A Well-Oiled Machine

1. A Well-Oiled Machine Understanding and Utilizing the Personality Types in Your Peer Education Group Amy V. Lukowski, PsyD, Licensed Psychologist Tad Spencer, MA, TAS

2. Questions to Start… • Have you experienced different personality types in your groups? • Could you share some comments about working with different personalities? • What do you need to learn today to help you do your job better?

3. Overview • Myers-Briggs Type Indicator • Discussion • The Alcoholic Family and Personality • Other Personal Experience • Other Tools • Fitting it Together

4. Myers-Briggs Type Indicator • Carl Jung’s theory of psychological types • No “wrong” types or preferences • Wide range of usage • Provides assistance not absolutes • 16 possible personality combinations in four-letter combinations

5. History of the Myers-Briggs • Developed by Isabel Briggs Myers and Katharine Briggs in 1942 • Most widely used personality instrument - 2 million administrations each year • 4,000 research studies, articles and dissertations written on MBTI • Many instruments based on MBTI (Keirsey Temperment Indicator, The Hale Test)

6. How One is Energized • Extraversion (E) • Energized by external world and other people • Acts first, thinks later (ready, fire, aim) • Seeks social contact • Introversion (I) • Energized by oneself and inner thoughts • Thinks first, acts later (aim, aim, aim…) • Seeks privacy

7. How One Gathers Information • Sensing (S) • Relies on concrete evidence and experience • Looks for facts • Asks, “What is real?” • Intuition (N) • Relies on abstract, symbolic awareness • Looks for possibilities • Asks, “What might be?”

8. How One Makes Decisions • Thinking (T) • Situations are evaluated objectively based on information and criteria • Logical analysis • Asks, “Is it true or valid?” • Feeling (F) • Situations are evaluated based on values and worth • Sympathy • Asks, “Is it important to me?”

9. Ways of Organizing One’s Life • Judging (J) • Plans ahead, seeks closure, follows a particular path, likes organization • Prefers deadlines • J = T or F is a person’s dominant function • Perceiving (P) • Keeps options open, is okay with the spontaneous, rigid organization not necessary • Prefers flexibility • P = S or N is a person’s dominant function

10. Combine the Letters Remember: preference, not abilities • E or I • S or N • T or F • J or P • Example = INFJ • Characteristics: loyal, committed, compassionate, creative, intense, deep, determined, conceptual, sensitive, reserved

11. Small Group Discussion Look at the chart of characteristics • Are there things that strike you as interesting? • What traits have you seen most in your peer groups? Which would you like to see? • How do you see various elements fitting into your group? • How do the elements relate to peer education in general?

12. Special Situations • Some peer educators may have rich personal experience that contributes to personality and interactions • Alcoholic Family • Personal Experience (eating disorders, drug use, etc.)

13. The Alcoholic Family • In a chaotic family situation, different children find different ways to survive or adapt • The Hero • The Mascot • The Scapegoat • The Lost Child

14. The Hero • Child tries to excel in everything (school, extra-curriculars, etc.) • Believes being “good enough” will distract attention from chaos or help resolve situation • As an adult: has drive to succeed and work hard to accomplish goals; typically very intelligent

15. The Mascot • Child is typically the comedian or class clown; believes that comedy and funny behavior will distract attention from feuds and alcohol problems • As an adult: person can provide humor and levity to groups; may have a misunderstood depth of insight into human behavior

16. The Scapegoat • Child tends to be the rebel and exhibit dangerous or controversial behavior; more likely to get tattoos, piercings, or start smoking at an early age • As an adult: often fiercely independent and can provide non-traditional thinking; may have a desire to help those who are like s/he was

17. The Lost Child • Child is very quiet and tends to spend a lot of time alone or with animals, stuffed animals, or imaginary friends; may shy away from confrontation • As an adult: has a vivid imagination and creative streak; may also be a deep thinker with developed intuition; often has a “sixth sense” about potential conflict

18. Those with Personal Experience • Peer education may be desirable to those who want to “right a wrong” or take action that is deeply personal • Alcoholic parent alcohol education • Prior eating disorder prevention • Be mindful of histories but don’t shy away from them • Help steer them toward appropriate interventions

19. Suggestions • If the student is willing, invite him/her to share experiences with peer group as educational component of meeting • Show appreciation to the student for the unique perspective • Help the student frame their passion into constructive action that will benefit others • Reiterate that peer ed is “client-focused”

20. Other Tools • “Strengths” books • Emphasize working with one’s strengths rather than repairing / building up weaknesses • People are happier and more productive when using strengths • Do what you do best!

21. Fitting it Together • Become aware of each member’s individuality and preferences • Design activities / tasks that play to preferences and strengths • Spend some time early on helping students learn about their preferences and strengths • If necessary, rethink how you work • Appreciate the diversity of thought and approach

22. Suggested Reading • The 16 Personality Types, Descriptions for Self-Discovery by Linda V. Berens and Dario Nardi • Type Talk: The 16 Personality Types That Determine How We Live, Love, and Work by Otto Kroeger and Janet M. Thuesen • Gifts Differing: Understanding Personality Type by Isabel Briggs Myers • Quick Guide to the 16 Personality Types and Career Mastery: Living with Purpose and Working Effectively by Charles R. Martin • Now, Discover Your Strengths (Hardcover) by Marcus Buckingham and Donald O. Clifton • Go Put Your Strengths to Work: 6 Powerful Steps to Achieve Outstanding Performance by Marcus Buckingham • The Introvert Advantage: How to Thrive in an Extrovert World by Marti Olsen Laney

23. What questions do you have?

24. Contact Information • Amy V. Lukowski, PsyD, Licensed Psychologist amy@bacchusnetwork.org 303-871-0901 • Tad Spencer, MA, TAS tad@bacchusnetwork.org 303-871-0901