Happiness Isn’t Brain Surgery: Temperament Overview
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People with different temperaments have different needs in terms of treatment, relapse prevention planning, communication and life in general. Temperament is: Comprised of 4 dimensions Environment and Energy Mental Conceptualization Motivation and Meaning Time Management and Structure An overarching concept that is on a continuum. One end of the continuum is not better than the other, it is just different. Most people are somewhere in the middle, having characteristics of both “ends”
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Happiness Isn’t Brain Surgery: Temperament Overview
- 1. Hosted By: Dr. Dawn-Elise “Doc” Snipes
- 2. Happiness Isn’t Brain Surgery SNAP-T: Strengths, Needs, Attitudes, Preferences & Temperament Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Podcast Host: Counselor Toolbox & Happiness isn’t Brain Surgery Author: Journey to Recovery (2015) & Happiness Isn’t Brain Surgery (2017)
- 3. Objectives Explore the concept of SNAP-T Review the different learning styles Explore how strengths and needs and attitudes impact your success in change.
- 4. SNAP Strengths Needs (Accommodations) Attitudes Preferences (learning style, temperament)
- 5. Strengths You are good at… (transferability) How you… Learn best Have coped in the past What gives you hope What you already know about The condition Recovery methods What does and does not work for you
- 6. Needs Emotional Happiness Contentment/Efficacy Mental/Cognitive Learning preferences Learning needs to understand the condition and interventions Physical Assistive devices Frequent breaks Medications
- 7. Needs Social Friendships Understanding of healthy relationships Environmental Safety Temperature Comfort Time of Day Transportation Child Care
- 8. Learning Styles Review How you best take in information Auditory Kinesthetic Visual How you process information Active Reflective Conceptualization Sequential Global
- 9. Attitudes Self Others The Condition/Target Issue Willingness to learn and try new things Interventions/Recovery I will not call myself an addict every day I will not go to “those meetings” Everybody relapses I have to have Suboxone to achieve recovery I will never get better Medications don’t work
- 10. Decisional Balance The Old Way • Reasons I want to stay the same • Positive attitudes about • Concerns I have about changing • Fears or negative attitudes about change The New Way • Reasons I want to change • Positive attitudes about change • What I hope will be different • Things that I don’t like about the old way/staying the same.
- 11. Summary Part of making treatment/change work for you, it is important to understand how you learn, what your strengths are, why you are motivated to change and why you are NOT motivated to change. The next part is understanding your in-born preferences to create a comfortable environment, learn how to get information in a way that is meaningful, understand what motivates you and explore how to best work within your time management style.
- 12. Connect With Us Happiness Isn't Brain Surgery with Doc Snipes https://docsnipes.com Subscribe to the podcast Subscribe to our YouTube Channel https://youtube.com/allceuseducation Join our Facebook Group https://docsnipes.com/Facebook Join our Community & Access Additional Resources https://docsnipes.com
- 13. Hosted By: Dr. Dawn-Elise “Doc” Snipes
- 14. Happiness Isn’t Brain Surgery SNAP-T: Strengths, Needs, Attitudes, Preferences & Temperament Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Podcast Host: Counselor Toolbox & Happiness isn’t Brain Surgery Author: Journey to Recovery (2015) & Happiness Isn’t Brain Surgery (2017)
- 15. Objectives Review how temperament impacts every aspect of your life. Explore how knowing your temperament and that of other people can help you reduce your stress
- 16. Preferences Your temperament impacts your Strengths, Needs, Attitudes and Preferences Temperament is: Comprised of 4 dimensions Environment and Energy Mental Conceptualization Motivation and Meaning Time Management and Structure An overarching concept that is on a continuum. One end of the continuum is not better than the other, it is just different. Most people are somewhere in the middle, having characteristics of both “ends”
- 17. Temperament Extrovert Are expansive; less passionate Easy to get to know Like meeting new people Would rather figure things out while they are talking Often enjoy background noise Know what is going on around them rather than inside them Often do not mind interruptions Are often considered good talkers Introvert Are intense and passionate Difficult to get to know Exert effort to meet new people Figure things out before they talk Prefer peace and quiet Are more likely to know what is going on inside them Dislike being interrupted Are often good listeners
- 18. Quick Questions Does the person prefer to think then talk (Introvert) or talk while they are thinking (Extravert) Does the person prefer quiet and hate interruptions (Introvert) or love being around others and prefer activity (Extravert) Does the person enjoy larger groups (Extravert) or prefer smaller groups of 2-8 (Introvert) Is the person a better listener (Introvert) or talker (Extravert)
- 19. Summary Extrovert and Introvert are terms used to generally describe The types of social interactions they prefer The types of environments they prefer Where they derive their energy Their problem solving process Extroverts may have many friends, enjoy large groups and energized situations, be able to handle interruptions, and think while they speak Introverts have a few close friends, prefer smaller focused groups in quiet environments with few interruptions and prefer to think THEN speak
- 20. Summary Extroverts and Introverts Together Extroverts Often NEED Social interaction, not for validation, but for stimulation and recharging. (Meetings, recovery retreats, volunteer activities) Someone to “bounce thoughts off of” who is a good listener and understanding Are more aware of what is going on with those around them and often pick up on relapse warning signs in others.
- 21. Summary Extroverts and Introverts Together Introverts May choose to encourage the extrovert to engage in social activities independently. May need to address abandonment and self-esteem issues when in a relationship with an Extrovert May be less aware of how their presence impacts others which can be a hurdle in relationships.
- 22. Summary Extroverts and Introverts in Recovery Extroverts often thrive in support group meetings, draw energy from being around others in recovery and need the stimulation of discussing recovery and life in general. Extroverts may notice someone else’s relapse warning signs, but miss their own (Mindfulness, Active reflection) Extroverts need to understand: How their introvert partner gets grounded, and what their recovery program looks like. Introverts often prefer small groups like big book or bible studies, need quiet time to get grounded and focused and prefer to ponder recovery and life independently then discuss it. (Workbooks and journals are good here) Introverts may notice relapse warning signs, but not feel comfortable in traditional recovery environments
- 23. Connect With Us Happiness Isn't Brain Surgery with Doc Snipes https://docsnipes.com Subscribe to the podcast Subscribe to our YouTube Channel https://youtube.com/allceuseducation Join our Facebook Group https://docsnipes.com/Facebook Join our Community & Access Additional Resources https://docsnipes.com
- 24. Hosted By: Dr. Dawn-Elise “Doc” Snipes
- 25. Happiness Isn’t Brain Surgery SNAP-T: Strengths, Needs, Attitudes, Preferences & Temperament Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Podcast Host: Counselor Toolbox & Happiness isn’t Brain Surgery Author: Journey to Recovery (2015) & Happiness Isn’t Brain Surgery (2017)
- 26. Temperament Sensing Are practical and realistic Prefer facts and live in the real world Content in general Would rather do than think Focus on practical, concrete problems See the details and may ignore the big picture Want specifics and tend to be very literal May think that those preferring intuition are impractical Believe “if it isn’t broken, don’t fix it” iNtuitive Are imaginative dreamers Prefer abstraction, inspiration, insights Live in the world of possibilities Would rather think than do Focus on complicated abstract problems See the big picture but miss the details Love word games May think that those preferring the practical lack vision Believe anything can be improved Focus on the future and possibilities
- 27. Quick Questions Does the person prefer facts and details (Sensing) or broad concepts and ideas (iNtuitive) Does the person prefer to start with the big picture and work down to the details (iNtuitive) or prefer to start with the details and see where it leads (Sensing) Does the person believe everything can be improved (iNtuitive) or if it aint broke, don’t fix it (Sensing)
- 28. Summary Sensing and iNtuitive refers to how people view the world, tasks and problems Sensing people love facts and details and believe if it aint broke, don’t fix it. They are excellent at holding the reins so to speak, but they can get so caught up in the details they miss the big picture. iNtuitive people are dreamers and think in terms of meta-concepts and the big picture, often missing the details and having difficulty being content with what is, always seeing ways to improve things.
- 29. Summary In recovery Sensors can get too caught up with completing plan tasks and miss the big picture of what recovery is supposed to be. “By doing what I am doing, how is that helping me achieve my goals and draw closer to who and what is important to me?” iNtuitors can get caught thinking in the future and lack of mindfulness of the present can derail recovery efforts. “What do I need right now to keep moving toward the things and people that are important to me.”
- 30. Summary Sensors and iNtuitors Together Sensors can use iNtuitors’ vision to maintain an optimistic outloos iNtuitors can use Sensors’ groundedness to remain mindful and remember to not follow every wild hare.
- 31. Connect With Us Happiness Isn't Brain Surgery with Doc Snipes https://docsnipes.com Subscribe to the podcast Subscribe to our YouTube Channel https://youtube.com/allceuseducation Join our Facebook Group https://docsnipes.com/Facebook Join our Community & Access Additional Resources https://docsnipes.com
- 32. Hosted By: Dr. Dawn-Elise “Doc” Snipes
- 33. Happiness Isn’t Brain Surgery SNAP-T: Strengths, Needs, Attitudes, Preferences & Temperament Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Podcast Host: Counselor Toolbox & Happiness isn’t Brain Surgery Author: Journey to Recovery (2015) & Happiness Isn’t Brain Surgery (2017)
- 34. Temperament Thinking Like words such as principles, justice, standards or analysis Respond most easily to people’s thoughts Want to apply objective principles Value objectivity above sentiment Can assess logical consequences Believe it is more important to be just than merciful Assess reality with a true/false lens May think that those who are sentimental take things too personally May argue both sides of an issue for mental stimulation Feeling Like words such as care, compassion, mercy, intimacy, harmony, devotion Respond most easily to people’s values Want to apply values and ethics from multiple perspectives Value sentiment above objectivity Good at assessing the human impact Believe it is more important to be caring/merciful Assess reality with a good/bad lens Think that those preferring objectivity are insensitive Prefer a to agree with those around them
- 35. Quick Questions Does the person prefer words like logic, fairness and analysis (Thinking) or compassion, intimacy (Feeling) Does the person make decisions through a true/false lens (Thinking) or a good/bad lens (Feeling) Does the person seem more objective (Thinking) or sentimental (Feeling)
- 36. Summary Both Thinkers and Feelers have an emotional, rational and wise mind Thinkers prefer facts and logic, justice and rules--- This is how it is done. Feelers prefer compassion and connectedness. –--It should be done this way because it is the most compassionate. In relationships, Thinkers must be willing to appreciate compassion and connectedness and Feelers must be willing to look at the logic, and compromise to reach the “best” decision
- 37. Summary Thinkers and Feelers in Recovery Thinkers tend to go by the book and struggle immensely with those who are more flexible. Feelers tend to want everyone to succeed and are very giving of themselves, at their own expense. Thinkers can help them find the compromise between compassion and self sacrifice. Feelers can help Thinkers look outside the box and embrace some of the benefits of connectedness
- 38. Connect With Us Happiness Isn't Brain Surgery with Doc Snipes https://docsnipes.com Subscribe to the podcast Subscribe to our YouTube Channel https://youtube.com/allceuseducation Join our Facebook Group https://docsnipes.com/Facebook Join our Community & Access Additional Resources https://docsnipes.com
- 39. Hosted By: Dr. Dawn-Elise “Doc” Snipes
- 40. Happiness Isn’t Brain Surgery SNAP-T: Strengths, Needs, Attitudes, Preferences & Temperament Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Podcast Host: Counselor Toolbox & Happiness isn’t Brain Surgery Author: Journey to Recovery (2015) & Happiness Isn’t Brain Surgery (2017)
- 41. Temperament Judging Plan ahead Self disciplined and purposeful Thrive on order Get things done early. Plan ahead & work steadily. Define and work within limits Maybe hasty in making decisions Time and deadline oriented Thinks those preferring spontaneity are too unpredictable Excellent planners. May not appreciate or make use of things which are not planned or expected Perceiving Adapt as they go Flexible and tolerant Thrive on spontaneity Get things done at the last minute depending on spurt of energy Want more information May fail to make decisions Always think there’s plenty of time Think that those who are not spontaneous are too rigid Good at handling unplanned events, but may not make affective choices among the possibilities.
- 42. Quick Questions Does the person love schedules (Judging) or prefer spontaneity (Perceiving) Does the person get tasks done early (Judging) or at the last minute (Perceiving) Does the person fail to make use of all possibilities and struggle with unplanned events (Judging) or make good use of all possibilities and handle unplanned events well?
- 43. Summary Judgers and Perceivers Together Judgers need To allow for some spontaneity To have coping skills to deal with plan changes To appreciate the Perceiver’s desire to explore and set schedule guidelines Perceivers need To plan spontaneity To have a general schedule, most of the time To be willing to stop researching and make a decision or get started
- 44. Summary Judgers and Perceivers in Recovery Judgers Need a backup plan for when their recovery activities fall through Can benefit from being willing to explore possibilities and “re- open” their recovery plan Are excellent at helping Perceivers create relapse prevention plans Perceivers Need a plan (daily or weekly lists can work) Can benefit from Judger’s insistence on getting started Are excellent at helping Judgers handle unplanned events
- 45. Summary Changing behavior involves learning what is causing your distress and tools to manage it. Effective change involves Maximizing your strengths Consider your needs and motivations Address your attitudes Work in harmony with your own preferences and the preferences of those around you. It is important to pay attention to the potential pitfalls of your change plan based on the your SNAP-T
- 46. Connect With Us Happiness Isn't Brain Surgery with Doc Snipes https://docsnipes.com Subscribe to the podcast Subscribe to our YouTube Channel https://youtube.com/allceuseducation Join our Facebook Group https://docsnipes.com/Facebook Join our Community & Access Additional Resources https://docsnipes.com
Editor's Notes
- http://userwww.sfsu.edu/~voltaire/fye/learning_styles.pdf LEARNING STYLES AND STRATEGIES Richard M. Felder Hoechst Celanese Professor of Chemical Engineering North Carolina State University Barbara A. Soloman Coordinator of Advising, First Year College North Carolina State University ACTIVE AND REFLECTIVE LEARNERS Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. "Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response. Active learners tend to like group work more than reflective learners, who prefer working alone. Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners. Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done. How can active learners help themselves? If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it. How can reflective learners help themselves? If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don't simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively. SENSING AND INTUITIVE LEARNERS Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships. Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class. Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations. Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors. Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations. Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking. How can sensing learners help themselves? Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates. How can intuitive learners help themselves? Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don't like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your results VISUAL AND VERBAL LEARNERS Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally. In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally. How can visual learners help themselves? If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color. How can verbal learners help themselves? Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining. SEQUENTIAL AND GLOBAL LEARNERS Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it. Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects. How can sequential learners help themselves? Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be. How can global learners help themselves? If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering to explain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don't lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of. References http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm Felder, Richard M., Richard Felder's Responses to Frequently Asked Questions about the ILS, accessed 24 January, 2006. Felder, Richard M., "Reaching the Second Tier: Learning and Teaching Styles in College Science Education." J. College Science Teaching, 23(5), 286-290 (1993). Felder, Richard M. and Barbara A. Soloman, Index of Learning Styles, accessed 24 January, 2006. Felder, Richard M. and Joni Spurlin, 2005. Applications, Reliability, and Validity of the Index of Learning Styles (Acrobat (PDF) 223kB Feb2 06), International Journal of Engineering Education, v. 21, n. 1, pp. 103-112.
- Overview of Keirsey's Four Temperaments Temperament is a configuration of observable personality traits, such as habits of communication, patterns of action, and sets of characteristic attitudes, values, and talents. It also encompasses personal needs, the kinds of contributions that individuals make in the workplace, and the roles they play in society. Dr. David Keirsey has identified mankind's four basic temperaments as the Artisan, the Guardian, the Rational, and the Idealist. Each temperament has its own unique qualities and shortcomings, strengths and challenges. What accounts for these differences? To use the idea of Temperament most effectively, it is important to understand that the four temperaments are not simply arbitrary collections of characteristics, but spring from an interaction of the two basic dimensions of human behavior: our communication and our action, our words and our deeds, or, simply, what we say and what we do. Communication: Concrete vs. Abstract First, people naturally think and talk about what they are interested in, and if you listen carefully to people's conversations, you find two broad but distinct areas of subject matter. Some people talk primarily about the external, concrete world of everyday reality: facts and figures, work and play, home and family, news, sports and weather -- all the who-what-when-where-and how much's of life. Other people talk primarily about the internal, abstract world of ideas: theories and conjectures, dreams and philosophies, beliefs and fantasies --all the why's, if's, and what-might-be's of life. At times, of course, everyone addresses both sorts of topics, but in your daily lives, and for the most part, Concrete people talk about reality, while Abstract people talk about ideas. Action: Utilitarian vs. Cooperative Second, at every turn people are trying to accomplish your goals, and if you watch closely how people go about your business, you see that there are two fundamentally opposite types of action. Some people act primarily in a utilitarian or pragmatic manner, that is, they do what gets results, what achieves your objectives as effectively or efficiently as possible, and only afterwards do they check to see if they are observing the rules or going through proper channels. Other people act primarily in a cooperative or socially acceptable manner, that is, they try to do the right thing, in keeping with agreed upon social rules, conventions, and codes of conduct, and only later do they concern themselves with the effectiveness of your actions. These two ways of acting can overlap, certainly, but as they lead your lives, Utilitarian people instinctively, and for the most part, do what works, while Cooperative people do what's right. As Concrete Cooperators, Guardians speak mostly of your duties and responsibilities, of what they can keep an eye on and take good care of, and they're careful to obey the laws, follow the rules, and respect the rights of others. As Abstract Cooperators, Idealists speak mostly of what they hope for and imagine might be possible for people, and they want to act in good conscience, always trying to reach your goals without compromising your personal code of ethics. As Concrete Utilitarians, Artisans speak mostly about what they see right in front of them, about what they can get your hands on, and they will do whatever works, whatever gives them a quick, effective payoff, even if they have to bend the rules. As Abstract Utilitarians, Rationals speak mostly of what new problems intrigue them and what new solutions they envision, and always pragmatic, they act as efficiently as possible to achieve your objectives, ignoring arbitrary rules and conventions if need be.