Posts Tagged ‘Murphy-Meisgeier’

MBTI for Kids – your questions answered!

Wednesday, March 20th, 2013

Since my last blog on how we can now administer the MMTIC, it has been great to see how much interest it has generated. Consequently, it seemed like a good idea to respond to some of the questions and comments.

“What does the Report cover?”

There are actually three Student Reports available, all tailored to three age ranges. The age ranges are 7-11 years, 11-14 years and 14-18 years – and if you click on the relevant age category, the link will take you to a sample Report.

The Report covers aspects such as:

  • The person’s results from completing the questionnaire
  • Their likely ‘Strengths’ and ‘Stretches’
  • Practical applications for them within school and within relationships

There are further Reports that can be generated which deal with more specific aspects, such as careers.

“Who gets the Report?”

The child owns the Report as it is about them – so they get the Report. No adult should be given the results of a child’s Report unless the child is also given the results. Any Reports resulting from the completion of the tool are considered confidential.

“Who is there when the child receives the interpretation of their Report?”

The child needs to understand that the Report belongs to them – they also need to understand that in order to use it for developmental purposes it is beneficial for their parent, carer, teacher, etc, also to be there so that they can assist the child to use it and build on the findings.

In order for the child to feel relaxed about hearing the interpretation of their Report consideration also needs to be given to the number of people present. With the child, a parent and the interpreter, there are already 3 people – the potential effects of additional people needs to be considered on an individual basis. If the intention is also to use the results in the school environment, it may be that the child and parent wish the teacher to understand the results. It will usually be best for the child if this is a separate meeting, or the teacher is given the information separately – but only, of course, with the child’s knowledge and consent.

“How accurate is it?”

A young person’s Type will still be developing. Since Type is developing in children, when we interpret a person’s Report we have to recognise that children’s awareness of their Type may not be firm, especially if it is the auxiliary function (the second most prominent of their mental functions – these being Sensing, Intuition, Thinking and Feeling). Extraversion and Introversion as well as Judging and Perceiving (the attitudes) may be clearer than the mental functions.

Because of this, children are given an opportunity to discuss their profiles and disagree with the results, if they consider them inaccurate.  The obtained psychological Type profile is only confirmed when the child confirms the description is accurate. If there is disagreement, the person is helped to understand that Type is developmental and that the instrument may not be able to identify everyone’s preferences every time. The schild is then helped to become aware of the differences between Type profiles and is reassured that it is okay to disagree with the results of any instrument.

“Another example of putting people into boxes, but this time doing it when they are children. I think this is a step backwards. Hmmmm.”

The Report and interpretation is all about helping people understand that different people use different ways to communicate, to take in information and to make decisions. The better (and earlier) that people understand these differences, together with how to work more effectively with these different types of people, the more effective they are likely to be in their lives.

“How much does it cost?”

The child needs to answer the set of questions, and we then input these into our domain within the MMTC site. This generates the Student Report mentioned earlier. We then print a copy of the Report, meet with the child and parent, carer or guardian and undertake a personal interpretation of the report. This activity lasts for 60 – 90 minutes. The complete cost of this is £45.

And if you have any other questions, we would be happy to respond to them!

Paul

MBTI for kids!

Wednesday, November 14th, 2012

As a parent, I have always wanted to do all I can to give my children the best possible start in life. To give them that little bit extra so that they can cope as effectively as possible with the world as they find their own way through it. And I’m sure that’s probably the same for most parents.

There are lots of ways in which we can do that, but it’s not only us who are involved – there are also many other people who impact on this process. Teachers, relatives and friends all play a part.

It is also the case that our children have different drivers and motivators from us – each will have a different psychological  makeup – they will perceive the world and make decisions in different ways from us. Our personal strategies and approaches are unlikely to work for them.

How much more effectively could we support them if we had a better understanding of their makeup? How much more helpful could teachers be if they understood each child’s learning strengths?

The idea that each of us is born with a specific set of preferences is the foundation stone to Carl Jung’s theory of psychological type. During a child’s early years they begin to develop their preferences and implement their own personal style of taking in and processing information. An understanding of your child’s unique personality type provides you with vital information on how they:

  • Take in information
  • Prioritise information
  • Make decisions about information.

‘Type recognition’ during a child’s developmental years offers huge benefits to the child. When a child is provided with this tailored environment, which provides them with the freedom to develop their natural preferences, they can develop much higher levels of self-esteem and self-confidence.

The Murphy-Meisgeier Type Indicator (MMTIC®) was developed to help children and young people better understand themselves in many areas including:

  • How they approach learning
  • What their strengths are
  • What their stretches are
  • What strategies may help them improve relationships, study habits and school grades.

The MMTIC® is based on the 60 years of research which underpins the Myers Briggs Type Indicator (MBTI®), the world’s most widely used personality assessment, and it has been used in schools for almost 25 years. The most recent studies (2002 – 2008) have culminated in the most accurate version of the tool which has demonstrated extraordinarily high rates of reliability and validity. Its use is accompanied by a vast array of support materials. Students can take the MMTIC® assessment on line or using pen and paper. Reports are written directly to students – and there are three levels of assessment and report – elementary (7-11), middle (11-14) and high (14-18) representing the age ranges shown in brackets.

In short, it is a MBTI® for kids.

Some people ask what it measures. It doesn’t measure anything. What it shows is whether a child:

  • Is extroverted or introverted
  • Is more likely to see the fine detail of their environment or sees the bigger picture
  • Makes decisions based upon objectiveness or personal and /or emotional values
  • Places more emphasis on bringing things to closure or would rather explore alternatives.

At Breathe Personal and Organisational Development, we are very excited to have been accredited to deliver the MMTIC®. We are one of only about 50 organisations in the world outside the USA to have been accredited in this way.

We believe that the MMTIC® offers a wonderful opportunity for parents and teachers to gain a fuller appreciation of a child’s personality preferences. Its use can reduce the potential conflicts a child might have within relationships, and increases the potential for greater success at school and within friendships. This, in turn, facilitates an improved relationship between the child and the parents, the child and the teachers, the child and others with whom they build relationships.

Paul