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The Z Problem Solving Model

Family Holidays in the Time of COVID: Will We Celebrate Together?

Dec 22, 2020
Mollie Allen, MEd
MOLLIE ALLEN, MEd, is a certified coach, teacher and consultant working with groups and individuals. With undergraduate degrees in Child Development and Special Education and a M.Ed. in Administration and Supervision she worked in schools and in private practice with students of all ages and levels for 25 years.
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Knowing about the MBTI® or MMTIC® assessments and personality type is helpful in many aspects of life, but it hasn't made me a Superwoman. There's no cape or capital S to help when there's a problem. There is a Z though: the Zig Zag, or Z problem-solving model. Talk about handy! Because right now holidays are coming, COVID is hovering, and like everyone else my family wants to know: can we have holidays together this year?

I'm not giving information that replaces CDC and state agencies publications. But I hope to show how using the Zig Zag process, which describes how we can move from the perception stages of Sensing and Intuition, to the decision stages of Thinking and Feeling. This process can guide our ability to make good decisions.

My family has had two online discussions about getting together with about a week in between. Incorporating "wait time" brought up more questions and topics. Though we've covered what we know about new ways of doing things and we established some decision points, we remain in the perception stage. New considerations are coming in and we are looking at alternatives for the day but no final decision has been made.

Here's a sampling of what we discussed. When the decision-making process follows these steps the group considers all aspects before coming to a conclusion. I'm sure many of these topics are familiar to you!

SENSING: What do we know? What do we need to know?

  • Remember safety protocols
  • Research and verify details of mask safety, hand sanitizers, tests, and air purifiers
  • Observe comfort level of sharing space with other COVID pods
  • List menu and meal-time options.

Information: accurate, detailed, practical

Mindset: Identify and face facts; avoid sentimentality

Stay on track: Avoid talking about past mistakes if nothing's been learned; avoid overwhelming the group with endless details.

INTUITION: What else should we consider? What don't we know?

  • Brainstorm safe activities if gathering
  • Explore new ways to celebrate if staying home

Information: hypothetical, imaginative, possible

Mindset: Look for things not done before; assume there are other, perhaps better ways to do things.

Stay on track: Avoid wandering into larger discussions. Stay grounded in facts; avoid getting hooked by doomsday.

THINKING: Is this reasonable? Use rational, logical criteria to decide.

  • Select masks, hand sanitizers, tests, and air purifiers based on objective data
  • Use data to plan time between testing, getting results, and meeting
  • Choose location based on recommended six-foot distancing, number of people, and room dimensions
  • Organize seating allowing for at least six-foot separation between pods

Information: Evaluations and conclusions based on objective information.

Mindset: Determine a path forward based on objective cause and effect; include pleasant and unpleasant outcomes.

Stay on track: Acknowledge that personal concerns are valid; include them in problem solving. Do not dismiss or appear to dismiss them. Encourage full participation by avoiding personal criticism, sarcasm, and negative humor.

FEELING: How will this impact others?

  • Weigh safety and inconvenience vs. being together
  • Decide attendance based on comfort with agreed upon health protocols and with merging COVID pods
  • Select preferred meal option
  • Choose favorite dessert

Information: Evaluations and conclusions based on convictions and concerns.

Mindset: Determine a path forward based on personal cause and effect. Weigh what each person cares about. Emphasize long-term rather than short-term outcomes.

Stay on track: Accept unappealing facts. Accept that it may not be possible to make a decision that accommodates everyone and that we may not meet at all.

So far, we are relying on what we know. I'm hoping everyone will get the appropriate tests and use the proper guidelines. We agreed on protocols and have ideas for possible meal preferences and activities. We've discussed BYO meals in the garage and roasting marshmallows outside over a fire.

One activity has us in cars, organized by households completing a town-wide scavenger hunt. Our town offers great trivia like: what's the name of the horse who is buried in the town cemetery? (Yes, really!) How fun is that!? Our back-up plans include Zoom meals and online games and tournaments. This year, like everybody else, we hope to be together, even if we're together while actually being apart.

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Framing Your Brainstorming:
Type Tip #6

You know the scenario - you are coming up with ideas fast and furious. If you want others to follow your way of expressing your thoughts, put a frame around them that explains how others should listen. For example, if you are brainstorming ideas you may say, "I am playing with possible ideas but have not selected any one." Now the listener knows these are not final choices but possible choices. This allows the young listener to better sort the information being shared.

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View full author bio | Close

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View full author bio | Close

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ELIZABETH MURPHY, EdD, is a psychologist and type expert whose research focuses on verifying 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.
View full author bio | Close

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Elizabeth Murphy, EdD
ELIZABETH MURPHY, EdD, is a psychologist and type expert whose research focuses on verifying 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.
View full author bio | Close

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Elizabeth Murphy, EdD
ELIZABETH MURPHY, EdD, is a psychologist and type expert whose research focuses on verifying 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.
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View full author bio | Close

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Yvonne Nelson-Reid, PhD
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Coping with Covid-19 continues to be a major challenge for families. In this People Stripes article Yvonne Nelson-Reid explores more type-based techniques for getting through these tough times.

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Adapt or Manage: How Do You Approach Time?

Jun 02, 2021
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Yvonne Nelson-Reid discusses the distinctions between preferences for Judging and Perceiving in her two youngest children, in grades 11 and 12, when they had the opportunity to take Advanced Placement Environmental Science together. The preferences indicate an important distinction in personalities, as preferences for Judging and Perceiving determine how people approach established deadlines.

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Introvert-Extravert Learners : Type Tip #9

We know from previous research that extraverts remember more of a chapter if they read it thoroughly AFTER the lecture or demonstration. Introverts tend to remember more if they read thoroughly BEFORE the lecture or demonstration. I would tell classes you must read the chapter thoroughly some time before the test but you can skim first before the lecture and read thoroughly later if that helps you be more efficient in your learning. Teaching students to monitor their best ways to learn is an important metacognitive skill.

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How Type Can Impact Responses to Change (From the Kids)

Jul 06, 2021
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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In this first article, of the series "From the Kids", Yvonne Nelson-Reid is dipping into her long history to share stories about the impact of type, on the kids who take the MMTIC assessment, from the perspective of the kids themselves.

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Schoolteacher with diverse children working together on a project in the classroom

An "Aha" Moment: Type in the Classroom (Research Series - NC Part 1)

Aug 02, 2021
Kesstan Blandin, PhD
KESSTAN BLANDIN, PhD is the Vice President of Research and Development at Myers & Briggs Foundation in Gainesville, FL, where she conducts research in Jungian typology and archetypes.
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In this new Research Series, we will highlight studies that are relevant and useful to all of us who work with the MMTIC system. This first series is on a large two-year study at an elementary school in Raleigh, North Carolina, where the MMTIC instrument and system was comprehensively incorporated into the school system.

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Sensor Creativity: Type Tip #11

Sensors begin with the concrete and move to the innovative. They build new creations based on what they know now. The Dyson vacuum is an example. The commercials say "we took what was, then changed the wheels for a ball, changed the suction to have no bag, and now, moved the power to the handle." A new machine was created by starting with the known and moving to the new. This is a great example of the creative process in Sensing types.

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A schoolteacher sees new possibilities for assessing student learning.

New Possibilities for Teaching: Type in the Classroom (Research Series – NC Part 2)

Oct 04, 2021
Kesstan Blandin, PhD
KESSTAN BLANDIN, PhD is the Vice President of Research and Development at Myers & Briggs Foundation in Gainesville, FL, where she conducts research in Jungian typology and archetypes.
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This is the second article of a series on a large two-year study at Combs Magnet Elementary school in Raleigh, North Carolina, where the MMTIC® instrument and system was comprehensively incorporated into the school system.

In Combs-Part 2 we delve into the outcome of the teacher's training program that worked towards developing type awareness, understanding and connecting with their students, working as a team, and seeing new possibilities for assessing student learning.

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Teenagers navigating the complications of high school dating

He’s So Cute! Now What? (From the Kids)

Nov 03, 2021
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Starting with an understanding of communication styles can make a difference in all our relationships.

In this third article of "From the Kids" Series, Yvonne Nelson-Reid discusses how understanding type differences can help teenagers navigate the complications of high school dating. Her teenage daughter describes the positive impact that learning about, and appreciating, communication style differences based on personality type, had on her own relationship.

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Feeling and Feedback: Type Tip #14

Young children with a Feeling preference may interpret a lack of feedback as being undervalued or disliked. It is not an issue of ego or self-esteem. Since the Feeling preference is typically about doing something for someone, they need assurance that what they did met the need. Parents with a Thinking preference may underestimate the importance of feedback to a child who prefers Feeling.

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Word Choice Matters: Type Tip #15

Frame your question with the mental process (Sensing, Intuition, Thinking, Feeling) you want them to use. Your choice of words influences which process is used in the response: "Find the flaw..." (Thinking), "Help me explore other possibilities..." (Intuition), "What do we already know?" (Sensing), and "What makes this important?" (Feeling).

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Students using their strengths and exercising their stretches to get along

Student Outcomes (Research Series – NC Part 3)

Jan 05, 2022
Kesstan Blandin, PhD
KESSTAN BLANDIN, PhD is the Vice President of Research and Development at Myers & Briggs Foundation in Gainesville, FL, where she conducts research in Jungian typology and archetypes.
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This is the third, and final article of the two-year study at Combs Elementary school in Raleigh, North Carolina, where the MMTIC® instrument and system was comprehensively incorporated into the school system. In this article Kesstan Blandin highlights the education the third-grade students received on decision-making using the psychological type Z-model, and student outcomes for the study.

The seven main student outcomes were: (1) developing type awareness, (2) enhancing their self-awareness, (3) advocating for their choices, (4) challenging themselves to improve their stretches, (5) improving classroom community, (6) enhancing their self-management, and (7) promoting motivation and engagement. Three of these outcomes are discussed in more detail.

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Thinking/Feeling - Both Decision Words: Type Tip #16

Those with a Thinking preference tend to hear the word "feel" as an emotion. Those with a Feeling preference hear that word as a decision, a choice. So, when I work with young children, I try to use a pair of words. Instead of saying "How do you feel about that?" I say, "What do you think or feel about that?" Children who prefer Thinking can latch onto the "think" word and children with a Feeling preference can latch onto the word "feel."

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Teens living their best life with a healthy sense of their own identity and respect for each other

Personality Type and Social Emotional Learning (SEL Series – Part 1)

Feb 01, 2022
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Imagine a world with well-rounded, caring, emotionally aware, and capable people living their best life with a healthy sense of their own identity and respect for others. Isn't this what we all want? In this article, the first in a series, Yvonne Nelson-Reid explores the interrelationship between personality type and the Social Emotional Learning (SEL) movement, and how that connection can benefit the healthy development of youth and adults alike.

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Mother and daughter understanding the type differences of how they manage time

Personality Type and Social Emotional Learning: Self-Management (SEL Series – Part 3)

Apr 04, 2022
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Personality type awareness offers a way to manage stress, be more comfortable with our stretches, and further develop our strengths. This month, in this third article of the SEL series, on the core competency Self-Management, Yvonne Nelson-Reid highlights how we can resolve the conflicts that arise when dealing with one another's opposite preferences, especially the Judging and Perceiving preference pair. Self-management, especially in stressful moments, becomes easier with an understanding of personality type.

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Teens can use the Z-model to make better decisions

Personality Type and Social Emotional Learning: Responsible Decision-Making (SEL Series – Part 4)

May 03, 2022
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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In this fourth article of the Social Emotional Learning (SEL) series, Yvonne Nelson-Reid presents how to approach the SEL core competency of Responsible Decision-Making by using the Zig-Zag Process™ (Z-model). The Z-model introduces a balanced method for decision-making by using all four mental processes of Sensing, Intuition, Thinking, and Feeling to allow for clearer perceptions and sounder judgments.

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Making a Choice: Type Tip #20

Give CHOICES, CHOICES, CHOICES. Every time a child makes an independent choice, they choose a way to process the options and make a selection. This action allows for type exploration and type development. Even infants and toddlers can make choices. With toddlers, instead of the command, "Sit here" say, "Which chair would you like to use?" We may not know the basis for the choice but reaching a decision would require taking in information and making a choice, resulting in personal development.

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Type and Decision-Making: Type Tip #21

Use the Z-model of decision-making with children just as you do with adults. Before bringing closure to a decision, they should answer four key questions.

  1. Do we have all the information we need? (Sensing)
  2. Should we consider other possibilities? (Intuition)
  3. Is this reasonable? Can we really do it? (Thinking)
  4. Is this important? Is it worth my time? (Feeling)

They may need help answering the questions but asking the questions prepares them to look at an issue from a variety of perspectives. These four questions are only an example. Many others could be used.


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Get ready for school: taking the MMTIC assessment for self-awareness can make your school year less stressful

Back to School: Don’t Forget Supplies for Self-Awareness

Jul 28, 2022
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Back to school! Now more than ever, young people need social and emotional guidance. In this article Yvonne Nelson-Reid encourages giving your child the gift of the MMTIC® assessment to help your child become self-aware. Type awareness teaches your child what their natural strengths are and where they may find learning challenging.

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Siblings in conflict can use type awareness to navigate their differences and appreciate each other's natural type preferences

It is Okay to be Me! Navigating Sibling Conflict

Aug 30, 2022
Sandra Etherington
SANDRA ETHERINGTON is a mother of two and the host of the Family Personalities podcast, a show that helps break down personality type models so that we can use them in our everyday parenting. A UCLA alumna, with a background in mathematics, Sandra has a love of models that help us understand humans and our interactions with one another.
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This month’s article is by Sandra Etherington, a mother of two who is an MBTI® and MMTIC® certified professional. Sandra eloquently shares her own parenting experience dealing with her children and a conflict that arose between Thinking and Feeling preferences.

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The Joy is in the Details: Type Tip #24

Children with a Sensing preference enjoy sharing all the rich details of an event. How could you possibly understand the ending if you don't know all the pieces? When asked to describe a presentation at school a young child who prefers Sensing started with "We were on Unit 22 - Rounding" and then she continued with explicit details. Their joy is sharing. If you do not have time to listen to everything it would be better to say, "Tell me Chapters 1 and 2 now and save the rest of the story for later. I can listen better then." Hurrying a child's (Sensing preference) narration can send a secondary message that the details are not important when they really are important to them.

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Thinking Out Loud with Extraversion: Type Tip #25

Because people who prefer Extraversion tend to think "out loud" they sometimes say one thing but change direction quickly. A parent with a preference for Introversion might overreact to a comment too soon. When talking with a child who prefers Extraversion, if they express something that is perplexing, I usually ask first, "Is this a final thought or a thought still forming?" If it is a final thought, you can react. If it is a forming thought, you can wait for the final version before reacting.

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Type dynamics can affect how one naturally approaches the Z-Model.

Problem-Solving Model Using Personality Type (Part 2: The Z-Model Ideal vs Actual)

Sep 09, 2024
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Using all the mental processes (Sensing, Intuition, Thinking, and Feeling) can lead to clearer perceptions, sounder judgments, and more effective problem-solving. In this second article of the Problem-Solving two-part series, Dr. Yvonne Nelson-Reid explains Gordon Lawrence’s Z-Model for problem-solving using MBTI® personality type, and each personality type's bias is considered.

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The Z-Model provides a solution to balanced and responsible decision-making.

Problem-Solving Model Using Personality Type (Part 1: The Z-Model)

Sep 05, 2024
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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The four mental processes—Sensing, Intuition, Thinking, and Feeling—are used for taking in information and making decisions. We need all the processes for effective problem-solving. Most of us tend to lean on our natural strengths and neglect our stretches. For a balanced way to problem-solve, Yvonne Nelson-Reid, PhD, proposes the use of the Z-model. The Z-model is easy to use and directs one, using questions for guidance, through each of the four mental processes.

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