Welcome to Human Dynamics!

In today's world, it's more important than ever to understand people.

What is Human Dynamics?

Human Dynamics is a body of work that identifies fundamental distinctions in the way people naturally process derived from more than thirty-four years of original, ongoing research begun in 1979 by Dr. Sandra Seagal and her associates. Early research into these fundamental distinctions in people emerged as result of a discovery related to the human voice; namely three frequencies that corresponded to a high, middle and low frequency. These three frequencies-- the mental (objective), emotional (relational), and physical (practical), capacities of a person are termed, principles.

We have found that these three principles combine in a dynamic interplay in people to form different distinct patterns or “ways of being” that we have termed, personality dynamics. Five such personality dynamics predominate in Western cultures in relatively consistent, although not equal proportions.

Each personality dynamic is characterized by fundamentally different inner processes in the way they inherently learn, assimilate information, relate, communicate, approach tasks, problem solve, contribute to others, respond to stress and trauma, and maintain health and wellness.

An individual's personality dynamic remains constant throughout his or her life span, and each personality dynamic has unique requirements for personal growth and development. Of great significance is the fact that the personality dynamics appear to be so foundational they can be seen the world over, identified in babies as young as six months, and exist independent of age, culture, race or gender.

It is important to note that each personality dynamic is of equal value and every personality dynamic has an unbounded capacity for growth. However, the way in which the members of each personality dynamic function is completely different.

When there is a lack of recognition of these differences in people, there is often misunderstanding, conflict, and an inability to make use of individual and group potential – in the classroom, in the work-place, and in the home.

Awareness of the personality dynamics offers new new opportunities:

• Greater individual self-understanding and growth
• Greater understanding of others
• Improved communication and cooperation
• More effective teaching and learning

The conscious development of balanced teams in which all of the personality dynamics are represented, and in which the participants are able to work in creative synergy through consciously respecting each other's each other's strengths and capacities.

To know someone's personality dynamic, therefore is to know a great deal about that person. Each person constitutes a whole system, which might be illustrated this way:

The "Human Dynamics" Book





Human Dynamics: A New Framework for Understanding people and Realizing the Potential on Our Organizations

Is based on a breakthrough discovery about differences in the way people innately:
• Communicate
• Relate
• Learn
• Process information
• Problem-solve
• Exercise leadership
• Function on teams
• Respond to stress and trauma
• Maintain health and wellness and develop personally, inter-personally and trans-personally.

Based on thirty-three years of original, ongoing research involving over 300,000 people from more than 30 cultures, the book describes how these new understandings about people have been used internationally in major organizations to:

• Improve communication and collaboration
• Optimize teaching and learning
• Promote the capacities of people to recognize, appreciate and utilize their diverse gifts
• Dramatically improve individual, team and organizational performance

The insights and tools that the book offers for enhancing the quality and efficiency of organizations are equally applicable in the context of health care, education, parenting, child and youth development and cross-cultural bridge-building.

Highlights

In Sweden, over 25,000 teachers (pre-school and elementary school) have been and continue to be trained in Human Dynamics – influencing the entire educational system with new insights and understandings and creating a more complete and well-rounded education system (one of the best in the world).

At Intel Corporation, over 10,000 managers and employees have been trained in Human Dynamics (tools and practices) worldwide. These tools helped propel the organization into the world’s leading computer chip manufacturing company by creating highly functioning teams of diverse personality dynamics.

At Kaiser Permanente, over 18,000 health care practitioners have experienced Human Dynamics training. This training has measurably improved the effectiveness of customer/patient care at Kaiser Permanente by creating environments where medical and healthcare professionals can work together more effectively and better relate with their patients.

In Los Angeles, the Human Dynamics body of knowledge has been applied to create an innovative group program for at-risk youth that has been highly successful. The program combines group and individual Human Dynamics based counseling and mentoring sessions to help the youth achieve self-knowledge through cognitive, emotional, social and spiritual development. Teachers have also been trained to develop differentiated lessons and various films of educators and students have been produced including a documentary produced by the Kellogg Foundation.

In the Netherlands, thousands of business leaders and corporate staff have been trained in Human Dynamics, and many organizations use the principles learned with Human Dynamics in everyday business practices to further their business success.

In South Africa Human Dynamics training was introduced to the staff and inmates of the notorious Pollsmoor Prison, which resulted in the BBC documentary (“Killers Don’t Cry”).

In Israel, Human Dynamics training has been used not only for training teachers, but also in programs creating and maintaining bridges between Arab and Jewish populations, as well as among different religious groups.

Programs

Human Dynamics systematic approach to understanding distinctions in people provides a practical framework that transforms and dramatically shifts the way people think, relate, and communicate with one another.

Human Dynamics Seminars & Training Programs

The Human Dynamics Basic Program for

• Personal
• Interpersonal
• Team Development

Fundamental Understandings

Day 1 - Basic Principles

• Three Universal Principles
• Ways of Being Centered
• Personality Dynamics
• First and Second Principle
• Functioning of the Personality Dynamics
• Communication

Introduces the personality dynamics through group exercises and film. Participants learn by:
• Discovering their own and other’s unique way of being and relating.
• Establishing an understanding of how they process and relate with the world and how they relate to others.
• Awakening awareness from within via discussions, experiential exercises, and interactive video experiences.

Day 2 - Personal and Interpersonal Development

• Communication and the Developmental Journey
• Relaxation
• Personal Development

Explores the quest to understand; the unique developmental journey each of us takes toward personal development and integration of the Self. Experience “hands-on” application by:
• Expanding listening
• Developing communication skills
• Acquiring tools and skills that transform how you see yourself and others
• Developing skills for communicating with different personality dynamics
• Fostering natural leadership abilities
• Learning about the unique developmental journey of each personality dynamic
• Acquiring techniques for stress management
• Maintaining wellness (specific to each personality dynamic)

Team Development

Day 3 - Communication/Listening

• Problem Solving/Undertaking Assignments
• Preparing for the Team Project
• Working in Teams

How do the various personality dynamics problem-solve, learn, and contribute to produce results that benefit everyone?

Building balanced, self-managing teams, groups, or family systems by:

• Exploring the divergent ways in which the different personality dynamics process information and engage in problem-solving
• Looking at each of the personality dynamics in moving from task initiation to task completion
• Witnessing how each process is able to contribute to the optimum group results
• Gaining insight into the distinct learning processes associated with each of the personality dynamics

Day 4 - Team Processes

• Groups
• Working in Teams

How do the different personality dynamics work together to fully utilize their natural gifts and capacities?

Practicing and developing conscious relationships with others through building teams that nurture and support individual, group, and family growth and development by:

• Learning how to build balanced teams
• Practicing all the skills acquired during the Human Dynamics seminar
• Producing an action plan you can implement in your work and home life
• Practicing fully utilizing the natural gifts of each personality dynamic through working together on real company issues.

Future Applications/Plans

The Human Dynamics Teacher Training Program ©, and other specialized applications in education are also available. For more information please contact Eve Seagal at Human Dynamics International.


FAQ's

Frequently Asked Questions

1. Does one's personality dynamic ever change?

We have discovered that the fundamental mental-emotional-physical patterning that determines how a person processes information, learns, communicates, relates and develops over time does not change. Because each personality dynamic has a specific developmental path (according to their personality dynamic) that matures over time – a person's outer behavior, as well as the way they see themselves can change considerably over time. However the personality dynamics remain consistent: the pattern seen at the beginning simply unfolds and develops over time.

2. Are you saying that the personality dynamics are genetically determined?

The patterning in people appears to be “hard-wired from the beginning of life with the identification of the personality dynamics in babies as young as six months of age.

3. Does this mean that the environment and culture exerts no influence?

Environment, culture and family upbringing exert influences upon each personality dynamic in different ways. However, a person's culture, nationality, or the environment they are brought up in, does not change their personality dynamic. Exterior influences play a role, and can either hinder or help individual development and well-being. It all depends upon whether or not these local influences are in accord with the needs of his or her personality dynamic.

4. Isn't this just another way of categorizing people?

No. The lack of recognition of the distinctions in people's natural way of functioning, often leads to:
• Communication breakdown
• Misinterpretation
• Negative judgment
• Misunderstanding
• And sometimes outright conflict
Through gaining an understanding of the personality dynamics, people are freed from inhibiting labels put upon them. They come to appreciate and value their inherent strengths and capacities, as well as those of others whose process may be very different from their own.

5. After identifying my own personality dynamic, will I be able to identify the personality dynamics of other people? If I can't do that, how will this information help me in interacting with others?

To be able to identify someone else's personality dynamic is not the objective. However, the objective is to learn about yourself and others in a spirit of openness and inquiry. Once you begin observing people consistently through these windows, you will probably find that you will increasingly be able to recognize peoples’ personality dynamics. Observing, listening and questioning are all keys to successful personality dynamic identification. Once you learn more about Human Dynamics, you can ask questions – then listen carefully to the responses – explore. Remember, all the different personality dynamics have equal value. And you have begun the journey that will enable you to make better connections with those with whom you interact and to learn more about their fundamental way of processing whether or not they ever identify their own personality dynamic.

6. Can someone be a mixture of several personality dynamics?

No. We have found that the personality dynamics of people remain constant throughout the life span and are not a combination of several different personality dynamics.

7. How does Human Dynamics relate to "diversity training"?

The work of Human Dynamics is about inner diversity. Each personality dynamic lives in all cultures. Therefore, we are looking at 'human systems' that are large enough to include all groups, yet fundamental and simple enough that people can be trained to see these differences in any culture.


Case Studies

Human Dynamics In the Real World

Human Dynamics at Allina Healthcare System

Julianne Morath, Vice President, Quality
Minneapolis, Minnesota
September, 1995

Results - whether customer satisfaction, process outcomes or service excellence - are dependent on an organization's ability to learn, to innovate, and to redesign its work in response or anticipation of what is happening in the environment. The ability of an organization to do this is based on the quality of its decision-making and the ability of its people to work together. We believe that the quality of decision-making stems from The five disciplines of a learning organization, as articulated by Peter Senge. Central to those five disciplines is personal mastery - knowing one's self - and that is the work of HUMAN DYNAMICS.

Our organization at Allina is large and complex. We are an integrated health service network which consists of providers (physicians, nurses, therapists, and alternative therapy providers), delivery systems (clinics, hospitals, nursing homes, and community sites), and products, which are the health plans. We have twenty thousand employees, almost nine thousand physicians, twelve hospitals, six managed hospitals, two nursing homes, fifty-five clinics, and one million people enrolled in our health plan. Our total revenues exceed 1.8 billion. Our ability to deal with diversity and complexity is absolutely essential.

We have merged several times in the last few years. As a result we face a challenge of cultural integration. People are coming together from all parts of the organization, from many different disciplines and positions, to focus on what they have in common. HUMAN DYNAMICS provides us with an integrating force for working with the fundamental essence of being human and how individuals operate. It is through this kind of awareness that we have been able to be more effective in doing boundary work, to more effectively tell the truth, to more effectively confront our differences, and to explore the things we have in common that can help us move the work forward.

Additionally, we are widening our vision of ourselves. We have begun to transform from a health care organization, attending primarily to the treatment of the sick, into a recognized innovator in community health improvement. Without abandoning our obligation to the sick, we need to move upstream - to try to identify ways to prevent illness or any decline in function. This shift has required us to think in new ways and to come together in new ways.

In these unprecedented times we acknowledge that our competitive advantage lies in our human capital - our collective intellect. It is really a two-fold advantage. The first comes in being able to learn what we need to be good at faster than anyone else. The second advantage is a level of service excellence: an ability to relate to people and work with them to understand and manage their experience of care or service. This requires a strong relational base - the ability to know another person - and Human Dynamics is an essential foundational piece for that.

Removing the Mask

Peter Senge speaks about how many people come into organizations and put on a mask. They behave in ways that are contrary to their natural way of being because they believe that is what they must do to meet the profile of corporate success. Over time this acculturation chips away at self esteem and energy and the ability of an individual to maximize his or her contribution to the organization. In Human Dynamics we are asking that the mask be taken away. We are saying that distinctions in human functioning should be celebrated, for each PERSONALITY DYNAMlC brings forward a unique perspective. Collectively, these different perspectives provide what is required to see the whole, to see systemically and to do our best work.

We recognize that nothing will work in our business systems unless the people systems that deliver them are healthy. Also, since our business is health improvement, each one of our twenty thousand employees is a walking billboard for our business.

In the first quarter of 1991, Human Dynamics was introduced to thirty department managers at Allina in a four-day seminar. Since that time more than seven hundred leaders and managers have attended the four-day seminar. Enrollment for the seminars has been through a process of attraction: participants who had experienced Human Dynamics referred the seminars to their colleagues throughout the organization. There has been no promotion or overt advertising. The participant satisfaction rating has averaged 5.8 on a six point scale, with one being dissatisfied and six being exceptional. The current waiting list to attend a Human Dynamics experience is one year. There have been multiple comments that this is the why of techniques and skill training. If we understand why people have different communication and information needs, then perhaps the need for specific conflict resolution and other kinds of training would be unnecessary. There would be such grounding in effective communication that we would not have to continue intervening at the symptom level of dysfunctional communication.

The priority has been for executive teams to attend. As a result, we now have many intact executive teams who are using Human Dynamics and looking to deepen their experience with this work. In one of our facilities an executive team has used Human Dynamics to become very intentional in their strengths and contributions as well as to find ways of improving their collective performance. Human Dynamics has given them an appreciation of one another's way of functioning - of acknowledging each person's contributions in an objective way, looking at differences in a way that does not assign blame or intentionality, and avoiding common misunderstandings that might occur. Another management team has used Human Dynamics to break through some of the long-standing tensions and struggles they have had in working together. They have recognized it is distinctions in functioning, not the devaluing of the individual, that has led them into many of the conflicts.

Other priority groups have been work teams (such as process improvement teams), intact groups (such as a neurosurgical specialty operating room team), redesign and change teams. All of these teams are functioning in the context of cross-organizational and cross-functional groups.

Accelerated Group Process

Of the outcomes we have seen so far, one of the most exciting has been an intact redesign team for the rehabilitation process which had an accelerated group process in comparison to other groups. They began their work together with a foundation in Human Dynamics. We built on that foundation with work in change management theory, re-engineering and design theory, and quality improvement techniques. This group, when measured against peer groups, demonstrated greater courage in confronting issues and moving from the status quo to something new. They demonstrated greater learning and were able to achieve very dramatic breakthrough results in five areas: customer satisfaction, clinical outcome, increased efficiency, reduced cost and more meaningful work for employees. Some very substantial results were gained. We have not seen that kind of accelerated process with groups that have not had this foundational work in Human Dynamics.

Other promising work includes improving the quality of collective team learning and functioning. Teams are using the understandings to assure that the prospectives and contributions of the personality dynamics are operating and brought to bear on the issue at hand. At one of our hospitals Human Dynamics has been incorporated as the fundamental building block for the quality curriculum. This curriculum is multi-tiered: moving from knowing self, to relationship versatility, to ability to manage change, to process improvement and redesign. Human Dynamics serves as the common thread because there is a collective understanding - people may ask the who, what, where and why of any issue for very different reasons. This collective understanding has contributed dramatically to effectively working with change.

The next step for our organization is to deepen the work. Most managers have now experienced it and their work teams are looking for more involvement. We need and wish to improve the application and sustainment support. Organizing groups have come together to talk about application and new discoveries in their work with Human Dynamics. Those teams are asking for more expert guidance as they explore stress, change and other topics as seen through the windows of Human Dynamics. We are looking to utilize Human Dynamics as the foundational strategy for facilitation in leadership development and preceptor/mentorship curriculum, and to use Human Dynamics to accelerate our design and improvement teams.

The major barrier we are experiencing right now is a bottleneck in meeting the demand for the program. There has been so much change in the organization overall that we have not determined what the end points should look like in terms of development. Therefore, we have not yet committed fully to Human Dynamics as the core development strategy. This has impacted the number of facilitators we have been able to field. Yet, there continues to be a grass roots movement and financial support for continuing the work until an organizational commitment decision is reached. There are currently seven comprehensive strategies for the new Allina organization that are being designed now. In each one the use of Human Dynamics is recommended.

In the foundational work of quality - acquiring and using customer knowledge - Human Dynamics is an especially elegant body of knowledge, practices, and tools to better access and understand the customer. What we have been looking at throughout is developing organizational capacity, improving our ability to learn and to come together, and better knowing our customer so we are able to respond with products and services that meet the needs our customers express and hope for.

When we talk about organizational capacity we are talking fundamentally about three areas: the character of the people in the organization (Who are you?); their capability (What do you know and what do you need to know?); and their capacity (What is it that you do?). Human Dynamics offers answers to each of these questions. It is a body of work, practices, and disciplines to support systemic thinking because you begin thinking about yourself and human functioning in a systemic, connected way. It supports strategic thinking by looking at the gifts of each personality dynamic for focus, process, and purpose. It offers an intentionality in personal development and a focus for that development. It provides a framework for communication, conflict resolution, change management, team process, and understanding one another. It serves as an integrated strategy focusing on human functioning and potential across all boundaries. Most importantly, it provides an affirming language which increases the ability to understand and accept differences.

NEA National Center for Innovation

"Doubts & Certainties Decoding Human Dynamics"
Sandra Seagal and David Horne
Human Dynamics International

Janine, from Israel, didn't read until she was 10 years old, when suddenly, with no special help along the way, she began to read at a sixth grade level. How can this be explained?

Berit, a 7-year-old Swedish student, went to the optometrist for a routine eye examination. The doctor told her mother that he thought something was wrong with her eyes, as she was able to see three-dimensionally. Was this really a problem or a gift?

In a Canadian classroom, dozens of 7- and 8-year-old immigrant children were climbing the walls - noisy, screaming, angry, out of control. The young teacher couldn't gather them, much less teach them anything. Every child in that class could have been diagnosed as having attention deficit disorder. Three months later, the "diagnosis" no longer fit. The teacher learned to use relaxation, a focusing exercise, a specific piece of music, and a langnage for feelings - and the class changed. What does this anecdote add to our understanding of this common "disorder"?

Human Dynamics offers a new paradigm for understanding both individual and collective human functioning. It involves identifying fundamental distinctions in the way people function as whole systems - distinctions in how people innately process information, learn, communicate, problem-solve, contribute to teams, become stressed, maintain health, and advance along their path of development.

Human Dynamics findings are the result of an ongoing investigation launched in 1979 that has so far involved more than 40,000 people from over 25 cultures. We've focused on exploring how three universal principles - the mental, the emotional or relational, and the physical or practical - combine in a dynamic interplay to form each person's distinct way of functioning, which we term "personality dynamics."

We have found that some people function as "mentally centered" systems, some are "emotionally centered," and others are "physically centered." There are three variations on each of these major themes, making nine personality dynamics in all, which we term "mental-mental," "mental-emotional," and "mental-physical," "emotional-mental," "emotional-emotional". . .and so on.

Of these nine possible combinations, we have found that five predominate in Western cultures, and two of these five predominate in the Far East.

These are the five major groups, with the proportions that we have found to be consistent in Western cultures:

Mentally Centered 5%
Physical-Mental 5%
Physical-Emotional 5%
Emotional-Mental 25%
Emotional-Subjective 60%

Global Reach

We have found that these distinct systems of functioning are not determined by culture, race, age, or gender. We observe that they exist globally; they characterize males and females equally; and we can identify them at every age level - even in infancy!

Tracking babies on videotape from 2 1/2 weeks of age for more than 12 years, and we've seen in each case that the personality dynamic that we identified at the beginning constituted a fundamental system of functioning that remained consistent over time.

These are discoveries of the utmost significance for parents and educators, since invaluable information can be gleaned almost from the beginning of life regarding the specific educational and developmental needs of any child and the specific approaches that will best foster learning and development.

Human Dynamics is a developmental system. Each of the five personality dynamics has a unique path of development. Therefore, we can prescribe tools and practices to assist adults and children in their personal growth.

A further distinctive feature of the Human Dynamics approach is that it isn't necessary to administer a test to identify someone's personality dynamic. In our training programs, people identify their own personality dynamic through a process of self-discovery, and they learn to recognize the personality dynamics of others through training in sensitive observation and participation, not through tests.

It's also important to note that each personality dynamic is of equal value. No way of being is "better" than another. Anyone of any personality dynamic may be more or less intelligent, compassionate, skilled, or gifted. It's the way in which each personality dynamic functions that's entirely distinct.

Indeed, not only is no personality dynamic "better" than another, but each can be said to "need" the others. Each offers gifts and processes that complement the others, bringing an important set of perceptions, ways of thinking and functioning, and natural capabilities that are of value to the whole.

Implications for Learning

To show how Human Dynamics and understandings can be applied to classroom situations, we've chosen to look at the physical-emotional learner.

In schools in the United States, Canada, Sweden, and Israel where we've worked, we've found 50 to 60 percent of the children identified as having learning problems to be physical-emotional, though they represent only 5 to 10 percent of the population. Often they're labeled "slow learners." To date, we've found few of these children to be actually learning disabled.

Rather, the problem is that their natural process of learning has simply not been understood. (Similarly, we find a preponderance of students labeled A.D.D. to be emotional-subjective. Understanding this personality dynamic also permits us in many cases to abandon a label that implies dysfunction in favor of an approach that's based on understanding the natural attributes and processes of the emotional-subjective personality dynamic.)

Generally speaking, physical-emotional individuals need two crucial elements - physical involvement in the learning process and time for individual exploration, absorption, and digestion. To help the physical-emotional learner, educators need to present extremely clear instructions, preferably presented as a series of steps. These learners must understand the practical purpose and utility of the material and how they will be expected to use it.

If possible, educators should provide an initial learning experience that allows students to be immersed in a total informational and experiential learning environment, with time to move organically from item to item and opportunities for hands-on experiences.

For example, if the subject was Japan, a room could be set up with photographs of the Japanese environment, books on the Japanese culture and history, examples of Japanese art, audio tapes of Japanese music, and samples of traditional and modern artifacts of Japanese life. Origami, brushes and inks, bonsai trees, and other materials that can be handled could fill another corner of the room.

For physical-emotional learners, the process of assimilation seems to have a distinctively somatic element, as if the cells of the whole body are engaged in absorbing information.

Sometimes it appears that the interior processes of learning or problem-solving for a physical-emotional person take place independent of the individual's will or conscious effort. We've seen this phenomenon in some physical-emotional children with regard to learning to read. Janine, as related in the beginning of this article, was such a child. Clearly, an organic learning process had been taking place over time, but did not result in an expressed skill until suddenly everything seemed to "come together" when she hit age 10.

Doing Nothing?

Sometimes physical-emotional children are interpreted as not learning because they appear to be "doing nothing." Often, we have found, much is happening internally. Many physical-emotional adults have described to us their experiences of this process and its misinterpretation by spouses, colleagues, and teachers. It's as if the body of the physically centered individual needs time to absorb, process, and digest - and then knows exactly what to do.

Time is the crucial factor for the physical-emotional learner. Educators must allow sufficient time for these students to collect, absorb, sort, and organize material. These students also need time to link old and new data into a new, whole system.

Educators must also allow time in the flow of a lesson for oral responses to be formulated and expressed. Too often, the process of physical-emotional individuals is interrupted by instructors or classmates who, unaware of the methodical internal process that is underway, don't wait long enough for an answer.

It's helpful for these learners to have advance notice of questions or assignments requiring considered responses so they can begin to prepare ahead of time. This group requires a pacing that encompasses their natural timing and a rhythm that provides space and silence.

Physical-emotional learners experience words as real things or real events and tend to be understood literally. Presentations need to be factual, well-organized, concrete, and detailed-with as little verbal redundancy or superfluous emotion as possible.

Real-life examples, visual illustrations, and practical demonstrations help these learners move from the concrete to the abstract. In addition, this group learns well from the written word, so (if the learner is able to read) clear printed materials and time for absorbing them should be provided.

Generally speaking, this group has a mechanical and technological aptitude. For most, computer-based learning will work well, if students are allowed to work at their own pace.

Educators can take advantage of another typical attribute of the physical-emotional - their appreciation of nature and its processes and their view of themselves as part of the greater, natural whole.

Learning Cycles

Because physical-emotional people experience themselves as organically connected to whatever they're engaged in, change can be difficult for them. This is especially true for children. It's better for physical-emotional students to be allowed to complete a few tasks than to be required to move quickly from one activity to another. This accommodates their natural rhythm and allows the learning cycle to be completed.

Contributing to both their strengths and difficulties in school, the physical-emotional group seem to be both blessed and burdened with the special gift of spatial intelligence, including a capacity to see three-dimensionally. While this gift is not exclusive to physical-emotional people, in our experience it seems to be a common characteristic of this group as a whole.

As with many special or unusual skills, the gift of three-dimensional perception is not always an advantage. For example, when some physical-emotional children are first shown a two-dimensional letter of the alphabet on the chalkboard, they often perceive the written letter from a three-dimensional perspective.

As a result, they can confuse letters of a similar configuration, but different spatial orientation, such as b, d, p and q. This confusion can contribute to problems in learning to read and write. Gaining a kinesthetic experience of three-dimensional letters and numbers can be helpful.

Physical-emotional people have a natural identification with the collective - with the group or team. Their primary identity is usually as a group member. Parents and teachers can facilitate the child's process of self-awareness and individuation by helping bring to light the link between what the child has done or produced and who the child is.

For example, such observations as: "You are clearly a methodical worker," "You seem very interested in collecting lots of information," and "You really pay attention to details" can be helpful. Parents and teachers need to encourage the child's use of "I" and "my" to balance the identification with the group.

If they are provided with an appropriate learning environment and a teaching approach that matches their gifts and learning process, physical-emotional children can thrive and succeed as well as any others. Indeed, unlike some other learners, whatever they absorb is likely to be retained forever.

The End Result

As our work becomes more broadly disseminated, we hope the learning environment for these children in Western cultures will improve, and the numbers of students inappropriately evaluated and labeled will decrease.

One of the most sadly neglected aspects of the curriculum is probably the most important of all - a student's sense of self. Students customarily leave school with a certain amount of academic information but lack the kind of understanding of themselves and others that can truly be life-enhancing.

Our deepest aspiration is to enable students to have a language for themselves. Teachers who have been trained can help children of any age level to know and articulate their own learning processes, to know their own needs for maintaining health and balance, to be able to perceive others with more understanding and less judgment, to have information that would help them to create more successful relationships and foster their own development.

Education that includes these elements constitutes true empowerment, with applications in every area of an individual's life.

In short, our purpose is to offer a basic tool not only to enable teachers and students to be more successful in terms of teaching and learning, but also for the development of more conscious, loving, and cooperative generations across all cultures.


Testimonials

What people are saying about Human Dynamics!

Bob Barkley, Jr.

National Education Association

"Being familiar with Myers-Briggs and other personality-type indicators has been useful, but Human Dynamics has been the capstone of my self-understanding."

The impact of Human Dynamics positively affects essentials of adult learning such as improved self knowledge, communication, diverse team behaviors and facilitation of meetings. Healthcare leaders need realize these implications and positive outcomes for individuals and teams."

Peter Senge, MIT

Author of The Fifth Discipline

"There are very few systems that allow someone to understand others as well as Human Dynamics does. The work of Sandra Seagal and her associates is seminal. It offers a simple, elegant and powerful framework for understanding the diversity of human functioning and for realizing its potential."

"It will have an immense impact upon management, education and families. Those of us involved in building learning organizations will look back and wonder how we ever proceeded without the understanding and appreciation of the diversity of human functioning that Human Dynamics brings.”

Frances Glosson

Director of Organizational Learning, Centegra Health System

"The implications and applications of the Human Dynamics framework within the public education system are many, and in my opinion, profound. To me, the knowledge and understanding that Human Dynamics brings to teacher development and student learning is unique."

"It provides the ultimate knowledge to differentiate instruction and meet the learning needs of each individual student, providing educators the missing piece along the continuum of our efforts to improve instruction and raise student achievement. Moreover, the understanding of self and others that comes from Human Dynamics helps build community and positively impacts school climate."

Kaye Chatterton

Director of Teaching and Learning, Utah Education Association

"Human Dynamics re-frames our work together as that of growing “whole” children in a system that nurtures “whole” adults. I can think of now other program in my nearly 40 years in public education that does all of that!"

Bergström

Educator,Researcher, former principal

“Over 25,000 teachers have now received Human Dynamics training in Sweden. Human Dynamics training enables us to understand and accommodate the different learning and developmental needs of our students, making our work as teachers both easier and much more successful."

M. Elizabeth Sandel, M.D.

Chief, Department of Physical Medicine and Rehabilitation Napa Solano Service Area Director, Research and Training Kaiser Foundation Rehabilitation Center, Vallejo, California

“It has been an exceptional life experience for me to read your book, Human Dynamics: A New Framework for Understanding People and Realizing the Potential in Our Organizations, and to participate in the Human Dynamics workshops led by Kaiser Permanente leaders."

“It has been an exceptional life experience for me to read your book, Human Dynamics: A New Framework for Understanding People and Realizing the Potential in Our Organizations, and to participate in the Human Dynamics workshops led by Kaiser Permanente leaders.

My clinical work and research is in the neurosciences and neurorehabilitation, and I have a great interest in your work as it relates to these fields. Brain research in various fields such as neurobiology, neurorehabilitation, neuroimaging, neurogenetics, and neuropsychology has advanced at a rapid rate in recent decades, and could readily be applied to your work:

"Human Dynamics has enriched my work as a clinician, administrator and researcher, as well as my personal life, by the new insights it has given me into human diversity. It has helped me improve my clinical interactions with patients, and contributed immensely to the quality of personal interactions and team-work in our various work contexts."


Human Dynamics Clients Include:

Corporate - Education - Healthcare

CORPORATE:

• AT&T
• Bank of Montreal
• Dow Chemical
• Hewlett Packard
• Intel Corporation
• London Life Insurance Corporation
• Pegasus Communications
• Philadelphia Leadership Foundation

EDUCATION:

• Davis County School District, Utah
• National Education Association
• Singapore Ministry of Education • South Pasadena Unified School District
• Swedish School System
• University of Western Ontario
• Wyoming Education Association

HEALTHCARE:

• Abbott Northwestern Hospital
• Allina Healthcare System
• Centegra Health System
• Health Dimensions, Inc.
• Intermountain Healthcare
• Kaiser Permanente Medical Group
• Packard Children's Hospital

CONFERENCES:

• National Education Association
• Systems Thinking In Action

INTERNATIONAL CLIENTELE:

• Civil Service, Singapore
• Coca-Cola, South Africa
• Government Services, Canada
• Intel in China, Costa Rica, Ireland, Israel, Malaysia, Philippines • Interstudie, Holland
• Motorola, Israel
• Public Works, Canada
• SDWorx, Belgium
• SEIG, Brazil
• Skandia International, Sweden
• Upjohn-Pharmacia, Europe
• Wasa Insurance Company, Europe

ENDORSEMENTS:

• Training programs endorsed by the Society of Organizational Learning (SOL)

AFFILIATIONS:

• American Society for Training and Development (ASTD)
• Society of Organizational Learning (SOL)

Contact Us

Eve Seagal

Email: eseagal@humandynamics.com

Phone: 1 (818) 639-1149













© 2013 | Human Dynamics International | All rights reserved