_thumb.png "Type is not meant to box you in; it is designed to help us understand ourselves and others better.")
KESSTAN BLANDIN, PhD is the Vice President of Research and Development at Myers & Briggs Foundation in Gainesville, FL. Previous to this, Dr. Blandin was a research psychologist specializing in dementia at the Dartmouth Centers for Health & Aging at Dartmouth College. Dr. Blandin's publications include peer-reviewed journal articles on dementia grief, psychological type, archetypes, and identity. She is co-author of The Emotional Journey of the Alzheimer's Family (2015) with Robert Santulli, MD, published by the Dartmouth College Press. She earned her doctorate in depth psychology from Pacifica Graduate Institute, Santa Barbara, CA. For several years, Dr. Blandin was an adjunct professor at Pacifica in research and dissertation development.
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.
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.
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.
