EIE-LSI duality

By liutyi.info

Dual relations in a couple: Female Mentor and Male Inspector

1. In a Mentor and Inspector couple, building a relationship is difficult.
2. Mentors face challenges when transitioning to a close distance (the Mentor panics).
3. A female Mentor chooses intuitively (comparing to an ideal image).
4. A male Inspector chooses sensorially (based on beauty, smell, clothing).
5. In the second quadra, relationships aren’t built purely on calculation; there must be romance.
6. If the Mentor woman shows a harsh attitude, it’s important not to give in too much, but also not to push back aggressively.
7. Getting closer shouldn’t be too fast.
8. When the Inspector speaks, he needs to be listened to. You shouldn’t interrupt, even if he’s telling a long story. It’s very important to listen!
9. The Mentor can regulate the length of the Inspector’s monologue with facial expressions (emotions), without interrupting.
10. The Inspector needs things done here and now (-T). It’s important to respond immediately to the Inspector’s requests.
11. Don’t try to cheer up an angry Inspector; show empathy. Align through -E (emotional connection).
12. The Inspector’s rule for the Mentor is: “Complete all the tasks first, and then you can relax.” (If the tasks aren’t finished, the Inspector will be displeased.)

An Inspector’s Memorable Introduction to a Mentor:

1. Physical Danger (street aggression, domestic violence), someone attacks. The Inspector can protect.
2. Panic during an emergency (burst pipe, fire). Danger. The Mentor escalates the situation. The Inspector calms things down and solves the problem.
3. Despair or Depression (no strength, retreating into illness). The Inspector begins to take care of them. The dual who will heal you is yours.
4. Exaggeration. The Mentor blows things out of proportion. The Inspector uses logic or confidence to defuse the issue.
5. Frustration. Disappointment: “There’s nothing to expect from these men.” More delicate Inspectors respond to this.

A Mentor’s Memorable Introduction to an Inspector:

The Mentor can try to help the Inspector when he uses excessive F.

• Stubbornness. The Inspector suddenly becomes obstinate, and it’s impossible to convince them.
• Release of pent-up energy (aggression) as a result of losing self-control (which means they are struggling).
• “Lone Wolf Syndrome” (“I don’t need anyone, I’ll handle it myself, stay away from me”).
• Post-Traumatic Syndrome (reminders of the situation trigger shaking and the awakening of harshness/aggression).

Building Trust in a Couple

To build trust, it is important to share both good and bad qualities.

What the Mentor can share about herself:

• Romanticism. Emotionality. Drama.
• Intuition. Uniqueness. Talents and specific traits (Creative intuition of abilities).
• Imagination (the ability to imagine something and believe in it).
• Very attentive to relationships (did something wrong, looked the wrong way, can easily lead to hurt relationships).
• A female Mentor is one of the most difficult to live with.

What the Inspector can share about himself:

• Orderliness (smart, brings order, logical).
• Neatness (perfectionist, if I do it then I do it well, sports).
• Any hands-on work (but if you don’t inspire me, I won’t do anything).
• Stubbornness (don’t push me to that point).
• Pickiness (I’ll teach, I’ll say it must be done only this way and no other way).

How the Mentor Gets Something from the Inspector

1. When the Mentor tries to achieve something, they usually shift their emotions from negative to positive. This is to effectively “shake up” the Inspector.
2. The more composed the Inspector is, the more emotions the Mentor needs to express.
3. When the Inspector starts to act, the Mentor should change their emotional tone.
4. Persuading the Inspector should be done without pressure, otherwise they may become stubborn.

Conflicts in the Mentor-Inspector Pair

Examples of Conflicts Related to the Inspector’s Control Function (-P)

• The Mentor misplaces or handles something inappropriately.
• The Mentor takes purposeless actions.
• The Mentor does something incorrectly (ineffectively, poorly, wrongly).
• The Mentor spends money inefficiently.

Examples of Conflicts Related to the Mentor’s Control Function (+R)

• The Inspector treats the Mentor differently than expected.
• The Inspector treats another girl (or other people) well.
• The Inspector fails to notice the Mentor’s uniqueness (beauty, originality, individuality).

Conflict Resolution

• Do not delay conflict resolution.
• Be flexible and adaptive. (Inspectors and Mentors are not always flexible.)
• Behave equally in conflict. Take turns yielding. Make the first move alternately. Avoid speaking in a teacher/student or mother/child dynamic.

Collaboration in the Mentor-Inspector Pair

• The Mentor (as a fast type) generates “raw” ideas. The Inspector checks the ideas.
• The Mentor creates an atmosphere. The Inspector executes.