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ADhD, Autism, Giftedness, HSChildren, Multiple Intelligence, Sensitivities

Part 1: Multi Sensory Intelligence

These sensory abilities are not disabilities

Current research is starting to understand that many “disabilities” are special abilities or different ways of perceiving the world, not defects. Finally, an approach that helps to reduce the labeling of children which is often damaging to their self-esteem, and instead work on developing their gifts. It is clear that many children today have access to a multi-sensory intelligence. The following definitions taken from the article multi-sensory children by T. Rowley presents a few labels within a sensory world perceptive which can be helpful in figuring out how to help these children:

ADHD – These children are often highly creative and relate to life in holographic ways, resulting in less linear, logical, sequential brain access. “A picture speaks a thousand words”, and these children may be better at communicating through art or theater than linear language. Also, competition means less in a holographic, un-sequenced world, so they may be less inclined to want to compete. ADHD children are more inside their bodies than those with autism, but they are not relating to physical reality in a relational way. They are in touch with other worlds that feed their imaginations and offer them ever more out-of-the-box creativity.

Honoring and nurturing their creativity and connecting them to environments that support their creative gifts are very beneficial. Professionals who can measure and support the development of spatial intelligence may also be helpful.

ADD – These children often notice and can take in more sensory data than others. This includes light, sound, vibration, verbal tones, and non-verbal cues, to name several. While they are sensitive to more stimuli, these children and even adolescents, may not have the brain function developed to process this overload of sensory data until their mid-twenties. So they can be overwhelmed more quickly than others. Physical problems, such as anxiety, panic, stomach aches, etc. may result as they try to take on the challenge of digesting their multi-sensory experience. They may have a harder time organizing material, distinguishing big picture from detail, and determining what information is most important. There may be a capacity to be sequential, but it may not be a common version of logical. Their nervous system may be vibrating faster than the rest of their body can comfortably contain.

Their energy and gift often leads them to be more comfortable in expansive and visionary roles than in routine or operational ones. For these children, helping them find and practice their energetic and physical relationship to the ground and the boundaries of their body is very helpful. It is also beneficial to help them with mental boundaries and structures in their thinking.

Autism: not a form of  disorganisation but of reorganisation of the brain.

According to the article “Maximising the brain potential of those with autism”, autism is a different way of thinking. Scientists from the University of Montreal have demonstrated that those on the autism spectrum use their brains differently and that while specific areas are more busy, other brain areas are less so. Dr Laurent Mottron from the University of Montreal explains: “The natural tendency is to think that autism is a form of disorganisation. Here, what we see is that it is a reorganisation of the brain.”  This reorganization is not a disability but in my mind the emergence of an evolutionary trait.

It is refreshing to read passages like the following:

“instead of trying to cure autism, perhaps we should be looking at ways to help those who think differently to develop ways of interacting within their community and to maximise their potential. And the areas of their brains which are not normally so active could be stimulated.“Maximising the brain potential of those with autism”,

Two other groups of people exist that are often confused with either autism or ADHD and who are gifted with enhanced sensory abilities. The first is highly sensitive and the second gifted people.

Highly Sensitive Children
Highly  sensitive people (HSP) represent  about 15-20% of humans and higher animals have a nervous system that is more sensitive to subtleties (HSP). This means that regular sensory information is processed and analyzed to a greater extent, which contributes to creativity, intuition, sensing implications and attention to detail, but which may also cause quick over-stimulation and over-arousal.(Aron, 1996).

Being highly sensitive may amplify or create psychological issues when over-arousal occurs. The ability to unconsciously or semi-consciously process environmental subtleties often contributes to an HSP seeming “gifted” or possessing a “sixth sense”.

Recent research in developmental psychology provides further evidence that individuals differ in their sensitivity. According to the differential susceptibility hypothesis by Belsky and Pluess (2009) individuals vary in the degree they are affected by experiences or qualities of the environment they are exposed to.

According to T. Howley, HSP perceive the world differently as they are sensorial intense. They pick up on the subtle things, learning via their senses and get over aroused easily. HSPs are usually very conscientious, gifted with great intelligence, intuition and imagination, but underperform when being watched. HSPs tend to socialize less with others, preferring to process experiences quietly by themselves. In addition, they can be very intense, mature beyond their years, feel responsible for the world, be insightful, clear, very intuitive or conscious, and sometimes mystic. They can organize their world around their spiritual awareness and are therefore often misunderstood. They can be very good symbolic, abstract thinkers, but may not be able to communicate their experiences. Many can easily leave their bodies and merge or find spiritual union. Some have extraordinary gifts.

These children in particular may pick up others’ thoughts, feelings, emotions, and moods. They may pick up information about another person’s current situation or the future, and try to make sense of it in present time, or they can carry around past family patterns with a sense of responsibility and intensity. These children may be labeled ADD, though they seem (even if not until later childhood or adolescence) to exhibit specific spiritual, intuitive and/or psychic gifts.

What does gifted means?

Just like autism, giftedness and high sensitivities represent a spectrum of characteristics. Two gifted or HSP people are not alike. There is no consensus as to how “gifted” should be defined, one definition that resonates for me is the following which is based on the gifted child’s differences from the norm:

“Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.” The Columbus Group, 1991, cited by Martha Morelock, “Giftedness: The View from Within”, in Understanding Our Gifted, January 1992

Giftedness has an emotional as well as intellectual component. Intellectual complexity goes hand in hand with emotional depth. So gifted children not only think differently from other children they also feel differently. The theories of Dabrowski I discussed earlier have greatly informed our understanding of the social and emotional aspects of giftedness. And gifted is not the same as high achievement.

One of the basic characteristics of the gifted is their intensity. Intensity is not a matter of degree but of a different way of experiencing: vivid, absorbing, penetrating, encompassing, complex, commanding – a way of being quiveringly alive.

HSP are often gifted and both groups are at high risk for being misdiagnosed as disabled as when over-stimulated their behaviors reassemble those of autism or ADHD. According  to the article Gifted or ADD,  most people, including most medical professionals, do not realize giftedness is often associated with the following behaviors:
• underachieving
• anger and frustration
• high energy, intensity, fidgeting, impulsivity
• individualistic, nonconforming, stubborn
• disorganization, sloppy, poor handwriting
• forgetful, absentminded, daydreamsoooo
• emotional, moody
• low interest in details

Adults often do not realize a child is gifted because they don’t really know what “gifted” means.  As a result, many gifted children are being medicated for a brain defect they probably don’t have.

Why do Gifted people get misdiagnosed ?

A first reason is that gifted people become you bored easily in settings that average people find tolerable (like school or work).  Boredom leads to restlessness, and restlessness leads to all sorts of problems.  Fast thought processes can lead not only to boredom but to poor handwriting, errors in simple work, disorganization and sloppiness.

A second reason for misdiagnosis stands in that gifted children often go through asynchronous developmental process. Asynchronous development refers to uneven intellectual, physical, and emotional development. In average children, intellectual, physical, and emotional development progresses at about the same rate. That is, the development is in “sync.” However, in gifted children, the development of those areas is out of “sync.” They do not progress at the same rate.

A third reason is that if these children are emotionally intense. People often believe that sensitive children are simply being melodramatic. But these children often have an emotional supersensitivity or overexcitability and they experience emotions more intensely than others.

Emotionally intense gifted children exhibit a super sensitivity of the nervous system that makes them acutely perceptive and sensitive, more discriminating of external stimuli and more analytical and critical of themselves and others. This accounts for the tendency for young emotionally intense gifted children to be described frequently as “hyperactive” and “distractable”.

Emotional intensity is expressed by the gifted through a wide range of feelings, attachments. Compassion, heightened sense of responsibility and scrupulous self-examination. While these are normal for the gifted and appear very early in gifted children, they are often mistaken for emotional immaturity rather than as evidence of a rich inner life.

Feeling everything more deeply than others do is both painful and frightening and sensitivity to society’s injustice and hypocrisy can lead many emotionally intense gifted children to feel despair and cynicism at very young ages.

Finally, these children tend to be intense and get overexited in other areas to the extend of becoming anxious and/or act out in social settings they are not familiar with or when their sensititivites are engaged.

What is intensity / overexcitability?
(The following passage includes adapted excerpts from the following blog posts: http://talentdevelop.com/3388/intensity-of-the-imagination-precious-and-phoebe-in-wonderland/ and http://talentdevelop.com/articles/OIGC.html)

Stephanie Tolan, a writer and advocate for extremely bright children, notes the original Polish word for psychiatrist Dabrowski’s concept of overexcitabilities / excitabilities can be translated more literally as “superstimulatabilities.”

Kazimierz Dabrowski  proposed five different kinds of intensities that some people experience:

Psychomotor – surplus of energy: rapid speech, pressure for action, restlessness impulsive actions, nervous habits & tics, competitiveness, sleeplessness.

Sensual – sensory and aesthetic pleasure: heightened sensory awareness eg sights, smells, tastes, textures, sounds, appreciation of beautiful objects, music, nature, sensitivity to foods and pollutants, intense dislike of certain clothing, craving for pleasure.

Intellectual – learning, problem solving: curiosity, concentration, theoretical & analytical thinking, questioning, introspection, love of learning and problem solving, moral concern, thinking about personal and social moral values.

Imaginational – vivid imagination: creative & inventive, a rich and active fantasy life, superb visual memory, elaborate dreams, day dreams, love of poetry, music and drama, fears of the unknown, mixing of truth and fantasy, great sense of humour.

Emotional – intensity of feeling: complex emotions, extremes of emotion, empathy with others, sensitivity in relationships, strong memory for feelings, difficulty adjusting to change, fears and anxieties, inhibition, timidity, shyness, self-judgment, feelings of inadequacy and inferiority, heightened awareness of injustice and hypocrisy.

Given that my children seem to have all of these intensities, I am going to assume that most HSP do as well but often, in some people, one or two seem to predominate. These responses to stimuli are different from the norm. Overexcitability is an expanded awareness of and a heightened capacity to respond to stimuli such as noise, light, smell, touch etc. The term ‘overexcitability’ conveys the idea that this stimulation of the nervous system is well beyond the usual or average in intensity and duration.

We must stop trying to “cure” these children of their gifts and intense experiences to insure they do not think that something is wrong with them.
Imagine how overwhelming modern life is to someone whose sensory, emotional and cognitive systems are calibrated to be able to perceive the most minute change in magnetic resonance, in air flows and other invisible energy forces.

If these children grow up with rules and boundaries that emphasize only rationality, neglecting emotional and sensorial experiences, these multi sensory gifted children can become anxious, depressed, alienated, socially inept or emotionally blocked. May be the misdiagnose exist because all these children have in common to be multi sensory gifted. All part of the same spectrum but coping and behaving differently depending on the intensity of their sensory, social, cognitive and emotional experiences.

I am convinced that autism, ADHD and ADD are the results of an environmentally toxic society on multi-sensory gifted. When multi sensory intelligence is too intense the children move into autistic or ADHD/ADD  behaviors as a means to cope, by shutting down or acting out… Two end of the same multi sensory spectrum, trying to keep armful energies out.

Multi sensory intelligence:  A gift or a disability or an evolution trait?

It is important for us to accept that these children simply have different ways of knowing and accessing experience than past generations, instead of considering their gifts as disabilities and deviances. To find solutions for my children and myself that celebrate our differences, I have had to turn towards alternative sources of knowledge and ways of life and it has been delightful to reconnect to a much more genuine view and understanding of what it is to be.

Parents of children on the spectrum often echo what this excerpt from the article Autistic Children Awesome Hidden Talents discusses:

“Rather than seeing autistic children as damaged and in need of healing, Rupert Isaacson believes they are very special, so special in fact that he calls them “Dreamweavers,” as Rowan’s condition led Rupert to achieve many of his dreams. Rupert’s views on stimming are that they are a method of creation, which are intentional. “

Dreamweavers of our worlds?  What is implied here is that these children a destined to walk between the worlds of humans and of dreams. In other words, to follow the path of shamans and become healers.  Shamanism is a way of wisdom as old as the first peoples who walked on the face of Mother Earth. It is the path of honouring the Earth and all beings and seeing everything as being alive and part of the web of life-We are all One.

Shamans have a strong sense of communion with the kingdoms of nature, the elemental realms and the spirit world. Shamans are hyper-sensitive people who sense and perceive things others can’t. Like dogs, their empathic sense is highly developed and they see colors, hear sounds, feel things we can’t see, and communicate with people, animals, plants and the elements.

These people need to have super sensitive senses and extra awareness of their environment to fulfill their functions. But this gift can become a nightmare in today’s current polluted world. Sensing intensily means that HPSs get affect more greatly by the pollution and toxic social life of our societies. And these days, the toxicity has reached incredibly scary dimensions.



3 thoughts on “Part 1: Multi Sensory Intelligence

  1. This is a good article because it puts the blame for HS anxiety squarely on the shoulders of the people who cause it to happen—the not-so-HS people! These individuals regard mental acuity as a serious character defect, and must therefore be re-trained, like bears or dogs, so that they learn to understand that “different” and “deviant” are NOT automatically interchangeable concepts; that people with advanced thinking skills are to be lauded, not shunned, mocked, or labeled.

    Posted by Francis and Claire-Marie | September 23, 2016, 9:06 am
  2. thanks….from an HSP

    Posted by MONICA FATTORUSSO | May 22, 2018, 10:18 pm


  1. Pingback: Making Sense of a Toxic Life « The Highly Sensitive Family - June 21, 2012

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