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.

Tags: adolescents, Children, colleges, consciousness, E-model, E-types, Enneagram, Generation E, Janet Levine, janetlevine.com, Parenting, Parents, Triads Personality Inventory, Universal Forms, Vedic origins

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.

Tags: Children, colleges, E-model, E-types, Enneagram, Generation E, Janet Levine, janetlevine.com, Parenting, Triads Personality Inventory, www.janetlevine.com

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.

Tags: Children, colleges, E-model, E-types, Enneagram, Generation E, Janet Levine, Parenting, Parents, Triads Personality Inventory, www.janetlevine.com