Abstract:

This article intends to relate the characteristic features of highly sensitive persons (HSP) as potrayed by Aron, E., 2010, to those of the creative personality as described by Csíkszentmihályi, M., 1996. It is divided in two sections.

The first one takes an analytic approach towards the topic. It outlines the criteria of highly sensitive persons (Aron, E., 2010) in general, sketches the opposing features of the creative personality (Csíkszentmihályi, M., 1996) and relates them to behaviour attested to gifted pupils. Furthermore, tools will be suggested and discussed to spot highly sensitive persons and creative personalities in the classroom. In conclusion, the relevance for teachers on knowing about the special needs of highly sensitive students and creative personalities will be pointed out, finally leading to a discussion of the role of teachers concerning this target group.

The second part takes a practical view on the topic and aims to inform teachers on methods which enhance the creative potential in students in general. By providing concrete examples in forms of vignettes (Baur, S. & Schratz, M., 2015) the mindsets of the readers should be sensitized to the challenges of highly sensitive or creative students. Thus, a higher level of understanding should be developed which should lead to a critical reflection of classroom situations in the past, present and future.

References:
[1] Aron, E. (2011). Sind Sie hochsensibel? Wie Sie Ihre Empfindsamkeit erkennen, verstehen und nutzen. mvg Verlag.
[2] Aron, E. (2010). Psychotherapy and the Highly Sensitive Person. Improving Outcomes for That Minority of People Who Are the Majority of Clients. Routledge.
[3] Acevedo, B. P., Aron, E. N., Aron, A., Sangster, M. D., Collins, N., & Brown, L. L. (2014). The highly sensitive brain: an fMRI study of sensory processing sensitivity and response to others' emotions. Brain and behavior, 4(4), 580–594. https://doi.org/10.1002/brb3.242
[4] Baur, S. & Schratz, M. (2015). Phänomenologisch orientierte Vignettenforschung. Eine lernseitige Annäherung an Unterrichtsgeschehen. Verfügbar unter: https://www.researchgate.net/publication/300229557_Phanomenologisch_orientierte_Vignettenforschung_Eine_lernseitige_Annaherung_an_Unterrichtsgeschehen [31.08.2021]
[5] Csikszentmihalyi, M. (1996). Kreativität. Wie Sie das Unmögliche schaffen und Ihre Grenzen überwinden. Klett.
[6] Heintze, A. (2013). Außergewöhnlich NORMAL. Hochbegabt, hochsensitiv, hochsensibel: Wie Sie Ihr Potential erkennen und entfalten. Ariston Verlag.
iPEGE = International Panel of Experts for Gifted Education (2009). Professionelle Begabtenförderung.
Empfehlungen zur Qualifizierung von Fachkräften in der Begabtenförderung. ÖZBF.
[7] Sternberg, R.J. & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R.J. Sternberg (Ed.), Handbook of creativity (p. 3). Cambridge University Press.
[8] Aron, E., https://hsperson.com [07.11.2021]
[9] Urban, K. (2007). 25 Anregungen zur Kreativitätsförderung.

Keywords:

Hsp, highly sensitive person, methods, talent spotting, giftedness, creativity, creative personality, education, primary school, secondary modern school.