Overview of Talk. Myers-Briggs Type Indicator. Charlene Brock

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1 Pesonality Type and Giftedness Pesonality Type & Giftedness: What is the Relationship? Chalene Bock Octobe 14, 2008 Lean ways that psychological type theoy can be used by teaches and paents to suppot gifted childen. Chalene Bock Paent Rep on Littleton Public Schools Gifted and Talented Advisoy Council Accedited MBTI Feedback Povide (CAPT) Reseach Diecto, Accedited Teache Taining, (DPS, CCSD) Taining Coodinato, Consulting Psychologists Pess, Palo Alto, CA Acceditation Diecto, Mind Mattes/Cotext, Los Altos, CA BA Stanfod Univesity, Human Biology: Psychobiology of Behavio Oveview of Talk What is type? Instuments that measue type Type tends in the Gifted and Talented Implications of teaches and paents type Use of type theoy with Gifted students Reseach and esouces What is pesonality type theoy? Theoy based on wok of Cal G. Jung Futhe developed by Isabel Myes and Kathaine Biggs Natual pefeences: innate and developed ove a lifetime How we ae enegized, take in infomation, make decisions, and oient to the oute wold Myes-Biggs Type Indicato MBTI Myes-Biggs Type Indicato pefeence scales: Extavesion-Intovesion Sensing - Intuition Thinking-Feeling Judging - Peceiving Fo use with those age 14 and up Muphy-Meisgeie Type Indicato fo Childen MMTIC TM Ceated by D. Elizabeth Muphy and D. Chales Meisgeie Fo use with students in 2nd though 12th gade Myes-Biggs Type Indicato and MBTI ae tademaks o egisteed tademaks of the Myes-Biggs Type Indicato Tust in the United States and othe counties. Muphy-Meisgeie Type Indicato fo Childen and MMTIC ae tademaks o egisteed tademaks of Elizabeth Muphy and Chales Meisgeie in the United States and othe counties. Relationship? 1

2 Impotant Undestandings Type Development in Childen Thee ae sixteen types which allow fo individual diffeences. All types ae valuable and have thei stengths and stetches. All types can do all types of wok. Type is innate. Type is developed ove a lifetime. Young childen do what is fun and natual. They may think thei way is the only way; thei behavios may not be unde conscious contol. Childen will ty non-pefeed activities if they ae elaxed and comfotable. Always offe choices. Let childen exploe diffeent behavios. Development is leaning conscious contol of pefeences. Extavesion - Intovesion The souce of you enegy E x t a v e s i o n I n t o v e s i o n Sensing - Intuition Sensing-Intuition How you take in infomation Relationship? 2

3 Thinking - Feeling Thinking - Feeling How you make decisions Judging - Peceiving Judging - Peceiving How you oient to the wold aound you Type Tends of the Gifted and Talented Implications E I S N T F J P Total Pop* (Manual) 49% Total Pop** (Atlas) 65% Males* 46% Females* 53% GT *** Total Pop 51% GT *** Males 46% GT *** Females 53% All comments ae compaed to the geneal population. GT males have slight tendency towads I, and GT females slight tendency towads E GT students tend towads N GT students tend towads T, note female inceased tendency towads T despite oveall pefeence towads F GT students have slight tendency towads P *Myes, Isabel Biggs and McCaulley, May, Quenk, Naomi, and Hamme., Allen (2003) MBTI Manual Palo Alto, CA: CPP, Inc. ** MacDaid, G.P., Kainz, R.I., & McCaulley, M. H. (1986). Myes-Biggs Type Indicato: Atlas of Type Tables. Palo Alto, CA: CPP, Inc. *** Sak, Ugu (Winte 2004). A Synthesis of Reseach on Psychological Types of Gifted Adolescents, The Jounal of Seconday Gifted Education, Vol XV, no.2, pp Relationship? 3

4 Full Type Pefeences Most common types fo geneal population fom Atlas**: ESTJ, ESFJ,ESFP, ENFP Most common types fo geneal population fom Manual*: ISFJ, ESFJ, ISTJ, ISFP Most common types fo Gifted and Talented population***: ENFP, INTP, ENTP, INFP Type in Education Js tend to have highe mean gades as compaed to Ps with compaable IQs.* Those who have a pefeence fo N tend to have a highe IQ. * Caveat: How ae these measues witten, in a style moe appopiate fo Ns than Ss? Medical Enty Exams: Time limit o not? *Myes, Isabel Biggs and McCaulley, May, Quenk, Naomi, and Hamme., Allen (2003) MBTI Manual Palo Alto, CA: CPP, Inc. ** MacDaid, G.P., Kainz, R.I., & McCaulley, M. H. (1986). Myes-Biggs Type Indicato: Atlas of Type Tables. Palo Alto, CA: CPP, Inc. *** Sak, Ugu (Winte 2004). A Synthesis of Reseach on Psychological Types of Gifted Adolescents, The Jounal of Seconday Gifted Education, Vol XV, no.2, pp *Myes, Isabel Biggs and McCaulley, May, Quenk, Naomi, and Hamme., Allen (2003) MBTI Manual Palo Alto, CA: CPP, Inc. Who ae the Gifted and Talented? Gifted students ae epesented in evey pesonality type. Plan fo the majoity, but do not neglect the minoity. Time to Pocess Take a few minutes to speak with a peson nea you. Shae a new insight that you have leaned. The insights will be shaed with the goup. Applications School Teaches lean type and apply stategies in the classoom. Students ae pulled out in small goups to lean about type. Students lean about type in a lage goup setting. Teaches use type language in the classoom. Family Childen and paents lean the child s type. All membes of the family lean about thei type and the impact on family dynamics. Benefits of Type fo the Gifted and Talented Inceased self-undestanding Inceased espect, appeciation and acceptance of othes Enhanced ability of teaches to engage students and develop new skills Impoved communication with paents and teaches to expess fustations o excitement Geate inteest in o coopeation with leaning new skills when seen as type development Relationship? 4

5 Teache Types The majoity of teaches in the elementay school gades have a pefeence fo S. As you pogess though the highe gades, moe teaches tend to have a pefeence fo N. Keep in mind how a teache s type might influence the classoom envionment and lesson plans. Thee ae benefits fo students to deal with teaches of all type pefeences. Paent Types Geat vaiation within families, eveyone is an individual. It is common fo paents to expect childen to lean and communicate in the way that the paent does. Paent s undestanding of own type is beneficial. Thoughts to Ponde Type eflects pefeences, behavio is always a choice. Type is not an excuse fo bad behavio. Undestand that type is continuing to develop in childen. Do not limit childen with you undestanding and expectations of thei type. Encouage and allow fo exploation of diffeent pefeences by childen. Conside how one might engage childen of all types: use thei stengths to captue thei attention and then teach them skills they need (studying, test taking, time management) Impact on Common GT Issues Pefectionism: Undestanding of stengths and stetches allows fo geate self-acceptance. Undeachievement: Taining in stetches (often SJ activities) can lead to geate achievement. Childen can lean to meet expectations that ae difficult fo them. Social issues: Feelings of isolation and fustation may be bette undestood and communicated. Childen may expeience inceased espect fo othes. E-I Stategies 3-Second Rule Listen-Pai-Shae Geen and Red Cads S-N Stategies Wod Swap Pai an S with an N Giving Diections: Oveview and Examples Relationship? 5

6 T-F Stategies Dual Pespective: the Flaw and the Asset Claify You Style of Feedback Balance Independent and Goup Wok J-P Stategies Time Wanings to Reconvene Planning fo a Deadline: Fowads o Backwads Good Act, Bad Timing Reseach Nationwide effot to suppot the use of the MMTIC as a eseach-based intevention. The concept is to tain teaches in type theoy to use with the egula cuiculum in an effot to incease gades, standadized test scoes, and comfot level in the classoom. DPS and Chey Ceek School Distict have appoved the study. Resouces Geneal Type knowledge Family dynamics Students and teaching Questions and Answes Contact Infomation: Chalene Bock cha_bock@comcast.net Relationship? 6