Overview

Dabrowski's Theory of Positive Disintegration: Reflection, Refraction, and Resituation aims to accomplish three objectives: to make a complex theory more accessible to readers, to situate the theory in its proper academic home, and to comply with Dabrowski's request to refine his creation. To accomplish the first objective, the book describes clearly Dabrowskian concepts and illustrates them using tables and figures. The author's description of his personal experiences with Dabrowski's ideas contributes to the ease of readers' understanding the theory. To accomplish the second objective, the meanings of the concepts in the theory of positive disintegration are compared and contrasted to their definitions in traditional psychology. To accomplish the third objective recommendations for refinement of the theory are made, where appropriate, as requested in Dabrowski's written invitation for interested parties to build on the theory of positive disintegration. The book contains four parts. Part I, The Theory and Me, addresses fundamental issues of the theory. Chapter 1 presents various perceptions of the theory. Chapter 2 includes the set of selected constructs with which this book is concerned. Chapter 3 contrasts psychological constructs, integral to the author's scholarly and psychotherapeutic work, with their depictions in the theory of positive disintegration. Chapter 4 explains a central proposition in Dąbrowski's theory: that negative emotions, under certain conditions, are signs of personal growth. Part II, Dabrowskian Development, deals with the conceptualization of development in the theory. Chapter 5 discusses Dabrowski's five levels of development, describing the progression from primitive to exemplary human functioning. Chapters 6 and 7 examine dynamisms that are the forces of development and their emergence in daily living. Chapter 6 discusses disintegrating dynamisms, responsible for the destruction of primitive, self-centered modes of living. Chapter 7 presents the developmental dynamisms, signifying advanced, morally-driven modes of living. Part III, Dąbrowskian Constructs in Context, examines some central constructs of the theory in a broader psychological context. Chapter 8 contrasts Dąbrowski's conception of self with self-concept. Chapter 9 contrasts established theories of intelligence with Dąbrowski's view of intelligence. Chapter 10 compares Dabrowski's hierarchy of values, a concept equated with advanced development, with a social ps

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9781953360311

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Salvatore Mendaglio, Ph.D., is a professor in the Werklund School of Education, University of Calgary, and Calgary, Alberta Canada. Sal's primary scholarly interests are the theory of positive disintegration, psychology of giftedness, and parenting gifted children. He is a licensed psychologist with many years' experience counseling gifted individuals.

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