Change Management - Video

SJCBA - Faculty

Enneagram Nos.- Career Options

Intuition Allows Us to Connect With Animals on a Deeper Level

Intuition Allows Us to Connect With Animals on a Deeper Level Peace of Mind, Body & Soul • (952) 484-4396 • info@animal-intuition.com • www.animal-intuition.com

What is Intuition?

Simply put, intuition is another sense that we have within us. We are all born with intuition, just as we are born with the ability to see, hear, taste, and feel. Most of us – I’m generalizing society as whole - has learned to build on our logic and reasoning instead of paying attention to our natural instincts. However, most everyone can recall a time where they had a "gut" feeling or perhaps can relate to that feeling of "knowing" when someone is staring at you when you cannot see the person or you walk into a room and there is "tension in the air". That is intuition, another sense that helps us filter and process what is in our environment. Animals rely heavily on their intuition for survival and it is at the core of every living being. This is their first resource, where humans learn to use cognitive abilities and subsequently have paid less attention to and even ignored their intuition.

When we do not use a sense or are no longer able to do so, we lose the ability to easily recognize it on a regular basis. Image if you were blind folded the first 20 years of your life. You would have learned at an early age to pay more attention to your other senses and would ultimately compensate for not having sight. When the blindfold is removed 20 years later, you never having seen anything before, what do you think "sight" would mean to you?

 You have no idea what anything looks like

 The difference between light, dark

 Depth perception

 Color

You would have to learn how to recognize things by sight and train yourself. For instance you would feel a table and then associate what the table looks like, banking that in memory to recall the next time you see a similar object. This would need to be done numerous times because it takes time to remember but also, we have wooden tables, glass tables, iron-legged tables, round tables, square tables and more. So, would you take the time to learn or would you shut your eyes and precede living life as you have done for the first 20 years? What’s easier, what’s more interesting and how important would it be to you? Would you take the time to practice, train and learn how to use your sight or would you shut your eyes and perhaps occasionally take a glimpse of something life with vision?

Animal Intuition

Animals use their intuition all the time and are very aware of it and open with it. Those people that have spent time developing their own intuition can form a bond with the animal that involves the transmission of feelings, intentions, thoughts, mental images, emotions, sensations, and pure knowing. This provides insight to physical, behavioral and emotional issues as well as comfort and closure when dealing with a loss. For people that have animal companions, intuitive sessions with your animal can help heighten your understanding, joy and build a stronger relationship with them.

 

Connecting With Your Animal

Each case is unique and every situation is handled based on the personality and emotional state of the animal. Similarly, you may be able to relate as every verbal conversation you have with a person is different – it depends on who you are talking to, the personalities involved, emotions and communication style. Like us, animals can change their mind, have difficulty addressing sensitive topics or may try to avoid the issue at hand. They do not lie, but there time when animals advert areas of discussion and can certainly figure out a way around the conversation. They also have varying personalities that play a part in how and what information is communicated – some shy, several bold, others detailed oriented and many free spirits.

Having an open mind yourself throughout the session provides for an optimal experience. The sessions themselves can be done in person, by phone or even email. After the connection is made between the animal and intuitive, a few key questions are answered, then discussion can start. These are some common areas of interest:

 Physical health and inquires about pain

 History about the animal’s life before it was with their current family

 Change in behavior

 New family members or change in environment

 Sensitive topics, such as ways gain closure with those that have passed on

Intuition is a valuable skill that animals use every day to survive in the wild and even our domesticated animals respond first to their intuition and then their cognitive abilities. By humans spending time becoming more aware of our own senses, we can better connect and understand our animal companions. Peace of Mind, Body & Soul offers individual sessions as well as classes on how to open up your sense of intuition and began to use it.

 About Peace of Mind, Body & Soul Products and services to help maintain the health and wellness of animals and people using integrative methods: animal communication, canine and equine massage therapy, Reiki, acupressure, Raindrop Technique®, aromatherapy using Young Living therapeutic-grade essential oils. For more information contact Jenny Gott, ECMT, (952) 484-4396, Info@animal-intuition.com or visit www.animal-intuition.com. Young Living # 925420.

Enneagram and Numbers - Descriptions

SJCBA- PGL - 2015 - Description

OUR PERSONALITIES AND EMOTIONS: USING THEM FOR EFFECTIVENESS IN LIFE AND BUSINESS

  I.     Topics Covered:

1)    Structure and Function

2)    Four Factor Theory for success

3)    Personality Theories from Enneagram & Other Schools

4)    Applying Enneagram theories of personality to one’s life and work

5)    Animal/Child, Parent, Adult instincts

6)    Personality & Temperament

7)    Personality & Emotions

8)    Emotional Intelligence

9)    Assertiveness Training

10) Understanding and Managing Anger & Anxiety for success/efficacy

11) Meaning and Direction of Natural Energies: anger, anxiety & fear

 
 II.     Exam:                  

a)     ASSIGNMENT (Home -15 points)

b)    WRITTEN (Class – 70 points): One hour: Next Week

c)     CLASS ATTENDANCE+ PARTICIPATION (15 points) 

a)     ASSIGNMENT PAPERof 2 pages max (15 points)

i)      Site an experience / incident / a situation in short max 2 paragraphs

ii)    Analyse this from the point of what you have learned in the class: Personalities, emotions,  behaviours, & theories involved

iii)  Tease out as many elements as you can from your learning applying to the example.

iv)   Your comments on how differently the characters should have acted and why

v)    Printed out neatly

(DO NOT try to copy materials from the previous batches or from your classmates.)

 

b)    WRITTEN EXAM: (70 points) 

1. For one hour
2. dealing with materials covered in the class: understanding & application 

c)     ATTENDANCE & CLASS PARTICIPATION: (15 points) 

1. Regular, punctual, disciplined
2. Participate in role plays, answer questions correctly
3. Able to summarize the gist of the class next day

 

Note: On the first day afternoon you will take the following tests. Log on to www.sjcbapgl.com Click on the banner Psychological Tests. Do the two tests on the top: a) Enneagram Test and b) MBTI Test. Follow instructions. Enter the results on the score sheet given to you. You need to bring that sheet along with you for the exam.

Interview: Everyone can request for a short personal time to get an explanation on your tests.

9 Types of Students: Enneagram

Nine Types of Students: Check to see where you are:

***************

The Type One Student: The Serious Hard Worker

 

Motivation: to be good and correct

Focus: what's wrong (what's not as it should be)

Strategy: follow rules, standards, and principals so closely that they will meet all expectations 

Dynamic

• earnest, self-discipline
• very mature
• uncomfortable being spontaneous, playful, emotional

Learning Style

• attentive in class, take thorough notes
• want to know the rules
• learn in a logical, step by step manner
• meticulous attention to detail

Strong Work Ethic

• plan their studies
• dedicated to work, delay breaks
• great team players when everyone works hard

High Standards

• Inner Critic points out every mistake
• annoyed when they don't get things right
• exaggerate the importance of small errors
• may become perfectionistic

Order

• feel good when everything is in its place
• lists, schedules, and plans
• prefer classes calling for precision and correctness
• notice when the teacher is off track

Communication Style

• serious, unemotional voice
• clear, to the point, focused on topic
• strong convictions, morality, sometimes preachy
• often say "I should...."

Ideal Classroom

• values hard work, truth, fairness
• everyone is responsible, self-disciplined, conscientious
• rules are fair and reasonable, and consistently enforced
• well organized and work is well planned

*****************

The Type Two Student: The People Pleasing Mentor 

Motivation: to be appreciated

Focus: other people and their needs

Strategy: earn appreciation by being kind to others

 Dynamic

• relationships and feelings
• class dynamics just as important to learning process as lesson content

Learning Style

• want emotional connection to the lesson
• focus on people and applications
• learn well from role models
• connect with passionate, joyful teachers

Adapting for Approval

• good grades
• volunteering around school
• track teachers' preferences and adapt to each
• may behave very differently in different classes

Human Contact

• mutual support in classroom community
• connect with other students
• group discussions, stories, shared experiences
• may be mentors, form study groups

Communication Style

• signs of affection, smile, eye contact
• make others feel accepted
• personal questions
• generous with compliments

Ideal Classroom

• values thoughtfulness, emotional connection
• group work and discussion
• positive, nurturing atmosphere
• small classroom
• beautifully appointed with a human touch

*****************

The Type Three Student: The Star of the Class 

Motivation: to be successful

Focus: results and achievement

Strategy: to win the esteem of others 
 

Dynamic

• need to be the best
• "unproductive" feelings, close friendships less important than task on hand
• may become role models/ popular leaders

Learning Style

• desire to improve skill and ability
• reduce lesson to key concepts and results
• hands-on, experiential learning
• eager to jump into action

Driven to Excel

• challenge themselves
• work quickly, may cut corners to get done faster
• need to produce and achieve all the time

Reward System

• want to share their accomplishments
• may brag/ show off
• enjoy competition/ contests

Handling Failure

• sensitive to criticism
• keep quiet when not doing well
• turn failure into partial success
• avoid areas in which they know they won't excel

Communication Style

• natural charmers
• positive image
• motivating, can-do attitude
• prefer doing to talking about doing

Ideal Classroom

• values self-improvement, competency
• expectations clearly defined
• visible reward system
• hands-on, applications

*****************

The Type Four Student: The Misunderstood Creative

 Motivation: to find a special and unique identity

Focus: what's missing

Strategy: withdraw from convention and get people to notice how I'm different 

Dynamic

• strong desire to express themselves creatively
• proud of uniqueness
• sometimes self-conscious about being left out
• often seek comfort in daydreams

Learning Style

• need personal, emotional connection to lesson content
• wait until the mood strikes to study
• pour their soul into their work
• very sensitive to criticism (personal rejection)

Creative Personal Touch

• their projects are a work of art
• want their work to be extraordinary (not ordinary)
• may be artistically inclined
• turn boring work into something beautiful

Individuality

• want special, meaningful experiences
• want each student's uniqueness recognized
• don't want to be compared with others

Communication

• emotional, dramatic flair
• personally revealing
• deep philosophical discussion
• focus on meaning, symbolism

Ideal Classroom

• values self-expression, creativity, emotional authenticity
• opportunities to personalize work
• unique ambience with meaningful decor
• outlets to explore creativity and mood

*****************

The Type Five Student: The Intellectual Outsider

 Motivation: to be competent and intelligent

Focus: what they know and do well

Strategy: withdraw from the world to study it

 Dynamic

• prefer spending time on their own
• socially uncomfortable
• prefer to observe instead of participate

Learning Style

• learn best through observation (lecture, books)
• comprehension before participation
• satisfaction with full comprehension of a topic
• analysis, finding patterns, speculation, analysis paralysis

Solitude

• enjoy time alone
• need time to think
• don't like pressure of close supervision, thinking on their feet

Introversion and Intrusion

• active minds full of ideas and concepts
• feel safe in the mind
• feel clumsy in the outside world
• seek to reduce intrusion of their space

Concentration

• strong ability to focus
• hate concentration being interrupted
• prefer depth of knowledge to breadth of knowledge

Communication Style

• usually quiet and reserved
• very talkative while discussing topics of great person interest (or mastery)
• factual, unemotional
• think lots before speaking

Ideal Classroom

• values knowledge, originality, curiosity
• topics are explored individually and in depth
• ample quiet time
• intellectual discussions

*****************

 The Type Six Student: The Questioning Friend

 

Motivation: to be supported and secure

Focus: uncertainties, risks, dangers, the unknown

Strategy: seek guidance from those they trust

 Dynamic

• sometimes hardworking, responsible, loyal
• sometimes ambivalent, doubting, unreliable
• commitment level depends on how much they trust
• behaviour reacts to trust and anxiety

Learning Style

• questions, questions, questions
• detailed, rational analysis
• prefer structure, framework, justified rules
• good at finding problems or deviations

In Prof We Trust

• initially wary of teachers and their authority
• question inconsistencies, assumptions
• seek to understand teacher's experience, bias, preferences

Certainty and Commitment

• uncertainty breeds anxiety, worry
• want to observe first, get assumptions out of the way before participating
• over-questioning leads to analysis paralysis
• self-doubt leads to procrastination

Communication

• gregarious and likeable
• sceptical, cautionary, ask questions, play devil's advocate
• "yes, but", "the problem here is..."
• often nervous speaking in front of others

Ideal Classroom

• values of social support, reliability, responsibility
• atmosphere of trust
• predictable, structured
• questions are welcomed and answered

*****************

The Type Seven Student: The Cheerleader

 

Motivation: to be happy and fulfilled

Focus: the positive

Strategy: seek happiness/ excitement in the world around them

 Dynamic

• pump their positive energy into the classroom
• learning is exploration and novelty
• joking, talkative, entertaining

Learning Style

• learn quickly
• learn by association
• mental exploration and experimentation
• can jump into the middle of things without needing the big picture

Ideas

• prolific brainstormers
• see connection between ideas
• connections may take them on tangents
• can synthesize disparate ideas together

Multitasking

• enjoy variety
• become distracted when things slow down
• dislike routine, predictability
• keep plans open-ended

Communication

• talkative, enthusiastic
• converse in a free association
• nonlinear, go off on tangents

Ideal Classroom

• values enthusiasm, spontaneity, openness
• fast paced, dynamic, interactive
• full of positive energy
• free of constraints and limitations

*****************

The Type Eight Student: The Challenger

 

Motivation: to protect themselves and be in control

Focus: power and justice

Strategy: assert their independence

Dynamic

 

protect themselves

• protect those too weak to protect themselves
• take charge
• test fairness of the teacher

Learning Style

• independent, minimal supervision
• want to get their hands dirty
• enjoy class discussions, especially debates
• prefer the practical to theory

Rules and Autonomy

• rules are seen a limit to independence
• unfair rules are challenged
• unenforced rules "don't exist"
• push boundaries

Intensity

• intensity makes Eights feel alive and real
• work with energy while work is challenging
• when bored, tend to look for trouble

The Truth

• uncomfortable accepting new ideas passively
• need to challenge what they learn, seek proof to back it up
• can be change their mind if challenged by a stronger argument

Communication Style

• direct, brutal, honest truth
• state opinion as fact
• hate when they can't add their opinion to class discussions
• precocious with profanity

Ideal Classroom

• authority, confidence, and vision
• high engagement atmosphere of bold action
• vigorous debates
• fair class rules

*****************

The Type Nine Student: The Accommodating Companion

 

Motivation: to be at peace

Focus: other people's point of view

Strategy: deny own wants and opinions to accommodate others

 

Dynamic

• easy-going, good-natured, well behaved students
• go with the flow
• cooperative, supportive
• optimistic, seek consensus

Learning Style

 

• immersion
• experiential exercises, physical movement
• repetition
• routine, predictability, structure

Big Picture

 

• all parts fit together in a harmonious way
• try to relate new information into the big picture
• sometimes hard to know which pieces are important or not

Passive

 

hard to prioritize work, it will get done when it gets done

• low stress, little conflict
• high energy environment can be draining
• may take frequent breaks, tune out