part7人格(网络版)

主题二__人格差异（The theme of the two __ personalitydifferences）The second chapter is personalityI. definition of personalityTwo, personality theoryThree, personality difference and its originFour, personality structureFive, personality difference and job matchingI. personality definitionG.W Allport wrote Personality in 1937, and collected nearly fifty definitions of "personality" from the literature and grouped them into the following categories.1, general definition (Omnibus, definition): in this definition, the personality is considered to be the sum of all the attributes of a person.2, comprehensive definition (egrative, andcoimguratlon, delinltlon): this definition emphasizes that personality is the whole of all aspects of individual attributes.3, the definition of rank (Hierarchicaldd nition): a personality trait is divided into several levels or grades,usually at the top of the integration or leadership role.4, the definition of adaptability (Definition In terms of austthent), this definition emphasizes the personality in the adaptation function.5, the definition of the individual (DCfithtiofl ill tCfffiS StlllCt1V8ll6SS Of shirt): this class pay more attention to the uniqueness of the individual, the difference between personal and others; each individual is out of the ordinary.(Definition In terms of essence the person of the): this kind of definition emphasizes that personality is the representative behavior pattern of individual. He is not just different from others, but that he has his own characteristics and is what he is personally.7. Definition (iosocial)The average person identifies his personality with the exception of everyone else, and emphasizes only the value of his social stimulus. Allport quite disagreed with it because it only noticed the impression of a person's outward appearance, only noticed the influence of personality on others, and neglected its own internal organization. In contrast, Allport tends to refer to the concept of biophysical (conceptions), which means that no matter what a person thinks about others, someone still has his own personality.The definition of Allport: personality is the dynamic organization of a person's internal psychological andphysiological system, which determines the unique adaptation of the person to his environment. It determines all the thoughts and actions of the person. (Allport)In others, the book defines personality as a stable process of behavior and interpersonal processes that originate within individuals.Two, personality theoryOn the personality, there is not an accepted concept, for convenience, we have a lot of personality theory into six general types: psychoanalytic schools, schools of humanistic qualities, genre, behavioral / social learning and cognitive school schools. In explaining individual differences in personality, each school emphasizes a different emphasis. Although they differ in their opinions about behavior, in order to understand human personality, they can be thought of in these six schools in a complementary pattern.Why are some people more aggressive than others? For such behavior,Which genre is the most convincing of the six schools?1. psychoanalytic theoryThe act of interpreting usually without conscious process. The classic psychoanalytic explanation for aggression is that everyone has an unconscious instinct to die - a desire for self destruction. However, a person with a healthy personality willnot be self destructive, so the impulse will turn outward and be expressed in an attack on others or on the outside. Later psychologists explained that aggression occurs when people are trying to achieve their goals. A person who experiences great setbacks, such as those who have repeatedly failed to achieve his goals, may have relatively persistent attacks.2. personality theory of idiosyncratic school1, pay attention to individual differences in the stability of aggressive behavior. A research team many years ago had been measured the attack characteristics of 8 year olds, they ask questions like pupils in several primary school, such as "who is the most love, my child push? "(Huesmann, Eron, Yarmel, 1987).22 years later, the researchers interviewed the men who were now 30 years old. They found that people who were considered aggressive in elementary school were also prone to aggressive behavior when they grew up. Those who like to push and hold other children often suffer spousal abuse and violent crimes when they grow up.3., the personality psychology of the biological schoolPersonality psychologists in the genre are also relatively interested in stable aggressive behavior. They believe that genetic predisposition is one of the reasons for the stability of aggression. Now there is evidence that some people are naturally more love than others (RllChtof, FulkCf, N68lC attack, Ni8S, EySCflCk, 1986). Although to confirm what is born, which is the child grow up to learn, it is always very difficult, but indeed, some people are born with aggressive quality, coupledwith the education environment, and later became aggressive adult. There are some physiological variables, Rugao pill hormone may also have an effect on the number of attacks (DILallaGottesman, 1991).The personality psychology of the 4. humanism schools1, human nature is good.2, when certain factors impede the process of natural growth, there will be problems.3, the solution is to provide a warm and respectful environment for the growth of people.Human psychologist Carle Rodgers said: "all living things in the world have the needs and functions of self development and self-improvement.".5. behaviorism and social learning theory1. The key to explaining behavior is that rewarding behavior repeats itself. (behaviorism)2, or, when people see a behavior rewarded, they learn to do that. (Social Learning Theory)6. cognitive psychology1, cognitive psychologists believe that how people respond to situations depends on how people interpret them.A comparison of the schools of personality theoryAlthough each theory tends to emphasize a different part of personality, each theorist describes the nature of his personality,It is necessary to discuss several important issues in depth. Generally speaking, all six school theorists illustrate these issues in the following way.1. genetic influences on the environmentPeople are born after grow up for his personality and sowed the seeds, or with no genetic predisposition, every healthy babies are like other children, may become a great philanthropist, a criminal or a mental illness? There are countless differences between the two points of view. But most personality psychologists have raised the question of how much personality is the result of genetic predisposition, and how much of it is the result of environmental influences There is a great deal of disagreement over the issue. Many schools of biology and idiosyncratic theorists firmly believe that we have largely ignored the role of genetic predispositions. To a lesser extent, psychoanalytic theorists also emphasize innate needs and ways of acting, albeit unconsciously. However, humanism, behaviorism and social learning theory and cognitive theorists argue that heredity has little or no effect on personality.To some extent, the answer to this question is only empirical. More and more studies have found the influence of some geneticfactors on personality development.2. does consciousness determine behavior or unconscious decision behavior?To what extent can people understand the causes of their behavior? Siegmund Floyd believes that many people's behavior is affected by unconscious power control, B.F. Skinner, a tremendous impact on the behavior of the theorists, the unconscious is defined as people are not aware of what he thinks, people tend to think of themselves as their own reasons for understanding, and it is not aware of. By contrast, trait theorists and cognitive theorists rely on self-report data to develop their theory and research. They assume that people can understand and report their level of social anxiety, and how they organize information in their minds.However, on this issue, all schools do not take an absolute attitude. Trait theorists often talk about behavioral genetic factors like biological psychologists, and cognitive behavioral therapists acknowledge that people are not aware of the cognitive processes that lead to their problems. Humanistic theorists usually adopt eclecticism in this issue. They admit that no one knows themselves better than they do, but they also think that many people are not sure why they do that.The conclusion of 3. free willTo what extent can we determine our own destiny, and to what extent are we determined by the external forces that dominate us? This is an old problem in psychology that originates fromphilosophy and theology. At one extreme, we can see the behaviorist / Social School of what is known as the radical behaviorist. The most direct one in this question is probably Skinner, who believes that our actions are not freely chosen; it is a direct result of the environmental stimuli we face. Skinner says freedom is nothing but a myth. The school of psychoanalytic theorists generally do not take absolute positions on this issue,But they emphasize innate needs and unconscious mechanisms that make human behavior largely impossible to control themselves. At the other extreme are humanistic theorists who examine individual choice and responsibility more and see them as the basis of mental health. Humanistic therapists often encourage their patients to realize that they have more direct responsibility for the direction of their lives than the society makes them believe.Although this journal and title are still unclear, idiosyncratic theorists, biological schools and cognitive school theorists are probably among the other genres. Trait theorists and biological school theorists are more emphasis on genetic quality, the genetic quality of development is limited to a specific range. But none of these scholars would think that personality is totally taken up and inherited. Similarly, cognitive therapists often encourage their patients to think about how they have caused problems for themselves, and teach them how to avoid the difficulties they face in the future.Figure L - the position of the six schools of L on three theoretical issuesSix summary1. personality psychology has received different attention in the population. There is no accepted concept about personality. In this book, we define personality as a stable way of behavior and interpersonal processes that originate within individuals.2., for convenience, we classify a large number of personality theories into six general types: psychoanalytic schools, idiosyncratic schools, humanistic schools, behaviorism / social learning schools and cognitive schools. In explaining individual differences in personality, each school emphasizes a different emphasis. Although they differ in their opinions about behavior, in order to understand human personality, they can be thought of in these six schools in a complementary pattern.3. in recent years, personality psychologists have become increasingly aware of the need to take into account the culture of a person. In this book, most of the research results mentioned above are from the United States such individualism culture. But these findings do not always generalize to collectivist culture, the study found.4., to better understand human personality, in addition to theoretical research, but also need more things. Therefore, we will examine, each school is how to be applied in real life, how to carry out various schools of personality assessment, will also introduce some related research and application problems, and some problems are derived from the theory of.Key termsPersonality is a stable way of behavior and its interpersonal processes derived from the individual.Individualism culture emphasizes the individual needs, value personal achievement culture.Collectivist culture emphasizes the culture of individuals belonging to larger groups, such as families, clans, and nations.Now let's move back to the question ahead: why do some people show a steady attack?It should be clear now: there is no easy answer to this question. Six personality schools have different interpretations, which is true? There is the possibility that only one interpretation is correct and that future studies should confirm the theory. But the second possibility is that the six schools say that for the part, six (or more) different causes lead to aggressive behavior. There are third possibilities. The six explanations do not contradict each other, except that the emphasis is different. Aggressive boys show hostility as a trait of aggression, which is relatively stable in different situations and times (trait theory). But it's also possible that the boy interpreted the vague events as threats (Cognitive Explanations), because they used to be beaten in the past (behaviorism and social studies). The boy may be born with tendency to threats to attack the (biological genre), but ifthey live in a frustration environment (psychoanalytic schools), or living in a basic needs can be met in the family (humanism school), they will be able to overcome their own attack nature. The key is that each explanation provides a starting point for understanding the behavior of the attack. But how to explain the attack, to explain, and which steps to take depends on which school we stand in.Three, personality differences and the root of Minnesota research achievementsAt the end of 1986, the Minnesota team completed a major collection of data. At present, a total of 44 personality traits were found to be of considerable consistency between separate foster twins. The paper also includes 331 pairs of twins reared together with 217 pairs of identical twins and 114 pairs of fraternal twins.Conclusion:1, the trait with the highest heritability is the traditional, the trait of being willing to comply with authority, with a heritability of 0.60.2, among these traits, the only trait that exhibits a higher heritability is social competence, including traits such as overconfidence, leadership, motivation, and being attracted to attention.3, there is a strange high genetic component - consistency, for 0.55--, is an aesthetic ability, such as listening to symphonyconcerts.4, there is no genetic basis: that is, social affection and the trait of love. The heritability of this trait is 0.29Coincidentally, the standard of genetic significance was somewhat arbitrarily delineated. If you are gentle and loving, you may come from a warm and loving family. But remember, if a trait has a high heritability, that is, higher than 0.60, many people may still have this trait because of environmental influences rather than their genetic makeup.5, there are other noteworthy figures. Among the five categories of test stress, aggression, aggression, control, conservatism, and concentration, the twin pairs of separate twins were slightly more consistent than identical twins. The paper does not explain this oddity, and the Minnesota panel does not care.6, there is no trait with a heritability of 0, and the heritability of most traits ranges from 0.45 to 0.60.At the end of the essay, a modest generalization of the surprising findings of the Minnesota group was made: "therefore, personality differences are more due to genetic differences than environmental differences.". "The paper also asserts that a common family environment can have a negligible effect on personality. Social kissing is the only trait that has been shown to be largely influenced by the family environment.The study of personality in Minnesota has not gone through along period of preservation before publication. The results of the study are listed in the New York Times in the December 2, 1986 science. The 11 characteristics are examined, and the heritability of each trait is given.1, the trait with the highest heritability is social competence (0.61)2, conservative (0.60).Heritability of five traits ranges from 0.50 to 0.60:3. Stress response,4, concentration,5, exclusive,6, health7, avoid harm.Heritability of the three traits ranged from 0.40 to 0.50:8, aggressive,9, sense of achievement10, control.11, in the end is the social pro, the revised heritability rateof 0.33, barely beyond the significant level.A pair of gentle and loving twins must have arrived in Minneapolis, thus increasing the heritability they had previously derived.12, IQ has a high heritability of 0.70Four, personality structure1. MBTI personality theory and personality measurement2. AB personality3. 16PF4. Edward personality preferences5. Big Five personality6. TA interaction theory7. Enneagram8., Freud's personality theoryFive, personality difference and job matching(I) capacityAbility (ability) reflects the individual's likelihood ofcompleting various tasks in a particular job. This is a present assessment of what an individual can do. A person's overall abilities can be divided into two broad categories: mental and physical abilities.Mental ability (intellectual, ability) is the ability to engage in mental activity. IQ tests are used to determine the overall mental ability of a person. In addition, the college entrance examination subjects such as SAT and ACT, the postgraduate entrance examination such as GMAT (postgraduate entrance examination of business school), LSAT (Postgraduate Entrance Examination Research Institute), MCAT (postgraduate entrance examination of Medical College), also belong to this type of test. Generally speaking, there are 7 dimensions in mental ability, namely, arithmetic, speech comprehension, perceptual speed, inductive inference, deductive reasoning, spatial visual perception, and memory. As shown in table 1. Different jobs require employees to use different mental abilities. For jobs that require information processing, a high level of overall intelligence and verbal ability is a necessary guarantee for successful completion of the job. Of course, high IQ is not a prerequisite for all jobs. In fact, in many jobs, employees behave very regularly and have little opportunity to make a difference. Right now,High IQ and job performance can be said to be irrelevant. However, a rigorous summary of the report points out that no matter what level of work, in speech.Test scores in arithmetic, spatial, and perceptual abilities are effective predictors of job proficiency. Therefore,measuring specific dimensions of intelligence tests is important for predicting job performance.Business executives in the use of mental ability test "selection, promotion, training and other personnel decisions, the main problems encountered are: the test of some ethnic groups have held special beliefs and adverse effects. There is evidence that, in general, in speech, arithmetic, and spatial ability tests, scores for certain minority groups are lower than for whites.Table 1 dimensions of mental abilitiesdimensiondescribeWorking examplearithmeticThe ability to perform arithmetic quickly and accuratelyAccountant: calculate sales tax in a series of itemsSpeech understandingUnderstand the ability to read and hear, and the relationship between wordsPlant managers: implement enterprise policiesPerception speedThe ability to quickly and accurately identify visual similarities and differencesFire Investigator: evidence and clues to identify arson responsibilityInductive reasoningThe ability to identify the logical consequences of a problem and to solve the problemMarket researcher: forecast the market demand of a product for a period of timeDeductive reasoningThe ability to use logic to assess an argument's valueSupervisor: make a choice among two different recommendations offered by the employeeSpatial visual perceptionThe ability to visualize the shape of an object when it changes its spatial positionInterior decorator: redecorating the OfficeMemoryThe ability to maintain and recall past experiencesSalesperson: recall the name of the customerPhysique abilityPsychological ability plays an important role in complex tasks requiring information processing. Similarly, for those less skilled and standardized work, the physical ability (physic. 18bility) is very important to the success of the job. For example, the success of some tasks requires endurance, finger flexibility, leg strength, and other related abilities, so that employees' physical ability levels need to be identified in management.The researchers surveyed hundreds of different job requirements and finally identified 9 basic abilities in physical activity work. As shown in Table 2, these are listed in the table. There is a degree of difference between individuals in each ability. What's more, the correlation between these abilities is very low. It is not difficult to understand that a person's high score in one ability does not mean a higher score in another ability. If managers are able to determine the extent to which each job requires each of these 9 competencies, and ensure that employees who do this work have this level of competence, they will definitely improve their performance.Table 29 basic physical abilitiesForce factorOneDynamic strength: the ability to repeat or continuously use muscle forces over a period of time2. trunk strength: the ability to use muscles of the trunk (especially the abdominal muscles) to achieve a certain muscular strength3. static power: the ability to block the forces of an external object4. explosive power: the ability to produce maximum energy in one or a series of burstsFlexibility factor5. breadth of flexibility: the ability to move the trunk and back muscles as far as possible6. dynamic flexibility: ability to perform rapid and repetitive joint movementsOther factors7. physical coordination: the ability to coordinate each other in different parts of the body8. balance: the ability to maintain body balance when threatened by external forces9. stamina: the ability to maintain maximum continuity when required for extended effort(two) temperament -- the 9 dimension of Thomas and Chess's temperamentTemperament is innate and genetic in personality.From a familiar environment into an unfamiliar environment, it is a matter of identifying people's temperament. Thomas and Chess identified 9 dimensions of temperament differences (ThomaChess, 1977). They believe that temperament changes in 9 dimensions of activity level, adaptability, initiative or withdrawal, distraction, intensity, emotion, persistence, rhythm, and response threshold (see chart below).The 9 dimensions are as follows three temperament types (ThomasChess, 1977). The first is the children of parenting style. In the new situation, they are more active rather than backward. They are adaptable and usually have positive emotions. The teacher wants the students to be like this. But there are also some students in the classroom who are called "difficult" students. Instead of taking the initiative, the children face new situations, typically difficult students who adapt to the environment more slowly and are often tense and passiveSeven。

中国人人格量表（QZPS）（北京大学心理学系 王登峰 崔红（2004） 编制）下面是若干描述人们性格的句子，其中有些句子比较符合您自己的性格，有些则比较不符合。

填答时请您看清楚每个句子，然后圈出一个数字，以代表该句子的内容与您自己的性格相符合的程度。

每个人的性格都有其独特性，所以答案是没什么对错的，只要照实作答就可以了。

非常感谢您的合作。

非比难比非常较 以较 常不不符符确符符合合定合合1.在社交场合，我总是显得不够自然。

-------------------------123452.我有话就说，从来憋不住。

------------------------------------123453.在集体活动中，我总表现得很活跃。

------------------------------------------123454.我是个表里如一的人。

-----------------------------------------123455.我做事总是坚持原则。

-------------------------------------123456.我容易被影片的情节感动。

---------------------------------123457.我是个心直口快的人。

--------------------------------------123458.在社交场合，我常常感到很拘束。

-----------------------------123459.初次见面时，常是我主动与对方沟通。

--------------------------1234510.我能言行一致。

-------------------------------------------1234511.我不会因成绩而沾沾自喜。

-----------------------------------1234512.我喜欢憧憬未来。

艾森克人格问卷（EPQ）（成人）请回答下列问题。

回答"是"时，就在"是"上打"V";回答"否"时就在"否"上打"V"。

每个答案无所谓正确与错误。

这里没有对你不利的题目。

请尽快回答，不要在每道题目上太多思索。

回答时不要考虑应该怎样，只回答你平时是怎样的。

每题都要回答。

1. 你是否有许多不同的业余爱好？2. 你是否在做任何事情以前都要停下来仔细思考？3. 你的心境是否常有起伏？4. 你曾有过明知是别人的功劳而你去接受奖励的事吗？5. 你是否健谈？6. 欠债会使你不安吗？7. 你曾无缘无故觉得“真是难受”吗？8. 你曾贪图过份外之物吗？9. 你是否在晚上小心翼翼地关好门窗？10.你是否比较活跃？11.你在见到一小孩或一动物受折磨时是否会感到非常难过？12.你是否常常为自己不该作而作了的事，不该说而说了的话而紧张吗？13.你喜欢跳降落伞吗？14.通常你能在热闹联欢会中尽情地玩吗？15.你容易激动吗？16.你曾经将自己的过错推给别人吗？17.你喜欢会见陌生人吗？18.你是否相信保险制度是一种好办法？19.你是一个容易伤感情的人吗？20.你所有的习惯都是好的吗？21.在社交场合你是否总不愿露头角？22.你会服用奇异或危险作用的药物吗？23.你常有“厌倦”之感吗？24.你曾拿过别人的东西吗（那怕一针一线）？25.你是否常爱外出？26.你是否从伤害你所宠爱的人而感到乐趣？27.你常为有罪恶之感所苦恼吗？28.你在谈论中是否有时不懂装懂？29.你是否宁愿去看书而不愿去多见人？30.你有要伤害你的仇人吗？31.你觉得自己是一个神经过敏的人吗？32.对人有所失礼时你是否经常要表示歉意？33.你有许多朋友吗？34.你是否喜爱讲些有时确能伤害人的笑话？35.你是一个多忧多虑的人吗？36.你在童年是否按照吩咐要做什么便做什么，毫无怨言？37.你认为你是一个乐天派吗？38.你很讲究礼貌和整洁吗？39.你是否总在担心会发生可怕的事情？40.你曾损坏或遗失过别人的东西吗？41.交新朋友时一般是你采取主动吗？42.当别人向你诉苦时，你是否容易理解他们的苦哀？43.你认为自己很紧张，如同“拉紧的弦”一样吗？44.在没有废纸篓时，你是否将废纸扔在地板上？45.当你与别人在一起时，你是否言语很少？46.你是否认为结婚制度是过时了，应该废止？47.你是否有时感到自己可怜？48.你是否有时有点自夸？49.你是否很容易将一个沉寂的集会搞得活跃起来？50.你是否讨厌那种小心翼翼地开车的人？51.你为你的健康担忧吗？52.你曾讲过什么人的坏话吗？53.你是否喜欢对朋友讲笑话和有趣的故事？54.你小时候曾对父母粗暴无礼吗？55.你是否喜欢与人混在一起？56.你如知道自己工作有错误，这会使你感到难过吗？57. 你患失眠吗？58.你吃饭前必定洗手吗？59.你常无缘无故感到无精打采和倦怠吗？60.和别人玩游戏时，你有过欺骗行为吗？61.你是否喜欢从事一些动作迅速的工作？62.你的母亲是一位善良的妇人吗？63.你是否常常觉得人生非常无味？64.你曾利用过某人为自己取得好处吗？65.你是否常常参加许多活动，超过你的时间所允许？66.是否有几个人总在躲避你？67.你是否为你的容貌而非常烦恼？68.你是否觉得人们为了未来有保障而办理储蓄和保险所花的时间太多？69.你曾有过不如死了为好的愿望吗？70.如果有把握永远不会被别人发现，你会逃税吗？71.你能使一个集会顺利进行吗？72.你能克制自己不对人无礼吗？73.遇到一次难堪的经历后，你是否在一段很长的时间内还感到难受？74.你患有“神经过敏”吗？75.你曾经故意说些什么来伤害别人的感情吗？76.你与别人的友谊是否容易破裂，虽然不是你的过错？77.你常感到孤单吗？78.当人家寻你的差错, 找你工作中的缺点时, 你是否容易在精神上受挫伤？79.你赴约会或上班曾迟到过吗？80.你喜欢忙忙碌碌地过日子吗？81.你愿意别人怕你吗？82.你是否觉得有时浑身是劲，而有时又是懒洋洋的吗？83.你有时把今天应做的事拖到明天去做吗？84.别人认为你是生气勃勃吗？85.别人是否对你说了许多谎话？86. 你是否容易对某些事物容易冒火？87. 当你犯了错误时，你是否常常愿意承认它？88. 你会为一动物落入圈套被捉拿而感到很难过吗?量表解释：艾森克人格问卷包括精神质（P ）、内外向（E ）、神经质（N ）、和说谎（L ）四个 分量表.1. E （内向-外向）：分数高表示人格外向，可能是好交际，渴望刺激和冒险，情 感易于冲动。

Case Study 1: Borderline Personality Disorder: Toni Abbott Part 1Toni Abbott is an 18 year old woman who lives at home with her mother and step-father. Toni recently surprised everyone by completing her Year 12 schooling - just. She is now enrolled in her first semester at the Canberra Institute of Technology (CIT), where she is studying a Certificate III in Childcare.Toni’s parents split up when she was 3yrs old, and she hasn't seen her father since. Hermother remarried, and she has two younger step sisters aged 13yrs and 11yrs. Toni has been healthy all her life, with no long term medical problems. She broke her arm during a scrag fight when she was in Yr 10, but that has been her only trip to hospital. She is tall and thin, with a body mass index of about 20. Her mother and sisters have no health problems, but her step-father has a dodgy back after a motorbike accident six years ago.Casey is Toni's partner, and is also aged 18 yrs. The pair met in Year 9 at Lake Serenity High School. They have had an on-again off again relationship ever since. Other than Casey, Toni doesn't really have any friends. Casey lives close by, and spends much time at Toni's place.Finances are quite tight in the Abbott household. Toni's mother is the manager of the nearby Diamonds Jewellery Store, and her step-father is a casual afternoon truck driver with ‘Post it Australia’. They have a mortgage on their home, but despite the tight finances they manage to pay for private health insurance. Toni is not eligible to receive a government benefit as her parents earn over the maximum income for her to receive a NewStart Allowance. This is irritating to Toni, who subsequently expects her family to financially support her until she gets a job. Toni earns $75 per week from her mother, in lieu of caring for her sisters each school afternoon.For some years now, Toni has been self harming by cutting her wrists with a razor. She cannot quite recall when this started, but probably it was some time after she refused to go to Toowoomba for the school holidays when she was in Yr 8. Toni had spent many school holidays in Queensland with her maternal grandparents, and it was something that she had previously enjoyed. However, her younger sisters still go there for school holidays.The cutting was fairly minor and well hidden, until about twelve months or so ago, when Toni became the victim of cyber-bullying. Like most teenagers, Toni has a facebook account that she accesses on a daily basis via her iPhone Facebook app. A very small number of previous school peers were always writing horrid things about Toni, and sometimes Casey as well. Toni describes this information as “nasty and bitchy”, and she also admits that she finds negative facebook comments incredibly difficult to manage. To overcome this, Toni has started connecting with a few of her CIT peers on social media.边缘性人格障碍 (Borderline personality disorder，简称BPD)。

Enneagram九型人格英文版百科The introduction of the Enneagram figure is credited to G.I. Gurdjieff, who introduced it in his teachings as a universal symbol which displays the fundamental cosmic laws. Gurdjieff did not disclose where the figure originally came from besides claiming that it was the emblem of secret societies.The Enneagram figure is now used for various purposes in a number of different teaching systems. In more recent years the figure has mostly come into prominence because of its use with what is often called the Enneagram of Personality. The fundamental concepts of the Enneagram of Personality are attributed to Oscar Ichazo.Enneagrams shown as sequential stellationsIn geometry an enneagram is a regular nine-sided star polygon, using the same points as the regular enneagon but connected in fixed steps.It has two forms: {9/2} and {9/4} connecting every 2nd and every 4th points respectively. There is also a star figure, {9/3}, made from the regular enneagon points but connected as a compound of three equilateral trianglesThe modern use of the Enneagram figure is generally credited to G.I. Gurdjieff and his Fourth Way teaching tradition. His teachings concerning the figure and what it represents does not have any direct connection to the later teachings by Oscar Ichazo and others concerningego-fixations or personality types.The enneagram figure is a circle with nine points. Inscribed within the circle is a triangle taking in points 9, 3 and 6. The inscribed figure resembling a web links the other six points in a cyclic figure 1-4-2-8-5-7. The rules of the magic number 142857 can be applied to the enneagram's explanations of processes.According to Gurdjieff, the enneagram is the symbol of the "law of seven" and "the law of three" combined (the two fundamental laws which govern the universe), and therefore the enneagram can be used to describe any natural whole phenomenon, cosmos, process in life, or any other piece of knowledge.A basic example of the possible usage of the enneagram is that it can be used to illustrateGurdjieff's concept of the evolution of the three types of ‘food’ necessary for a man: ordinary food, air and impressions. Each point on the enneagram in this case would represent the stage and the possibility of further evolution of food at a certain stage in the human body.Most processes on the enneagram are represented through octaves where the points serve as the notes; a concept which is derived from Gur djieff’s idea of the law of seven. In an octave the developing process comes to a critical point (one of the triangle points) at which help fromoutside is needed for it to rightly continue. This concept is best illustrated on the keys of the piano where every white key would represent an enneagram web point. The adjacent white keys which are missing a black key (half note) in between represent the enneagram webpoints which have a triangle point in between. In order that this point would pass onto the next, an external push is required.In the enneagram a process is depicted as going right around the circle beginning at 9 (the ending point of a previous process). The process can continue until it reaches point 3. At point three an external aid is needed in order that the process continues. If it doesn't receive the ‘help’, the process will stop evolving and will devolve back into the form from which it evolved. The process continues until point 6, and later 9, where a similar "push" is needed. If the process passes point 9, the initial process will end, while giving birth to a new one.The line of development associated with the Fourth Way developed from the writings ofGurdjieff's students - principally P.D. Ouspensky, Maurice Nicoll, J.G. Bennett and Rodney Collin. They developed Gurdjieff's ideas and left their own accounts. There is an extensivebibliography devoted to the Gurdjieff-Ouspensky tradition.A Gurdjieff foundation exists which claims an authority based on a line of succession directlythrough Mr Gurdjieff. The foundation preserves Gurdjieff's music and movements andcontinues its own work with the Enneagram figure.The enneagram as a structured process was studied by John G. Bennett and his associates.Bennett showed how it applied to something as mundane as a restaurant as well as tosomething as spiritual as the Beatitudes. It is currently being used to explicate the idea ofself-organization in management.The Enneagram of Personality is derived from (established in U.S. Court 970 F.2d 1067, 1075.2nd Circuit, 1992) partial understandings of the insights of Oscar Ichazo., the Bolivian-born founder of the Arica School (established in 1968). No evidence has appeared before Ichazo's offerings for using the Enneagram figure with concepts such as "ego fixations" or "personality types" or indeed in any way where each point is described in a way that can be viewed as a typology. All historical documentation of this kind of terminology appears only after Ichazo's original teachings.Ichazo claims that sometime in the 1950s he received insight into how certain mechanistic and repetitive thought and behavior patterns can be understood in connection with the Enneagram figure and with what he called Trialectic logic as part of a complete and integrated model of the human psyche. The purpose of Ichazo's teachings was to help people transcend theiridentification with - and the suffering caused by - their own mechanistic thought and behavior patterns.The theory was founded upon the basic premise that all life seeks to continue and perpetuate itself and the human psyche must follow the same common laws of reality as such. From this, Ichazo defined three basic human instincts for survival (Conservation, Relations and Adaptation) and two poles of attraction to self-perpetuation (Sexual and Spiritual). With a baseline of a psyche in a state of unity as a prototypical model, the Fixations were defined as aberrations from this baseline, much as the DSM is an observationally based tool for recognizing personality disorders. In fact, Ichazo has related the Fixations with the DSM Diagnostic and Statistical Manual of Mental Disorders categories to show that Fixations are the precursor to mental illness. Each Fixation is diagnosed from the particular experience of psychological trauma a child suffers when the child's expectations are not met in each respective Instinct. Since a child is completely self-centered in its expectations, it is inevitable that the child will experience disappointment of expectation viewed by the child as a matter of one of the three fundamental attitudes (attracted, unattracted or disinterested are the only possible attitudes), and thus experience trauma and begin to form mechanistic thought and behavior patterns in an attempt to protect itself from experiencing a recurrence of the trauma. This basic, irrefutable understanding of three fundamental Instincts and three possible attitudes along with the understanding that a human being can be in a state of unity, analyzed with Trialectic logic forms a solid foundation upon which the theory of Fixations is based. As such, the theory of ego Fixations has a particular foundation which can be tested. The idea of "Personality Types" is an invention of intuition without any particular foundation beyond the theory of ego Fixations, and as such can be interpreted to mean whatever any of the Enneagram of Personality proponents chooses it to mean whenever they choose to so interpret it. Thus we understand why there is no specific, solid agreement among the various proponents of "Personality" as something objective and anything more than a proposition to obfuscate human suffering.By understanding one's Fixations and through self observation, the hold on the mind, and suffering caused by the Fixations, is reduced and even transcended. There was never an intention or purpose in Ichazo's original work to use this knowledge to reinforce or manipulate what is essentially a source of human suffering. Therefore almost all later interpretations of the Enneagram of Personality are viewed by Ichazo as unfounded and therefore misguided and psychologically harmful as well as spiritually harmful (in the sense of coming to see one's process as such) in light of his original intentions. In other words, the Enneagram Movement can be considered, in most cases, to actually be promoting the strengthening of the basis for the personality disorders we find expositions of in the DSM.From the 1970s Ichazo's partial and misunderstood Enneagram teachings were adapted and developed by a number of others, first by the Chilean-born psychiatrist, Claudio Naranjo, who was a member of a training program in Arica, Chile with Ichazo for some months in 1969. Naranjo taught his understanding of the Enneagram of Personality to a number of his American students, including some Jesuit priests who then taught it to seminarians.It is believed by Enneagram theorists that the points of the Enneagram figure indicate a number of ways in which nine principal ego-archetypal forms or types of human personality (also often called "Enneatypes") are psychologically connected. These nine types are often given names that indicate some of their more distinctively typical characteristics. Such names are insufficient to capture the complexities and nuances of the types which require study and observation to understand in depth.Some brief descriptions of the Enneatypes are as follows:One: Reformer, Critic, Perfectionist - This type focuses on integrity. Ones can be wise, discerning and inspiring in their quest for the truth. They also tend to dissociate themselves from their flaws or what they believe are flaws (such as negative emotions) and can become hypocritical and hyper-critical of others, seeking the illusion of virtue to hide their own vices. The One's greatest fear is to be flawed and their ultimate goal is perfection. The corresponding "deadly sin" Ones is Anger and their "holy idea" or essence is Holy Perfection. Under stress Ones express qualities of Fours and when relaxed qualities of Sevens.Two: Helper, Giver, Caretaker - Twos, at their best, are compassionate, thoughtful and astonishingly generous; they can also be prone to passive-aggressive behavior, clinginess and manipulation. Twos want, above all, to be loved and needed and fear being unworthy of love. The corresponding "deadly sin" of Twos is Pride and their "holy idea" or essence is Holy Will. Under stress Twos express qualities of Eights and when relaxed qualities of Fours.Three: Achiever, Performer, Succeeder - Highly adaptable and changeable. Some walk the world with confidence and unstinting authenticity; others wear a series of public masks, acting the way they think will bring them approval and losing track of their true self. Threes are motivated by the need to succeed and to be seen as successful. The corresponding "deadly sin" of Threes is Deceit and their "holy idea" or essence is Holy Law. Under stress Threes express qualities of Nines and when relaxed qualities of Sixes.Four: Romantic, Individualist, Artist - Driven by a desire to understand themselves and find a place in the world they often fear that they have no identity or personal significance. Fours embrace individualism and are often profoundly creative and intuitive. However, they have a habit of withdrawing to internalize, searching desperately inside themselves for something they never find and creating a spiral of depression. The corresponding "deadly sin" of Fours is Envy and their "holy idea" or essence is Holy Origin. Under stress Fours express qualities of Twos and when relaxed qualities of Ones.Five: Observer, Thinker, Investigator - Fives are motivated by the desire to understand the world around them, specifically in terms of facts. Believing they are only worth what they contribute, Fives have learned to withdraw, to watch with keen eyes and speak only when they can shake the world with their observations. Sometimes they do just that. However, some Fives are known to withdraw from the world, becoming reclusive hermits and fending off social contact with abrasive cynicism. Fives fear incompetency or uselessness and want to be capable and knowledgeable above all else. The corresponding "deadly sin" of the Five isAvarice and their "holy idea" or essence is Holy Omniscience. Under stress Fives express qualities of Sevens and when relaxed qualities of Eights.Six: Loyalist, Devil's Advocate, Defender - Sixes long for stability above all else. They exhibit unwavering loyalty and responsibility, but once betrayed, they are slow to trust again. They are prone to extreme anxiety and passive-aggressive behavior. Their greatest fear is to lack support and guidance. The corresponding "deadly sin" of the Six is Cowardice and their "holy idea" or essence is Holy Faith and Strength. Under stress Sixes express qualities of Threes and when relaxed qualities of Nines. There are two kinds of Sixes - phobic and counterphobic. Phobic Sixes have a tendency to run or hide from things they fear while counterphobic Sixes are more likely to confront their fears.Seven: Enthusiast, Adventurer, Materialist, Epicure - Sevens are adventurous, and busy with many activities with all the energy and enthusiasm of the Puer Aeternus. At their best they embrace life for its varied joys and wonders and truly live in the moment; but at their worst they dash frantically from one new experience to another, too scared of disappointment to actually enjoy themselves. Sevens fear being unable to provide for themselves or to experience life in all of its richness. The corresponding "deadly sin" of Sevens is Gluttony and their "holy idea" or essence is Holy Wisdom". Under stress Sevens express qualities of Ones and when relaxed qualities of Fives.Eight: Leader, Protector, Challenger - Eights value personal strength and they desire to be powerful and in control. They concern themselves with self-preservation. They are natural leaders, who can be either friendly and charitable or dictatorially manipulative, ruthless, and willing to destroy anything in their way. Eights seek control over their own lives and destinies, and fear being harmed or controlled by others. The corresponding "deadly sin" of the Eight is Lust and their "holy idea" or essence is Holy Truth. Under stress Eights express qualities of Fives and when relaxed qualities of Twos.Nine: Mediator, Peacemaker, Preservationist - Nines are ruled by their empathy. At their best they are perceptive, receptive, gentle, calming and at peace with the world. On the other hand, they prefer to dissociate from conflicts; they indifferently go along with others' wishes, or simply withdraw, acting via inaction. They fear the conflict caused by their ability to simultaneously understand opposing points of view and seek peace of mind above all else. The corresponding "deadly sin" of the Nine is Sloth and their "holy idea" or essence is Holy Love. Under stress Nines express qualities of Sixes and when relaxed qualities of Threes.Whilst a person's Enneatype is determined by only one of the ego-fixations, their personality characteristics are also influenced and modified in different ways by all of the other eight fixations as well.Most Enneagram teachers and theorists believe that one of the principal kinds of influence and modification come from the two points on either side of their Enneatype. These two points are known as the 'Wings'.Observation seems to indicate, for example, that Ones will tend to manifest some characteristics of both Nines and Twos. Some Enneagram theorists believe that one of theWings will always have a more dominant influence on an individual's personality, while others believe that either Wing can be dominant at any particular time depending on the person's circumstances and development.This aspect of Enneagram theory was originally suggested by Claudio Naranjo and then further developed by some of the Jesuit teachers.The lines of the triangle and hexagon are believed to indicate psychological dynamics between the points connected depending on whether a person is in a more stressed or secure and relaxed state. Therefore the connecting points on the lines are usually called the 'Stress Points' and 'Security Points'. In Don Riso's teachings these lines are also called the 'Directions of Integration' and the 'Directions of Disintegration' as he believes that the security points also indicates the 'direction' towards greater psychological wellbeing and the stress points towards psychological breakdown.The more traditional understanding of the stress and security points is that when people are in a more secure or relaxed state they will tend to express aspects of the 'security' or 'integration' type associated with their main type and aspects of the other direction when stressed. Relaxed or secure Ones, for instance, will tend to manifest some more positive aspects of the Seven personality type, Ones tending to be highly self-inhibitory whereas Sevens give themselves permission to enjoy the moment. On the other hand, stressed Ones will express some more negative aspects of the Four personality, particularly the obsessive introspection; they also share a certain amount of self-loathing and self-inhibition.Another emerging belief about these connections between points is that people may access and express the positive and negative aspects of both points depending on their particular circumstances.The connecting points are often indicated on Enneagram figures by the use of arrows and are sometimes also called 'Arrow Points'. The sequence of stress points is 1-4-2-8-5-7-1 for the hexagon and 9-6-3-9 for the triangle. The security points sequence is in the opposite direction (1-7-5-8-2-4-1 and 9-3-6-9). These sequences are found in the repeating decimals resulting from division by 7 and 3, respectively, both of those numbers being important to Gurdjieff's system. (1/7 = 0.1428571...; 1/3 = 0.3333..., 2/3 = 0.6666..., 3/3 = 0.9999...).Each type also has three main instinctual subtypes - the Self-Preservation, Sexual and Social subtypes. Because each point is different, it may be perceived as having a tendency toward one subtype or another. It requires keen observation and understanding to discover a person's tendency toward a particular subtype.▪Self-Preservation subtypes pay most attention to physical survival needs.▪Sexual subtypes focus most on intimacy and one-to-one relationships.▪Social subtypes care most about others, in groups and communities.These are very similar to the "need areas" of the FIRO-B instrument, called "Inclusion" "Control" and "Affection", except that the score in each area carries equal weight in the person's overal personality, and there is no "tendency" towards one or another.▪One –Anger, as the frustration that comes from Ones working hard to do things right while the rest of the world doesn't care about doing things right and not appreciating the sacrifices and efforts Ones have made.▪Two –Pride, as self-inflation of the ego, in the sense of Twos seeing themselves as indispensable to others and to having no needs whilst also being needed by others.▪Three –Deceit, in the misrepresentation of self by marketing and presenting an image valued by others rather than presenting an authentic self.▪Four –Envy of someone else reminds Fours that they can never be what another person is, reawakening their sense of self-defectiveness.▪Five –Avarice, as the hoarding of resources in an attempt to minimize their needs in the face of a world that takes more than it gives; thus isolating Fives from the world.▪Six –Fear, often in the form of a generalized anxiety that can't find an actual source of fear. Sixes may wrongly identify a source of fear through projection, possibly seeingenemies and dangers where there are none.▪Seven –Gluttony, not in the sense of eating too much but, rather, of sampling everything the world has to offer (breadth) and not taking the time for richer experience (depth).▪Eight –Lust, in the sense of wanting more of what Eights find stimulating, to a point beyond which most people would feel overwhelmed and stop.▪Nine –Sloth, or laziness in discovering a personal agenda and instead choosing the less problematic strategy of just going along with other people's agendas.Because of differences among teachers in their understanding of the personality characteristics of the nine types and more theoretical aspects of Enneagram dynamics some skeptics argue that more research needs to be done to test the Enneagram as an empirically valid typology.While some believe that current research does not support the Enneagram's validity (especially regarding the concepts of Wings and the Stress and Security Points), others believe that because of its complex and 'spiritual' nature the Enneagram typology cannot be accurately evaluated by conventional empirical methods.Recently published research (2005) based on a type indicator questionnaire developed by Don Riso and Russ Hudson [3] claims to have demonstrated that the nine Enneagram types are "real and objective". Katherine Chernick Fauvre also claims to have statistically validated research that indicates that the three Instinctual Subtypes are real and objective.[citation needed] Concerning the brain, at least three different models have been proposed for identifying a basis for the Enneagram in neuroscience:▪Asymmetry in PFC and amygdala activity▪Triune brain▪Differential neurotransmitter activityConcerning the first brain model, a partially finished book entitled "Personality and the Brain" was posted for free download in December 2005. This book, written by a self-described "hacker", presents a model for linking the Enneagram to the current findings of neuroscience regarding prefrontal cortex (PFC) and amygdala asymmetry.Concerning the second brain model, The Enneagram and the Triune Brain offers a different theory on the neuroscience of Enneagram. This article was originally published in the October 2000 issue of the Enneagram Monthly and links the Enneagram with Paul MacLean's triune brain theory.In his 1996 book The Emotional Brain: The Mysterious Underpinnings of Emotional Life (at pages 92-103 of the paperback version), neuroscientist Joseph LeDoux rejected McLean's triune brain model to the extent that this model limits emotional functions to what McLean called the "limbic system". LeDoux explains that emotional functions are not limited to the limbic system (e.g. areas of the neocortex also play various roles); conversely, the limbic system is not limited to emotional functions (e.g. that area also processes certain cognitive functions). If LeDoux's criticisms of the triune brain theory are correct this would obviate this second model as a useful basis for the Enneagram in neuroscience.Concerning the third brain model, the paper The Enneagram and Brain Chemistry offers a theory that the different Enneagram types derive from different activity levels of the neurotransmitters serotonin, norepinephrine, and dopamine.Some psychologists and researchers regard the Enneagram as a pseudoscience that uses an essentially arbitrary set of personality dimensions to make its characterizations. Such critics assert that claims for the Enneagram's validity cannot be verified using the empirical scientific method as they lack falsifiability and cannot be disproven. In this respect, the Enneagram is not considered to be any different from many other typological models, such as that of Carl Gustav Jung on which the Myers-Briggs Type Indicator is based.The Pontifical Council for Culture and the Pontifical Council for Interreligious Dialogue of the Roman Catholic Church have also expressed concerns about the Enneagram when it is used in a religious context, because it is claimed that it "introduces an ambiguity in the doctrine and the life of the Christian faith". [4]Some critics suspect that the claims for the Enneagram's validity may be attributed to the Forer effect, the tendency for people to believe a supposedly tailored description of themselves even when the description has been worded in very broad terms.。

艾森克个性问卷（EPQ）在线测验艾森克人格理论(Eysenck's personality theory)英国心理学家H．J．艾森克提出的以人格结构层级说和三维度人格类型说为主要内容的人格理论。

他认为，人格是由行为和行为群有机组织而成的层级结构。

最低层是无数个具体反应，是可直接观察的具体行为。

较高层是习惯性反应，它是具体反应经重复被固定下来的行为倾向。

再高一层是特质，是一组习惯性反应的有机组合，如焦虑、固执等。

最高一层是类型，是由一组相关特质的有机组合而成，具有高度概括的特征，对人的行为具有广泛的影响。

他通过对人格问卷资料的因素分析研究，确定了人格类型的三个基本维度。

根据外倾性维度可以把人格分为外倾型和内倾型；根据情绪稳定性可以把人格分为情绪型和稳定型；根据心理变态倾向可以把人格分为精神失调型和精神整合性。

艾森克个性调查表(Eysenck Personality Inventory，简称EPI)由英国心理学家H．J．艾森克所编。

由莫兹利(Maudstey)医学问卷(1952)和莫兹利个性问卷(MPI，1959)发展而来(1975)。

EPI是根据编者的多维人格学说而成，每一维度由一个分量表来测量，分N(Neuroticism，神经质)量表，测量情绪稳定与否；E(Extrovision-Introvision，外向-内向)；L(Lie，虚假、掩饰)系效度量表。

艾森克个性问卷(Eysenck Personality Questionaire，简称EPQ)系在EPI基础上加另一个分量表即P(Psychoticism，精神质)而成。

分儿童(7—15岁)及成人(16岁以上)两式，有男女的年龄常模。

在我国已有EPQ的修订本，仍分儿童和成人两式，各式的项目由原版分别为97和107项筛选成88及88项。

结果分析方法上发展了T分表和各维度的分级方法。

心理测验特别提示：1.对心理测验中答案的选择不要做任何是非判断，而应该实事求是，不要有任何顾虑。

一、简介和记分艾森克人格测验（EPQ）艾森克人格测验是由英国心理学教授艾森克及其夫人编制，从几个个性调查发展而来。

相对于其它以因素分析法编制的人格问卷而言，它所涉及的概念较少，施测方便，有较好的信度和效度，是国际上最具影响力的心理量表之一。

EPQ由P、E、N、L四个量表组成，主要调查内外向（E）、神经质（N）、精神质（P）三个维度。

艾森克认为个性可分析出三个维度，其中E维因素与中枢神经系统的兴奋、抑制的强度密切相关，N维因素与植物性神经的不稳定性有密切相关。

艾森克认为遗传因素对三个维度均有影响。

正常人也具有神经质和精神质，这两者又可以通俗地说成是情绪稳定性和倔强性，而不是暗指神经症和精神病。

但是高级神经的活动如果在不利因素影响下也可能向病理方面发展。

L量表是测验受试者的“掩饰”倾向，同时也有测量受试者的社会幼稚水平的作用。

EPQ的成人版，适用于16岁以上的成人。

综上所述，本测验从内/外倾性、情绪性、精神质三个维度对人的人格进行评定，从而评价一个人的内/外向性格、自我控制程度、环境适应性等人格因素。

艾森克的三个人格维度不但经过许多数学统计上的和行为观察方面的分析，而且也得到实验室内多种心理实验的考察和证实，被广泛应用于医学、司法、教育等领域，适合初中及以上年龄的人群测试。

1.每一项都规定了答“是”或“不是”。

如果规定答“是”某人选择此项便计１分，如果选择了“不是”便不记分；同理，如果规定答“不是”，在选择了“不是”时计１分，选择了“是”不计分。

最后统计四个量表的总分，即为每上量表的原始分（粗分）。

可以通过手工计算，也可通过套板计算出原始分，每个量表的分值在0分到最高分之间。

2. P、E、N、L的满分分别为23、21、24、20分。

很少有人得满分。

也很少有人得0分，大多数位于0—满分之间。

3.得出的粗分，还要换算成标准分(T分)。

根据被试在各量表上获得的原始总分（粗分），按年龄和性别常模换算出标准Ｔ分，便可分析出被试的个性特点。

1、第七型性格特征和代表人物活跃型的你，有着以下特点：乐观、精力充沛、迷人、好动、贪新鲜、五时花六时变……「最紧要玩得开心」是你的生活哲学。

你渴求有新鲜感的生活，所以很不喜欢被束缚、被控制。

你的活力是玩的活力，又跟第三型的成就型又有所不同，是最佳的活动搅手。

主要特征：需要保持高度的兴奋。

同时参与多项活动，对很多事情都感兴趣。

喜欢保持感情的高峰状态。

保持多种选择，并把这当作一种避免对单一任务进行承诺的工具。

用快乐的精神活动，比如谈话、计划和思考，取代深层的接触。

喜欢把信息相互关联，进行系统分析。

能够从不相关或者看似矛盾的观点中找到不寻常的联系和相似点。

代表人物：史蒂芬'史匹伯、曾志伟、黄沾、孙悦、周伯通7号—创造可能型7号特性:开心，爱玩，活力十足，喜欢说话，兴趣广泛，没耐性，粗心，办事无规则喜欢刺激，率性而为，口没遮拦，交游广阔，缺少知心朋友，求新求变，打破常规是7号的最大特质，能以新方法解决问题，对7号来说最快乐的是避免痛苦，最要紧的是开心；7号似乎是嬉笑快乐，最求开心实质是躲避痛苦，对过去痛苦的事，主动立马忘掉，对未来可能发生的痛苦，使出浑身解数避开；7号喜欢多多选择，没选择代表没自由，所以事事都会经历很多，很广泛，但却没有几样是精通的，他不想做专家，也不是一定要“认真”，只想热闹，多处话题，在快乐中探索可能性；7号的脑筋转得快，反应快，变得快，有很多的创意，有层出不穷的办法能解决问题，是提供创意、想法的好手，但不细，也缺乏实际操作的细节，常虎头蛇尾，欠缺耐力，出现挫折常是跑，然后再找一个新项目，因为不理会旧问题，会让人觉得不可靠；7号的人是不会在乎你感受的，他只在乎自己的享受，率性而为，随性而至，口无遮拦，往往祸从口出，无意中伤害别人。

爱好广泛，难以专注，交的表面朋友多，知心的却少基本恐惧：被剥削，被困于痛苦中基本欲望：追求快乐、满足、得偿如愿对自己的要求：如果我得到我需要的一切，我就OK了顺境(奔放快乐时)：拥有签赏力，令人喜悦,懂得充分享受生命，热情洋溢，多才多艺逆境(困于痛苦时)：粗鲁无礼，对人具攻击性，极度自我中心，为了满足自己的需求而伤害别人，沉溺逸乐，有时冲动得令人讨厌身体语言：不断转动身体，坐立不安，手势不大面部表情：大笑或不笑，很少微笑，有不屑的表情，有时瞪眼望人讲话方式和语调：语不惊人死不休，一针见血，刻薄常用词汇：管他呢!,爽！，用了，吃了，做了再说有关7号的重要东西：核心恐惧：怕闷、怕辛苦、怕束缚核心欲望：无拘无束代表人物：孙悦、曾志伟、黄沾。