AN INTRODUCTION TO PSYCHOLOGICAL TYPE SEMINAR SCHEDULE 10:00AM INTRODUCTIONS 10:15 Part 1: OVERVIEW...
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AN INTRODUCTION TO PSYCHOLOGICAL TYPE SEMINAR SCHEDULE 10:00AM INTRODUCTIONS 10:15 Part 1: OVERVIEW OF PSYCHOLOGICAL TYPE 12:00-12:45 LUNCH BREAK 12:45-2:00PM Part 2: COUNSELING APPLICATIONS HAVING TROUBLE WITH AUDIO/VIDEO/USING GO TO MEETING? CALL THEIR SUPPORT NUMBER 1-888-646-0014. THEY ARE SPEEDY WITH HELP AND USER-FRIENDLY.
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Transcript of AN INTRODUCTION TO PSYCHOLOGICAL TYPE SEMINAR SCHEDULE 10:00AM INTRODUCTIONS 10:15 Part 1: OVERVIEW...
AN INTRODUCTION TO PSYCHOLOGICAL TYPE
AN INTRODUCTION TO PSYCHOLOGICAL TYPE
SEMINAR SCHEDULE
10:00AM INTRODUCTIONS
10:15 Part 1: OVERVIEW OF PSYCHOLOGICAL TYPE
12:00-12:45 LUNCH BREAK
12:45-2:00PM Part 2: COUNSELING APPLICATIONS
HAVING TROUBLE WITH AUDIO/VIDEO/USING GO TO MEETING?
CALL THEIR SUPPORT NUMBER 1-888-646-0014. THEY ARE SPEEDY WITH HELP AND USER-FRIENDLY.
SEMINAR SCHEDULE
10:00AM INTRODUCTIONS
10:15 Part 1: OVERVIEW OF PSYCHOLOGICAL TYPE
12:00-12:45 LUNCH BREAK
12:45-2:00PM Part 2: COUNSELING APPLICATIONS
HAVING TROUBLE WITH AUDIO/VIDEO/USING GO TO MEETING?
CALL THEIR SUPPORT NUMBER 1-888-646-0014. THEY ARE SPEEDY WITH HELP AND USER-FRIENDLY.
WHAT TO TRY IF YOU CAN’T SEE OR HEAR THE VIDEOS I AM STREAMING FROM GO TO MEETING.WHAT TO TRY IF YOU CAN’T SEE OR HEAR THE
VIDEOS I AM STREAMING FROM GO TO MEETING.
STEP 1: DOWNLOAD THE SLIDES I SENT EARLIER THIS WEEK. MOVE TO THE SLIDE I AM DISCUSSING.
STEP 2: CLICK ON THE VIDEO LINK ON THE SLIDE. THE YOU TUBE VIDEO SHOULD OPEN AND PLAY ON YOUR COMPUTER. BE SURE TO MUTE YOUR MICROPHONE WHILE DOING THIS.
STEP 1: DOWNLOAD THE SLIDES I SENT EARLIER THIS WEEK. MOVE TO THE SLIDE I AM DISCUSSING.
STEP 2: CLICK ON THE VIDEO LINK ON THE SLIDE. THE YOU TUBE VIDEO SHOULD OPEN AND PLAY ON YOUR COMPUTER. BE SURE TO MUTE YOUR MICROPHONE WHILE DOING THIS.
CONFIDENTIALITYCONFIDENTIALITY
YOU WILL HAVE AN OPPORTUNITY TO SHARE PERSONAL INFORMATION ABOUT YOURSELF DURING THIS SEMINAR. AS THE SEMINAR IS BEING RECORDED, SHARE ONLY INFORMATION THAT YOU DON’T MIND BEING RECORDED.
DURING PART 2 OF THIS SEMINAR I WILL TURN THE RECORDING OFF WHILE DOING A DEMONSTRATION OF HOW TO CONDUCT A PSYCHOLOGICAL TYPE INTERVIEW SO THAT MORE PERSONAL SHARING MAY OCCUR. AAMFT ETHICAL GUIDELINES REGARDING CONFIDENTIALITY WILL APPLY TO PERSONAL INFORMATION SHARED.
YOU WILL HAVE AN OPPORTUNITY TO SHARE PERSONAL INFORMATION ABOUT YOURSELF DURING THIS SEMINAR. AS THE SEMINAR IS BEING RECORDED, SHARE ONLY INFORMATION THAT YOU DON’T MIND BEING RECORDED.
DURING PART 2 OF THIS SEMINAR I WILL TURN THE RECORDING OFF WHILE DOING A DEMONSTRATION OF HOW TO CONDUCT A PSYCHOLOGICAL TYPE INTERVIEW SO THAT MORE PERSONAL SHARING MAY OCCUR. AAMFT ETHICAL GUIDELINES REGARDING CONFIDENTIALITY WILL APPLY TO PERSONAL INFORMATION SHARED.
ICEBREAKERICEBREAKER
WHAT DO YOU CONSIDER TO BE YOUR GREATEST STRENGTHS AS A PERSON? RECENT EXAMPLE OF THAT?
WHAT DO YOU CONSIDER TO BE YOUR GREATEST STRENGTHS AS A PERSON? RECENT EXAMPLE OF THAT?
AN INTRODUCTION TO PSYCHOLOGICAL TYPEAN INTRODUCTION TO PSYCHOLOGICAL TYPE
Dr. Carl JungDr. Carl Jung One of the most important of Jung's longer works, and probably the most famous of his books, Psychological Types appeared in German in 1921 after a "fallow period" of eight years during which Jung had published little. He called it "the fruit of nearly twenty years' work in the domain of practical psychology," and in his autobiography he wrote: "This work sprang originally from my need to define the ways in which my outlook differed from Freud's and Adler's. In attempting to answer this question, I came across the problem of types; for it is one's psychological type which from the outset determines and limits a person's judgment.”
Jung on his Childhood and Parentshttps://www.youtube.com/watch?v=eTBs-2cloEI
Jung on his Childhood and Parentshttps://www.youtube.com/watch?v=eTBs-2cloEI
The Myers-Briggs Type Inventory (MBTI)
The Myers-Briggs Type Inventory (MBTI)
Katharine Cook BriggsIsabel Briggs Myers1962
Katharine Cook BriggsIsabel Briggs Myers1962
“ Isabel Briggs Myers (October 18, 1897 - May 5, 1980) was a psychological theorist who researched personality theory with her mother, Katharine Cook Briggs (1875 - 1968). Katharine's interest in personality theory was born when she read a book by Carl Jung in 1923. Katharine shared her findings with Isabel and together they created an inventory. They both had a passion for understanding human development and a desire to make personality theory accessible to everyone in a practical way.” http://www.mypersonality.info/personality-types/isabel-briggs-myers-katharine-cook-briggs
/
MBTI (Form M)https://www.cpp.com/en/mbtiproducts.aspx?pc=11
“ Isabel Briggs Myers (October 18, 1897 - May 5, 1980) was a psychological theorist who researched personality theory with her mother, Katharine Cook Briggs (1875 - 1968). Katharine's interest in personality theory was born when she read a book by Carl Jung in 1923. Katharine shared her findings with Isabel and together they created an inventory. They both had a passion for understanding human development and a desire to make personality theory accessible to everyone in a practical way.” http://www.mypersonality.info/personality-types/isabel-briggs-myers-katharine-cook-briggs
/
MBTI (Form M)https://www.cpp.com/en/mbtiproducts.aspx?pc=11
OTHER ASSESSMENTS OF PSYCHOLOGICAL TYPEOTHER ASSESSMENTS OF PSYCHOLOGICAL TYPE
Humanmetrics Jung Typology Testhttp://www.humanmetrics.com/hr/jtypesresult.aspx
The Keirsey Temperament Sorter (KTS II)http://keirsey.com/sorter/register.aspx
Humanmetrics Jung Typology Testhttp://www.humanmetrics.com/hr/jtypesresult.aspx
The Keirsey Temperament Sorter (KTS II)http://keirsey.com/sorter/register.aspx
THE ATTITUDESTHE ATTITUDES
EXTRAVERSION
INTROVERSION
EXTRAVERSION
INTROVERSION
+ SOCIALIZER- MONOPOLIZER
+CONTEMPLATOR- RECLUSE
+ SOCIALIZER- MONOPOLIZER
+CONTEMPLATOR- RECLUSE
Example: Introvert vs ExtravertExample: Introvert vs Extravert
Hile Rutledge on E vs Ihttps://www.youtube.com/watch?v=_1t-bHN6Ld8
Introvert vs Extraverthttps://www.youtube.com/watch?v=bMJJUqiRzZE
The Introvert Advantagehttps://www.youtube.com/watch?v=4NHslIFRWas
Being an Introvert in Collegehttps://www.youtube.com/watch?v=MuVfIBkkMB8
10 Signs you are an introverthttps://www.youtube.com/watch?v=QZKttOPueeY
10 Awkward moments Introverts experiencehttps://www.youtube.com/watch?v=b0YUCJayZvA
10 Awkward moments experienced by Extravertshttps://www.youtube.com/watch?v=GdPsB9QzCrs
Hile Rutledge on E vs Ihttps://www.youtube.com/watch?v=_1t-bHN6Ld8
Introvert vs Extraverthttps://www.youtube.com/watch?v=bMJJUqiRzZE
The Introvert Advantagehttps://www.youtube.com/watch?v=4NHslIFRWas
Being an Introvert in Collegehttps://www.youtube.com/watch?v=MuVfIBkkMB8
10 Signs you are an introverthttps://www.youtube.com/watch?v=QZKttOPueeY
10 Awkward moments Introverts experiencehttps://www.youtube.com/watch?v=b0YUCJayZvA
10 Awkward moments experienced by Extravertshttps://www.youtube.com/watch?v=GdPsB9QzCrs
Parenting implications
https://www.youtube.com/watch?v=OyyZuqnnjxw
O/B TV EXAMPLE
Parenting implications
https://www.youtube.com/watch?v=OyyZuqnnjxw
O/B TV EXAMPLE
THERAPIST EXAMPLESTHERAPIST EXAMPLES
INTROVERT THERAPISTS
CARL JUNG
CARL ROGERS
INTROVERT THERAPISTS
CARL JUNG
CARL ROGERS
EXTRAVERT THERAPISTS
VIRGINIA SATIR
FRITZ PERLS
EXTRAVERT THERAPISTS
VIRGINIA SATIR
FRITZ PERLS
THE MENTAL FUNCTIONSPERCEIVING
THE MENTAL FUNCTIONSPERCEIVING
SENSING
INTUITION
SENSING
INTUITION
+ REALIST- NITPICKER
+VISIONARY- ABSENT-MINDED
+ REALIST- NITPICKER
+VISIONARY- ABSENT-MINDED
Example: Sensing Type vs Intuitive Type
Example: Sensing Type vs Intuitive Type
S vs. N Conversationhttps://www.youtube.com/watch?v=fbUzpqrqBJc
Jung on Intuitionhttps://www.youtube.com/watch?v=T_7DpbJ1xFg
Sensing vs Intuition at the Museumhttps://www.youtube.com/watch?v=t3y0BuHJoFo
OUT OF GAS EXAMPLE
S vs. N Conversationhttps://www.youtube.com/watch?v=fbUzpqrqBJc
Jung on Intuitionhttps://www.youtube.com/watch?v=T_7DpbJ1xFg
Sensing vs Intuition at the Museumhttps://www.youtube.com/watch?v=t3y0BuHJoFo
OUT OF GAS EXAMPLE
THERAPIST EXAMPLESTHERAPIST EXAMPLES
SENSING THERAPISTS
B.F. SKINNER
JUDITH BECK
SENSING THERAPISTS
B.F. SKINNER
JUDITH BECK
INTUITIVE THERAPISTS
HARRY APONTE
ART MARTINEZ
INTUITIVE THERAPISTS
HARRY APONTE
ART MARTINEZ
THE MENTAL FUNCTIONSJUDGING
THE MENTAL FUNCTIONSJUDGING
THINKING
FEELING
THINKING
FEELING
+TOUGH-MINDED- CRITIC
+HARMONIZER- ABDICATOR
+TOUGH-MINDED- CRITIC
+HARMONIZER- ABDICATOR
Example: Thinking Type vs Feeling Type
Example: Thinking Type vs Feeling Type
Dr. Pat Allen
https://www.youtube.com/watch?v=IWuGOU1GMR4
Hile Rutledge
https://www.youtube.com/watch?v=QnQD-3pBhF8
T vs F Who’s Whohttps://www.youtube.com/watch?v=zWGXhnlUW_Y
Data’s Best L:ine
https://www.youtube.com/watch?v=t3y0BuHJoFo
Dr. Pat Allen
https://www.youtube.com/watch?v=IWuGOU1GMR4
Hile Rutledge
https://www.youtube.com/watch?v=QnQD-3pBhF8
T vs F Who’s Whohttps://www.youtube.com/watch?v=zWGXhnlUW_Y
Data’s Best L:ine
https://www.youtube.com/watch?v=t3y0BuHJoFo
Leonard’s Mother
https://www.youtube.com/watch?v=LTI0eF-WuMA
KONA EXAMPLE
Leonard’s Mother
https://www.youtube.com/watch?v=LTI0eF-WuMA
KONA EXAMPLE
THERAPIST EXAMPLESTHERAPIST EXAMPLES
THINKING THERAPISTS
ALBERT ELLIS
INSOO KIM BERG
THINKING THERAPISTS
ALBERT ELLIS
INSOO KIM BERG
FEELING THERAPISTS
VIOLET
OAKLANDER
THOMAS PARHAM
FEELING THERAPISTS
VIOLET
OAKLANDER
THOMAS PARHAM
THE DOMINANT FUNCTIONTHE DOMINANT FUNCTION
JUDGING
PERCEIVING
JUDGING
PERCEIVING
+ORGANIZER- AUTOCRAT
+SEEKER- INDECISIVE
+ORGANIZER- AUTOCRAT
+SEEKER- INDECISIVE
Example: Judging Type vs Perceiving TypeExample: Judging Type vs Perceiving Type
Judging and Perceiving Who’s who https://www.youtube.com/watch?v=b_pL-Us_0nA
Dr. Pat Allenhttps://www.youtube.com/watch?v=jIlCvQccaoU
Phoebe and the Wedding Plannerhttps://www.youtube.com/watch?v=AHB3llXZZNk
DELI EXAMPLE
Judging and Perceiving Who’s who https://www.youtube.com/watch?v=b_pL-Us_0nA
Dr. Pat Allenhttps://www.youtube.com/watch?v=jIlCvQccaoU
Phoebe and the Wedding Plannerhttps://www.youtube.com/watch?v=AHB3llXZZNk
DELI EXAMPLE
THERAPIST EXAMPLESTHERAPIST EXAMPLES
JUDGING THERAPISTS
SALVADOR MINUCHIN
MARSHA LINEHAN
JUDGING THERAPISTS
SALVADOR MINUCHIN
MARSHA LINEHAN
PERCEIVING THERAPISTS
CLOE MADANES
CARL WHITAKER
PERCEIVING THERAPISTS
CLOE MADANES
CARL WHITAKER
Jung on his own Psychological TypeJung on his own Psychological Type
https://www.youtube.com/watch?v=nsnDmXU4d8khttps://www.youtube.com/watch?v=nsnDmXU4d8k
The 4 Temperaments:NF (Idealist), NT (Rational), SP (Artisan), SJ (Guardian)
The 4 Temperaments:NF (Idealist), NT (Rational), SP (Artisan), SJ (Guardian)
Keirsey Temperament Sorter www.keirsey.com
Dr. Pat Allen (14)https://www.youtube.com/watch?v=jrdZI3vJFPg
https://www.youtube.com/watch?v=j2z67HLV4ls
Keirsey Temperament Sorter www.keirsey.com
Dr. Pat Allen (14)https://www.youtube.com/watch?v=jrdZI3vJFPg
https://www.youtube.com/watch?v=j2z67HLV4ls
Rick Edwards, LPCCWorking with Introverted
Childrenhttps://www.youtube.com/watch?v=4dsOpnAROe4
https://www.youtube.com/watch?v=g7bMo9l81mQ
Rick Edwards, LPCCWorking with Introverted
Childrenhttps://www.youtube.com/watch?v=4dsOpnAROe4
https://www.youtube.com/watch?v=g7bMo9l81mQ
Cognitive Styles Inventory
http://www.personalitypathways.com/type_inventory.html
Cognitive Styles Inventory
http://www.personalitypathways.com/type_inventory.html
Exercise: Identifying Another Person’s Psychological Type
Exercise: Identifying Another Person’s Psychological Type
Carl Rogers and Gloriahttps://www.youtube.com/watch?v=zHxl5NtcDow
Gloria ENFPRogers INFP
Note: Person-Center Therapy = INFP approach
Carl Rogers and Gloriahttps://www.youtube.com/watch?v=zHxl5NtcDow
Gloria ENFPRogers INFP
Note: Person-Center Therapy = INFP approach
Example #1: A Psychological Type Intervention with a Family
Example #1: A Psychological Type Intervention with a Family
Sister ESFP Artisan
Self INFJ Idealist
Father ISTJ Guardian
Mother ENFJ Idealist
Sister ESFP Artisan
Self INFJ Idealist
Father ISTJ Guardian
Mother ENFJ Idealist
EXAMPLE #2: A PSYCHOLOGICAL TYPE INTERVENTION WITH A COLLEGE STUDENT EXPERIENCING
DISCRIMINATION*
EXAMPLE #2: A PSYCHOLOGICAL TYPE INTERVENTION WITH A COLLEGE STUDENT EXPERIENCING
DISCRIMINATION*
THE PSYCHOLOGICAL TYPE MOST SUSCEPTIBLE TO BEING DISCRIMINATED AGAINST:
INFP
I- REMAINING SILENT IN THE FACE OF DISCRIMINATION
N- NOT NOTICING MICROAGGRESSIONS
F- AVOIDING CONFRONTATION WITH THE OPPRESSOR
P- PARALYZED BY UNCERTAINTY
*Gerrard, B. (2008). A Case Study Suggesting the Use of Psychological Type to Reduce Discrimination in Organizations. Journal of Psychological Type, 68 (3), 19-27.
THE PSYCHOLOGICAL TYPE MOST SUSCEPTIBLE TO BEING DISCRIMINATED AGAINST:
INFP
I- REMAINING SILENT IN THE FACE OF DISCRIMINATION
N- NOT NOTICING MICROAGGRESSIONS
F- AVOIDING CONFRONTATION WITH THE OPPRESSOR
P- PARALYZED BY UNCERTAINTY
*Gerrard, B. (2008). A Case Study Suggesting the Use of Psychological Type to Reduce Discrimination in Organizations. Journal of Psychological Type, 68 (3), 19-27.
THE PSYCHOLOGICAL TYPE LEAST SUSCEPTIBLE TO BEING DISCRIMINATED AGAINST:
THE PSYCHOLOGICAL TYPE LEAST SUSCEPTIBLE TO BEING DISCRIMINATED AGAINST:
ESTJ
E+ SPEAKING OUT ABOUT THE DISCRIMINATION
S+ RECOGNIZING A MICROAGGRESSION
T+ CONFRONTING AN OPPRESSOR
J+ DECIDING TO ACT SWIFTLY
ESTJ
E+ SPEAKING OUT ABOUT THE DISCRIMINATION
S+ RECOGNIZING A MICROAGGRESSION
T+ CONFRONTING AN OPPRESSOR
J+ DECIDING TO ACT SWIFTLY
TYPE DEVELOPMENT: THE PSYCHOLOGICAL TYPE APPROACH TO THERAPY/CHANGE
TYPE DEVELOPMENT: THE PSYCHOLOGICAL TYPE APPROACH TO THERAPY/CHANGE
1. STRENGTHEN YOUR CHALLENGED FUNCTIONSe.g. For an INFP ESTJ
1. STRENGTHEN YOUR CHALLENGED FUNCTIONSe.g. For an INFP ESTJ
2. USE YOUR TYPE STRENGTHS MORE EFFECTIVELY TO ADDRESS A PROBLEM
e.g.I+ REFLECTING ON PERSONAL STRENGTHS
N+ INTUITING A DISCRIMATORY ACT
F+ SEEKING PERSONAL SUPPORT
P+ PROBLEM-SOLVING DIFFERENT SOLUTIONS
2. USE YOUR TYPE STRENGTHS MORE EFFECTIVELY TO ADDRESS A PROBLEM
e.g.I+ REFLECTING ON PERSONAL STRENGTHS
N+ INTUITING A DISCRIMATORY ACT
F+ SEEKING PERSONAL SUPPORT
P+ PROBLEM-SOLVING DIFFERENT SOLUTIONS
THE CASE OF THE PROFESSOR WHO WOULD NOT SEE
THE CASE OF THE PROFESSOR WHO WOULD NOT SEE
“I’M REALLY HAPPY YOU ARE HERE. I ONCE HAD A BLIND STUDENT IN ANOTHER CLASS, AND I WASN’T SURE IF SHE WAS GOING TO DO WELL, BUT SHE DID GREAT!”
“BETH’S BEING HERE IS MAKING IT DIFFICULT FOR ME TO TEACH THE WAY I USUALLY DO. IT IS TOO TIME CONSUMING AND STRESSFUL TO SEND MATERIALS FOR HER BRAILLE TYPING TO THE DISABILITY OFFICE.”
“BETH HOW ARE YOU KEEPING TRACK OF WHO PAID FOR THE TAKE-OUT FOOD?”
“IT’S TOO EXPENSIVE AND TIME-CONSUMING TO USE THE USUAL EXAM FORMAT WITH BETH.”
“I’M REALLY HAPPY YOU ARE HERE. I ONCE HAD A BLIND STUDENT IN ANOTHER CLASS, AND I WASN’T SURE IF SHE WAS GOING TO DO WELL, BUT SHE DID GREAT!”
“BETH’S BEING HERE IS MAKING IT DIFFICULT FOR ME TO TEACH THE WAY I USUALLY DO. IT IS TOO TIME CONSUMING AND STRESSFUL TO SEND MATERIALS FOR HER BRAILLE TYPING TO THE DISABILITY OFFICE.”
“BETH HOW ARE YOU KEEPING TRACK OF WHO PAID FOR THE TAKE-OUT FOOD?”
“IT’S TOO EXPENSIVE AND TIME-CONSUMING TO USE THE USUAL EXAM FORMAT WITH BETH.”
BETH: INFP NATHAN: ESFJBETH: INFP NATHAN: ESFJSTRATEGY:1.COACHING/ROLEPLAY WITH BETH ON HOW TO CONFRONT NATHAN (STRENGTHENING BETH’S EXTRAVERSION AND THINKING)
2.THE CONFRONTATION: A) POSITIVE COMMENT (NATHAN AS FEELING TYPE)
B) CONCRETE EXAMPLE (NATHAN AS SENSING TYPE) PRINCIPLE: “TALKING IN TYPE”
3. CONFRONTATION ON THE PHONE (LEVEL PLAYING FIELD)
STRATEGY:1.COACHING/ROLEPLAY WITH BETH ON HOW TO CONFRONT NATHAN (STRENGTHENING BETH’S EXTRAVERSION AND THINKING)
2.THE CONFRONTATION: A) POSITIVE COMMENT (NATHAN AS FEELING TYPE)
B) CONCRETE EXAMPLE (NATHAN AS SENSING TYPE) PRINCIPLE: “TALKING IN TYPE”
3. CONFRONTATION ON THE PHONE (LEVEL PLAYING FIELD)
HOW TO CONDUCT A PSYCHOLOGICAL TYPE RELATIONSHIP ANALYSIS
HOW TO CONDUCT A PSYCHOLOGICAL TYPE RELATIONSHIP ANALYSIS
STEP 1: TEACH THE CLIENT ABOUT PSYCHOLOGICAL TYPE
STEP 2: TOGETHER WITH THE CLIENT IDENTIFY THE CLIENT’S PSYCHOLOGICAL TYPE AND THE SIGNIFICANT OTHER’S PSYCHOLOGICAL TYPE RELATIVE TO EACH OTHER
STEP 1: TEACH THE CLIENT ABOUT PSYCHOLOGICAL TYPE
STEP 2: TOGETHER WITH THE CLIENT IDENTIFY THE CLIENT’S PSYCHOLOGICAL TYPE AND THE SIGNIFICANT OTHER’S PSYCHOLOGICAL TYPE RELATIVE TO EACH OTHER
EXAMPLE: RELATIONSHIP TYPE ANALYSISEXAMPLE: RELATIONSHIP TYPE ANALYSIS
EXTRAVERSION ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ INTROVERSION 1 2 3 4 5 6 7 8 9 10
SENSING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ INTUITION 1 2 3 4 5 6 7 8 9 10
THINKING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ FEELING 1 2 3 4 5 6 7 8 9 10
JUDGING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ PERCEIVING 1 2 3 4 5 6 7 8 9 10
EXTRAVERSION ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ INTROVERSION 1 2 3 4 5 6 7 8 9 10
SENSING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ INTUITION 1 2 3 4 5 6 7 8 9 10
THINKING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ FEELING 1 2 3 4 5 6 7 8 9 10
JUDGING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ PERCEIVING 1 2 3 4 5 6 7 8 9 10
EXAMPLE: RELATIONSHIP TYPE ANALYSISEXAMPLE: RELATIONSHIP TYPE ANALYSIS
EXTRAVERSION ___ _O_ ___ ___ ___ ___ ___ ___ _B_ ___ INTROVERSION
1 2 3 4 5 6 7 8 9 10
SENSING ___ _O_ ___ ___ ___ ___ ___ ___ _B_ ___ INTUITION 1 2 3 4 5 6 7 8 9 10
THINKING ___ _O_ ___ ___ ___ ___ ___ ___ _B_ ___ FEELING 1 2 3 4 5 6 7 8 9 10
JUDGING _O_ ___ ___ ___ _B_ ___ ___ ___ ___ ___ PERCEIVING 1 2 3 4 5 6 7 8 9 10
BRIAN INFJOLIVE ESTJ
EXTRAVERSION ___ _O_ ___ ___ ___ ___ ___ ___ _B_ ___ INTROVERSION
1 2 3 4 5 6 7 8 9 10
SENSING ___ _O_ ___ ___ ___ ___ ___ ___ _B_ ___ INTUITION 1 2 3 4 5 6 7 8 9 10
THINKING ___ _O_ ___ ___ ___ ___ ___ ___ _B_ ___ FEELING 1 2 3 4 5 6 7 8 9 10
JUDGING _O_ ___ ___ ___ _B_ ___ ___ ___ ___ ___ PERCEIVING 1 2 3 4 5 6 7 8 9 10
BRIAN INFJOLIVE ESTJ
THE CONCEPT OF RELATIVE TYPETHE CONCEPT OF RELATIVE TYPE
EXTRAVERSION _A_ ___ ___ ___ _B_ ___ ___ ___ ___ ___ INTROVERSION
A and B are both Extraverts.
The doorbell rings.
Who is more likely to answer the door?
Teaching Point: B functions as a Perceiving type relative to A.
EXTRAVERSION _A_ ___ ___ ___ _B_ ___ ___ ___ ___ ___ INTROVERSION
A and B are both Extraverts.
The doorbell rings.
Who is more likely to answer the door?
Teaching Point: B functions as a Perceiving type relative to A.
STEP 3: DETERMINE FIT OF TYPE TABLE DESCRIPTION FOR EACH PERSON
STEP 3: DETERMINE FIT OF TYPE TABLE DESCRIPTION FOR EACH PERSON
The Sixteen Types at a GlanceBy Charles Martin, Ph.D.ISTJ For ISTJs the dominant quality in their lives is an abiding sense of responsibility for doing what needs to be done in the here-and-now. Their realism, organizing abilities, and command of the facts lead to their completing tasks thoroughly and with great attention to detail. Logical pragmatists at heart, ISTJs make decisions based on their experience and with an eye to efficiency in all things. ISTJs are intensely committed to people and to the organizations of which they are a part; they take their work seriously and believe others should do so as well. ISFJ For ISFJs the dominant quality in their lives is an abiding respect and sense of personal responsibility for doing what needs to be done in the here-and-now. Actions that are of practical help to others are of particular importance to ISFJs. Their realism, organizing abilities, and command of the facts lead to their thorough attention in completing tasks. ISFJs bring an aura of quiet warmth, caring, and dependability to all that they do; they take their work seriously and believe others should do so as well. INFJ For INFJs the dominant quality in their lives is their attention to the inner world of possibilities, ideas, and symbols. Knowing by way of insight is paramount for INFJs, and they often manifest a deep concern for people and relationships as well. INFJs often have deep interests in creative expression as well as issues of spirituality and human development. While the energy and attention of INFJs are naturally drawn to the inner world of ideas and insights, what people often first encounter with INFJs is their drive for closure and for the application of their ideas to people's concerns. INTJ For INTJs the dominant force in their lives is their attention to the inner world of possibilities, symbols, abstractions, images, and thoughts. Insight in conjunction with logical analysis is the essence of their approach to the world; they think systemically. Ideas are the substance of life for INTJs and they have a driving need to understand, to know, and to demonstrate competence in their areas of interest. INTJs inherently trust their insights, and with their task-orientation will work intensely to make their visions into realities.
ISTP For ISTPs the driving force in their lives is to understand how things and phenomena in the real world work so they can make the best and most effective use of them. ISTPs are logical and realistic people, and they are natural troubleshooters. When not actively solving a problem, ISTPs are quiet and analytical observers of their environment, and they naturally look for the underlying sense to any facts they have gathered. ISTPs do often pursue variety and even excitement in their hands-on experiences. Although they do have a spontaneous, even playful side, what people often first encounter with them is their detached pragmatism.ISFP For ISFPs the dominant quality in their lives is a deep-felt caring for living things, combined with a quietly playful and sometimes adventurous approach to life and all its experiences. ISFPs typically show their caring in very practical ways, since they often prefer action to words. Their warmth and concern are generally not expressed openly, and what people often first encounter with ISFPs is their quiet adaptability, realism, and "free spirit" spontaneity.INFP For INFPs the dominant quality in their lives is a deep-felt caring and idealism about people. They experience this intense caring most often in their relationships with others, but they may also experience it around ideas, projects, or any involvement they see as important. INFPs are often skilled communicators, and they are naturally drawn to ideas that embody a concern for human potential. INFPs live in the inner world of values and ideals, but what people often first encounter with the INFP in the outer world is their adaptability and concern for possibilities. INTP For INTPs the driving force in their lives is to understand whatever phenomenon is the focus of their attention. They want to make sense of the world -- as a concept -- and they often enjoy opportunities to be creative. INTPs are logical, analytical, and detached in their approach to the world; they naturally question and critique ideas and events as they strive for understanding. INTPs usually have little need to control the outer world, or to bring order to it, and they often appear very flexible and adaptable in their lifestyle.
ISTP For ISTPs the driving force in their lives is to understand how things and phenomena in the real world work so they can make the best and most effective use of them. ISTPs are logical and realistic people, and they are natural troubleshooters. When not actively solving a problem, ISTPs are quiet and analytical observers of their environment, and they naturally look for the underlying sense to any facts they have gathered. ISTPs do often pursue variety and even excitement in their hands-on experiences. Although they do have a spontaneous, even playful side, what people often first encounter with them is their detached pragmatism.ISFP For ISFPs the dominant quality in their lives is a deep-felt caring for living things, combined with a quietly playful and sometimes adventurous approach to life and all its experiences. ISFPs typically show their caring in very practical ways, since they often prefer action to words. Their warmth and concern are generally not expressed openly, and what people often first encounter with ISFPs is their quiet adaptability, realism, and "free spirit" spontaneity.INFP For INFPs the dominant quality in their lives is a deep-felt caring and idealism about people. They experience this intense caring most often in their relationships with others, but they may also experience it around ideas, projects, or any involvement they see as important. INFPs are often skilled communicators, and they are naturally drawn to ideas that embody a concern for human potential. INFPs live in the inner world of values and ideals, but what people often first encounter with the INFP in the outer world is their adaptability and concern for possibilities. INTP For INTPs the driving force in their lives is to understand whatever phenomenon is the focus of their attention. They want to make sense of the world -- as a concept -- and they often enjoy opportunities to be creative. INTPs are logical, analytical, and detached in their approach to the world; they naturally question and critique ideas and events as they strive for understanding. INTPs usually have little need to control the outer world, or to bring order to it, and they often appear very flexible and adaptable in their lifestyle.
ESTP For ESTPs the dominant quality in their lives is their enthusiastic attention to the outer world of hands-on and real-life experiences. ESTPs are excited by continuous involvement in new activities and in the pursuit of new challenges. ESTPs tend to be logical and analytical in their approach to life, and they have an acute sense of how objects, events, and people in the world work. ESTPs are typically energetic and adaptable realists, who prefer to experience and accept life rather than to judge or organize it. ESFP For ESFPs the dominant quality in their lives is their enthusiastic attention to the outer world of hands-on and real-life experiences. ESFPs are excited by continuous involvement in new activities and new relationships. ESFPs also have a deep concern for people, and they show their caring in warm and pragmatic gestures of helping. ESFPs are typically energetic and adaptable realists, who prefer to experience and accept life rather than to judge or organize it. ENFP For ENFPs the dominant quality in their lives is their attention to the outer world of possibilities; they are excited by continuous involvement in anything new, whether it be new ideas, new people, or new activities. Though ENFPs thrive on what is possible and what is new, they also experience a deep concern for people as well. Thus, they are especially interested in possibilities for people. ENFPs are typically energetic, enthusiastic people who lead spontaneous and adaptable lives. ENTP For ENTPs the driving quality in their lives is their attention to the outer world of possibilities; they are excited by continuous involvement in anything new, whether it be new ideas, new people, or new activities. They look for patterns and meaning in the world, and they often have a deep need to analyze, to understand, and to know the nature of things. ENTPs are typically energetic, enthusiastic people who lead spontaneous and adaptable lives.
ESTP For ESTPs the dominant quality in their lives is their enthusiastic attention to the outer world of hands-on and real-life experiences. ESTPs are excited by continuous involvement in new activities and in the pursuit of new challenges. ESTPs tend to be logical and analytical in their approach to life, and they have an acute sense of how objects, events, and people in the world work. ESTPs are typically energetic and adaptable realists, who prefer to experience and accept life rather than to judge or organize it. ESFP For ESFPs the dominant quality in their lives is their enthusiastic attention to the outer world of hands-on and real-life experiences. ESFPs are excited by continuous involvement in new activities and new relationships. ESFPs also have a deep concern for people, and they show their caring in warm and pragmatic gestures of helping. ESFPs are typically energetic and adaptable realists, who prefer to experience and accept life rather than to judge or organize it. ENFP For ENFPs the dominant quality in their lives is their attention to the outer world of possibilities; they are excited by continuous involvement in anything new, whether it be new ideas, new people, or new activities. Though ENFPs thrive on what is possible and what is new, they also experience a deep concern for people as well. Thus, they are especially interested in possibilities for people. ENFPs are typically energetic, enthusiastic people who lead spontaneous and adaptable lives. ENTP For ENTPs the driving quality in their lives is their attention to the outer world of possibilities; they are excited by continuous involvement in anything new, whether it be new ideas, new people, or new activities. They look for patterns and meaning in the world, and they often have a deep need to analyze, to understand, and to know the nature of things. ENTPs are typically energetic, enthusiastic people who lead spontaneous and adaptable lives.
ESTJ For ESTJs the driving force in their lives is their need to analyze and bring into logical order the outer world of events, people, and things. ESTJs like to organize anything that comes into their domain, and they will work energetically to complete tasks so they can quickly move from one to the next. Sensing orients their thinking to current facts and realities, and thus gives their thinking a pragmatic quality. ESTJs take their responsibilities seriously and believe others should do so as well. ESFJ For ESFJs the dominant quality in their lives is an active and intense caring about people and a strong desire to bring harmony into their relationships. ESFJs bring an aura of warmth to all that they do, and they naturally move into action to help others, to organize the world around them, and to get things done. Sensing orients their feeling to current facts and realities, and thus gives their feeling a hands-on pragmatic quality. ESFJs take their work seriously and believe others should as well. ENFJ For ENFJs the dominant quality in their lives is an active and intense caring about people and a strong desire to bring harmony into their relationships. ENFJs are openly expressive and empathic people who bring an aura of warmth to all that they do. Intuition orients their feeling to the new and to the possible, thus ENFJs often enjoy working to manifest a humanitarian vision, or helping others develop their potential. ENFJs naturally and conscientiously move into action to care for others, to organize the world around them, and to get things done. ENTJ For ENTJs the driving force in their lives is their need to analyze and bring into logical order the outer world of events, people, and things. ENTJs are natural leaders who build conceptual models that serve as plans for strategic action. Intuition orients their thinking to the future, and gives their thinking an abstract quality. ENTJs will actively pursue and direct others in the pursuit of goals they have set, and they prefer a world that is structured and organized.
ESTJ For ESTJs the driving force in their lives is their need to analyze and bring into logical order the outer world of events, people, and things. ESTJs like to organize anything that comes into their domain, and they will work energetically to complete tasks so they can quickly move from one to the next. Sensing orients their thinking to current facts and realities, and thus gives their thinking a pragmatic quality. ESTJs take their responsibilities seriously and believe others should do so as well. ESFJ For ESFJs the dominant quality in their lives is an active and intense caring about people and a strong desire to bring harmony into their relationships. ESFJs bring an aura of warmth to all that they do, and they naturally move into action to help others, to organize the world around them, and to get things done. Sensing orients their feeling to current facts and realities, and thus gives their feeling a hands-on pragmatic quality. ESFJs take their work seriously and believe others should as well. ENFJ For ENFJs the dominant quality in their lives is an active and intense caring about people and a strong desire to bring harmony into their relationships. ENFJs are openly expressive and empathic people who bring an aura of warmth to all that they do. Intuition orients their feeling to the new and to the possible, thus ENFJs often enjoy working to manifest a humanitarian vision, or helping others develop their potential. ENFJs naturally and conscientiously move into action to care for others, to organize the world around them, and to get things done. ENTJ For ENTJs the driving force in their lives is their need to analyze and bring into logical order the outer world of events, people, and things. ENTJs are natural leaders who build conceptual models that serve as plans for strategic action. Intuition orients their thinking to the future, and gives their thinking an abstract quality. ENTJs will actively pursue and direct others in the pursuit of goals they have set, and they prefer a world that is structured and organized.
TYPE STRENGTHS AND CHALLENGES TABLE
TYPE STRENGTHS AND CHALLENGES TABLE
EXTRAVERSION STRENGTH EXTRAVERSION CHALLENGE___OUTGOING ___MONOPOLIZES___TALKATIVE ___INTERRUPTS___MULTI-TASKING ___NOT LISTENING___TAKES CHARGE ___TAKES OVER
INTROVERSION STRENGTH INTROVERSION CHALLENGE___CONTEMPLATIVE ___WITHDRAWN___LISTENS ___RECLUSIVE___OBSERVES ___SILENT___INNER MEANING ___PASSIVE
EXTRAVERSION STRENGTH EXTRAVERSION CHALLENGE___OUTGOING ___MONOPOLIZES___TALKATIVE ___INTERRUPTS___MULTI-TASKING ___NOT LISTENING___TAKES CHARGE ___TAKES OVER
INTROVERSION STRENGTH INTROVERSION CHALLENGE___CONTEMPLATIVE ___WITHDRAWN___LISTENS ___RECLUSIVE___OBSERVES ___SILENT___INNER MEANING ___PASSIVE
TYPE STRENGTHS AND CHALLENGES TABLE
TYPE STRENGTHS AND CHALLENGES TABLE
SENSING STRENGTH SENSING CHALLENGE___DETAILED ___NIT-PICKS___PRECISE ___MISSES BIG PICTURE___PRACTICAL ___LACKS VISION___REALIST ___RELUCTANT TO TRY NEW THINGS
INTUITION STRENGTH INTUITION CHALLENGE___VISIONARY ___ABSENT-MINDED___SEES POSSIBILITIES ___FORGETFUL___INSIGHTFUL ___IMPRACTICAL___SEES BIG PICTURE ___UNFOCUSED
SENSING STRENGTH SENSING CHALLENGE___DETAILED ___NIT-PICKS___PRECISE ___MISSES BIG PICTURE___PRACTICAL ___LACKS VISION___REALIST ___RELUCTANT TO TRY NEW THINGS
INTUITION STRENGTH INTUITION CHALLENGE___VISIONARY ___ABSENT-MINDED___SEES POSSIBILITIES ___FORGETFUL___INSIGHTFUL ___IMPRACTICAL___SEES BIG PICTURE ___UNFOCUSED
TYPE STRENGTHS AND CHALLENGES TABLE
TYPE STRENGTHS AND CHALLENGES TABLE
THINKING STRENGTH THINKING CHALLENGE___TOUGH-MINDED ___OVERLY BLUNT___ASSERTIVE ___INSENSITIVE___RATIONAL ___ARGUMENTATIVE___OBJECTIVE ___COLD
FEELING STRENGTH FEELING CHALLENGE___HARMONIOUS ___CONFLICT-AVOIDANT___FRIENDLY ___UNASSERTIVE___WARM ___LACKS OBJECTIVITY___FORGIVING ___FAILS TO SEE WEAKNESS IN
OTHERS
THINKING STRENGTH THINKING CHALLENGE___TOUGH-MINDED ___OVERLY BLUNT___ASSERTIVE ___INSENSITIVE___RATIONAL ___ARGUMENTATIVE___OBJECTIVE ___COLD
FEELING STRENGTH FEELING CHALLENGE___HARMONIOUS ___CONFLICT-AVOIDANT___FRIENDLY ___UNASSERTIVE___WARM ___LACKS OBJECTIVITY___FORGIVING ___FAILS TO SEE WEAKNESS IN
OTHERS
TYPE STRENGTHS AND CHALLENGES TABLE
TYPE STRENGTHS AND CHALLENGES TABLE
JUDGING STRENGTH JUDGING CHALLENGE___ORGANIZED ___AUTOCRATIC___PLANFUL ___RIGID___DECISIVE ___INFLEXIBLE___FOLLOWS A SCHEDULE ___CONTROLLING
PERCEIVING STRENGTH PERCEIVING CHALLENGE___FLEXIBLE ___INDECISIVE___OPEN TO CHANGE ___DISORGANIZED___SEEKS ALTERNATIVES ___PROCRASTINATES___INVITES SUGGESTIONS ___HESITATES
JUDGING STRENGTH JUDGING CHALLENGE___ORGANIZED ___AUTOCRATIC___PLANFUL ___RIGID___DECISIVE ___INFLEXIBLE___FOLLOWS A SCHEDULE ___CONTROLLING
PERCEIVING STRENGTH PERCEIVING CHALLENGE___FLEXIBLE ___INDECISIVE___OPEN TO CHANGE ___DISORGANIZED___SEEKS ALTERNATIVES ___PROCRASTINATES___INVITES SUGGESTIONS ___HESITATES
STEP 4: ASK CLIENT TO SHARE EXAMPLE FOR TYPE CHARACTERISTICS FOR WHICH CLIENT AND SIGNIFICANT OTHER ARE MOST HARMONIOUS.
STEP 5: ASK CLIENT TO SHARE EXAMPLE FOR TYPE CHARACTERISTICS FOR WHICH CLIENT AND SIGNIFICANT OTHER ARE LEAST HARMONIOUS.
STEP 4: ASK CLIENT TO SHARE EXAMPLE FOR TYPE CHARACTERISTICS FOR WHICH CLIENT AND SIGNIFICANT OTHER ARE MOST HARMONIOUS.
STEP 5: ASK CLIENT TO SHARE EXAMPLE FOR TYPE CHARACTERISTICS FOR WHICH CLIENT AND SIGNIFICANT OTHER ARE LEAST HARMONIOUS.
STEP 6: ASK CLIENT IF HE/SHE HAS ANY IDEAS ABOUT HOW TO IMPROVE COMMUNICATION FOR THE TYPE CHARACTERISTICS THAT ARE LEAST HARMONIOUS. DISCUSS TALKING IN TYPE ALTERNATIVES.
STEP 6: ASK CLIENT IF HE/SHE HAS ANY IDEAS ABOUT HOW TO IMPROVE COMMUNICATION FOR THE TYPE CHARACTERISTICS THAT ARE LEAST HARMONIOUS. DISCUSS TALKING IN TYPE ALTERNATIVES.
TALKING IN TYPE(Jean M. Kummerow, 1985)
TALKING IN TYPE(Jean M. Kummerow, 1985)
TALKING WITH EXTRAVERTS
RESPOND QUICKLY WITHOUT LONG PAUSES TO THINK
ALLOW TALKING OUT LOUD WITHOUT DEFINITE CONCLUSIONS
SHOW ENERGY AND ENTHUSIASM
TALKING WITH EXTRAVERTS
RESPOND QUICKLY WITHOUT LONG PAUSES TO THINK
ALLOW TALKING OUT LOUD WITHOUT DEFINITE CONCLUSIONS
SHOW ENERGY AND ENTHUSIASM
TALKING WITH INTROVERTS
ALLOW TIME FOR I’S TO THINK BEFORE RESPONDING
HAVE MORE INDIVIDUAL OR ONE-TO-ONE ACTIVITIES THAN GROUP ACTIVITIES
DO NOT ASSUME AN I IS UNINTERESTED-THEY MAY JUST BE TAKING TIME TO PROCESS INFORMATION
TALKING WITH INTROVERTS
ALLOW TIME FOR I’S TO THINK BEFORE RESPONDING
HAVE MORE INDIVIDUAL OR ONE-TO-ONE ACTIVITIES THAN GROUP ACTIVITIES
DO NOT ASSUME AN I IS UNINTERESTED-THEY MAY JUST BE TAKING TIME TO PROCESS INFORMATION
TALKING IN TYPETALKING IN TYPE
TALKING WITH SENSERS
SHOW EVIDENCE, i.e. FACTS, DETAILS AND EXAMPLES
SHOW HOW YOUR SUGGESTION IS A CONTINUATION OF WHAT IS, NOT A RADICAL CHANGE
BE PRACTICAL AND REALISTIC, AND DOCUMENT SUCCESSFUL APPLICATIONS
TALKING WITH SENSERS
SHOW EVIDENCE, i.e. FACTS, DETAILS AND EXAMPLES
SHOW HOW YOUR SUGGESTION IS A CONTINUATION OF WHAT IS, NOT A RADICAL CHANGE
BE PRACTICAL AND REALISTIC, AND DOCUMENT SUCCESSFUL APPLICATIONS
TALKING WITH INTUITIVES
PRESENT GLOBAL SCHEMES, THE CONCEPT-GIVE THE MAIN IDEA FIRST
DON’T GIVE LOTS OF DETAILS UNLESS ASKED TO DO SO
LET N’S DREAM AND DON’T BURST THE BUBBLE-ENCOURAGE IMAGINATION
TALKING WITH INTUITIVES
PRESENT GLOBAL SCHEMES, THE CONCEPT-GIVE THE MAIN IDEA FIRST
DON’T GIVE LOTS OF DETAILS UNLESS ASKED TO DO SO
LET N’S DREAM AND DON’T BURST THE BUBBLE-ENCOURAGE IMAGINATION
TALKING IN TYPETALKING IN TYPE
TALKING WITH THINKERS
BE LOGICAL AND DO NOT RAMBLE
LIST THE PROS AND CONS OF EACH ALTERNATIVE
BE CALM AND REASONABLE
TALKING WITH THINKERS
BE LOGICAL AND DO NOT RAMBLE
LIST THE PROS AND CONS OF EACH ALTERNATIVE
BE CALM AND REASONABLE
TALKING WITH FEELERS
BE PERSONABLE AND FRIENDLY
SHOW WHY THE IDEA IS VALUABLE TO PEOPLE AND HOW IT WILL AFFECT PEOPLE
BE AWARE THAT F’S MAY HAVE DIFFICULTY BEING CRITICAL AND GIVING NEGATIVE FEEDBACK
TALKING WITH FEELERS
BE PERSONABLE AND FRIENDLY
SHOW WHY THE IDEA IS VALUABLE TO PEOPLE AND HOW IT WILL AFFECT PEOPLE
BE AWARE THAT F’S MAY HAVE DIFFICULTY BEING CRITICAL AND GIVING NEGATIVE FEEDBACK
TALKING IN TYPETALKING IN TYPE
TALKING WITH JUDGERS
PRESENT A TIMETABLE AND STICK WITH IT
DON’T SURPRISE J’s, GIVE WARNINGS OF COMING CHANGES WHEN POSSIBLE
ALLOW TIME TO PREPARE
TALKING WITH JUDGERS
PRESENT A TIMETABLE AND STICK WITH IT
DON’T SURPRISE J’s, GIVE WARNINGS OF COMING CHANGES WHEN POSSIBLE
ALLOW TIME TO PREPARE
TALKING WITH PERCEIVERS
ALLOW FOR OPTIONS, CHANGES
REALIZE ANY CHANGE IN DIRECTION IS NOT NECESSARILY IMPULSIVENESS
ALLOW FOR THINGS TO FLOW, NOT TO FOLLOW YOUR TIME AND ACTION CALENDAR
TALKING WITH PERCEIVERS
ALLOW FOR OPTIONS, CHANGES
REALIZE ANY CHANGE IN DIRECTION IS NOT NECESSARILY IMPULSIVENESS
ALLOW FOR THINGS TO FLOW, NOT TO FOLLOW YOUR TIME AND ACTION CALENDAR
EXAMPLE: RELATIONSHIP TYPE ANALYSISEXAMPLE: RELATIONSHIP TYPE ANALYSIS
EXTRAVERSION ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ INTROVERSION 1 2 3 4 5 6 7 8 9 10
SENSING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ INTUITION 1 2 3 4 5 6 7 8 9 10
THINKING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ FEELING 1 2 3 4 5 6 7 8 9 10
JUDGING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ PERCEIVING 1 2 3 4 5 6 7 8 9 10
EXTRAVERSION ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ INTROVERSION 1 2 3 4 5 6 7 8 9 10
SENSING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ INTUITION 1 2 3 4 5 6 7 8 9 10
THINKING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ FEELING 1 2 3 4 5 6 7 8 9 10
JUDGING ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ PERCEIVING 1 2 3 4 5 6 7 8 9 10
RESOURCESRESOURCES
Detailed Psychological Type Descriptionshttp://www.personalitypage.com/careers.html
Journal of Psychological Typehttp://www.capt.org/research/psychological-type-journal.htm
Books on MBTIhttp://www.personalitypathways.com/mbti-books.html
Detailed Psychological Type Descriptionshttp://www.personalitypage.com/careers.html
Journal of Psychological Typehttp://www.capt.org/research/psychological-type-journal.htm
Books on MBTIhttp://www.personalitypathways.com/mbti-books.html
