The STAR child stands alone in the lifelong quest for adventure and freedom. Not the simple freedom of choice, for that would only tease this youngster. The STAR chooses to act on a whim, to spend the most recent impulse, to revel in spontaneity in order to achieve their unique sense of self-esteem. “Do your own thing” is a command, not an option, for the fun-first STAR.
STAR children are fine-tuned to their senses and inner workings of their bodies. They seek pleasure through sight, sound, touch, taste, and smell. They can be “good-eaters,” as they expend an enormous amount of energy in a day. They enjoy textures, colors, and tones as they seek to play and manipulate them. Like no other shapes, STARS are at their best as they go about flipping, jumping, and hopping through space looking for opportunities to play. They enjoy these activities even more if others are watching.
STARS can be burgeoning brain surgeons or high wire acrobats or Generals or gamblers or dancers or glass blowers or Wall Street investors – or presidents. About a third of our presidents have been STARS, from both sides of the political spectrum, including Ronald Reagan and John F. Kennedy. (You can read more about presidential temperaments at: http://keirsey.com/presidents.aspx.)
STARS may throw themselves completely into today’s activity, only to lose interest the next. Maybe something else caught their eye, maybe not, frustrating parents and supervisors of these youngsters. Adults often make a mistake when they insist the STAR “re-ignite” their lost interest. Impulses are, well, impulsive, not to be “prodded” by even the most caring – or authoritative – adults. Especially authoritative adults.
The most physically expressive of the four shapes, most STARS love a challenge. Tell them you bet they can’t climb that tree over there, and watch them sprint to be the first to try. Unlike the SPHERE, who avoids competition, for the majority of STARS, competition is their life-blood. Winning and losing – the game or the job – and the excitement of the contest creates motivation in the STAR. This is a key to effective education, training and counseling – and parenting too.
STAR children can be charming and are usually well liked by their peers. They are fiercely loyal, and expect the same. They desire an “I scratch your back, you scratch mine” relationship with friends – and adults too — when they can find it. In the company of other STAR friends each tends to encourage the other’s nature, with the consequences of their behavior receding into the background as excitement increases.
While we all experience to some degree the SQUARES need for belonging, the SPHERE’S search for authenticity, and the CUBE’S yearning for competency, action without forethought or purpose – action for action’s sake – is usually to be avoided. Social conventions require preparation, practice, and storage of impulses “until the proper time,” something the STAR finds wholly unsatisfactory.
STARS can be difficult to manage, if the goal is simply to manage them. As a result, the STAR is a constant source of frustration for child managers and parents as traditional means of intervention have little effect, other than confinement or exclusion, for the freedom-seeking STAR.
If the SQUARE is the “rule-maker” then the STAR by contrast is the “rule-breaker.” Even though directives may eventually be followed, it won’t be without many arguments and confrontations. Parents, teachers, and counselors of all kinds will say, “these kids take up most of my time!”
There are numerous directives and re-directives given, even for daily routines. Too often, compliance becomes secondary to supervising adults. Whether the task is completed or not, the STAR tends to be confronted, but not for his performance. More often than not adults will state: “His attitude is the problem!”
These youngsters may be especially adept at recess, athletics, art, music, manipulating tools, crafts, and any activity that allows for unrehearsed movement. As adults, these children gravitate to professions encouraging spontaneous action. Whether it’s hours on the basketball court or at the piano, the STAR is engaged in an activity. If they happen to become very good at the activity, even better. That’s a second or third goal, if at all. Spending the impulse, at the moment, is the goal. Moreover, once the impulse is spent it is spent, not to be “stimulated” by others’ insistance – or threats.
The STAR child needs a stage, and an audience to show their talents. Whether a one-person audience or a thousand, abilities are on display in need of applause and applause and applause. The STAR seeks recognition for their unique artistic skills, and unless others notice, they will seek an “audience” in other ways. For the shame filled STAR, if applause is not forthcoming, scorn from their supervisors will do.
STARS IN SCHOOL
School can be a place where a handful of STARS can shine. Young athletes, musicians, and dancers can find a way to express their energy in organized school activities. They are routinely “on stage,” their talents on display for everyone to see. Regrettably, for the non-athlete, musician or dancer, there is little at school to hold their attention. This is a matter of poor teaching skills, not “poor learning skills,” as modern educators have little understanding how STARS learn. Instead, STARS are constantly told to “sit still, keep your eyes forward, and do your work!” Frustrated educators and psychologists will officially declare the STAR as “educationally handicapped,” in need of special education.
STAR children are, regrettably, relentlessly given stimulants by ill-informed medics for ADD, ADHD, Conduct Disorder, and other false diseases, generally a result of being tagged as “inattentive” by the frustrated teacher. In fact, the STAR is stimulated by many activities. They simply “attend” to whatever catches their interest at the moment. If the teacher or schoolwork is not doing the trick, it could be the ruckus in the schoolyard, the birds flying outside, or the pigtails of the girl in front of him.
Rather than “inattentive,” just the opposite is true for many STARS. Place a STAR in a room with something they like to manipulate, and see how focused their attention becomes. Whether alone with the flute, or with a coach at the gymnasium, or with a group in a dance studio – or concentrating for hours at a time at their game console – the STAR can focus like few others can.
The STAR is pegged as “inattentive” in as much as “he doesn’t stay on task,” so say their teachers, therapists, and counselors. From the view of the STAR, tasks are to be avoided in direct relation to the amount of boredom and drudgery that accompanies them. Structure and routine, intended to be a source of safety and security for children, are the very attributes from which the STAR flees.
All children get bored, no doubt. However, boredom is as unbearable to the STAR as sorrow is to the SQUARE, self-doubt is to the CUBE, and detachment is to the CIRCLE. Note that the latter three – sorrow, self-doubt, detachment – will often find a sympathetic ear from concerned adults. After all, we often commiserate with children who are too sad, too insecure, and too alone. Not so with boredom. Adults have little patience with boredom, most often coming up with a “find something to do!” or “do it anyway!” solution.
When their life-impulse is suppressed by design or necessity over time, and a crisis of esteem is apparent, like all four shapes, behavior changes from productive to protective. The primary means with which the STAR attempts to protect themselves from the lost excitement they yearn is through retribution. Now the attempt is to “even the score” with those people thought to be responsible for their lost impulses, to “pay back” in harmful ways by desecrating themselves, or others.
All rules and norms, even if previously complied with, can come into question. Adults may refer to them as a “hot head,” seemingly defiant and disruptive for no visible purpose. The purpose, of course, is to again find the lost excitement they seek, even if the cost is the many real or threatened consequences that forever follow these children.
The frustrations, admonishments, worry, and reprimands offered by others in order to “make sure he doesn’t get away with it” have almost no effect in stopping unwanted behaviors. Too often the adults spend an enormous amount of energy devising strategies to stop behaviors, and is a joyous source of fun and excitement to this natural “resistor.”
Illogical restrictions, punishments, long-term consequences, threats, and traditional therapeutic means often have little effect. Continued failure by professionals will have them assert, “before we can help him, he has to help himself,” thus formally relegating responsibility for failure to their student. Nonetheless, the STAR child can take satisfaction in accomplishing their goal of frustrating the best efforts of those responsible to care for them.
“Action is their master” states Keirsey, and the insightful practitioner uses this natural performers talents as a means to offer change. Not a saver like the SQUARE, the STAR is the spender: of impulses, time, money, and excitement.
Like no other child, encouragement of new or present behaviors, with tangible and immediate rewards, insuring they “spend” in appropriate ways, is more likely to aid these young artisans in the pursuit of their special road to self-esteem.
• Following the rules • Saving: time, money, impulses • Restrictions
• Others “making me do x!” • Boredom/ennui • Repetition and routine
• Work first, then play • “Get in line” • “Wait your turn” • “Do as I say”
• “Getting even” • Defames and devalues others • Impulsivity
• Addictive behavior • Narcissism • Poor school performance
• “Anti-social” • “Chip on shoulder” • “Cocky”
• Aggressive • Pain-resistant • “Can’t sit still”
• Freedom • Activities/action • Variety
• Living for the moment • The physical world • Nature lovers
• Excitement • Pay-off (“what do I get”) • Being different/rebel
• Spending: time, money, impulses • “Showing off”
• Working with tools, instruments, art and crafts, athletics, music
CHILD MANAGEMENT TECHNIQUES
• Logical consequences (for a stipulated time period) • Blackmail
• Rehearsal • Bribery • Vacuum
• Defusing • Distraction • Decommercializing
• Psychodrama • Gestalt • Symbolic Projection
• Music/Art Therapy • Reality Therapy • Relaxation techniques
• Strict behavior-modification (i.e., reward good behavior and ignore poor behavior)
Encouraging a STAR to do something (action), rather than NOT to do something (inaction) is a key to success for insightful parents and practitioners.
Comments on: "Children’s Temperament Traits: STARS" (6)
Thanks for the Star piece Randy.Very insightful. Which shape next?
Thanks Mike. Next CTT: Squares.
Reblogged this on Please Understand Me and commented:
Randy talks about Artisan Kids. The question is how what you DO, and NOT DO, if you, as a parent, have an Artisan child? Or what DID you DO and NOT DO, if you are an Artisan.
Danger Will Robinson, danger:
[Quote] Yet now some powerful figures in mental health are claiming to have identified a new disorder that could vastly expand the ranks of young people treated for attention problems. Called sluggish cognitive tempo, the condition is said to be characterized by lethargy, daydreaming and slow mental processing. By some researchers’ estimates, it is present in perhaps two million children.
Experts pushing for more research into sluggish cognitive tempo say it is gaining momentum toward recognition as a legitimate disorder — and, as such, a candidate for pharmacological treatment.. [Unquote]
Here we go again…..
On personality forums, it is mostly intuitive types who claim to have ADD or ADHD. How does that mesh with your thoughts that Stars are the most likely to be diagnosed with this? Personally, I’m with you, that SPs are the ones most likely to have problems (speaking as an SP myself–Composer) Thanks. Oh, and impatiently waiting your next installment. 🙂
Great blog! I am an artisan composer. I didn’t find that out til my thirties. It was such a relief to learn my temperament. As a child I always felt defective and a misfit. I think my parents are both guardians. They thought I was a pain and didn’t like me. I loathed school. Found it horribly stifling and boring except for art class where I could shine as you say. I got lots of attention there. Kids wanted to watch me draw and I won competitions and was encouraged to keep a portfolio and go into art as a career. But the amount of time that I was allowed to be me and that I was liked and appreciated for who I was was so small that I suffered from depression. Most of the time was spent with the constant torture of boredom and being told I was defective and that I could amount to something if only I would apply myself. Outside of art there were no positive messages from anyone. My parents and teachers made it clear that they did not approve of me, that I was a problem child and I needed to change and get my act together, to sit still, stay out of stuff, pay attention. I was always in trouble for my curiosity and desire to handle and manipulate things (my moms makeup, any and everything in closets, cupboards, cabinets) I was always looking for things to create with and this was seen as a nuisance. Then when I would act out from frustration I was bad and told so.
It is odd to me that near half the population are artisans because the way the world works is not geared to them at all. Schools and the working world are mostly horrible fits for artisans and seem to be mostly guardian friendly