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CHAPTER 6
MYERS-BRIGGS TYPE THEORY
If students are unfamiliar with Myers-Briggs typology, they may have difficulty with the abstract nature
of the concepts. It may be helpful to divide them into dyads or small groups where they discuss examples
of how they used "perceiving" and "judging" in the last few days. Have them, in dyads or small groups,
describe which seems to be more important for them, perceiving or judging.
This same exercise can be repeated for sensing and intuition, thinking and feeling, and extroversion and
introversion.
Another possible exercise is to have students divide themselves by type. For example, have all extroverts
Have students give examples of their observations of their own Myers-Briggs type in their work or
approaches to study. Tables 6-3 (p. 155), 6-4 (p. 156), 6-5 (p. 157) and 6-6 (p. 158) may help with this
activity.
Using Table 6-2 on page 154 as a guide, see how well students' present or future occupational choices fit
their Myers-Briggs types.
For instructors not familiar with Myers-Briggs type theory, this next exercise may be inappropriate:
Model counseling with a student "client" who presents a work adjustment problem. During or at the end
of the role play, identify the dimensions of Myers-Briggs theory which fit the "client."
