we're able to experience freedom, novelty, and understanding. We're then able to orient ourselves to the future and change our vision into reality.
Through the courage to decide, we're able to transcend aging and the ravages of disease and replace them with psychological growth. We're then able to develop creativity and become more compassionate
Through the courage to decide, we create ourselves and the world around us. Simply put, the courage to decide is the ultimate act of creation.
Through the courage to decide, we're able to experience freedom, novelty, and understanding. We're then able to orient ourselves to the future and change our vision into reality.
Through the courage to decide, we're able to transcend aging and the ravages of disease and replace them with psychological growth. We're then able to develop creativity and become more compassionate
Through the courage to decide, we create ourselves and the world around us. Simply put, the courage to decide is the ultimate act of creation.
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The book, "Feeling Life," has emerged through the process of reflective meditation. I reflected on and deeply explored my actions, choices, and decisions. My persistence in the process of understanding, interpreting and evaluating led to... more
The book, "Feeling Life," has emerged through the process of reflective meditation. I reflected on and deeply explored my actions, choices, and decisions. My persistence in the process of understanding, interpreting and evaluating led to the discovery of unexpected and surprising aspects of my life. I discovered a richness of emotions I had experienced during these emotions guided me through complex, and very often difficult and challenging situations.
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The main purpose of this book is to throw light on the role of creativity during the periods of adolescence and young adulthood. I present five life stories of young people who are actively involved in creative pursuits such as music... more
The main purpose of this book is to throw light on the role of creativity during the periods of adolescence and young adulthood. I present five life stories of young people who are actively involved in creative pursuits such as music composition, circus arts, painting, journaling, and writing. Then I explore how their creativity helps them to interpret, to understand, and to make meaning out of their internal experiences.
The book contains three parts. In the first part, the basic concepts of chaos theory and the idea of self-organization are introduced. Some contemporary approaches to emotions are also discussed. In the second part, the lives of five young people are presented and by applying these theories, their psychological development and creative processes are interpreted and analyzed. Finally, in the third part, a conceptual model of creativity development is discussed.
The book encourages parents and educators to look at the creativity of young people much more seriously as a tool for enriching their lives, opening up new possibilities for them, and greatly extending their vision of themselves and the world they live in.
The book contains three parts. In the first part, the basic concepts of chaos theory and the idea of self-organization are introduced. Some contemporary approaches to emotions are also discussed. In the second part, the lives of five young people are presented and by applying these theories, their psychological development and creative processes are interpreted and analyzed. Finally, in the third part, a conceptual model of creativity development is discussed.
The book encourages parents and educators to look at the creativity of young people much more seriously as a tool for enriching their lives, opening up new possibilities for them, and greatly extending their vision of themselves and the world they live in.
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What is love? This question has captured the imagination of poets, writers, songwriters, and philosophers for centuries. Since the nineteen-seventies, social scientists and psychologists have studied love and agreed that love is not a... more
What is love? This question has captured the imagination of poets, writers, songwriters, and philosophers for centuries. Since the nineteen-seventies, social scientists and psychologists have studied love and agreed that love is not a single entity but rather a complex phenomenon. However, the simplest definition is: Love is a joyful acceptance of another. We look at love as a dynamic emotional process that goes through five stages and contains a richness of emotions such as surprise, joy, acceptance, surprise, delight, curiosity, anticipation, sagacity, optimism, expectancy, and enthusiasm.
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The purpose of this study was to investigate creativity in adolescents and young adults and its role in psychological development. For this qualitative research, a methodology combining hermeneutic phenomenology/ontology with... more
The purpose of this study was to investigate creativity in adolescents and young adults and its role in psychological development. For this qualitative research, a methodology combining hermeneutic phenomenology/ontology with narrative/biography was chosen. To interpret the data, we created pattern models of creativity by applying the concepts of complexity science, especially self-organization, with the Theory of Positive Disintegration and the Psycho-Evolutionary Theory of Emotions.
It was discovered that the process of creativity in young people is intertwined with the strong emotions of passion, curiosity, enthusiasm, and delight. These emotions are the driving forces that generate order and complexity not only in the creative process, but also in overall psychological development. The presence of these strong emotions often contributes to lesser tension in young people’s development, including a greater ability to integrate their experiences, to take their psychological development into their own hands, and to find direction for their future.
It was discovered that the process of creativity in young people is intertwined with the strong emotions of passion, curiosity, enthusiasm, and delight. These emotions are the driving forces that generate order and complexity not only in the creative process, but also in overall psychological development. The presence of these strong emotions often contributes to lesser tension in young people’s development, including a greater ability to integrate their experiences, to take their psychological development into their own hands, and to find direction for their future.
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This chapter provides a new approach to the study of creativity of adolescents and young adults by combining the idea of self-organization with theories of emotions. To gather data for this qualitative research, hermeneutic... more
This chapter provides a new approach to the study of creativity of adolescents and young adults by combining the idea of self-organization with theories of emotions. To gather data for this qualitative research, hermeneutic phenomenology/ontology linked with the narrative/biography methods was chosen. As a process of interpretation of the data, pattern models of the process of creativity are designed. There are some unique differences between the models of different participants’ creativity, but in general they share common phases such as differentiation/chaos, integration/complexity, and dissipative structures/creativity (products of creativity in the forms of new movements, new writings, and new paintings). Creativity of young people is intertwined with strong emotions of interest, joy, acceptance, which enhance mental activity to global, open, and exploratory modes of attention, stimulate their thinking and enrich their imagination. These cognitive processes then deepen their emotions to complex emotions such as curiosity, enthusiasm, delight, passion, resourcefulness, and love, which, through a reciprocal reinforcement influence their selves. Creative people become more sensitive, more open, and receptive to the internal and external world. They develop into resourceful, imaginative, empathic, and spiritual human beings.
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In this article, we present decisions and actions of people, who gave an enormous hope for the future of humanity and protection against Covid-19. Then we introduce the model of decision-making and discuss the concepts of responsiveness... more
In this article, we present decisions and actions of people, who gave an enormous hope for the future of humanity and protection against Covid-19. Then we introduce the model of decision-making and discuss the concepts of responsiveness and decisiveness, which are interconnected with empathy as the main energizer and motivator of human actions. Finally, we discuss the role of exaptation and collaboration in the success of developing vaccinations against Covid-19.
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In the last issue of Third Factor, I explored the early years of Novel Laureate Maria Sklodowska Curie through the lens of the Kazimierz Dabrowski's theory of positive disintegration. Part I focused on what Dabrowski would have called her... more
In the last issue of Third Factor, I explored the early years of Novel Laureate Maria Sklodowska Curie through the lens of the Kazimierz Dabrowski's theory of positive disintegration. Part I focused on what Dabrowski would have called her developmental potential, with a particular emphasis on the overexcitability that was so evident in her youth. In Part II, I'll look at where that overexcitability leads, exploring the choices that she made to get on the path that would ultimately lead to two Nobel Prizes. It was not an easy path. Maria would have to overcome loneliness, heartbreak, humiliation, anxiety, and deep depression. We rejoin Maria as she makes the pact that sets this chapter in motion. Sisters' Pact Both Maria and her sister Bronia dreamed of going to Paris to study at the Sorbonne. After completing their education in France, both women hoped to return to their beloved Poland: Maria as an educator and Bronia as a doctor. So Maria made a pact with her sister: Maria would support Bronia financially while she was in school, and Bronia would help Maria after completing her studies. At first, Bronia was adamantly against Maria's plan. It was through Maria's empathy and 1 The article has been revised according to the suggestions and comments of Dr. Michael Piechowski
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Abstract Heightened sensitivity, heightened intensity, heightened awareness and advanced cognitive development, compared to chronological aged peers, distinguish the highly-profoundly gifted child and permeate their social, emotional,... more
Abstract
Heightened sensitivity, heightened intensity, heightened awareness and advanced cognitive development, compared to chronological aged peers, distinguish the highly-profoundly gifted child and permeate their social, emotional, physical, cognitive and/or altruistic life experiences. This instinctive and often asynchronous development has been historically misunderstood, misidentified, and misdiagnosed by professionals who have not received training on the unique char- acteristics, behaviors, and development typical of this population. As a result, the natural development and potential of highly-profoundly gifted children and adolescents are vulnerable and at high risk. A review of the literature found the characteristics, behaviors and developmental markers of the highly-profoundly gifted strikingly similar to the char- acteristics, behaviors and development of the combination of multiple, higher-level overexcitabilities. Further study of overexcitabilities and Dabrowski’s human development theory found the combination of multiple, higher-level overex- citabilities distinctively different than individual overexcitabilities. Developmental dynamisms explained the multi-facet- ed development of multiple overexcitabilities at the highest level. It was concluded that multiple, higher-level overex- citabilities and the development of dynamisms correlate closely with the heightened sensitivity, heightened intensity, heightened awareness and advanced cognitive development of highly-profoundly gifted children and adolescents and therefore could be an effective tool for identification. Additional research and further development of assessment tools to identify higher-level overexcitabilities, developmental dynamisms and highly-profoundly gifted students are warrant- ed. Education outreach and professional development are recommended for parents, teachers, school administrators, counselors, psychologists, psychiatrists, pediatricians and policy makers to curve misunderstanding, misidentification and misdiagnosis. Mandates to appropriately identify and support the education and development of highly-profoundly gifted children and adolescents, are imperative.
Heightened sensitivity, heightened intensity, heightened awareness and advanced cognitive development, compared to chronological aged peers, distinguish the highly-profoundly gifted child and permeate their social, emotional, physical, cognitive and/or altruistic life experiences. This instinctive and often asynchronous development has been historically misunderstood, misidentified, and misdiagnosed by professionals who have not received training on the unique char- acteristics, behaviors, and development typical of this population. As a result, the natural development and potential of highly-profoundly gifted children and adolescents are vulnerable and at high risk. A review of the literature found the characteristics, behaviors and developmental markers of the highly-profoundly gifted strikingly similar to the char- acteristics, behaviors and development of the combination of multiple, higher-level overexcitabilities. Further study of overexcitabilities and Dabrowski’s human development theory found the combination of multiple, higher-level overex- citabilities distinctively different than individual overexcitabilities. Developmental dynamisms explained the multi-facet- ed development of multiple overexcitabilities at the highest level. It was concluded that multiple, higher-level overex- citabilities and the development of dynamisms correlate closely with the heightened sensitivity, heightened intensity, heightened awareness and advanced cognitive development of highly-profoundly gifted children and adolescents and therefore could be an effective tool for identification. Additional research and further development of assessment tools to identify higher-level overexcitabilities, developmental dynamisms and highly-profoundly gifted students are warrant- ed. Education outreach and professional development are recommended for parents, teachers, school administrators, counselors, psychologists, psychiatrists, pediatricians and policy makers to curve misunderstanding, misidentification and misdiagnosis. Mandates to appropriately identify and support the education and development of highly-profoundly gifted children and adolescents, are imperative.
Research Interests: Human Development, Gifted Education, Giftedness, Human Growth and Development, Self Actualization, and 15 morePsychology of Intelligence and Giftedness, Creativity Development, Cross-Cultural Psychology, Cross-Cultural Education, Gifted and Talented Education, Self-Actualization, Gifted Children, Human development and Family Studies, Theory of Positive Disintegration, Kazimierz Dabrowski, Counseling for Gifted and Talented, Gifted Adolescents, Overexcitabilities, Dabrowski's Overexcitabilities, Development of Gifted Youth, Gifted across the lifespan, Highly-Profoundly Gifted, and Misdiagnosis of Gifted Children & Adults
this article presents Dabrowski's Theory of Positive Disintegration(TPD) as future-oriented psychology. According to Dabrowski, positive disintegration is characterized by a transition from a narrow to a broad understanding of reality,... more
this article presents Dabrowski's Theory of Positive Disintegration(TPD) as future-oriented psychology. According to Dabrowski, positive disintegration is characterized by a transition from a narrow to a broad understanding of reality, involving the capacity for reflecting on one's past history (retrospection) and for envisaging future of one's personal growth (prospection). The article analyzes the TPD through the perspective of subjective time (mental tme travel) and shows the each level of TPD expresses diffrent awareness of subjective time and the developmental dynamisms are grounded in strong anticipation.
Research Interests: Psychology, Clinical Psychology, Cognitive Psychology, Cognitive Science, Social Psychology, and 6 moreDevelopmental Psychology, Mental time travel, Developmental psychology, Future Orientation, Parental Sensitivity & Emotional parenting style, Anticipation, Theory of Positive Disintegration, and Kazimierz Dabrowski
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Abstract: In this article, we present the analysis of the process of decision-making by applying the main concepts of complexity science linked with the theories of emotions. Decision-making in our personal or immediate social life... more
Abstract: In this article, we present the analysis of the process of decision-making by applying the main concepts of complexity science linked with the theories of emotions. Decision-making in our personal or immediate social life concerns our future and involves surprises, uncertainty, and complexity. This is why complexity science, and especially the idea of self-organization is the most suitable for studying this unpredictable and surprising phenomenon. We propose that the process of decision-making in human life goes through three phases: the will phase, the choice phase, and the decision phase. Primary emotions of surprise and anticipation and self-organizing patterns of emotions such as curiosity, attraction, doubt, optimism, resourcefulness, open-mindedness, enjoyment of unknown, and enthusiasm play a significant role in this process. In the discussion, the process of decision-making from the perspective of metacognition is included.
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The article introduces the main ideas and concepts of Dąbrowski's theory of positive disintegration, and then subsequently provides a reconceptualization of this theory by complexity science. According to Dąbrowski, positive... more
The article introduces the main ideas and concepts of Dąbrowski's theory of positive disintegration, and then subsequently provides a reconceptualization of this theory by complexity science. According to Dąbrowski, positive disintegration is the mental development described by the process of transition from lower to higher levels of mental life and is stimulated by tension, inner conflict, struggle, and anxiety. This process can be modeled by a sequence of attractors (levels) as a control parameter (a developmental potential) changes and by a process of symmetry breaking. As an application of this theory, a conceptual model of adolescent development is presented.
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In the late eighties and early nineties, Eastern Europe experienced enormous political changes that led to my native Poland a democratic country. At the time, this exciting news evoked in me powerful emotions of enjoyment, curiosity, and... more
In the late eighties and early nineties, Eastern Europe experienced enormous political changes that led to my native Poland a democratic country. At the time, this exciting news evoked in me powerful emotions of enjoyment, curiosity, and delight, leading to my decision to return to Poland after eight years living in Canada. The decision was one of the major turning points of my life. To use the language of chaos theory, it was a bifurcation point. In the last issue of Third Factor, I explained how chaos theory and Dabrowski's theory of positive disintegration (TPD) are essentially describing the same process. The former describes the process in physical systems while the latter describes it in psychological ones; in both cases, however, we see nonlinear systems that, under certain conditions, reach a point of hesitation, called a bifurcation point, facing different possible directions of change. At this point, the system will either disintegrates into chaos or, by transforming itself, achieve a higher order of organization. If we think of ourselves as nonlinear dynamic systems, then our bifurcation points are those times in the flow of our lives when we make major life decisions. In this article, I will explore the process of decision-making through the perspective of the theory of positive disintegration, focusing on the idea of self-organization and using the story of my decision to return to Poland.
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This article presents an analysis of the positive disintegration as a process of symmetry breaking. Symmetry breaking plays a major role in self-organized patterns formation and correlates directly to increasing complexity and function... more
This article presents an analysis of the positive disintegration as a process of symmetry breaking. Symmetry breaking plays a major role in self-organized patterns formation and correlates directly to increasing complexity and function specialization. According to Dąbrowski, a creator of the Theory of Positive Disintegration, the change from lower to higher levels of human development requires a major restructuring of an individual's psychological makeup. Each level of human development is a relatively stable and coherent configuration of emotional-cognitive patterns called developmental dynamisms. Their main function is to restructure a mental structure by breaking the symmetry of a low level and bringing differentiation and then integration to higher levels. The positive disintegration is then the process of transitions from a lower level of high symmetry and low complexity to higher levels of low symmetry and high complexity of mental structure.
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A human life can be understood as an I-World relationship. This is a relationship between our perceiving, thinking, feeling, willing, and the world in which we are immersed. Through this reciprocal interaction with the external world, we... more
A human life can be understood as an I-World relationship. This is a relationship between our perceiving, thinking, feeling, willing, and the world in which we are immersed. Through this reciprocal interaction with the external world, we find ourselves constantly stimulated – both physically and mentally. We respond to these external stimuli by experiencing a variety of emotions. Based on the observation of my clients, I present here four types of challenging situations that evoke negative emotions.
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The review of recent neuroimaging studies on creativity is provided. Based on these studies, an understanding of the brain mechanisms that underlie creative thinking is emerging. Creativity can be understood as a multitude of processes... more
The review of recent neuroimaging studies on creativity is provided. Based on these studies, an understanding of the brain mechanisms that underlie creative thinking is emerging. Creativity can be understood as a multitude of processes and the regions of the brain involved in the computation of ideational combination. As a result of the author’s interest in creativity of young people and its role as a component of their psychological development, recent research on the adolescent brain development is included. During this period the teen brain undergoes an enormous disorganization and reorganization. A neurological study of spontaneous musical improvisation is presented and it is shown that creating and listening music activates a multitude of brain structures. Their activities are likely to have beneficial effect on the psychological and physiological health of individuals. In the third part of this paper, an extensive review of neuroscientific literature on attention, daydreaming, insight and flow is provided.
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Dabrowski's theory of positive disintegration describes patterns and explains mechanisms of human development and has been successfully applied to understanding of gifted individuals. This articles shows how the concepts of chaos theory... more
Dabrowski's theory of positive disintegration describes patterns and explains mechanisms of human development and has been successfully applied to understanding of gifted individuals. This articles shows how the concepts of chaos theory and self-organization such as the sensitivity to initial conditions, positive and negative feedback, bifurcation points, and attractors provide new insights into understanding the personality development of gifted adolescents. According to Dabrowski, positive disintegration is the mental development described by the process of transition from lower to higher levels of mental life and is stimulated by tension, inner conflict, struggle, anxiety, and despair. This article introduces a conceptual model of this process as the sequence of transitions from a point attractor (the primary integration) through a periodic attractor (the unilevel disintegration), to a chaotic attractor (the spontaneous multilevel disintegration), and continuous through the process of self-organization to an emerging order (the organized multilevel disintegration) and finally to an order with increasing complexity (the secondary integration).
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The study of creativity of young people and its role as a component of their psychological development is presented. Specifically, the aim of the research was to investigate the role of creativity as a possible natural protective and... more
The study of creativity of young people and its role as a component of their psychological development is presented. Specifically, the aim of the research was to investigate the role of creativity as a possible natural protective and prophylactic outlet for addressing mental “disorders” of adolescents, like anxiety or depression. For this qualitative research, hermeneutic phenomenology /ontology linked with the narrative/biography methodology was chosen. As a process of interpretation of the data, we create conceptual models called pattern models of the process of creativity of young people by applying the concepts of complexity science, especially self-organization with the Dabrowski theory of positive disintegration. The theory of positive disintegration is especially useful for understanding the tumultuous psychological development of gifted and creative adolescents. Dabrowski stresses the importance of “emotional turbulence” in the process of human growth, which corresponds to Prigogine’s idea that “non-equilibrium is a source of order.” In general, creativity of young people could be modelled as “self-organizing dissipative structures” that originate spontaneously in far-from-equilibrium created and maintained by their complex emotions/dynamisms like love, curiosity, enthusiasm, delight, resourcefulness, “subject-object” in oneself, and third factor. These emotions are the driving forces generating order and complexity not only in their creativity but above all in their psychological development that is characterized by lesser tension, and greater ability to integrate their experiences, to take the development into their own hands, and to find direction for their future.
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In the presentation, I'll introduce a conceptual model of creativity development that has emerged from studying creativity of young people. This model goes from horizontal creativity during late childhood and early adolescence, through... more
In the presentation, I'll introduce a conceptual model of creativity development that has emerged from studying creativity of young people. This model goes from horizontal creativity during late childhood and early adolescence, through vertical creativity during middle adolescence, to integral creativity that emerges during late adolescence and young adulthood. At horizontal creativity, youngsters are searching for new, unknown, and surprising experiences that give rise to joy, interest, surprise, and curiosity. But their creativity is often impulsive, spontaneous, and shallow. Vertical creativity is characterized by endless experimentation that leads to a psychological awakening. Integral creativity requires further intellectual and emotional growth. It is characterized by openness to the external world, sensitivity to others, and ability to create their own unique reality.
Based on this model, I'll show that the psychological development and creativity of young people are intertwined in a cyclical and dynamical relationship. Creativity is a self-organizing process that originates in a far-from-equilibrium state created and maintained by emotions such as interest, joy, surprise, curiosity, passion, love, and resourcefulness. Similarly, psychological development is a self-organizing process, which implies the increasing complexity of mental structure by incorporating a variety of elements from mental life - emotions, thoughts, imaginations, and memories - and then integrating these elements into a unique perspective. Creativity as a temporary or momentary experience creates the conditions in which emotional, cognitive, and spiritual development take place. Psychological development on the other hand, creates the conditions for creativity to emerge by adjusting the internal environment toward openness, sensitivity, and receptivity.
Based on this model, I'll show that the psychological development and creativity of young people are intertwined in a cyclical and dynamical relationship. Creativity is a self-organizing process that originates in a far-from-equilibrium state created and maintained by emotions such as interest, joy, surprise, curiosity, passion, love, and resourcefulness. Similarly, psychological development is a self-organizing process, which implies the increasing complexity of mental structure by incorporating a variety of elements from mental life - emotions, thoughts, imaginations, and memories - and then integrating these elements into a unique perspective. Creativity as a temporary or momentary experience creates the conditions in which emotional, cognitive, and spiritual development take place. Psychological development on the other hand, creates the conditions for creativity to emerge by adjusting the internal environment toward openness, sensitivity, and receptivity.
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In the presentation “ Six Lessons on Creativity,” I present several stories of young people who were actively involved in creative pursuits such as music composition, circus arts, painting, and writing. I explore then how their creativity... more
In the presentation “ Six Lessons on Creativity,” I present several stories of young people who were actively involved in creative pursuits such as music composition, circus arts, painting, and writing. I explore then how their creativity helps them to interpret, to understand, and to make meaning out of their inner experiences. I discuss the role of solitude in the development of their creativity, a difference between solitude and loneliness, and how creativity helps to transform loneliness into solitude. Next, I examine how creativity helps them to deal with their negative emotions such as dissatisfaction, disappointment, confusion, doubt, fear, anger, anxiety, nervousness, and depression. I also discuss how creativity contributes to an increase in their experiences of positive emotions of joy, acceptance, surprise, love, resourcefulness, curiosity, and delight. Finally, I present a discussion on self-identity formation of young people and a role of creativity in the psychological development of young people.
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In this presentation, I will discuss the positive disintegration as a process of symmetry breaking. Symmetry breaking plays a major role in self-organzed patterns formation and correlates directly to increasing complexity and function... more
In this presentation, I will discuss the positive disintegration as a process of
symmetry breaking. Symmetry breaking plays a major role in self-organzed patterns formation and correlates directly to increasing complexity and function specialization. According to Dabrowski, the change from lower to higher levels of human development requires a mojor restructuring of an individual's psychological makeup. Each level of human development is a relatively stable and coherent configuration of emotional-cognitive patterns called developmental dynamisms. Their main funtion is to restructuring a mental structure by breaking symmetry of a low level and bringing differentiation and then integration to higher levels. The positive disintehration is then a transition from a lower level of high symmetry and low complexity to higher higher levels of low symmetry and high complexity of mental structure. In other words, the positive disintegration is a transition from scarcely conscious and narrow understanding reality (high symmetry) to a highly conscious and broader understanding of reality (low symmetry).
symmetry breaking. Symmetry breaking plays a major role in self-organzed patterns formation and correlates directly to increasing complexity and function specialization. According to Dabrowski, the change from lower to higher levels of human development requires a mojor restructuring of an individual's psychological makeup. Each level of human development is a relatively stable and coherent configuration of emotional-cognitive patterns called developmental dynamisms. Their main funtion is to restructuring a mental structure by breaking symmetry of a low level and bringing differentiation and then integration to higher levels. The positive disintehration is then a transition from a lower level of high symmetry and low complexity to higher higher levels of low symmetry and high complexity of mental structure. In other words, the positive disintegration is a transition from scarcely conscious and narrow understanding reality (high symmetry) to a highly conscious and broader understanding of reality (low symmetry).
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In the talk, I introduce my children book “A Journey through the Lands of Feelings.” In this book, a journey through feelings represents metaphorically the psychological growth of young girl. It is shown that emotional factors such as... more
In the talk, I introduce my children book “A Journey through the Lands of Feelings.” In this book, a journey through feelings represents metaphorically the psychological growth of young girl. It is shown that emotional factors such as internal conflicts, striving for acceptance and friendship, genuine concerns for others, openness to the external world, and true empathy play a dominant role in the psychological growth of this young girl. During her journey, she goes through the spontaneous multilevel disintegration and experiences a variety of dynamisms such as astonishment with herself, dissatisfactions with herself, guilt, positive maladjustment, and empathy.
This book can be a very useful tool for parents and educators to teach children how to identify their emotions, how to respond to challenging situations that evoke negative emotions such as fear, rejection, and anger, and how to embrace positive emotions such as acceptance, anticipation/interest, and joy. Illustrations and stories in this book may stimulate children’s imagination, encourage them to explore and to make own decisions, and then accelerate their emotional and social development.
This book can be a very useful tool for parents and educators to teach children how to identify their emotions, how to respond to challenging situations that evoke negative emotions such as fear, rejection, and anger, and how to embrace positive emotions such as acceptance, anticipation/interest, and joy. Illustrations and stories in this book may stimulate children’s imagination, encourage them to explore and to make own decisions, and then accelerate their emotional and social development.
Research Interests:
In the talk, I introduce my children book “A Journey through the Lands of Feelings.” In this book, a journey through feelings represents metaphorically the psychological growth of young girl. It is shown that emotional factors such as... more
In the talk, I introduce my children book “A Journey through the Lands of Feelings.” In this book, a journey through feelings represents metaphorically the psychological growth of young girl. It is shown that emotional factors such as internal conflicts, striving for acceptance and friendship, genuine concerns for others, openness to the external world, and true empathy play a dominant role in the psychological growth of this young girl. During her journey, she goes through the spontaneous multilevel disintegration and experiences a variety of dynamisms such as astonishment with herself, dissatisfactions with herself, guilt, positive maladjustment, and empathy.
This book can be a very useful tool for parents and educators to teach children how to identify their emotions, how to respond to challenging situations that evoke negative emotions such as fear, rejection, and anger, and how to embrace positive emotions such as acceptance, anticipation/interest, and joy. Illustrations and stories in this book may stimulate children’s imagination, encourage them to explore and to make own decisions, and then accelerate their emotional and social development.
This book can be a very useful tool for parents and educators to teach children how to identify their emotions, how to respond to challenging situations that evoke negative emotions such as fear, rejection, and anger, and how to embrace positive emotions such as acceptance, anticipation/interest, and joy. Illustrations and stories in this book may stimulate children’s imagination, encourage them to explore and to make own decisions, and then accelerate their emotional and social development.
Research Interests:
Research Interests:
The Positive Disintegration (Dabrowski, 1996) is the process of transition from the point attractor (primitive integration) to the cycle attractor (unilevel disintegration) and then to the chaotic attractor (spontaneous multilevel... more
The Positive Disintegration (Dabrowski, 1996) is the process of transition from the point attractor (primitive integration) to the cycle attractor (unilevel disintegration) and then to the chaotic attractor (spontaneous multilevel disintegration) and an emerging order (organized multilevel disintegration) and an order (secondary integration) with increasing complexity. A driving force for this development is the movement from simplicity toward complexity. Mental structure is maximizing its complexity and therefore its stability by pushing forward to higher levels.
We analyze in details the spontaneous multilevel disintegration described by the chaotic attractor. The spontaneous multilevel disintegration corresponds to the period of adolescence. As an individual makes transitions from childhood to adulthood, from dependence to independence, the changes in behavior are dramatic. As soon as person feels that some modes of thinking, feeling, and acting are higher, conflicts of a vertical nature arise. Emotional, unconscious and slightly conscious forces dominate the spontaneous multilevel disintegration.
We show that the process of spontaneous multilevel disintegration corresponds to dramatic changes in brain of adolescent. During adolescence, brain organization and function enter a unique period of change. The emotional behavior of adolescent is due to increased reliance on the instinctual part of brain (amygdala) while the area of rational thought, the frontal lobes develops. We postulate that the positive maladjustment appears when the brain activity of teenager seems to shift from amygdala to frontal lobes and emotions becomes more conscious and selective.
We analyze in details the spontaneous multilevel disintegration described by the chaotic attractor. The spontaneous multilevel disintegration corresponds to the period of adolescence. As an individual makes transitions from childhood to adulthood, from dependence to independence, the changes in behavior are dramatic. As soon as person feels that some modes of thinking, feeling, and acting are higher, conflicts of a vertical nature arise. Emotional, unconscious and slightly conscious forces dominate the spontaneous multilevel disintegration.
We show that the process of spontaneous multilevel disintegration corresponds to dramatic changes in brain of adolescent. During adolescence, brain organization and function enter a unique period of change. The emotional behavior of adolescent is due to increased reliance on the instinctual part of brain (amygdala) while the area of rational thought, the frontal lobes develops. We postulate that the positive maladjustment appears when the brain activity of teenager seems to shift from amygdala to frontal lobes and emotions becomes more conscious and selective.
Research Interests:
Research Interests:
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Comparison of the process of creativity with the process of emergence of the teaching profession is analyzed in this presentation. As both physicist and educators, we apply the concepts of chaos theory and the idea of theory of positive... more
Comparison of the process of creativity with the process of emergence of the teaching profession is analyzed in this presentation. As both physicist and educators, we apply the concepts of chaos theory and the idea of theory of positive disintegration to examine the professional development of an individual and compare it to creativity. Creativity and teaching profession could be referred to as "self-organizing dissipative structures" originating spontaneously in far-from-equilibrium conditions. Applying the concepts of Dabrowski's theory, the emergence of teaching profession goes through the process of self-awareness accompanied by strong emotional instabilities and self-reflection. Then, as a result of awareness connected with the third factor (will and choices), one reaches the state of self-affirmation, which brings one to self-education that is characterized by moments of withdrawal from the daily routine to re-charge oneself with new energy and new solutions.
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Similarities of two philosophies, I Ching and Theory of Positive Disintegration, will be presented. I Ching (Book of Changes)is the oldest and greatest Chinese classic. It became the foundation of the Taoist and Confucian philosophies.... more
Similarities of two philosophies, I Ching and Theory of Positive Disintegration, will be presented. I Ching (Book of Changes)is the oldest and greatest Chinese classic. It became the foundation of the Taoist and Confucian philosophies. Theory of Positive Disintegration is a complex and comprehensive theory of human development, described by K. Dabrowski as a philosophy of "existence through essence." I Ching and Theory of Positive Disintegration treat the human being as a complex, nonlinear, dynamic system. Both philosophies provide detailed analyses on human nature, encompassing emotions, internal and external conflicts, motivations, thoughts, creativity, and positive and negative tendencies within any given situation. Both stress the idea that conflicts, crises, or challenging experiences become opportunities for the human growth. Both philosophies present a comprehensive view of the variety of human experiences, enabling him/her to shape his/her life by his/her own will and choices (third factor) into an organic whole (the personality).
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In this presentation, the methodology for studying human processes such as psychological development and creativity is introduced. Assuming that these processes are subjective and multiple as shown by participants in a study, a... more
In this presentation, the methodology for studying human processes such as psychological development and creativity is introduced.
Assuming that these processes are subjective and multiple as shown by participants in a study, a qualitative design for the research is appropriate. After considering both the potential contribution and the limitation of conducting qualitative research, a hermeneutic phenomenology linked with narrative/biography methods is chosen as the best-suited methodology to this research. Hermeneutic phenomenology, as created by Heidegger and Gadamer, is essentially an ontological approach because it emphasizes that humankind participates in Being and Being has a structure that is capable of being apprehended and understood. The researcher has to take on the role of co-learner and must desire to be educated by the people involved in the study, immersing herself in the circular movement of understanding.
As a process of the interpretation of the data of the research, the pattern models can be generated. These pattern models serve as a conceptual tool to enhance our understanding of the research phenomena. The pattern models are constantly changing, evolving, and transforming, and allowing the researcher to have a new relationship with the dynamics of studied phenomena.
The narrative/biography methods rest on individuals’ subjectively gained knowledge and the understanding of their life experiences. Experiences refer to how realities of a life present themselves to consciousness.
I will show how through multiple stages of understanding and interpretation, it is possible to grasp the emerging patterns of the participants’ psychological development and their creativity.
Assuming that these processes are subjective and multiple as shown by participants in a study, a qualitative design for the research is appropriate. After considering both the potential contribution and the limitation of conducting qualitative research, a hermeneutic phenomenology linked with narrative/biography methods is chosen as the best-suited methodology to this research. Hermeneutic phenomenology, as created by Heidegger and Gadamer, is essentially an ontological approach because it emphasizes that humankind participates in Being and Being has a structure that is capable of being apprehended and understood. The researcher has to take on the role of co-learner and must desire to be educated by the people involved in the study, immersing herself in the circular movement of understanding.
As a process of the interpretation of the data of the research, the pattern models can be generated. These pattern models serve as a conceptual tool to enhance our understanding of the research phenomena. The pattern models are constantly changing, evolving, and transforming, and allowing the researcher to have a new relationship with the dynamics of studied phenomena.
The narrative/biography methods rest on individuals’ subjectively gained knowledge and the understanding of their life experiences. Experiences refer to how realities of a life present themselves to consciousness.
I will show how through multiple stages of understanding and interpretation, it is possible to grasp the emerging patterns of the participants’ psychological development and their creativity.
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"The purpose of this study was to investigate creativity of young people and its role as a component of their psychological development. For this qualitative research, hermeneutic phenomenology linked to narrative/biography methods was... more
"The purpose of this study was to investigate creativity of young people and its role as a component of their psychological development.
For this qualitative research, hermeneutic phenomenology linked to narrative/biography methods was applied.
As a process of interpretation of the data, the pattern models of creativity were generated by applying the Theory of positive Disintegration combined with the concepts of complexity science and theories of emotions. The Theory of Positive Disintegration is especially useful for understanding the tumultuous psychological development of gifted and creative adolescents.
In accordance with Dabrowski’s theory, it was demonstrated that the crucial period for creative adolescents’ psychological development is the spontaneous multilevel disintegration (chaotic attractor). It represents a far-from-equilibrium state that is a necessary condition for self-organization to more complex and ordered state of mental structure in young people. Through this process, they become active agents in their growth, responsible for their own lives, and able to channel their tension “upward” through developmental dynamisms of higher levels.
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For this qualitative research, hermeneutic phenomenology linked to narrative/biography methods was applied.
As a process of interpretation of the data, the pattern models of creativity were generated by applying the Theory of positive Disintegration combined with the concepts of complexity science and theories of emotions. The Theory of Positive Disintegration is especially useful for understanding the tumultuous psychological development of gifted and creative adolescents.
In accordance with Dabrowski’s theory, it was demonstrated that the crucial period for creative adolescents’ psychological development is the spontaneous multilevel disintegration (chaotic attractor). It represents a far-from-equilibrium state that is a necessary condition for self-organization to more complex and ordered state of mental structure in young people. Through this process, they become active agents in their growth, responsible for their own lives, and able to channel their tension “upward” through developmental dynamisms of higher levels.
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The study of creativity of young people and its role as a component of their psychological development is presented. Specifically, the aim of the research was to investigate the role of creativity as a possible natural protective and... more
The study of creativity of young people and its role as a component of their psychological development is presented. Specifically, the aim of the research was to investigate the role of creativity as a possible natural protective and prophylactic outlet for addressing mental “disorders” of adolescents, like anxiety or depression. For this qualitative research, hermeneutic phenomenology /ontology linked with the narrative/biography methodology was chosen. As a process of interpretation of the data, we create conceptual models called pattern models of the process of creativity of young people by applying the concepts of complexity science, especially self-organization with the Dabrowski theory of positive disintegration. The theory of positive disintegration is especially useful for understanding the tumultuous psychological development of gifted and creative adolescents. Dabrowski stresses the importance of “emotional turbulence” in the process of human growth, which corresponds to Prigogine’s idea that “non-equilibrium is a source of order.” In general, creativity of young people could be modelled as “self-organizing dissipative structures” that originate spontaneously in far-from-equilibrium created and maintained by their complex emotions/dynamisms like love, curiosity, enthusiasm, delight, resourcefulness, “subject-object” in oneself, and third factor. These emotions are the driving forces generating order and complexity not only in their creativity but above all in their psychological development that is characterized by lesser tension, and greater ability to integrate their experiences, to take the development into their own hands, and to find direction for their future.
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During the workshop, we introduce the main components of the I Ching (Yin and Yang, 8 trigrams, 64 hexagrams) and self-organization as one of the main concepts of Chaos Theory through brief introductions, discussions, and a variety of... more
During the workshop, we introduce the main components of the I Ching (Yin and Yang, 8 trigrams, 64 hexagrams) and self-organization as one of the main concepts of Chaos Theory through brief introductions, discussions, and a variety of interactive activities. To illustrate the hexagrams of the I Ching philosophy, we use K.C. L's collages. Then we propose that hexagrams could be represented by self-organizing, qualitatively distinct, relatively stable, and coherent structures. They are characterized by a distinctive set of forces represented by interacting trigrams.
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During the workshop, we introduce the main components of the I Ching (Yin and Yang, 8 trigrams, 64 hexagrams) and self-organization as one of the main concepts of Chaos Theory through brief introductions, discussions, and a variety of... more
During the workshop, we introduce the main components of the I Ching (Yin and Yang, 8 trigrams, 64 hexagrams) and self-organization as one of the main concepts of Chaos Theory through brief introductions, discussions, and a variety of interactive activities. To illustrate the hexagrams of the I Ching philosophy, we use K.C. L's collages. Then we propose that hexagrams could be represented by self-organizing, qualitatively distinct, relatively stable, and coherent structures. They are characterized by a distinctive set of forces represented by interacting trigrams.
During the workshop, we introduce the main components of the I Ching (Yin and Yang, 8 trigrams, 64 hexagrams) and self-organization as one of the main concepts of Chaos Theory through brief introductions, discussions, and a variety of... more
During the workshop, we introduce the main components of the I Ching (Yin and Yang, 8 trigrams, 64 hexagrams) and self-organization as one of the main concepts of Chaos Theory through brief introductions, discussions, and a variety of interactive activities. To illustrate the hexagrams of the I Ching philosophy, we use K.C. L's collages. Then we propose that hexagrams could be represented by self-organizing, qualitatively distinct, relatively stable, and coherent structures. They are characterized by a distinctive set of forces represented by interacting trigrams.
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In the presentation, I discuss the role of values in the decision-making process. According to Shalom Schwartz, a social psychologist, and creator of Theory of Basic Human Values, values are desirable, trans-situational goals that vary in... more
In the presentation, I discuss the role of values in the decision-making process. According to Shalom Schwartz, a social psychologist, and creator of Theory of Basic Human Values, values are desirable, trans-situational goals that vary in importance and serve as guiding principles in people lives. He also postulated the ten distinct, broad and basic values that arise from essential conditions necessary for human survival as biological organisms and social beings. I introduce them and discuss in detail. I also show that values linking with meaning motivate our decisions and guide our actions. This link is created by experienced emotions. The stronger our emotions, the more meanigful our lives are. Our decisions can be understood as successful solutions to aconflict between opposing values. The higher priority values win this conflict and become the motivating factors for our choices and decisions.
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In the presentation, I analyze the decision-making process by applying logotherapy and self-determination theory (SDT). Logotherapy, created by an Austrian neurologist and psychiatrist, Viktor Frankl, focuses on the meanings individuals... more
In the presentation, I analyze the decision-making process by applying logotherapy and self-determination theory (SDT). Logotherapy, created by an Austrian neurologist and psychiatrist, Viktor Frankl, focuses on the meanings individuals give to their experience when they make decisions and take responsibility for their lives. According to logotherapy, human beings are more than just the product of their psychological, biological, and social conditioning. They are self-determining organisms who actively shape and change their lives by making decisions. Similarly, self-determination theory, developed by Edward L. Deci and Richard M. Ryan, psychologists at the University of Rochester, assumes that people are active organisms with inherent and deeply evolved tendencies toward psychological growth and development. This active aspect of human nature is evident in the phenomenon of intrinsic motivation that refers to people's tendency to seek challanges, novelties, and making decisions.
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In this presentation, I introduce two psychological treatments in which acceptance plays an essential role. They are the Existential Analysis (EA) and the Rational Emotive Behavioral Therapy (REBT). EA is personal psychotherapy, which... more
In this presentation, I introduce two psychological treatments in which acceptance plays an essential role. They are the Existential Analysis (EA) and the Rational Emotive Behavioral Therapy (REBT).
EA is personal psychotherapy, which allows the therapist to take all possible aspects of an individual's experience into consideration. It puts emphasis on active decisions and commitment. The main objective of EA is to help individuals recognize, understand, accept, and deal with their behaviors and emotions - in general with their life.
While, REBT teaches us how three forms of unconditional acceptance of self, others, and life are essential for our functional thinking that influences our feelings and decision-making. The awareness of two forms of thinking, the functional (rational) thinking and stress-increasing (irrational) thinking gives us powerful methods for self-improvement and becomes a path to psychological well-being.
EA is personal psychotherapy, which allows the therapist to take all possible aspects of an individual's experience into consideration. It puts emphasis on active decisions and commitment. The main objective of EA is to help individuals recognize, understand, accept, and deal with their behaviors and emotions - in general with their life.
While, REBT teaches us how three forms of unconditional acceptance of self, others, and life are essential for our functional thinking that influences our feelings and decision-making. The awareness of two forms of thinking, the functional (rational) thinking and stress-increasing (irrational) thinking gives us powerful methods for self-improvement and becomes a path to psychological well-being.
Research Interests:
In the presentation, I discuss the role of acceptance in our lives. Acceptance, as an emotion, means the acceptance of other people and acceptance by others. Both types of acceptance involve our sense of identity. They produce mutually... more
In the presentation, I discuss the role of acceptance in our lives. Acceptance, as an emotion, means the acceptance of other people and acceptance by others. Both types of acceptance involve our sense of identity. They produce mutually affirming interaction, trust, harmony, and intimacy. St the level of the individual, acceptance is defined as an attitude towards one's life, which involves openness to the environment, to others, and to oneself. Acceptance involves also a willingness to experience psychological events such as thoughts, feelings, and sensations without changing, avoiding or controlling them. I introduce the complex emotions of resourcefulness, curiosity, friendliness, love, and ambivalence and emphasize the important role acceptance plays in their development. These emotional experiences increases our flexibility and capacity to deal with complex and challenging problems and make our lives rich and meaningful.
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This presentation is based on my research of emotional development of adolescence and young adults. This was a qualitative approach, focused on the participants’ formative stories in the broader context of their whole lives. In the... more
This presentation is based on my research of emotional development of adolescence and young adults. This was a qualitative approach, focused on the participants’ formative stories in the broader context of their whole lives. In the interviews with participants, I encouraged them to reflect on their experiences in order to determine the deeper meanings of those experiences, particularly their feelings, thoughts, and dreams, life choices, and memories. I review the main characteristics of the period of adolescence and their emotional needs. I emphasize the importance of understanding emotions; this is why I introduce the psycho-evolutionary theory of emotions. I will discuss the signs of trouble adolescents such as distress, worry, anxiety, and depression. Then we try to answer questions: What do troubled young people need? The emotions of acceptance and rejection I will examine in detail. Finally, I explain the impact of social factors such as the parent- child relationship, the peers’ interaction, the role of school, teachers, and others on the self-identity formation of young people.
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In the presentation, I introduce the Theory of Positive Disintegration (TPD), which is especially useful for understanding the turbulent psychological development of adolescents. Over the past thirty years, TPD has been successfully... more
In the presentation, I introduce the Theory of Positive Disintegration (TPD), which is especially useful for understanding the turbulent psychological development of adolescents. Over the past thirty years, TPD has been successfully applied to the field of gifted education and an understanding of gifted development. TPD introduces an essential change in adults’ attitudes toward young people. It leads to a positive understanding of their inner psychological conflicts and eliminates the negative belief that they require medical treatment. According to TPD, nervousness and psychoneurotic symptoms are necessary forms of human growth and are signs of the beginning of an advancing process of positive transformation.
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In this seminar, we review the main characteristics of the turbulent period of adolescence and the emotional needs of young people through brief introductions, discussions, and interactive activities. We emphasize the importance of... more
In this seminar, we review the main characteristics of the turbulent period of adolescence and the emotional needs of young people through brief introductions, discussions, and interactive activities. We emphasize the importance of understanding emotional experiences of young people. Next we discuss the signs of struggling and troubled adolescents such as distress, depression, anxiety, suicidal thoughts, and social isolation. Then we try to answer to questions: What do troubled young people need? How can we help them? The emotions of acceptance and rejection are examined in detail. Next, we explain the impact of social factors such as the parenting style, the peers’ interaction, the role of school, teachers, and others on the self-identity formation of young people.
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In this course, the Integral Model is used to uncover and contextualize the relationship between creativity and human development theories. The visionary theorists like Merleau-Ponty, Piaget, Vygotsky, Dilthey, and Dabrowski understood... more
In this course, the Integral Model is used to uncover and contextualize the relationship between creativity and human development theories. The visionary theorists like Merleau-Ponty, Piaget, Vygotsky, Dilthey, and Dabrowski understood the importance of emergent forms and gave a foundation for the contemporary approaches by applying the concepts of chaos theory and self-organization. We use these concepts to help us understand the role of creativity as a component of psychological development of young people. We show that they spontaneously use this process to gain the capacity to differentiate and then integrate their own inner experiences that allow them to achieve the internal dynamic order and find the direction for the future’s goals and plans. The introducing of creative programs to schools in a deliberate and coherent manner enrich the lives of young people, open up new possibilities for them, and greatly extend their vision themselves and the world they live in.
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In this talk, I would like to share my process of making collages and their impact on my mental health and well-being. Making collages became the primary coping strategy during the challenging time of Covid-19 and the war on Ukraine.... more
In this talk, I would like to share my process of making collages and their impact on my mental health and well-being. Making collages became the primary coping strategy during the challenging time of Covid-19 and the war on Ukraine.
I have chosen to make collages for two reasons. Firstly, I can tell stories through collages, express myself, and deliver meaningful messages. Secondly, the process of making collages reminds me of the idea of Dabrowski’s theory of positive disintegration, in which the mental structure at a lower level must be disintegrated and then, through some challenging processes, can be transformed into the structure on the higher level of development. It is similar to making collages. First, you must cut or tear the chosen images into smaller pieces and then arrange and connect them into something new and meaningful.
I have chosen to make collages for two reasons. Firstly, I can tell stories through collages, express myself, and deliver meaningful messages. Secondly, the process of making collages reminds me of the idea of Dabrowski’s theory of positive disintegration, in which the mental structure at a lower level must be disintegrated and then, through some challenging processes, can be transformed into the structure on the higher level of development. It is similar to making collages. First, you must cut or tear the chosen images into smaller pieces and then arrange and connect them into something new and meaningful.
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In the presentation, I'll introduce a conceptual model of creativity development that has emerged from studying creativity of young people. This model goes from horizontal creativity during late childhood and early adolescence, through... more
In the presentation, I'll introduce a conceptual model of creativity development that has emerged from studying creativity of young people. This model goes from horizontal creativity during late childhood and early adolescence, through vertical creativity during middle adolescence, to integral creativity that emerges during late adolescence and young adulthood. At horizontal creativity, youngsters are searching for new, unknown, and surprising experiences that give rise to joy, interest, surprise, and curiosity. But their creativity is often impulsive, spontaneous, and shallow. Vertical creativity is characterized by endless experimentation that leads to a psychological awakening. Integral creativity requires further intellectual and emotional growth. It is characterized by openness to the external world, sensitivity to others, and ability to create their own unique reality.
Based on this model, I'll show that the psychological development and creativity of young people are intertwined in a cyclical and dynamical relationship. Creativity is a self-organizing process that originates in a far-from-equilibrium state created and maintained by emotions such as interest, joy, surprise, curiosity, passion, love, and resourcefulness. Similarly, psychological development is a self-organizing process, which implies the increasing complexity of mental structure by incorporating a variety of elements from mental life - emotions, thoughts, imaginations, and memories - and then integrating these elements into a unique perspective. Creativity as a temporary or momentary experience creates the conditions in which emotional, cognitive, and spiritual development take place. Psychological development on the other hand, creates the conditions for creativity to emerge by adjusting the internal environment toward openness, sensitivity, and receptivity.
Based on this model, I'll show that the psychological development and creativity of young people are intertwined in a cyclical and dynamical relationship. Creativity is a self-organizing process that originates in a far-from-equilibrium state created and maintained by emotions such as interest, joy, surprise, curiosity, passion, love, and resourcefulness. Similarly, psychological development is a self-organizing process, which implies the increasing complexity of mental structure by incorporating a variety of elements from mental life - emotions, thoughts, imaginations, and memories - and then integrating these elements into a unique perspective. Creativity as a temporary or momentary experience creates the conditions in which emotional, cognitive, and spiritual development take place. Psychological development on the other hand, creates the conditions for creativity to emerge by adjusting the internal environment toward openness, sensitivity, and receptivity.
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Creativity can be defined as the developmental process that occurs when something new and unique is brought into existence. Creativity has many faces and many roles in our lives. Creativity in childhood is different than creativity in... more
Creativity can be defined as the developmental process that occurs when something new and unique is brought into existence. Creativity has many faces and many roles in our lives. Creativity in childhood is different than creativity in adolescence and adulthood. During childhood and adolescence, creativity is a part of learning and exploring unknown worlds. During that time, we are captivated and absorbed by everything new and exciting. But our creativity is often impulsive, spontaneous, and characterized by doubt and hesitation. We need parents, grandparents, and teachers to nurture, encourage, and motivate us. Later, when we are adults involved in artistic creativity becomes an expression of our accumulative experiences, knowledge, and understanding. Very often, it develops into educational channels that express something essential and meaningful to us. For example, I created a series of paintings under the title, Journey through Chaos Theory, and by them I wanted to share my knowledge and understanding with others. But by immersing myself in the creation of 64 hexagrams, I felt like a child who was eager to learn something new, something unknown, and something mystical. I was fascinated and completely absorbed in the artistic activity for almost two years. Creativity also helped me overcome the difficulties I experienced running the international school and it became an outlet for much of my tension and anxiety.
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In my talk, I review the main characteristics of the turbulent period of adolescence and the emotional needs of young people. I emphasize the importance of understanding their emotional experiences such as joy, acceptance, and... more
In my talk, I review the main characteristics of the turbulent period of adolescence and the emotional needs of young people. I emphasize the importance of understanding their emotional experiences such as joy, acceptance, and friendliness versus sadness, rejection, and loneliness.
I also review the signs of troubled and suffering adolescents such as worries, anxiety, distress, and depression. Then I discus in detail the role of acceptance, not only for diminishing their painful and dangerous emotional experiences but also for opening themselves to their external and internal worlds. Young people are able to connect to their interests, talents, and abilities. Next, I examine the roles of interest, motivation, and attention in creativity of young people.
Finally, I show that their creativity is the source of emotions such as interest, joy, acceptance, surprise, love, resourcefulness, curiosity, and delight, and then throughout multiple occurrences of these emotions, young people are forming their self-identities. They are becoming confident, proud, resourceful, and open-minded individuals.
I also review the signs of troubled and suffering adolescents such as worries, anxiety, distress, and depression. Then I discus in detail the role of acceptance, not only for diminishing their painful and dangerous emotional experiences but also for opening themselves to their external and internal worlds. Young people are able to connect to their interests, talents, and abilities. Next, I examine the roles of interest, motivation, and attention in creativity of young people.
Finally, I show that their creativity is the source of emotions such as interest, joy, acceptance, surprise, love, resourcefulness, curiosity, and delight, and then throughout multiple occurrences of these emotions, young people are forming their self-identities. They are becoming confident, proud, resourceful, and open-minded individuals.