As the June 21 summer solstice heralded the summer months many of us pulled out road maps to study the routes for our summer vacation trips. Do we want the scenic route through the mountains this time, or the quicker drive along the highway? Or maybe even we should try the third option we have always wanted to see­—the coastal route—even if it adds half a day to our drive time. Do we want to stay in a quaint B&B overnight and spend a few additional leisurely hours or does the hermetic and generic motel chain feel right for this trip? We compute miles and hours, consult Google maps for directions, maybe ask the AAA to compile a customized route map so we will know where to expect the road blocks and construction areas. Some of us call ahead and reserve rooms knowing we do not like to drive after dark, or for longer than eight hours at a stretch, or take a chance on a room being available. Others like to be spontaneous and stop along the way whenever and wherever highway exhaustion hits. But having a map, a route and a plan seems to be common sense and practice.

The Enneagram (e-model) maps the territory of our inner consciousness. We know that maps are never the territory, yet we all use them, as they certainly help us find our way; for none of us can drive blind fold! So why live the journey of your life blind fold when you have maps such as the e-model to point out directions to you? The e-model is the EEE of self-awareness—Expanded horizons, Expertise at knowing yourself and others, and an Explanation for what motivates our behavior. We are all traveling along the highways and byways of our life’s path—and the only sure direction we know is that of birth to death, an involuntary journey and none of us knows how long it will take. There are many such maps as the e-model and they put before us options so we can make wise choices about how to live our lives. We would all like to learn warning signals when we are about to go off the road, or how we can avoid accidents. Fortunately you can check out the e-model map (it comes with directions) at www.janetlevine.com

Have a wonderful summer filled with journeys and discoveries.

Now that you have taken the student inventory on www.janetlevine.com and know your triad, in this blog on Generation E and the E-model, I am going to introduce you to the three personality types in the Defender triad and briefly describe how they may act and interact as students at school. If you are a friend of one of these E-types how can you help them?

“The Protector” (Point Eight) is confidant, powerful, a take-charge leader, honest, direct, and protective of “turf.” Eights focus on power and control. Protectors hate being dependent and avoid vulnerability. They can live “go-for-broke” excessive life-styles. Issues of justice and fairness are important to Protectors.
Working with Themselves: Point Eight students have charge-ahead energy. Control and power are important: My way or the highway is often their stance. Protectors do not shy away from confrontation, in fact they may prod and poke at both teachers and peers. Protectors trust those who stand up to them. They want more energy, more heated exchanges of ideas, and a larger-than-life atmosphere in the classroom.
Friends Can Help Eights: Give Protectors feedback as to the impact of their anger. Stand up to Point Eight friends; otherwise you’ll be dismissed as a wimp. Protectors need reminding that confrontation is scary to most people, so it helps them to learn to count to ten before moving to confrontation. Be direct and transparent in your dealings with Protectors as ambiguity makes them suspicious. Don’t let them bully you, or your peers, and appeal to their sense of justice, they will always champion the underdog.

“The Peacekeeper” (Point Nine) is compassionate, energetic on behalf of others, non-competitive, patient, and sees all sides of an issue. They are excellent mediators. Point Nine avoids conflict. Peacekeepers are reluctant self-starters, and procrastinators. They find difficulty in establishing priorities, and making decisions. Point Nine may ignore their own needs through resignation, inertia, passive aggressive obstinacy, zoning out with TV.
Working with Themselves: Point Nine students avoid conflict because it is disruptive and unsettling. Peacekeepers like to create an atmosphere of equanimity where everyone co-operates. Peacekeepers have trouble keeping to their own agenda. Point Nine students find it hard to prioritize tasks, and meet deadlines. Reluctant self-starters, Peacekeepers rely on the energy and expectations of their teachers, and their connection to the material, to motivate them. They need the reality of disciplinary consequences if they are to meet their commitments.
Friends Can Help Peacekeepers: Give Point Nine unconditional support. They believe in themselves when others believe in them. It is essential to provide frequent feedback to your Peacekeeper friend. When working in groups, remind Peacekeepers of their personal needs and rights, they lose sight of these easily. Point Nine absorbs information in an opaque way and sees broad outlines as a unity; they need help structuring the pieces of the landscape. Be a “study-buddy”, and help them formulate short-term objectives, and to manage their time. Check in with them to make sure they are on track with assignments. When in groups, help Peacekeepers learn that saying “No, I disagree” does not necessarily lead to conflict.

“The Moralizer” (Point One) is conscientious and moral, honest and idealistic. Moralizers focus on doing the right thing, and avoiding error. This can lead to procrastination and a lack of spontaneity.
Working with Themselves: Moralizers are perfectionists. Their drive to will themselves to learn is imbued with a sense of moral righteousness. Moralizer One students need to be aware of their motivation, especially when they judge themselves as not achieving to their inner standards. Is reaching perfection a requirement for themselves to satisfy their inner critic, or their teacher? Point One students need to relinquish feeling responsible for every detail of their preparation and class work, to avoid criticizing and double-checking their every effort.
Friends Can Help Moralizers: Encourage Moralizers neither to be so hard on themselves, nor so judgmental of others. Remind them to forgo the 110% effort; 100% is good enough. Help them develop self-esteem by showing them that error is not catastrophic. Urge them to have fun.

Now that you have taken the student inventory on www.janetlevine.com and know your triad, in this blog on Generation E and the E-model, I am going to introduce you to the three personality types in the Attacher triad and briefly describe how they may act and interact as students at school. If you are a friend of one of these E-types how can you help them?

“The Helper” (Point Two) is empathetic, nurturing, and can give of themselves with true altruism. But often Helpers feed their own emotional needs for love and admiration by giving to others, in order to get approval. They may come across as manipulative.
Working with Themselves: Point Two students are most comfortable when empowering others. They give so much of themselves, because they desire to be loved, admired, and popular. But being too available can lead some Helpers to become overly dependent on others, and stunt their independence— as learners and as people. The subliminal need for approval can create problems around boundaries. Helper Two students need to form boundaries, be aware when they are enabling others, and to become accountable and responsible for their own learning. They should state what they think, rather than parroting what they think the teacher wants to hear.
Friends Can Help Helpers: Assist Helpers to build boundaries for themselves. They are inclined to give their very selves away to friends and projects and neglect their own development. These teens are susceptible to peer pressure that can lead to destructive behavior.

“The Organizer” (Point Three)  is self-assured, competent, efficient, an accomplished team-builder, and driven to achieve “success.” They avoid failure, focus on results and are task-oriented. Image-conscious Threes often subconsciously deceive themselves and others in order to “get the job done.” For the same reason, they can suspend their emotions.
Working with Themselves: Organizer Three students are all about task, task, task. “I must finish thirty pages of this text today.” “I must write the paper before it is due.” Point Three sweeps up teachers and peers alike in their forward driving energy. They move directly from idea to action with little lag time, and often need to slow down to accommodate more cautious peers. Organizers know it is hard for others to resist their goal directed momentum. They thrive on energy and excitement generated from interactions with a class or group of friends.
Friends Can Help Organizers: Help Organizers focus on feelings. Don’t ask: What did you do in class today, but rather: How do you feel about your class today? Encourage them to articulate intimate feelings. Reassure them that it is OK to fail, life goes on.

“The Dreamer” (Point Four) is creative, sensitive, and able to experience the highs and lows of deep emotions. Dreamers focus on what is unavailable, the glass is often half-empty. Melancholia is common. Point Four envies others who seem to have what they are missing.
Working with Themselves: Point Four Dreamers yearn for emotional connection, both to their teachers and peers and to what they are learning. In the process of seeking connection, they can experience abandonment, and until the connection is made, they can let other commitments slide. Point Four’s focus of attention is on what is missing, so they can feel envious of and competitive with peers. To keep on track, Point Four should develop reality checks to ascertain that they are on task. Dreamers feel they are special and seek out teachers and others in order to establish that they want to tackle assigned projects with a unique twist.
Friends Can Help Dreamers: Once you have established connection, remain committed. Help ameliorate your Dreamer friend’s mood swings by structuring situations in terms of facts and logic, and not emotions. Encourage their creativity. Avoid being critical; remember Dreamers often feel deficient to begin with. Help them count the positives. Show them the value in what they have already achieved when depression or envy arises.

Now that you have taken the student inventory on www.janetlevine.com and know your triad, in this blog on Generation E and the E-model, I am going to introduce you to the three personality types in the Detacher triad and briefly describe how they may act and interact as students at school. If you are a friend of one of these E-types how can you help them?

“The Observer” (Point Five)  is private, measured, and logical. As a knowledge seeker, Observers avoid emotional attachment and focus on intellectual activities. Observers can be overly self-controlled, and detached from their emotions. Predictability feels safe; Fives don’t like surprises. Knowledge is power—this is their motto.
Working with Themselves: Point Five students are Observers; detachment and a non-judgmental stance are part of their personality. This presents a bind in the classroom: How to learn to stay present in interpersonal interactions with teachers and peers (even how to participate in class discussion)? How to be part of a team when group work is required, and you long to work independently? Five Observers need to learn to share information about their personality traits of privacy and detachment, and to encourage peers (and even teachers) to ask for more feedback and interaction when they are frustrated by the Point Five’s perceived aloofness.
Friends Can Help Observers: Try to include your Observer friend in all social interactions. Often they want to join the group but lack the social skills to do so. Give them some space and time alone, and don’t be discouraged by their withdrawal. Keep them engaged even if it feels thankless.

“The Questioner” (Point Six) is thoughtful, loyal, rational, dutiful and responsible. Sixes focus on finding hidden dangers. Questioners can be fearful of success, and show ambivalence—one moment being doubtful, and the next eager to conform. This back-and-forth can lead to indecision, procrastination and unfinished projects.
Working with Themselves: Point Six students are natural skeptics who question everything. They are actively engaged, independent thinkers. Questioner Six interactions in the classroom can be undermined by their core defense mechanisms that are built around worst-case scenario thinking, doubts and fears. To find certainty and safety, the overly suspicious Questioner must be careful not to question peers and even teachers too sharply. Point Six needs be aware when thinking replaces doing, and seek reality checks to allay suspicions.
Friends Can Help Questioners: Realize Questioners seek safety by expressing their doubts and fears. Answer their questions to allay their fears. They may act out pronounced anti-authoritarian behavior. This is their way of going against their fear. Let them know you care when they endanger themselves, and that there are other ways to find a safety net.

“The Entertainer” (Point Seven) is enthusiastic, upbeat, charming, spontaneous and entertaining. Entertainers focus on being active, engaged with life, and having many pleasant options to choose from. They enjoy spending time planning and fantasizing. Entertainers have trouble making and keeping commitments. Sevens can be self-involved and do not like the routine or mundane.
Working with Themselves: Entertainers can learn to ground their highly charged energy by structuring tasks into interesting, disparate projects, while giving themselves a safe place to play with the many ideas racing in their minds. Future trippers, Point Seven feels secure when engaged in planning, and keeping options open. Entertainers are wonderfully articulate but should try not to monopolize classroom or other discussion. It is important they meet deadlines, and are aware when they split their attention in class and escape into a fantasy world. If an Entertainer needs help with structure and keeping academic commitments, they can ask their friends or teachers for help.
Friends Can Help Entertainers: Try to help Entertainers keep their feet on the ground, encourage them to find constructive ways to express their buoyancy and enthusiasm. Entertainers are ideas people who take off on imaginative flights like helium balloons. Encourage Entertainers to play sport or undertake other body-based activities to learn to stay in the present. Some teens with this personality have trouble concentrating or performing in the ways classrooms are structured. Encourage them to seek professional help with this problem.