If the intellectual, social, emotional and physical development doesn’t develop at the same rate as it does in average children it is called ‘asynchronous development’ or ‘uneven development’.
“When we bought our house I brought our daughter, nine at the time with me to the bank to discuss all the different mortgage models, which she understood and had profound talks about with the astonished bank employee. When we finally found our house and decided this was the one we would like to buy, our daughter threw a huge tantrum there and then screaming she hated the house, she didn’t want us to buy it. She was on the floor shouting, hitting the floor with all four and she couldn’t stop herself. It took me two days of talking to calm her down enough to get clear she was afraid we would die and she would be left with a huge debt.” Simone de Hoogh
The higher the intellectual or emotional or practical ability of a child the more out of sync his or her development is likely to be, therefore asynchronous development is mostly seen in overexcitable and/or (more)able children.
Asynchronous development makes the child or teenager more vulnerable in social situations. They need to be given information and strategies on how to deal with uneven development.
The Columbus group
The Columbus group came in 1991 with the following definition of high-ability:
- High-Ability 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 more-able renders them particularly vulnerable and requires modifications in parenting, teaching and counselling in order for them to develop optimally.
In the following cases, one can see what is meant by and how an uneven development can cause distress, frustration, alienation of peers and an over responsibility for others probably due to the combination of an emotional maturity and an emotional overexcitability.
Very often (more)able children are seen as behind in their emotional development. However considering their intensity, also called overexcitability, it can also point towards an intensity which is very different from the norm and therefore sometimes alarming for the people around them. This strong reaction of the environment makes it harder for the (more)able child to accept overexcitability inside them and learn to appreciate and ability to direct this force.
Martin, 6 years old
A young boy, six-years-old, visualises in great detail, based on pictures of an existing castle in Carcassonne in the South of France, a Castle plan which he wants to build out of matches (Intellectual Ability 10 years).
He tries to build it but he fails: his fingers are not capable of doing this precise work; his motor skills are not up to it. (Physical Ability 5 years)
Martin gets frustrated with the result, throws it across the room, loses it and has a huge tantrum. Most professionals would say his Emotional Maturity is below his chronological age because he seems to overreact and not in charge of his emotions.
If you take into account that Martin might not only feel deeply disappointed in himself because of the difference between what he sees in his mind’s eye and what his hands are able to make but also because he thinks his friend, who is also making a castle, is handling his frustration much better then he does. Is that indicating emotional immaturity or maturity? Martin doesn’t realise that there is no difference in his friend’s mind’s eye and the reality and therefore doesn’t experience frustration or negative feelings about self.
Martins behaviour indicates an imaginational overexcitability combined with an asynchronous development.
Alan, 10 years old
Alan’s teacher has given him the opportunity to give a presentation about his favourite topic in the class, as he wants him to connect with the class in a positive way. However, the teacher hasn’t realised the depth and level of knowledge Alan possesses and the possible issues that could arise from that.
Alan gives a far too detailed and complicated presentation on cosmology, abut the Astrological clock at Venice on a too high-level to be interesting for his classmates. (Intellectual Ability 16 years)
He feels the class is withdrawing but doesn’t know how to deal with it or how to react. His classmates become fidgety and are expressing their insecurity with non-verbal signs of contempt: eye-rolling, sighs etc. Alan gets more and more nervous and even starts talking faster. His speech is not fluent anymore and his movement is awkward and insecure. (Physical Ability 7 years)
Alan feels hurt, withdraws from the class and loses his motivation to do anything for or with his classmates. (Emotional Maturity 6 years)
Alan’s behaviour indicates an intellectual and psychomotor overexcitability combined with an asynchronous development.
Mary, 9 years old
Mary builds a dollhouse in her imagination. She has often seen her father working with wood so in theory, she knows how to do it. (Intellectual Ability 13 years)
She picks up the hammer and nails, hammers the pieces together including her thumb and fingers, unfortunately, it is not up to her expectations, it looks clumsy and not at all as the picture in her head. (Physical Ability 7 years)
She cries her heart out and believes she is inferior. She cries for a long time and afterwards never dares to transfer her imagination into reality. (Emotional Maturity 6 years)
Her behaviour indicates an emotional overexcitability combined with an asynchronous development.
Ann, 8 years old
Ann is bored at school, she is given tasks that are far too easy but she doesn’t dare to say anything in the class. At home, she complains. (Intellectual Ability 12 years)
Her fine motor skills make writing a time-consuming nightmare, letting her teacher believe she is behind and has enough challenges in the ordinary work. (Physical Ability 4 years)
When it becomes clear she is twice exceptional, Ann notices the discomfort of her teacher and she comforts and reassures the teacher and takes the blame, She states: “I should have said something” (Emotional Maturity 16 years). Her behaviour indicates an emotional overexcitability combined with an asynchronous development.
Multilevel Emotion Regulation Theory (MERT) is a holistic theory developed by Simone de Hoogh. The theory explains how neurodiverse (young) individuals and parents of neurodiverse children can develop emotional regulation skills and direct their energy towards self-chosen goals, and contribute to society.
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OE (Overexcitability) is an element of a Developmental Theory –Theory of Positive Disintegration by Dabrowski- that is one of the underpinning theories of MERT (Multi-level Emotion Regulation Theory) developed by Simone de Hoogh. Overexcitability explains and allows us to look at ‘extreme’ behaviour as a valuable asset in our or our children’s life.
A HUGE thank YOU to the son and daughter of Ernest Hartmann’s who gave PowerWood permission to use and put the full academically approved questionnaire about the Boundary in the Mind on PowerWood’s website.