CEU: Enneagram Insights for Athletic Trainers, Students, and Preceptors: From Conflict to Connection

Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:01):
Hey, this is Sandy. And Randy?
And we're here on AT Corner. Being an Athi trainer comes with
ups and downs, and we're here toshowcase it all.
Join us as we share our world insports medicine.
Welcome back to another episode of AT Corner.
For this week's episode, we haveanother Education episode

(00:22):
talking about the Enneagram. So this is a follow up to our
previous Enneagram episode. So if you are listening to this,
I recommend you actually go backto our Part 1 episode 212 before
diving into this one. Because this one is the last one
kind of goes more of the overview of each of the nine

(00:44):
different types of personality types that the Enneagram focuses
on. And this one focuses a little
bit more in depth and how those different personality types see
the world and how they can communicate with other people.
How like their strengths, their weaknesses, or their challenges.
And how we can really use them as like a preceptor to work with

(01:08):
students or as a leader to work with people in in a committee or
people around us. And just really how to
facilitate connection rather than conflict.
So this is a category A/C EU episode.
Thank you so much to Clinically Pressed and athletic training
chat. So if you're interested in the
CEU, if you're listening to thisas it comes out, it is free.

(01:33):
If you're listening to it as it is a little bit older and not
within our latest couple episodes, then you can still
purchase it regardless where whenever you're listening to
this, you just have to do the quiz and course eval that is on
clinically Pressed website. And if you're interested in the
references, those are also on our website.
So make sure you check all thosethings out and anything we
mention is down below in the show notes.

(01:57):
So as a quick recap I guess or areview, what is the enneagram?
So of all the different personality tests, the one that
I really have focused in on for not only this episode, but
something that I use a lot in mypractice is the Enneagram.
And it is actually a personalitytest that shows what motivates
you rather than your outward personality.

(02:18):
So in the last episode we talkedabout how everyone can help an
injured athlete, but the reason why you help an injured athlete
is whatever personality type youare in the Enneagram.
And it can really help identify people's more intrinsic
motivation and why they do things and how they see the

(02:39):
world rather than how others perceive them.
For sure. It also just gives perspective.
Yeah, for sure. Like I do things different than
how you do things, and if I understand the reason why you're
doing it, I can understand a little bit better of why you
chose the thing that you're. Doing for sure.
I feel like it is very helpful to kind of just understand where

(03:03):
like you said, just kind of whatlike, oh, gives you that
perspective. OK.
I understand why you thought of it this way or you did it this
way. Yeah, exactly.
Yeah. So the way that I use this is
usually I have my two students. Every single time I have a new
student come in, I have them take a quiz, which in the last
episode I talked about how sometimes the quiz isn't the

(03:24):
best thing to start with. But again, with my students, I'm
not trying to give them another thing to study, you know, you
know how hard it is to be a student.
So I just have them take a quickquiz and then it kind of gives
them a, a list of their top answers.
And then I go over the differenttypes and ask them which one

(03:45):
kind of resonates with them of their top types.
And then we discuss different things, like I give them a whole
handout that I put together thatincludes communication
strategies, what we need from each other to succeed, how to
identify moments that they mightbe headed towards burnout, and
then different tips that they can find growth.

(04:06):
And again, I shared a lot of these in the last episode, so I
was just going to be pretty brief about those.
This episode's going to be really more about that conflict
resolution communication, how preceptors can work with
students, but you can apply it to your situation.
Maybe it's like you have this type of Co worker and this is
how you want to like figure out how to work with this Co worker

(04:28):
or you're a leader and the people who you're working with
you're trying to like or a mentor mentee relationship like
you're trying to get that out of.
Yeah, I was going to say you do a really good job of using this
for your like your students, like you said, like having them
do the quiz beforehand. Like, I think it's really cool
to kind of really fully start tounderstand your students to give

(04:51):
them the best experience as well.
Thank you. Yeah, I I also just really
believe that, like, the better you know yourself, the more that
you can help others. Yeah, for sure.
Yeah, I know I've, I've always been impressed by that.
That's been awesome. Thank you.
Yeah, so why don't we just get started with just the the type
1? I know we always start with type

(05:11):
one, but I feel like it's also the easiest to start with.
The type 1 again, is the reformer, moralizer,
perfectionist. Their core drive is to be good,
ethical and right, and their core fear is to be wrong or to
be a bad person. So in the example of like an
athletic training student, thesewould be like very dependable

(05:32):
students. They show up on time, they're
organized on top of things. They seem to be striving in
school, you know, seem to be on the outside because it takes a
lot to get there. They do have high expectations,
but they also have a hard time making mistakes and the ups and
downs of the learning process. So what anagram ones need from

(05:55):
others to thrive? And it's this section I kind of
put together ideas of what anagram ones want other people
to know. But also if you do these things
like it would be really beneficial for them.
OK, nice. So for Enneagram ones, they

(06:16):
really do well when people show up prepared, punctual, organized
and ready. Nice.
So like if you're working with an Enneagram one that would be
really helpful to know they prefer a little bit more like
this is what we said we're goingto do so.
We got to do that. Yeah, and that's another one.
Do what you say you were going to do.
They thrive in an ethical environment, especially honesty.

(06:38):
So if you make a mistake, own upto your mistake.
You got to treat everyone fairlyAKA like no favorites 'cause
that's not not fair, it's not ethical right?
And they also need others to actually listen so their
expectations are clear. Nice.
In their communication, they'll,they're very clear and have a

(06:58):
very thorough communication, which is more on the logical
side, like very detail oriented,they're precise, they're fact or
data-driven. So I, I like to give the example
of like, if I have an admin who's an Enneagram one, I would
present them like if I'm trying to, let's say, get another

(07:21):
athletic trainer, I would present them with more
data-driven and facts rather than just like the emotional
side of why I feel like we need another athletic trainer.
Yeah, for sure. If you have an anagram one
student, their comfort zone is in the black and white.

(07:42):
And this is also why I like to start with the anagram one,
because I feel like it's the easiest example it because they
they see things the right way orthe wrong way.
It's really easy for them to like kind of categorize things
just straightforward. So if you're working with
someone, I like to start in their comfort zone.

(08:03):
So start in the black and white,you know, just blow them up
right away. No, not, not particularly.
Break things down in black and white before introducing that
Gray area. So for example, if they're
having trouble with coming up with a treatment plan, I'm
really going to break it down into, OK, let's create a problem
list. And we literally sit down and

(08:24):
write out, are they in pain? Yes.
No. OK, how's their range of motion?
Is it lacking? No.
What about their manual muscle test?
Is their strength lacking? Yes.
OK, so we need to increase theirstrength.
So then it's like, OK, we have this list now.
If they're lacking strength, what are the things you need to

(08:45):
do to get strength back? Or why are they lacking
strength? And how do we address that?
So it's literally like breaking it down.
But then once I, once they startto get in the habit of that and
start doing it themselves, then I can challenge them and then to
move a little bit through that Gray area.
So like maybe someone is, and I kind of hinted at it, maybe

(09:08):
someone is having a lack of strength because they because
like, let's say it's more of a muscle inhibition rather than
just plain lack of strength. So but why is there that muscle
inhibition? Maybe it's because it's the like
their neofusion or for example. And so then I need to really get

(09:30):
them to instead of just looking straight at like the facts like
kind of broaden or even like someone's insurance.
Like insurance can be tough, right?
Oh, this person has an HMO and we usually don't send Hmos to
our team doc, for example, you know, so, but maybe this one's a

(09:51):
special case, Like how are we going to fit in that Gray area?
For sure, there's so much Gray area in athletic.
Training big time. So I just remind them that you
have to lean into that flexibility and also there's
more than one right way to do this.
Ones are already beating themselves up for making
mistakes. So as a preceptor, you don't

(10:12):
need to also providing a safe space for them to make mistakes
and remind them that that's how you learn.
This is going to be a pretty common theme in a lot of
different Enneagram types because I feel like no one
really likes to make mistakes, but you'll see why each type is
a little bit different in why, why they don't want to make that

(10:32):
mistake. You also want to just help them
value the effort and progress like along the way rather than
just being correct itself. Cause Enneagram ones really
valued just that being correct, being right.
This is how it's done. But like that progress and that
journey is kind of forgotten along the way for sure.

(10:54):
So that's really helpful to get them still to engage throughout
the process. And then lastly, for Enneagram
ones, a feedback strategy, rather than correcting them or
standing over the shoulder and telling them what they're doing
wrong, which is like a really good way to break an intergram
one down, you could provide gentle guidance and examples of
other pathways. So for example, something that I

(11:16):
would do is like I'd walk them through their thought process.
I'd validate the parts that like, hey, you know, that was a
really good like train of thought, but then I'd show them
other options. So like, if we're coming up with
that treatment plan again, I would help them identify like,
OK, so I, I like that you chose this option, but have you

(11:39):
thought about this and like why this might be a better option or
why this could also be an optionfor someone in the future or
why, you know, whatever. So then walking through that
thought process and showing themthat they don't have to pick
just one like, oh, for pain relief, it's always STEM for
pain relief, you know, for sure.What are some other ways we can

(12:02):
get that? Yeah.
And the more specifics that you can give them to improve making
goals like that, that's really helpful for them as well.
So it's a little bit more concrete for them for sure.
And again, I think, and maybe because I'm more of like a like
a logical person, but I feel like anagram 1 is like the

(12:24):
easiest to start with anyway because it's pretty
straightforward. Yeah, I feel like it's easier to
visualize it better. Right.
And I feel like there are a lot of, not that there are a lot of
Enneagram one students, but there are a lot of students who
identify with being like a perfectionist.
And I feel like you can also usethose strategies with people who
like struggle with that too. Yeah, for sure.
So moving on to my type, the type 2 AKA the helper giver

(12:52):
mentor. So the type 2, their core drive
is to be needed and appreciated.Their core fear is being not
needed or being unloved. So these are the type of
students who have great rapport with student athletes, with
other students, with their preceptors.
They love to share their study supplies like no questions

(13:13):
asked. Like they'll, they'll even
probably share them before you ask.
They would jump with the opportunity to help out with
tasks that they know that other people don't want to do just to
show that like, they're really helpful and you know they're
going to take the initiative to do it.
They also often stay way too late in the ATR because they
know that even even though they were supposed to leave an hour

(13:35):
ago, people still needed them. So like, why would they leave?
It makes sense. They often struggle with
boundaries, asking for help and saying no.
Makes sense? Yep.
Does that sound familiar? That's like spot on for you.
Probably Actually, No, I know you.
That's spot on Enneagram twos need from others.

(13:56):
They need more of an approving, encouraging environment.
Negativity can be taken the wrong way.
So just be mindful if you're like starting to stray towards
the negative realm. Twos, threes and fours are
people pleasers. So as I talk about them, you can
kind of get the idea of like where some of these traits come

(14:20):
along as well. Allow twos to help you, but
don't take advantage of their helpness, helpfulness, helpness.
They need, again, their core fear is of being unloved and

(14:41):
their core desire is being like loved or needed or appreciated.
So if you show them genuine appreciation of or like even
acknowledging them, it goes a really long way.
Yeah. And then they can also steer
clear of that little like pathway to burnout.
For sure. You want to respect their

(15:03):
boundaries. Boundaries are already tough for
twos to set. Twos are already set in a
boundary. Right, if they already set one
like, it's already hard for themto get to that point, so respect
it. It's also hard once A2 has
already set a precedent like, oh, I'm going to do this for
you. You can't just expect them to do

(15:24):
it again. Yeah, so if they set a boundary
and say like, hey, I did that last time, but like, I'm not
going to do this this time. Like respect to that.
This one I think is really interesting.
Do not rush them 'cause we talked about a couple other
types that move pretty quickly. Like don't rush twos.
They need time to process what they need and sometimes they do

(15:49):
not know what they need. Fair.
This and we'll talk about nines later and how they kind of
neglect their own needs too. But twos neglect their needs but
have a hard time identifying what they are.
So sometimes people like they just want to include twos and

(16:11):
and ask them like what they need.
But sometimes like. It's not that easy.
Yeah, exactly. Like your intention is good
asking them what they need, but sometimes it's a little bit
harder to get to that actual like point.
Communication styles of a 2 are warm, personal, amiable.

(16:31):
They prefer more like a a smaller group or more like
one-on-one communication rather than like a general
communication because again, they're aiming for that
connection and they want to makeyou feel good in the
conversation. If it comes to the point that
they need something, they may actually struggle to ask
directly for what they need as we kind of like you see the

(16:54):
theme with twos. We're not trying to put you out.
So you can already kind of see the difference between like the
Enneagram 2 communication and Enneagram one communication
where like 1 is going to be a little bit more like
straightforward and 2 is going to be like more, I like to say

(17:15):
like the scenic route versus like the direct route.
Yeah. If you have an Enneagram 2
student, their comfort zone's going to be really again in that
helping others, helping with tasks.
They're not going to, again, recognize their own needs as

(17:35):
readily. So usually with twos, I like to
challenge them to figure out if we can identify what they need
to get out of this rotation, notwhat other students need to get
out of this rotation. I also know that with them and

(17:57):
their relationship with me as their preceptor, I know that
they're going to want to please me and do what I need them to do
and be helpful for me. But I want to switch that role
and see what I can do for them. So I got to remind them that
they matter to they're, they're going to be an athletic trainer

(18:17):
one day and they need to get something out of this rotation,
not just helping me. I'm always going to have someone
to help me. Like they need to figure out
what they need from this rotation for sure.
Something that you can do as a preceptor to help guide this is
provide them with independent roles and responsibilities so

(18:38):
that they have a direct thing todo rather than like seeing other
people do things and kind of jumping in and helping their
role. If they know that someone else's
role, it can kind of help them stay in their lane and then they
can. And then that also helps empower
them to start to identify how tostay in their own lane and

(19:02):
figure out their own role over time.
For sure. Something that I leave with
them. And in the last episode, I
talked about like affirmations that I give for twos.
I like to say like not everything is yours to do.
It's true. Do you use that like not
everything is yours to do? I guess I never thought of it
that way, but yeah, there are times I have to just be like,

(19:26):
that's not, that's not my fight.Exactly, exactly.
With twos, you also want to makesure to check in on their
well-being and not just their performance.
Especially like as a preceptor, it's really easy to check in
like hey, how are you doing with, you know, your evals or

(19:48):
you know, stuff like that. But I think sometimes it gets
lost, especially if you are one of the more analytical types,
like more of like an anagram 135.
Maybe even A7, I don't know all the odd numbers.
I guess you might not automatically think to check on

(20:12):
like the more emotional side, but checking in on their
well-being, especially for twos is going to be really helpful
for them. Boundaries remind them that they
are not responsible for anythingfor sight outside of their hours
here. So like I see a lot of twos

(20:34):
bring home like documentation because they know that it needs
to get done. It's like, OK, you need to
prioritize getting that done at site so you're not doing this at
home and burning yourself out more.
So if you as our preceptor need to set boundaries for them in
the first place so that they canrecognize like, Oh, this is how

(20:58):
whatever. Or even like I had a preceptor
when I was a student who someonewalked in as we were about to
leave and they said, well, I could see you tomorrow.
Like it's not an emergency. Like I can help you tomorrow.
And that made me realize like, Oh, I don't have to say yes to
everyone. I'm not a two, but like, just as

(21:19):
a personal example, like students see what your, what the
preceptors do as an example as well.
So if you help them set those boundaries, or if you even set
those boundaries yourself, the students will really take those
on. Yeah, for sure.
So then how would you give feedback for a 2?

(21:39):
So twos, you have to be careful with how you say, with how you
give feedback to A2. You want to share whatever
concerns. Obviously with sensitivity, they
don't really do well-being blunt.
You just want to make sure that the feedback that you give them

(22:00):
is more based on like their actual learning as a student
rather than like how they are asa person because they might
mistake your disagreement with them as disapproval and that's
going to shut them down. So just reframing it that also
like improving or like like making changes to their practice

(22:23):
now will be more helpful to others and they that's how they
can be motivated to share that growth or share that change.
Yeah, for sure. And then also for them, it'd be
really beneficial to do like that sandwich method where you
share something positive and then you kind of sneak in some

(22:47):
something that you want to see improvements on.
And then you share another thingthat you've noticed like, hey,
you know, last time we talked about this, I, I saw that you
made that change. That was a really great change.
Look at all these things that that have come of it.
Because they just want to feel like they helped.

(23:09):
And they want to feel appreciated in life.
Exactly. So moving on from the type 2 to
the type 3. So Type 3 is an achiever,
performer or producer, their core drive.
Or a. Sandra or a me their core drive
is to be successful, admired andefficient.
Their core fear is of failing orof being worthless.

(23:34):
So you're going to start to see some similarities between the
three and the one especially, but the three is specifically
are more afraid of failure and and they are success driven
rather than like ones are more driven for what's right versus

(23:58):
wrong or like making mistakes. So threes are naturally driven.
They they're going to want to bethe best you've ever had.
They are the ones, they're the leaders of the clubs.
They're chasing awards, scholarships.
If you could put on your resume honestly, like they're going to
want it. They do struggle when they

(24:20):
aren't the best students. They struggle with their
authentic self. They struggle because they're
people pleasers. I could go on and on with that
list but I personally when I have an underground three
student I call them the professional hiders because
they'll they'll literally fake it till they'll make it and they
will not admit or show when they're struggling.

(24:41):
Interesting. Which is hard as a student
because then you fall through the cracks on things that you
probably should have exactly because you told your preceptor
that you knew it. Yeah, there are a lot of.
Before we move on, I just want to make a point.
There are a lot of students whenI do the anagram quiz because

(25:02):
sometimes again, the quiz doesn't really show like perfect
results, especially if you don'tknow yourself that well.
You could type yourself as a different type of something that
like maybe you admire or something you want to be.
And because the three sounds so appealing from the outside, it
sounds so impressive and it sounds like what a perfect

(25:23):
student should be like. A lot of student a lot of
students type as a three. And so a lot of times when I
have a student type as a three, I usually go over a couple
different types of them so they can see what they actually are
and not what they want me to be impressed by them.

(25:44):
Or what you what? They.
Think you want? Exactly So what anagram 3 is
need from others is they need toknow where they stand with
others. They're threes are also called
the chameleon because they just kind of adapt into whatever
they're they're usually pretty quiet at first because they're

(26:05):
reading the room and trying to figure out like how to blend in.
If if you see a three in like different friend groups, like
they're going to be different with each friend group because
they're going to take on some ofthose personality traits of

(26:26):
wherever they are so that they can exactly keep up with their
fast-paced nature. So again, like twos don't like
to be rushed. Threes move quickly.
So try to keep up. Take the most efficient route,
not the scenic route. Keep interruptions to minimum,

(26:47):
if at all, because again, that momentum is.
Important. Very important.
Momentum's important. Yes, similar to ones, you have
to do what you say you're going to do because they like that
follow through. And again, if you don't say what
you're going to do, that's not efficient and it interrupts them

(27:09):
and it their productivity goes down and that just sucks.
Lastly, they you just want to credit and acknowledge them for
their hard work, even if they shy away from praise because
they're going to. They threes don't ask to be in
the limelight, but they want to be credited.

(27:29):
Yeah. And the same as a one, you're
not going to want to point out their flaws like that is a big
no no for a three. So then how should you
communicate with a three? Threes are very direct
communication and bullet points cause again, they just want to
go, go, go get things done. This is one of the things that
as a preceptor I stress to my students a lot that my

(27:51):
communication is a very straightforward and very direct
and sometimes lacks a lot of emotion, especially during
football season because I just want to like we just need to get
this done. So sometimes I tell them like I
will, when I catch it, I will apologize and I will try to fix
it and try to make it a little bit more personal.

(28:13):
And if you're offended by it, please bring it up to me and
please let me fix it because I'maware that I can be very direct
and very short. But again, that's because I know
that this is how I communicate. But if someone who is used to a
lot more like personal communication or like again,

(28:33):
that like scenic route communication rather than like
the more efficient route or the,the straightforward whatever,
like it's going to be a shock. So I like to go over that so
that it's not like I'm not mad at you.
That's just how I talk. So if you have type 3 students,
their comfort zone is going to be doing the things that they're

(28:55):
good at and faking it till they make it.
So you're going to want to challenge them to work on their
challenge points while they still have a safety net of you
as a preceptor and remind them and reframe it that it will make
them better. So if they learn it now right,
they they can just strengthen itas they go rather than when

(29:17):
they're 78121520 years down in their career and they still
don't know how to do a Lachman because they don't have anyone
to teach them at that point. That's when they rock the lever
sign or the lilies. Right, You wanna take the time
with three is to set goals with them 'cause they need a clear

(29:40):
measure to determine success. They're gonna they're gonna be
driven by themselves, but they need to feel successful.
And if you they don't have something to measure that
success, it's gonna be hard for them to feel like they've
reached something. Also a good point that this is

(30:00):
where you can kind of stretch them and challenge them and
remind them that success isn't just measured by those goals,
though. They can also find success along
the way, not just in the destination.
Yeah, and I'd also just say thatthat doesn't define you.
Absolutely. It it does not.
It does not. Also just this reminds them to

(30:21):
slow down because 3 is just go so fast.
They forget to be present to be in the moment and look at how
far they've come and the places that they are now they were
wishing and working for just prior.
For threes, you're going to wantto help them focus on their own

(30:43):
strengths and where they fit best, not what others see as the
best job or the best strengths. A lot of times 3 is will say
like I want to work in professional sports because
that's like the and exactly, exactly like it's, it's with the
highest athletes. Like I want to work with the

(31:03):
best athletes. And it's like, OK, do you want
to work with the best athletes because you want to work with
the best athletes or because youthink that you can, because
you'd be the best at it and other people would regard you as
the best? Like, would you actually enjoy
that job or would you get burnt out?
Yeah. So, things to think about.

(31:24):
For sure. You want to provide safe ways
for enneagram threes to fail because again, failure is
something that their core, core fear is.
So you don't want to like throw them out to the wolves and have
them fail in front of a bunch ofathletes or or their peers.

(31:44):
Like that would just absolutely destroy 3.
But if you could guide them through a way that will help
them learn, like maybe you help them pack for or I mean, maybe
you have them write down everything and pack for an away
game. But like year to the safety net
of like, Oh, I I have this otherstuff that I packed that you

(32:06):
forgot to pack, right. You'd also like not pointing out
to the whole group that they forgot to pack things.
Maybe just like that's a one-on-one conversation.
Yeah. Because again, like, that's a
good way to get them to shut down.
So then what should be the feedback kind of strategy to

(32:27):
follow for a three? I would definitely not do
anything in front of like the group because threes are very
worried about like how they're perceived and how they're coming
off to other people. You want to praise their growth.
So, so the threes know like you are seeing their growth and
you're seeing their successes like but and again in again, in

(32:50):
addition to the successes you'reyou're seeing the process of
that growth. I feel like it validates the
that the process is just as important.
Right, right. You also want threes to self
reflect on what they did. This will have them identify

(33:10):
their own challenges and then you can agree with them on
those. And you'll see this is a
strategy to use for a couple different types as well.
Because like Threes ones, like we already said, like ones are
already beating themselves up. Like Threes are probably also
already beating themselves up for things.
And so you can take those and you can run with them and work

(33:33):
with them on what they could do in the future.
And again, this is ideally in a one-on-one setting, not in front
of others. So moving on from the three
going to the four. So the Type 4 is an
individualist, dreamer, romanticand creative.
Their core drive is to be authentic and deeply understood,

(33:54):
whereas their core fear is having no personal identity or
being insignificant. Yeah, Mic drop.
So these are the really creativestudents that are very
comfortable with the mental and emotional side of things.
They're very comfortable with their own emotions.
So they connect well with otherswho are willing to like sit

(34:15):
through that with them. They connect to a deeper meaning
in things. And they might take a different
path than others. Actually probably will take a
different path than others because they are not afraid to
be different. They don't really like cook
cutter things. So usually they'll do things
their own way or come up with some really like out-of-the-box
like rehab ideas or like solutions to things that other

(34:38):
people don't think about. They struggle when you they have
to deal with like superficial conversation or feeling
rejected, especially when peopledon't understand them.
Anagram fours need from others acouple of different things
specifically like support in their efforts.

(35:04):
An important thing for a four isnot to judge their choices just
because they're different from yours.
That's interesting. OK.
So this is where a perspective really comes in.
You want to see if you can try to see where they're coming
from. Don't just write them off
because it's really easy for people to just see something

(35:25):
that's they're not used to and just be like, oh, well, that's
not the right way. Like why aren't you doing?
What are you doing? Yeah, why aren't you doing this
for this sort of rehab like. But they are more likely to
think outside the box and they have a reason for why they're

(35:45):
doing the things, even if it's just something like meaningful
to them or some sort of connection that they've made.
I mean, if you asked them, they'd be happy to talk about
it. Let them know that you value
them and their unique perspective, and then validate
their feelings and experiences. So then what does communication

(36:07):
look like? Communication for a 4 is really
unique and I say that for a reason.
They're very expressive. They're they're comfortable in
sharing their emotions, especially kind of with the more
negative emotions that people aren't as willing to share.
They also share a lot of personal experience and they are

(36:29):
self referencing, which which isreally important to note if
you're talking to a four. A lot of times they'll bring up
themselves and it's not with theintention to take it away from
you, but rather to connect with you.
So if that's good to know Exactly.
So like if you are sharing a story and then they share
something that's like very similar, but then they're
talking about themselves again and you're thinking like, man,

(36:51):
we just keep turning it back to like you again.
It's really because they hear you and they're like, oh, I can
really understand that. And, and I'm showing you how I
understand that if you have type4 students, their comfort zone
is going to be that deep thoughtand feeling.
So what you can do to challenge them is encourage them to follow

(37:12):
through and stay action oriented.
I guess when they lose their inspiration that they had.
So a lot of times they'll start with like, oh man, I'm, I'm
really interested in this. And like they have an emotional
connection with something. But if they like lose that
emotional connection, they mightlike jump to something that kind

(37:33):
of gives them that feeling again.
So encourage them to really staywith it or like stay with even
an athlete who maybe they're working with, who they're not
connecting with as well. Maybe one day they're going to
be an athletic trainer when thenthey're going to be the only
athletic trainer. So that's like the only option

(37:56):
for that athlete to go with. So they need to be able to work
with several different people, even the ones who they aren't
connecting on a deeper level with.
And they're going to have to do the boring things.
And they are going to have to dothe boring things.
Them and sevens don't like to doboring things.
So you want to provide opportunities to express

(38:17):
creativity and individuality. So if you have them doing like
repetitive things over and over again, that might be tough for
them. But if you do have them do that,
make sure you're encouraging them to find the meaning in that
boring stuff. Find the meaning and how to
connect with the cookie cutter repetitive task in athletic
training so that they don't justsee it as mundane.

(38:41):
Yeah. Even if they start to feel
misunderstood, remind them that they belong.
That's going to be really important for Nanogram 4.
Allow them space to share that emotional side and then for
feedback, ask them to self reflect.
They probably already are. Don't give them only one way to

(39:03):
do things. They don't see just the right
way to do things. And then anytime that you're
giving them constructive criticism, you just want to
remind them that they're being projected.
Exactly. It's not rejection.
Interesting. All right, so going from 4, just
going up the numerical values totype 5.

(39:24):
So Type 5 is the investigator, observer, or thinker.
Their core drive is to be competent and capable, and their
core fear is to be useless, helpless, or incapable.
So they're very knowledgeable, they're very curious.
They believe that you can never know enough.
They're highly analytical and often independent.

(39:46):
These are the ones who, like, turn to the evidence without you
having asked them. And they always want to know the
why. Like, why is like their favorite
question. They don't need reminders to
observe learning opportunities when they can.
So like, if you're doing something cool, like, hell yeah,
they're going to walk over there.
They can struggle more with connection with others.

(40:09):
And then if there's like a more emotional side of things, they
they kind of stray away from that a little bit.
Oh, interesting. So then what does Enneagram 5
need from others to thrive? Definitely fives are a little
bit more on the independent side.
So you got to respect their needfor space and independence.

(40:30):
And like, and I'm not saying that like there they there can't
be any like extroverted fives. Like maybe they love being
around people, but they are going to eventually need that
space. Make sure you understand that
their need for privacy has nothing to do with you, but
rather that's just what they're more comfortable with.

(40:51):
So don't take it personally if you have a timeline already set,
like you got to stick to it. They don't really like
surprises. So anytime you are changing
something, make sure you give them a heads up, which is kind
of hard as an athletic trainer, an athletic training student,
like there's going to be a lot of changes all the time.

(41:12):
So they might exactly, they might strive in a non
traditional setting where there's like not as much change,
for example. Or if they are in a setting like
that, make sure that they they are in constant communication
with whatever coaches to make sure that they're prepared.

(41:35):
You want to make sure to give them clear expectations.
Kind of the same idea like they want to be prepared.
They like they're curious. They want to know why behind
things. They want to be prepared and and
ready. And because they're so curious,
you don't want to stifle their curiosity.
Interesting. So then what does the
communication style look like? So it's kind of similar to an

(41:58):
anagram one that's like very data-driven, but they're going
to be a little bit more technical, precise.
It's going to be pretty brief. They're not really into small
talk and they're definitely not ones to go in the scenic route.
Interesting. So if you're talking to A5, you

(42:20):
are not going to want to spend along time describing different
things that they're kind of justgoing to get lost in, yeah.
They just want the facts. Right.
I mean, kind of same thing goingback to a three, like with my
students when I, I tell them at the beginning, like if you go do
an eval and you're going to comepresent the eval to me the way

(42:41):
that I want the eval structured is give me the Moi.
Give me kind of the idea, even if it's completely far off.
Give me the idea of what you think is going on and then give
me the supporting details because that's going to allow me
to follow it a lot better than if you come in here and you tell
me every single special test that you did and all the I can't

(43:03):
follow that. It's got to be like, tell me
what you're thinking and then and then I can piece and skim
through my mind the rest of the conversation.
I like that. So then what are some like kind
of considerations for like as a preceptor if you have a type 5
student? So if you have a five student,
there are comfort zones definitely going to be in that

(43:24):
research, knowledge, evidence, analytics, like data.
So anytime they're doing like anevaluation, it's a lot easier
for them to focus on the objective side of things when
they're just starting out, like go ahead, lean into that.

(43:47):
But then as they're ready, you can challenge them to do a
little bit more of that patient perspective, patient experience.
Take that into consideration when making decisions.
Like even though their range of motion and strength is 100%,
they, they don't feel ready. And that's really important to
take into consideration if you just put them right back out

(44:08):
there. So challenge them into taking
that into perspective, even though it's not that typical
objective measure, even if you bring out like patient rated
outcomes that can make that patient experience a little bit
more objective for them or something that can kind of
bridge that gap. Another comfort zone for them is

(44:34):
thinking, but their challenge isthe actual application of it.
So you want to give them space for that thinking, but allow
them to and actually not allow them because they're not going
to necessarily want to do it on their own if they don't feel
prepared, but just invite them gently into that action, even if

(44:55):
they do feel unprepared. Another comfort zone for them is
having answers, mastering subjects.
So I like to have them jump in and see it as far as they can
get without needing me because, for example, like I'll have a

(45:16):
student their favorite tagline. And I'm sure you've had a
student that say this before. I'm like, Hey, can you start
that shoulder eval? And they're like, oh, I don't
know shoulder yet. Oh, oh, we haven't, we haven't,
we haven't taken that class yet.And I'm like, oh, you want to
learn? Let's do it.

(45:37):
We'll learn today. Well, the shoulder is very
similar to a lot of other body parts.
You're still going to have to observe it.
You're still going to have to take a history.
You're still going to have to doyour palpations.
Maybe you don't know the specialtest part of it, but there's a
lot of things that you do know. So why don't you apply what you
do know to the situation that isthat unknown for sure?

(46:01):
So that I have them start and then I show them that they know
more than they think. Yeah, for sure.
For fives, you're going to want to provide space away from the
group so they can be independent, especially if you
have like a lot of students, youwant to check in on five

(46:22):
specifically because they not might not voice when they are
feeling overwhelmed. Interesting.
You also want to highlight opportunities to dive into
points of interest so then they can gather their own knowledge
on it. So let's say we saw like for
example, we saw we sent someone to our doc for thoracic outlet

(46:44):
syndrome, but then doc was like,actually I was thinking more of
like quadrangular syndrome. And we're like, whoa, we've
never heard of that. So we're like, this is a great
point to like look into. And then, you know, some of our
students, especially like an Enneagram 5 student is going to
be a lot more like eager and like that's like a highlight
point for them that they can look more into this or see how

(47:08):
they can, what they can learn about this.
For sure. So then how would you give
feedback for a type 5? Definitely keep it brief.
You want to allow them for spaceto share their thought process
out loud so then you can see where they're getting stuck.
OK, nice. And then later you can start to

(47:29):
apply that. Nice, that's cool.
So now we have the Loyalist Guardian and team player AKA
Type 6. So Type Sixes want to feel
secure, want to feel supported, and their core fear is of being
without support or guidance. So Enneagram Sixes typically are

(47:52):
really prepared. They're great team players and
they ask a lot of questions. Just like the Fives, they
probably ask more questions thanan Enneagram 5 just mostly
because they love to plan ahead.They love to create systems and
they love to have that knowledgebacking to do those things.
They may seek constant reassurance of their preceptors

(48:13):
and others and peers. They have a lot more trouble
with confidence and second guessing themselves.
And of all the types, I would probably say the Sixes have the
most trouble with that. That's interesting.
I have had Anagram 6 students who have had more confidence
than my other students, but I could see where their confidence

(48:36):
is lacking in places that don't make sense.
For sure. So then what do do they need to
thrive? Predictability, consistency.
They need things to go to plan. They love to plan things ahead.

(48:56):
So when the things change last minute, it could be hard for
them to pivot because they have all these what if, what if
questions in their head and theydo everything in their power to
not be stuck in a what if position.
For sure. You don't want to make things a
competition for them because they need a little bit of that

(49:19):
reassurance. You want to be patient with them
as they ask questions because that's how they feel
comfortable. So if you stifle that, they're
just going to feel uncomfortable.
And no one wants that. Right.
If you are with an Enneagram 6 asking a lot of questions, see

(49:41):
if you can actually reframe it and see the value in their
ability to assess all those risks and troubleshoot rather
than just thinking that they aska ton of questions.
For my sixes, I say it's so sucha superpower that they are able
to see plans through so well that they're not going to have

(50:03):
any holes in their plans. Yeah, for sure.
And asking questions is always good.
It is, it is. I hate that people try to stifle
that. I think that there is a time and
a place for questions and we I'll talk about that a little
bit. I think in, in, in the feedback
strategy or kind of like for students specifically because

(50:26):
there there's not always a good time to ask questions.
Yeah, but questions are good. It's how you learn.
You mean when a bone's sticking out?
When's the best time to start asking?
No, not particularly going back to like the holes in the plans.
I think I didn't write this down, but when you are talking

(50:48):
to an Enneagram 6, they might poke holes in your plan.
And again, their intention is tobe prepared and see through any
situation. They're not trying to poke holes
in your plan, so don't take it personally.
They're not trying to break yourplan apart, they're actually

(51:09):
just trying to make it better. So if you can see it that way
and try not to get offended by them asking questions, it's
actually a really good thing that they're doing for sure.
Try to understand 6's fears and worries and don't judge them for
being too fearful or anxious. They need a really organized

(51:29):
environment. Remember they have all the what
ifs already, but they need the what ifs covered.
And then just be open, honest and clear about what you think
and want so they can kind of predict and it's consistent for
them. So then how how should someone
communicate with the type 6? Well, sixes are very clear and

(51:51):
thorough. So if you are short, brief, not
able to like sit through and answer all their questions,
you're going to have like kind of that that communication gap.
Sixes can also be one or the other.
They can be really highly supportive or they can be more
reactive and skeptical. And it's kind of also how you

(52:13):
present things. So if you present things in a
way that you kind of have all those what ifs covered, like
they're going to be supportive of that, but if they're not
really feeling comfortable, they're going to be more
skeptical. Interesting.
So then as a preceptor, what aresome things to look for in the
type 6 student? You want to know like we like, I

(52:37):
keep bringing up the same example.
Sixes are going to want to be prepared.
They're going to want to be prepared for every scenario.
They are having a hard time being a student who doesn't know
everything, and they're probablygoing to have be a hard time as
an athletic trainer who doesn't know everything, right?
So you want to, especially earlyon, encourage their decision

(53:01):
making even when not all of their questions are answered.
Something that someone said in our On the Field episode that I
bring up in so many episodes andactually to my students that I
just really love is you have to be thorough enough.
You're never going to have all the answers.
And honestly, I'm just applying that to this because they were

(53:23):
actually talking about on field evals, but you're you're never
going to have all of the answers.
You are never going to know everything that you were going
to see, but you can apply the knowledge that you do have to
the situation and no one's ever 100% correct.
You just have to be in the general ballpark and make the

(53:46):
management plan appropriate for sure.
So this also, if you remind Sixes that they're capable, even
though they don't feel it, that can start to like help build
that confidence. Interesting.
You can also help build their trust by having them take like a

(54:06):
little bit more like miniscule risks, like if an acute injury
made it to the ATR, like if they're working on like an on
field eval, but they're not quite ready to do like an on
field eval by themselves. Like maybe you have like an
acute injury that's like in the athletic training room.
Perfect. Send them out, see how they can

(54:28):
do acutely and know. Let them know that you're going
to be there the entire time eventhough they're not 100% sure.
This is a very safe risk for them to take for them to build
up their or even like if you need to do a scenario or
something. Just help them build their trust
by having them do it and taking those little small risks.

(54:49):
Oh, that's awesome. Oh yes, like we were saying
before, so this is the question.So a time and a place for
questions whenever I have anagram 6 who is just needing a
lot more questions answered, I have them bring a pen and paper

(55:11):
or even like their phone notes and have them write them down
because I want to make sure to get all of those questions
answered because it's going to help them.
But I don't want to take away the time in the middle of
something that we're doing even if it's not the same day.
I'm like, hey, can we, can we get to those questions that you
wrote down? Can we get to them tomorrow?
Because boundaries we're going home today or we can't, we can't

(55:33):
get to it today. So making sure to get to those
questions, but writing them downor giving them a time and a
place for those questions to getanswered or even like a
one-on-one or like, let's, let'stake some time and really get

(55:53):
those questions out so you can feel more comfortable.
For sure. You want to help them take
actions on things they want to do.
I think I kind of already spoke on that one.
And then a feedback strategy forthem.
You're want to give them constructive feedback on the
things they already know that they're going to get feedback
on. So if you know that they're
confident about something, maybedon't give them feedback on

(56:18):
those. And I'm not saying like, don't
hear me wrong. I'm not saying to let things
slip by, but instead to encourage the parts that they
did well and encourage their confidence.
You want to praise that and showthem, look at how much you know

(56:42):
so they can kind of build that for themselves and then find
other ways to bring up the partsthat they need to work on.
So if they seemed confident on like even something as basic
like a heel lock for example on someone, but it didn't like look
that good. But then another time they did
another heel lock and they were kind of like you could tell they

(57:04):
were a little easy on it. They already know that's your in
to like talk about it. Like don't say OK, don't give
them feedback when they are confident.
Yeah, got it. OK.
That's interesting. And honestly, they're probably
even gonna guide the conversation because they

(57:25):
already know that they are not confident in this area.
Like OK solid, we can use that as a guide.
OK, so now we have type 7. So anagram sevens are the
enthusiasts, the dreamer, the visionary, the.
Party people. The party people, definitely.
They are the life of the party. Their core drive is to have

(57:47):
their needs fulfilled to avoid pain and experience excitement.
Their core fear is of being deprived and in pain.
FOMO. Absolutely FOMO.
So these students really enjoy the best parts of athletic
training. They they find whatever it is
that's exciting and they just absolutely thrive.

(58:07):
They thrive on the energy and the ATR.
They bring the energy to the ATR.
They love new rehab, they love new treatments, they love new
modalities. They love everything that's like
fun work is fun, fun. They're the opposite of routine,
which they can struggle with in addition to paperwork and long,
boring tasks. So some of the things in

(58:28):
athletic training. Yeah.
So then what does the Enneagram 7 need?
So they're going to need a fun workplace that is not routine
for sure. They need new interesting tasks,
ever changing, exciting things. You're going to want to stay

(58:51):
upbeat and positive with them because negative is really
draining to them. It's a bummer.
Yeah, you don't want to be a bummer.
Stay in tune with them as their plans may change quickly and
with no notice. So as you can tell, like an
anagram 6 or A5 like doesn't really like like that quick
pivot of change. Whereas sevens like like to stay

(59:13):
on their toes and they they don't like doing the same thing
over and over again. So you can kind of see where
they, those types would have to like compromise or understand
each other in a different way. So you want to support and
encourage them to think through the possibilities in front of
them. Like think through like all the
way because they see so many possibilities and they just want

(59:36):
to jump on all of them. They don't like it when people
tell them what to do. So you're, they're, they need
that freedom, encourage that freedom and flexibility to get
stuff done their own way. But you're also going to want to
encourage them to sit in their discomfort because they're going
to need to be uncomfortable. Be comfortable with the

(59:59):
uncomfortable because that's like a lot of athletic training.
Yeah, for sure. So then how would you
communicate with the seven? Something engaging, playful, not
overly emotional, but also not overly like data-driven 'cause
that could be depending on the person, like could be boring for
them, you just. Whatever it is, you lost them.

(01:00:20):
Right, whatever it is that's engaging, like maybe they are
stats person, maybe they are an evidence person, like hell yeah,
I give that to them. But if they're not, then you
know, you're just going to want something that's really engaging
for them. So maybe like a really cool stat
that would be like. Yeah, something.
Something to engage them. Keep attention.
Try not to have that negativity too much in conversation because

(01:00:44):
it's going to lose and it's going to drain them.
So then what are some things to like?
Kind of keep in mind if your student is a 7 so.
Their comfort zone's definitely going to be jumping from one
thing to the next, the next, thenext, and it's all going to be
like whatever fun thing to do. Like they're not going to want
to do like the more repetitive task and stuff like that.
So at first, you're going to want to keep things engaging and

(01:01:07):
you're going to want to like encourage that they're doing
that. But you're also going to, when
they're ready for a challenge, you're going to want to help
them follow through those more repetitive tasks or like show
them value on why you need to document or do some of those
more mundane tasks. Nice.

(01:01:29):
Their goals. If you're setting goals with
them, you're going to want to set more like short term goals
so they can keep that motivationhigh rather than those long term
goals that they're going to havea lot harder time to stay
motivated for. Now I'm not saying don't set
long term goals, maybe set like one or two, whereas like the
rest are short term and then they maybe even the short term

(01:01:53):
can keep building on each other.I was going to say, could it?
Could you have a long term goal but then have all the short term
goals that lead to the long term?
Goal, absolutely. It's kind of like when you know
that study tip that's like you're trying to read and you're
like, if I read like this paragraph, I get a gummy worm
and then I read this paragraph and I get another gummy worm.
But it's like oh now I2 or I hadlike 2 paragraphs.

(01:02:13):
No, I had two gummy worms. Exactly.
So like, you want to give them like little rewards along the
way. You want to encourage more
emotional connections with peers, patients, athletes,
mentors, whoever they're with. Encourage them to empathize with
their pain or negativity. Obviously a lot of times when
people come in, they're in a lotof pain 'cause that's kind of

(01:02:36):
what we see. That's why they're coming in
most time. Exactly.
So that's not where they thrive,but they're going to see that.
So make sure that they're getting a little bit more
comfortable with those positions.
You also want to give them examples of how to have those

(01:02:57):
hard conversations with coaches or like break bad news down to
athletes because again, they're going to have to have these
conversations. It's just not their favorite
thing to do. So if you can figure out a way
to either mock scenario those orhave them get experience with
those, it's going to benefit them a lot in the long run.

(01:03:20):
So how do you give feedback? Feedback for sevens is
interesting. You're going to want to keep it
positive, as you are for a lot of other types, but honestly
they might respond even better to like sarcasm depending on the
person rather than like a director a blunt feedback.
So for example, if they keep making the same mistake, like

(01:03:43):
look at them and be like, dude, I can't believe you keep doing
this. And like, that's so much more
positive and productive for them.
And make sure it's like they actually know you're being
sarcastic. But like, but like, they're
gonna, they're gonna like, gonnaget it rather than like sitting
them down, making it a very serious conversation.

(01:04:04):
Like, hey. We can't have this.
Like you can't keep doing this, but they, they like definitely
would respond better to like that sarcastic manner.
So they can kind of like brushedoff, but they'll they'll take
that intrinsic motivation. They'll take that and make it
intrinsic motivation to kind of make that change.

(01:04:27):
So now we have type 8. So Type 8 is the Challenger,
boss protector. Their core drive is to be strong
and protect themselves and others and their core fears of
being harmed or controlled by others.
So these students in general, AIDS don't really like

(01:04:47):
authority. They like to be the authority.
So they're going to take initiative right off the bat.
They're really interesting as students 'cause they're very
bold, assertive and confident, which is what you don't usually
think of students like. Usually students kind of like
lack that confidence. Eights want responsibility.
They kind of ask for forgivenessrather than permission, and they

(01:05:09):
they often resist feedback but also struggle with
vulnerability. So then what do they need in
order to be successful? Absolutely do not tell them what
to do. Like sevens do not tell them
what to do. Eights do not tell them what to
do. Eights have a very intense
nature, but just understand thatthat's actually passion coming

(01:05:33):
through. It's not anger.
It could be mistaken for that and people might be like
intimidated, but it's it's good intention.
It's passionate. They would love you to follow
them when they do take that action.
And then also listen, respect their ideas and be honest with
them because they don't have time to deal with whatever

(01:05:57):
inefficient and non direct. Yeah, exactly.
So kind of like along those lines, what does like what's the
best way to communicate with an 8?
Very similar to a three direct assertive, Eights can be
intimidating. They're not afraid of conflict,

(01:06:18):
so if they need to be, they could be reactive.
They can kind of have a little bit more of that emotional side
then threes might come off as and then they're they're more
confrontational than a Threes can be confrontational, but
eights are confrontational. So I feel like an 8 like this

(01:06:42):
would be interesting to see in astudent.
Really interesting to see as a student because they they don't
feel like a student like they. It doesn't sound like.
Yeah, I mean, obviously everyone's learning and
everyone's a novice at some point, but they just want to do

(01:07:04):
it and they're going to take theinitiative and they're going to
they want control. That's really the the main like
and that's their comfort zone. So if you have a type 8 student,
their comfort zone is going to be that control.
Their challenge is going to be more that collaboration working
with others. So remind them that trusting

(01:07:25):
others is a strength too, yeah? Yeah, that's true.
You're gonna want to provide them like more team based
responsibilities, even though they're gonna hate it because
that is where they can grow. Yeah, I mean, but here's the
thing. They might hate it because it's

(01:07:48):
they just want to do it on theirown.
But if they are the leader of the pack, they actually probably
won't need it. For sure.
If they can delegate to others, if they can tell others what to
do, if they can have their own sense of autonomy and authority,
yeah. It still could be working
together right? Working as a team.
Eights, you're going to want to give their autonomy.

(01:08:11):
So if you're working football, for example, and they want to be
on the other side of the football fields, you let them,
but remind them that they still have to communicate with you.
And also you can reframe it as like, you want to work on their
communication. Yeah, pretty much all of my
students, I tell them we need towork on communication, even the

(01:08:31):
ones who are good at communication because it's such
an important skill. Yeah, it is for sure.
So providing them concrete ways to communicate with you.
So for example, like, hey, when someone gets acutely injured,
like I need to know about it andhear the things that I need to
know specifically like name position, like whatever Moi if

(01:08:54):
you want to know before, if you want to know after they got
hurt, if you want like like as long as you are specific with
them and direct and you, you cangive them that the autonomy
while still finding ways to havethat preceptor student
relationship for sure. So I feel like like I feel like

(01:09:18):
this would be an interesting student to be able to give
feedback to. Oh yeah, for feedback, you're
going to want to be more blunt and direct.
They don't really like the sugarcoating, but you don't want to
do it in a way that's like obviously harmful to them.
You're still showing them respect.
It's just very direct. AIDS don't like to be

(01:09:42):
micromanaged. So figure out which points of
feedback you want to give them. Maybe provide them more general
feedback of something. They're going to be competitive.
They're going to have that own nature within them that they're
going to. It's going to drive them, so if

(01:10:04):
you give them the general idea of something to work on, they
can probably figure it out from there.
If you need to sit down and remind them that you are there
to guide them and not control them, that might be a good
conversation to have. OK, interesting.
Also like if you can reward themwith leadership opportunities as

(01:10:27):
as applicable like to show theirvalue, they would also respond
pretty well to that. OK, that's good to know.
And then lastly, for an A, you want to invite them to slow down
and find meaning in the slower movements, slower moments,
because they don't like to do that.
So if you were able to challengethem to do that, that's going to

(01:10:47):
be really beneficial for them. Too.
And last, but certainly not least, are type nines.
Type Nines are the peacemaker, mediators, peacekeepers, so
their core drive is to maintain inner and outer peace.
Their core fear is of conflict, loss or separation.
These students are just really go with the flow.

(01:11:09):
They're easy to work with and they're grounded.
They're able to stay calm and stressful situations, which is
such a good thing and we need more of that.
They fit well in several different environments as
they're constantly trying to keep the peace behind the
scenes. They may struggle with voicing
their own needs, which is similar to an Engram 2.
But if, again, like I kind of said this in the beginning when

(01:11:31):
we were talking about twos, twosneed help identifying their own
needs. We don't know.
Yeah, sometimes you guys don't know your own needs, whereas
Nines know their own needs, but they just don't say them because
it would not keep the peace. For sure.
So Speaking of needs, what do nines need?
So nines need others to make it a point to ask them what they

(01:11:55):
think or want because they will not necessarily take the
initiative to raise their concerns.
You don't want to try and pick afight with them, especially over
boundaries. They will shy away from that.
They'll make the it'll make thempretty uncomfortable.
Make sure you're recognizing their strength of being cool and

(01:12:17):
collected and kind of praising them for that.
Just because they keep the peacedoesn't mean they want to be
behind the shadows. For sure.
They just don't want that conflict to arise and then don't
take advantage of their go with the flow nature.
You want to make an effort to pay attention what they're
actually interested in. So then like, how do you

(01:12:40):
communicate with again, like a nine who's kind of like just
kind of go with the flow? So yeah, nines are pretty
agreeable. They could be passive or
unclear, especially if they're uncomfortable about something or
if they're trying to communicatesomething that they just don't
really feel like they want to goin ahead on conflict about.

(01:13:02):
So if you have a nine in that situation and if they start to
be passive or start to be unclear about something, you
might be able to understand a little bit better that it's
something that could cause conflict.
Or if you do have to ask follow up questions and kind of like

(01:13:26):
steer more into the that conflict realm, be cognizant
that they aren't comfortable in that.
So the the least amount of time you can stay in that, the better
for sure. Or you if you have like a way of
mitigating that, that might be really helpful.
So then, what are kind of some things to keep in mind for the

(01:13:47):
students that might type as a nine?
Their comfort zone is going withthe flow.
So, you know, the athletes especially, like, for example,
baseball, who comes in and they're like, can I get cups?
I was going to say swim. I don't see swim a lot, but like
we see baseball come in all the time and they're can I get
scraped? Can I get cupped?

(01:14:07):
And it's like the students love to just give them what they
want, which is there's value to that.
Time and place. But exactly, there's a time and
place. So you want to, for nines,
they're going to want to go withthe things that the athletes
want or whoever they're working with their patients want.
Their challenge is you have to remind them that they are the

(01:14:28):
clinician, so they need to determine if that's what's best
for them. But what if that makes conflict?
I know. I mean, remind them like, it
might, it might be what's good for them.
Like I've had athletes come in, they're like, I want heat and
stim. And I'm like, why?
Like what's going on? And like, actually, yeah, that
is the thing that I was going tochoose.
Sure, we could do heat and stim.That sounds good.

(01:14:49):
But I'm not doing it just because he walked in and said I
want heat and stim. A good thing for a nine to
remember is you want to remind them that disagreement is
healthy and needed for growth. In a world without any
disagreement, how many bad things would happen?
Yeah, for sure. How many things would say

(01:15:11):
stagnant? I was just saying nothing would
grow like no grow. How many things would change?
Nothing. Yeah.
You want to praise their abilityto remain calm in stressful
situations and under pressure? Make sure that's not forgotten.
Nines can often get forgotten. That's tough.
Encourage work life balance so they can rest and rejuvenate so

(01:15:32):
they can come and give their best foot forward.
You want to ask for their input directly as they might hesitate
to bring it up themselves. Or you could just provide them
the space to. You don't necessarily need to
ask them directly if you feel like if you provide enough
space, they might be comfortablebringing up something.

(01:15:55):
Especially if when they do bringsomething up, you don't want to
have a big reaction because thatmight overwhelm them.
If you provide the space, you'regoing to want to keep the space
and make sure it's still comforting no matter what they
say. So then how would you give
feedback? They're they're one of the types

(01:16:17):
that you're going to want to usepositive feedback, you're going
to want to show them that they are doing well, communicate in
that more comfortable manner forthem so that they aren't shying
away from or shutting down. Got it.

(01:16:38):
So those are all nine types. Wow, that was really dope.
Yeah. So like, I think they're really
helpful in understanding like different relationships.
So if I had an action item for this, I would say learn your
type. If you haven't from the last
episode, in this episode, learn your type and either learn your
Co workers type or your studentstype or figure out those people

(01:17:03):
around you so you can kind of understand how you guys differ
in communication strategies or what you need from others or how
you can tailor your feedback to each other so that it doesn't
end up in conflict I. Was gonna say, I feel like even
though like we said like oh, like really applied it to like,

(01:17:24):
oh, if you have like this type student, a lot of those concepts
are can translate to like Co workers, colleagues, supervisor.
Yeah, even like the the Type 1 admin that we were talking about
like. Yeah, so.
If how to present data and really have them understand it?
Yeah, so just cause like, Oh yeah, we mentioned oh, like this

(01:17:47):
is how you would talk to students or how you direct your
students. Like this is app applicable to
many different like groups, likecolleagues and so on and so
forth. Yeah.
So if you are interested in the Ceus for this episode, again, go
to clinicallypress.org. We have the link down below for

(01:18:08):
the specific course in the show notes and then take the quiz and
course evaluation and then you'll get your Category A
certificate automatically generated for you.
References are on our website ifyou are interested.
I have an anagram handout that I've kind of put together based

(01:18:30):
on some things with that that I've come across that I've
liked. I'm not going to put it up in
one standard place because I do change it from time to
timesoifyouareinterestedinthatemailatcorners@gmail.comand I can give a copy of that,

(01:18:50):
the current copy, I guess, of that to you.
But yeah, other than that, if you guys are new, we do every
episode as either Education, like this one ACU episode.
Usually Randy's heading these. It's pretty rare for me to head
them, but I just happened to getthe last two.

(01:19:11):
Randy Randy heads them. He reads a ton of research
articles and we sit and digest them in a very conversational
format. Our other episodes include
interviews with different athletic trainers or various
other professionals and how theyrelate to athletic training.
We also have story episodes where we bring stories from

(01:19:32):
athletic trainers all over the world on highlight topics just
to kind of over experiences and kind of share our share our our
worldly views. Yeah, for sure.
Cool. Well, I think that's all I got.
Thank you for helping us showcase athletic training
behind the tape. Bye.

All Episodes

Episode Transcript

Popular Podcasts

Crime Junkie

24/7 News: The Latest

Stuff You Should Know

.css-15opob5{left:0;position:absolute;top:0.8rem;} All Episodes

.css-14f5ked{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:2;overflow:hidden;}CEU: Enneagram Insights for Athletic Trainers, Students, and Preceptors: From Conflict to Connection

Episode Transcript

Popular Podcasts

.css-r6mb8g{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:1;overflow:hidden;}Crime Junkie

24/7 News: The Latest

Stuff You Should Know

All Episodes

CEU: Enneagram Insights for Athletic Trainers, Students, and Preceptors: From Conflict to Connection

Crime Junkie