Enneagram: Using the Enneagram in Psychological Assessment and Practice with Helen Palmer

Overview

This course presents a more comprehensive view of the Enneagram for psychologists and other mental health professions, such as individual and family counselors, social workers, and nurses. The nine personality styles described by the Enneagram system are consistent with the diagnostic categories in the DSM-V and can be utilized in the diagnosis, assessment, and treatment of outpatient populations. Participants will learn to recognize the nine personality styles without having to learn a new typology or change their preferred treatment approach.

The course includes 12 structured online units. Each of the units contains an audio and video presentation and panel interview with a type exemplar, study guide, psychological instruction and Enneagram type specific-based commentary by Helen Palmer, MA, and Marlene Cresci-Cohen, PhD., along with supporting text and final exam. 

Objectives:

1. Describe the history and psychological significance of the Enneagram
2. Describe the nine Enneagram personality types
3. Compare the nine personality types to categories in the DSM-V.
4. Utilize the Enneagram system to assess clinical issues.
5. Identify the nine personality types specific to habitual focus of   attention, coping strategies, and behavioral markers.
6. Describe specific type-based methods to introduce the Enneagram in adult and couples counseling.
7. Explain the importance and key role of "attention" in type defenses
8. Plan ways to assist clients in developing type-based self-observation and attention practices that they can do on their own.
9. Analyze their own type bias.
10. Apply the Enneagram system to understand their personal therapeutic style.
11. Explain the spiritual significance of the Enneagram.

Presenters:

Helen Palmer, MA, is an internationally recognized teacher and best-selling author of the nine-pointed system known as the Enneagram. Her book. "Understanding Yourself and Others: The Enneagram" is the classic text on the subject. It has been translated into thirty-two languages with over 1.2 million copies sold to date. Helen is also co-founder of the Enneagram Professional Training Program and Founding Director of the International Enneagram Association with learning cohorts around the world.

Marlene Cresci Cohen, Ph.D., received her doctorate in Child Development from Stanford University. She began studying the Enneagram in 1979 and collaborated with Helen Palmer in teaching Enneagram courses, including "Enneagram in Healthcare". Now retired, Dr Cresci-Cohen trained physicians in the Stanislaus Family Practice Residency Program in Modesto, CA, where she was also in private practice. In addition, Dr. Cresci-Cohen was a Clinical Professor in the department of Family Medicine at the University of California, Davis School of Medicine.

Peer-Review References:

Daniels, David, Saracino, T., Fraley, M., et.al (January 2018). “Advancing Ego Development in Adulthood through the Study of the Enneagram System of Personality.”  Journal of Applied Development, 25, pp. 229-241. https://doi.org/10.1007/s10804-018-9289-x.

Kam, Christopher (May 2018).  “Integrating Divine Attachment Theory and the Enneagram to Help Clients of Abuse Heal in Their Images of Self, Others, and God. God.” Pastoral Psychology, pp.67:341-356. https//doi.org/10.1007/s11089-018-0817-1.

Matise, Miles (November 2018). “The Enneagram: An Enhancement to Family Therapy” (2018).  Contemporary Family Therapy, An International Journal (2018) pp. 1-10. http://doi.org/10.1007/s10591-018-9471-0.

Perryman, Kristie and Popejoy, Erin (Spring/Fall 2018).  “Using the Enneagram to Facilitate the Supervision Relationship: A Qualitative Study”. Journal of Counseling Research and Practice, Vol.3, No. 1, pp. 16-30.  

Rasta, MahMonir, Hosseinian, Simin, and Ghodsi (2012).  “A Survey on the Effectiveness of the Nine Type Personality Training (Enneagram) on the Mental Health (Anxiety and Self-Esteem) of School Girls.”  Journal of Basic and Applied Scientific Research (2012), pp. 111845-111848.