September 18, 2022 @ 10:00 am – 11:00 am Australia/Sydney
When parents first learn they are going to have a baby images of the child begin to form. Visions of playing and learning together are almost always positive. When the child arrives these hopes and dreams begin to be realized. Then the child walks and talks and has a mind of his own. Now the real job of parenting begins as the parents adjust their preconceived images to match the child and the child learns to manage his energies to develop into all he can be. This is the parenting dance everyone does, but the rhythms and tones are different for each parent/child combination.
This workshop explores common developmental challenges all children face and how type can play a part in the experience for the parent/child combination. After looking at the issue (such as the quest for independence at adolescence) educators will give examples of how this was expressed in the classroom and offer hints for working with the different types. Come enjoy a glimpse into the parenting dance with type differences for a few selected developmental milestones.
As part of our Type & Life Series, this event is online via Zoom, free and open to all.
You are invited to a Zoom meeting.
When: Sep 18, 2022 10:00 AM Canberra, Melbourne, Sydney
Register in advance for this meeting:
After registering, you will receive a confirmation email containing information about joining the meeting.
About the presenters
Elizabeth Murphy (INFP) is a psychologist who has worked with type concepts since the early 1980s. Her research focuses on verifying with video support the development of normal personality differences according to the theory of psychological type. She works extensively with families and teams of people to improve communication and resolve relationship needs. Elizabeth’s experience includes conducting training throughout the United States as well as Canada, Singapore, Australia, New Zealand, Denmark, South Africa, and Malaysia. She is an internationally recognized authority in type concepts. She is the co-author of the MMTIC and firmly believes in helping children discover their natural preferences.
She has taught children from preschool through the university level and worked as a licensed school psychologist. She is also the author of The Developing Child. Her dissertation won the Isabel Briggs Myers research award and she received the Gordon Lawrence award for contributions to Type In education. Carlow College honored her with their Alumnae Award.
Currently, she works as an independent consultant to schools, organizations, and families.
Elizabeth completed a three-year course in dream interpretation through the Assisi Institute, a two-year course in depth psychology with the Jung Institute in Chicago, and completed Levels I and II with Dream Tending training. She recently had an article published in the Journal of
Analytical Psychology titled “Type Development in Childhood and Beyond.”
Mollie Allen, M.Ed is a consultant and certified professional life coach who taught students with reading and language disabilities in her independent practice. Her work with personality type includes teachers, mothers, adults seeking career options and teenagers exploring what comes after high school. The training manual Discovering Type with Teens is based on her field work with high school seniors. She is the mother of four adult children.
Erin brings to the table more than 15 years of experience teaching and using type with adolescents. Her use of type in understanding students, communicating with students, and lesson preparation for different types has resulted in her being selected as a primary mentor every year. The top 20 academic students identify one person who was especially helpful in mentoring the student academically or personally. They write an essay about the person and celebrate at a dinner that honors the recipients. She was identified every year for the last 15 years, confirming her support for students and their success. In 2021 she was selected by the entire senior class as their most respected teacher. Her examples of what seems to work and not work with students of the different types is a basic element for this recognition. She also has two children of her own who have contributed to her understanding of working with type differences.