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Typical Trainer Subpersonalities

John Cullen

 

A reflection on blocks to growth

 

A major purpose of the self-actualizing trainer is to facilitate the growth of the participants in the training program. However, this purpose can be sabotaged by the personal concerns of the trainer. There can be many unconscious motives influencing the trainer which undermine his or her effectiveness. It is important for the trainer to become aware of these saboteurs and to take steps to minimize their influence. These are subpersonalities or subselves which have different needs from the purpose of the self-actualizing trainer. The following is an example of a workshop conducted for psychosynthesis trainers and interns to identify and resolve the negative consequences of these subpersonalities.

The main purpose of this session was to identify typical subpersonalities which influenced the training situation. Participants shared their experiences with different subpersonalities, and an exercise was conducted to develop qualities needed by subpersonalities and to develop a will statement. Preparation: IAMOP Monograph No. 4-6 The Self Actualizing Manager.

Typical Subpersonalities

1. Insecurity
2. Demander
3. Fanatic
4. Nice Guy
5. Defender
6. Know-It-All
7. Critic
8. Imposer
9. Bureaucrat
10. Play-It-Loose
11. Detailer/Lecturer
12. Manipulator
13. Abstractionist
14. Conflicter
15. Overdependent
16. Competitor

1. Insecurity

One of the first subpersonalities to emerge when you conduct your first workshop is INSECURITY. You feel that you are inadequate and lack the knowledge and experience to lead a workshop. This subpersonality doesn't take any risks and uses protective devices. The basic quality is lack of confidence. There is little use of one's own intuition. The effects of this subpersonality can be diminished by your own experience as a trainee by fully involving oneself in the psychosynthesis process. All interns have had at least three psychosynthesis workshops over the period of a year. This is an excellent foundation and a basic requirement to enter into intern training. IAMOP has workbooks for each of the workshops which provide structured cognitive information and standard exercises. The Organizer type is prone to adopt this subpersonality.

2. Demander

A major subpersonality that affects trainers is the DEMANDER. Will types tend to overuse this subpersonality. Demands are made on the students to "get it" or "do it my way." The trainer needs to release these demands through the practice of unconditional love.This does not mean that you can't have agreements and understandings with the participants regarding the process of the workshop. There are times when it may be necessary to ask participants to leave when your intuition is that they may not receive any benefit from the workshop because of their particular value system or they are deliberately or unconsciously sabotaging the workshop. These rare events are best dealt with on a one-to-one basis. In no way should the trainer put down the participant but rather seek for a synthesis on the needs of the individual and the goals of the workshop. One example is a person who has an extensive metaphysical background but has not grounded her metaphysical insights. She was attuned to the higher aspects of psychosynthesis but not on the practical everyday applications. Her comments in the class were primarily insightful at this higher level but consisted of quotes from her guru. She was disruptive in the sense that she attempted to impose her belief system on the other members of the group. Her attitude was that there was nothing here for her to learn. Realizing this situation, the trainers disidentified from the Demander subpersonality and worked out a mutually satisfactory solution. In this case the student was able to drop out of the group and at the same time pursue an independent study more compatible with her needs.

Another case where the need to disidentify from the Demander subpersonality occurred when a management team attended a workshop, but after several sessions it was learned that several of them were there because the president of the organization required them to be there. In addition, several of them were of a fundamentalist religion which accepted only the teachings of the Bible and not their own inner wisdom. Their participation in the workshop was primarily sharing biblical quotes. Again it was necessary to disidentify from the Demander subpersonality and allow them to leave graciously which they were happy to do. As a side issue, it is important that participants in psychosynthesis workshops do so on a self-selective basis. To be required to attend is a serious ethical issue as many managers are not ready to experience the level of consciousness that psychosynthesis can provide. In general. the average manager, without any prior knowledge of psychosynthesis profits from the workshops. All that you can do is offer what you have as a smorgasbord. People will take what they want. You can't cram it down people's throat. Demands are not solely directed toward students. The facilitator may have demands on the co-facilitator.

It is important to realize that this does not negate agreements and particularly standards. These agreements and standards need to be made explicit at the beginning of the workshop. This is particularly important in the academic environment where grades are a significant factor.

3. Nice Guy

This subpersonality is the opposite of the Demander. In this case the trainer does not set significant challenges for the students. It can work with the Insecurity subpersonality to lower standards and can be motivated by a need to be liked or to obtain acceptance of the program. Love types are more apt to identify with this subpersonality.

4. Fanatic

This subpersonality is overenthusiastic about psychosynthesis. It is a characteristic of the Devotional type. The subpersonality believes that psychosynthesis is going to save the world. It rejects any non-acceptance of psychosynthesis and values individuals based upon their attachment to psychosynthesis. It is exclusive rather than inclusive. It denies the inclusive nature of psychosynthesis.

5. Defender

This subpersonality is similar to the Fanatic. It defends psychosynthesis from all attacks. We do not need to defend anything. Psychosynthesis is not the grand solution to all of the world's problems. It is a good approach, but there is no need to defend its spiritual nature, fuzziness or its models.

6. Know-It-All

This subpersonality has an overevaluated image of itself. The subpersonality has an answer to all questions. It is infallible. It does not know how to say "I don't know."

7. Critic

The Critic is familiar to everyone. In the training situation it may involve criticizing oneself, the co-facilitator or the students. There is a fine line between the critic and the guide. When criticism is occurring between two or more people, the guide attempts to synthesize the remarks of the opposing parties. The guide intuitively can sort out the positives for each point of view. An attitude of healing prevails.

8. Imposer

The Imposer subpersonality tends to be an overidentification with the individual will. It is closely related to the demander subpersonality. Its main characteristic is inflexibility and the imposition of ideas. Aligned with the Know-It-All, a destructive non-accepting atmosphere can be created.

9. Bureaucrat

This subpersonality is related to the Insecurity subpersonality. Planning is essential in the training program, but the Bureaucrat overplans and leaves little to chance, spontaneity nor the intuition. The Organizer type is particularly prone to identify with this subpersonality. The major quality that this subpersonality needs to develop is flexibility.

10. Play-It-Loose

This subpersonality is the opposite of the bureaucrat. It is a prime characteristic of the Beauty type. Spontaneity and intuition are its main manifestations. However, these qualities, admirable as they are, can create a chaotic atmosphere. A synthesis of the Bureaucratic and Play-It-Loose subpersonalities is one of the characteristics of an effective trainer.

11. Detailer/Lecturer

This subpersonality overloads its audience with facts. There is very little interaction with the audience. The Scientist types tend to identify with this subpersonality. Their primary mode of presentation is through dry lectures. This trainer subpersonality is comfortable with other scientist types and vice-versa but tends to turn off other types. The style is similar to the bureaucrat and lacks the spontaneity and intuition so necessary in the training environment. Details are important and often necessary, but an overreliance on it tends to satisfy the mental ego-needs of the presenter but is of little value in the psychosynthesis environment.

12. Manipulator

This is a major subpersonality of the Practical/Active type. Trickery, deviousness, secrecy are its main characteristics. An overemphasis on the material aspects of the training and a lowered emphasis on the transpersonal aspects is typical. There can be a hidden agenda which is not shared with the co-facilitator or with the participants.

13. Abstractionist

This subpersonality loves to deal in the abstract. Ideas and concepts are presented with little grounding. Participants find it difficult to relate the material to their everyday life. Ideals may be presented in such as manner as to preclude any practical benefit. The Devotional type is prone to this subpersonality.

14. Conflicter

This subpersonality thrives in conflicting with participants or the co-facilitator. Its attitude is either/or rather than "and". This is often a combination of the Harmony through Conflict type and the Will type. Sides tend to be chosen up. This subpersonality will enter into arguments with students rather than demonstrating the possibility of synthesis. The most destructive situation is between the two co-facilitators when they are visibly conflicting with each other. An example is when an intern due to identification with any of the above subpersonalities creates a conflicting situation with one or more of the participants, and as a result the trainer needs to heal the situation at the time.

15. Overdependent

This subpersonality relates primarily to an intern who is overdependent on the trainer. The demand is that the trainer make all of the decisions. A common verbalization is "Tell me what to do." This overdependence can block the growth of the intern if the trainer reinforces this behavior. Obviously, the trainer has more experience, and the intern will necessarily be dependent in the early stages. However, more and more the intern needs to develop a more independent and collaborative relationship with the trainer.

Another situation is where the trainer becomes overdependent upon the intern and may give too much responsibility before the intern is ready. In this case the trainer abdicates his or her responsibility for the program. There is a fine line between trusting the intern to do the right thing and allowing free rein where the intern may create exercises which are beyond the capability of the participants to understand or to perform.

16. Competitor

The situation usually occurs between the trainer and the intern. They compete with each other. One case is where the trainer sees the intern as a threat and looking better, or the intern wants to show that she or he is smarter and more knowledgeable than the trainer. This is extremely destructive. The antidote is for each party to rejoice when either demonstrates exceptional behavior. This subpersonality can also emerge by competing with students.

Summary: Blocks To Growth

These are some examples of blocks to trainer growth. There are many more and each trainer needs to identify his or her own personal blocks. It needs to be emphasized that these blocks which are expressed as subpersonalities represent an exaggeration of basic human needs. We all need to express our will, be loved, be active, and creative and seek harmonious relationships, to use our minds to analyze situations, be devoted to some ideal and to organize our activities in a meaningful form. The problem is that many overdo these needs so that they become our primary identifications. There is an alienation from the self.

Subpersonality Exercise

1. Identify the block and affirm that you wish to transform it into a positive quality.

2. Through the use of the creative imagination go back to a situation where this block was operating. Observe yourself in this situation and assess the consequences to you and others when this block occurred.

3. Allow an image to emerge that represents this block and carry on a dialogue with it.

4. Assume that there is a place within you that knows all about you and is concerned with your growth. You can represent this as a wise loving teacher or any other appropriate symbol. Ask for a quality that you need to develop to deal with this block.

5. Once you have the quality and/or a symbol ground it by writing it down on a 3x5 card or draw it.

6. Develop a plan of action to bring this quality into your life.

Sharing Subpersonality Exercise

Joan

My main subpersonality was the WORRY WART. This is an aspect of the critic and insecurity. It says things such as, "I'll be awful. Whatever I am going to do isn't going to work." "I'm afraid that people will find out how little I know". This particular subpersonality manifests itself in a physical symptoms such as headaches, cold hands and feet, and upset stomach. I never eat before a workshop. My lower unconscious enters by producing bizarre dreams. I also have stage fright. One positive aspect of this subpersonality is that it makes me over-prepare. I also tend to run a lot of mental dress rehearsal. Also, a certain amount of energy seems to come out of worrying. I am able to channel this energy in such a way that no one knows what I have gone through. What I am doing appears to be effortless. I am "acting as if."

When working with this subpersonality, I came up with a new evocative word which is CONFIDENCE. What this subpersonality needs is reassurance. Several things that work for me, when I look back on when I first started, is to meditate quietly and let the light from the Higher Self stream down into me and to really control my breathing deeply. I do this right before the workshop. This evokes a sense of calmness. The other thing I use is nurturing and reassuring this subpersonality. I remind it of past successes with teaching. Lastly, the more organized I am able to get, the less worrying I do. As I had more experience, this subpersonality became less of a factor, but it is still there in a modified form, and I still do the above and channel it into being excellent.

Discussion

This is one of the most common subpersonalities even for experienced trainers. Any time that we face a new situation, such as a group with which we have had no experience or introducing new material for the first time, it may appear. We are not certain because it is an uncertain situation and the Worry Wart thrives in these situations.

This subpersonality emerges also when you experience not getting any response from the participants. Every trainer needs some nourishment and response from the participants. You cannot demand a response, but at the same time you can experience an emptiness within yourself which can evoke this subpersonality.

An effective way of dealing with subpersonalities is to be thoroughly familiar with the Laws of the Skillful Will. We realize the nature of our system in the body, emotions, mind and imagery affect each other in such a way that a change in one part of the system affects the other parts. We normally work with imagery to change thoughts, feelings and actions. In the "acting as if" process we change our body to affect our thoughts, feelings and images. The use of mudras based upon certain Eastern thoughts can be helpful. Connecting the thumb and index fingers can facilitate the intuition. Open palms can stimulate receptivity, etc.

Scott

I worked with the PRESUPPOSER which is the flip side of the Worry Wart. This is an overconfident subpersonality. You think that you know everything. You presuppose that you are going to be able to dump all of the information that you have and that most of the people are going to understand what you am talking about. I will just go in and start unloading without looking at the audience to get feedback on what is happening to the people. This is a frustrating situation for the trainer and the audience. Both can experience a sense of failure.

Discussion

It is important to be aware of the level of knowledge, consciousness and background of the audience. Many psychosynthesis concepts are beyond the experience level of the audience. Therefore, the trainer needs to step down some of the concepts so that the participants can relate to them in a meaningful way. Individuals on the lower levels of the Maslow hierarchy would have a difficult time relating experientially to self-actualization. We have to start where they are and move to the next level. This is difficult when the participants have diverse levels of consciousness. The trainer needs to utilize all of his or her skills, particularly the intuition to honor these different levels. IAMOP has been fortunate that most of the participants in our workshops are at the self-esteem level. Their next steps in growth would be self-actualization with an emphasis on centering, self-identification and extensive subpersonality work. To move directly to the transpersonal would be inappropriate as well as concentrating on the lower unconscious with a therapeutic approach.

Judy

The subpersonality I worked with was TOTAL STAGE FRIGHT. Everything that I know, everything I have studied, will not be enough to be successful. "I can't teach anything to anybody." I experience being mentally fractured. My feelings are very unsure and unsteady with butterflies in my stomach. This subpersonality says "You are going to screw up." My behavior can be catatonic where I am absolutely paralyzed or manic with excessive moving around. The subpersonality also can assume a regal posture. I disidentify from this subpersonality by identifying with that part of me who knows that I can do it. I begin thinking as to how I can best achieve the objective. My feelings center on what the group needs. My motives center on the thoughts of how I can help the group. My behavior is much more interactive. My will statement is "I will fearlessly use all of my equipment to serve the best that I can."

Rob

I started with the idea of insecurity such as the WORRY WART. I went back to a time when I was in this position and what went through my mind. The questions emerged such as, "Have I prepared enough?" "Will they like me?" "Am I dressed funny?" "Am I babbling?" and "Am I being helpful?" If I am real insecure, I will walk a lot. I also drop my mouth. A lot of this behavior relates to focusing on me and self-orientation.

Another behavior is the desire to overaccommodate. This stems from the concern about stirring up things. I wish to avoid conflict. Another behavior is physical isolation from the class. The core of these behaviors seems to be the concern for inclusion and acceptance. This relates to my self-orientation. This relates to my theory of education in that we are all learning, and I want to be part of this learning.

The quality that I need to draw on is WILL. I took a trip up the mountain and talked with the wise old man. He was holding a cross. A stream of yellow light was coming out from the center of the cross. What I got out of this was my ups and downs. I know that I need to use my will more. I need to do more preparation than I do. I also need to use my will to stop talking sooner than later. I will overexplain.

My affirmation was, "I am focused on both of our needs and I choose to focus on them."

Another technique I use is to visualize a sun over the heads of the students. By focusing on this positive energy, it takes away the negative energy.

Discussion

Visualizing the light over the heads of the students is a good preparation. Prior to the meeting do the cone meditation where you visualize the light over the heads of each member and then make triangular connections with each member. The connecting lines of light form the base of a large cone. The lights from each member flow upward to the apex of the cone to form a group light. As energy follows thought, you have already made a transpersonal connection with the group and focused on group purpose. In an advanced workshop you could encourage the participants to perform this exercise.

Being an effective trainer involves using the creative process. You prepare by doing your homework. You deal with the frustration phase when subpersonalities emerge. Then you let it go. You incubate. You stop thinking about the workshop. Then allow your intuition to emerge during the illumination phase and then use your mind which has stored all of your knowledge to integrate with your intuition. Teaching becomes a creative process. You are not simply regurgitating what you know but rather responding in the here and now with what you know inspired by your intuition.

The intuition will tell you what to use and what not to use. Even if you are well prepared with many notes, your intuition may tell you to chuck them for the moment and use what your intuition tells you to do. This can be frustrating for an intern. The program has been planned, and it has been determined who is going to do what. Out of the blue the trainer changes the agenda based upon some insights that may have occurred in a meditation just prior to the workshop. The intern needs to develop the ability to deal with the dynamic process that occurs in psychosynthesis workshops.

It is important for the trainer and the intern to meet prior to the workshop session, not only to go over the plan of the evening but also to establish a transpersonal connection.

John

The subpersonality that I worked on deals with the relationship between the trainer and the intern. This subpersonality is nonconfrontive with the intern. The relationship between the trainer and the intern is quite complex. They are usually friends and the trainer has served as teacher or mentor role with the intern. There is a concern not to hurt the feelings of the intern nor to disturb the relationship. Feedback is not given when feedback needs to be given. The subpersonality is an avoider of disagreement or an appeaser. It passes over things that need to be discussed. The needs of the intern become more important than the intern training process.

This subpersonality may disrupt the selection process for interns by admitting individuals as interns who should not be in the program. Their skills lie somewhere else. If this is not confronted, the intern may experience failure or worse create a negative role model which can have unfortunate effects on the psychosynthesis program.

Transforming this subpersonality requires the development and integration of all three aspects of the will - the strong will, the skillful will and the good will. This is a major requirement for all trainers and interns.

Early identification of subpersonalities that block the trainer can facilitate the training process. The following chapters will discuss twelve principles of the self-actualizing trainer. In many cases the reader may experience a variety of subpersonalities with the exercises associated with each of the principles.