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dc.contributor.authorFraser, Deborah
dc.date.accessioned2012-11-05T22:42:58Z
dc.date.available2012-11-05T22:42:58Z
dc.date.copyright2010-09-01
dc.date.issued2010
dc.identifier.citationFraser, D. (2010). Creativity, mood disorders and the aesthetic. Gifted Education International, 27(1), 84-96.en_NZ
dc.identifier.issn2047-9077
dc.identifier.urihttps://hdl.handle.net/10289/6797
dc.description.abstractThis article explores the sensitivity and mood disorders found in a number of gifted people. Dabrowski's theory of positive disintegration provides the theoretical framework through which issues for these people are examined. Personal narratives and poems from gifted young people provide insights to their sensitivities and struggles. The aesthetic is proposed as one way in which to understand their needs. There are direct implications for parents, teachers, health professionals, and creative people when mood disorders are considered developmental rather than purely pathological. In particular, the therapeutic influence of expressing strong feelings through creative writing has merit in terms of support. Dabrowski's theory and the use of the aesthetic deepens both our understanding and our appreciation of the gifted.en_NZ
dc.language.isoen
dc.publisherAB Academic Publishersen_NZ
dc.relation.ispartofGifted Education International
dc.titleCreativity, mood disorders and the aesthetic.en_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1177/026142941002700113en_NZ
dc.relation.isPartOfGifted Education Internationalen_NZ
pubs.begin-page84en_NZ
pubs.elements-id35642
pubs.end-page96en_NZ
pubs.issue1en_NZ
pubs.volume27en_NZ


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