#ENP儿童的特点（ENFP/ENTP）
ENP儿童（外向、直觉、感知）
ENP特征：
精力充沛；对任何事都好奇，看上去总是在问“为什么”；
有很多想法，并喜欢谈论；
总是有若干项目处于进行状态；
希望有独创性并令人关注；
喜欢成为领导者，拒绝跟随他人；
喜欢交际；
很独立，希望为自己做事；
希望成为人们的注意中心；
可能倾向于充满激情，喜欢表演和表现；
坦率有力，可能会频繁地打断旁人讲话，或者主动为讲话人结束语句。
ENP潜在强项：
通常愉快乐观，乐于四处走走；热心、无畏；
相信任何事都是可能的；
具备良好的沟通技巧和优异的能力，能让他人改变立场向自己的观点让步；
通常词汇丰富，书面和口头表达能力较强；
很聪明；
对人和形势，显示出一种对孩子来说不寻常的理解力；
有良好的人际交往技巧，通常被人喜爱；
很自然地看到某种形势背后的可能性和“全局”。
ENP潜在弱点：
时常忘记规则，或者从没把规则放在首要位置；同一时间有很多项目在进行中，可能四处分散；
时常不完成其项目；
通常很脏，不喜欢清理打扫；
有说话很大声却自己意识不到的倾向；
做决定有困难，并且经常抗绝决定；
经常意识不到周边环境；
可能不会很好地照顾自己；
通常对时间或计划表不太有意识；
不喜欢被他人支配，可能会不服管；
不喜欢被要求去做事，对于任何请求，都经常表现得像是成了“牺牲品”。
ENP学习方式：
ENP们喜欢忙碌积极，为了防止厌烦，需要大量激励。他们发现需要死记硬背的功课极其乏味。对于遵循他人提供的预定义步骤，他们也做不太好。ENP们喜欢专注于自己的项目。他们只在自己感兴趣做的事情上花力气，这典型地意味着他们需要想出主意或以某种方式为该项目出力。或者，如果受其他人宣传鼓动，他们对某个项目开始感兴趣了，那也可能被激发至参与其中。ENP们对手边任务的注意力很容易分散，很需要提高能力来关注正在做的事，并去除环境中的分心因素。对ENP们来说，这是一种培养出来的技能。这并不意味着ENP必须被关在某个房间里工作，这实际上对ENP有害。他们和别人一起、或在别人附近时干得最好。专注于工作的同时，如果有旁人在场，对他们来说是一种很需要的激励。
ENP们在结束自己启动的项目方面有麻烦。这主要是归于他们容易被环境分散注意力的因素，但也是因为一旦过了计划阶段，他们会很快对项目失去兴趣。ENP喜欢提出有意思的想法和事情去做，但发现实际上实施计划的过程冗长乏味。ENP们不会完成所有的项目，这应该可以理解，但应该鼓励ENP最终完成一些项目。这对ENP是很重要的，他们需要认识到将工作进行到底的价值。
能教给ENP的最有价值的事，是缩小关注范围。每一刻，ENP脑中会有很多想法在转，他们相信自己能做成任何事情。他们的见识并不注重现实，得反复告诉他们“做一件事并做好”。如果成年人能让幼小的ENP牢记住这一点，那将是给了他们一份极好的礼物。
ENP们不太关心成绩，也不太关心做家庭作业。他们拒绝做那些让人乏味的功课。相对于实际去解决问题，他们对理解问题背后的理论更感兴趣。通过理论、而不是实例来学习，他们学得最好。他们需要在做任何事之前首先理解原理。为了让ENP学进去，教师必须将实际应用背后的原理告知他们。
让我们举除法的例子。一些孩子学习除法的最佳办法是一遍又一遍地做练习。他们通过范例和重复来学习。一旦他们做了大量不同的除法题目后，他们就理解了除法是如何计算的，然后能够自在地去做除法。ENP们学习除法的最佳办法，是去理解将一个整个的数分割成若干小部分的概念。他们看着一个圆中间划了一条直线，然后明白了这整个圆被切成了两个半圆，或者“除”成了两半。一旦他们理解了原理，就能把它运用到除法题中，然后自在地去做除法。
ENP们以达成目标为方向。当给出一个目标并让他们以自己的方式独自去完成时，他们干得较好。他们不喜欢被清楚地告知如何做事。他们很珍视自己的想法和能力，认为明确的指示基本上是对自己智力的一种侮辱。他们希望获得一个目标和一般的原理，然后调用自己的资源去填充其间的空白。
ENP的特殊需要：
ENP孩子对人的感知能力非常强，很容易判断其他人的态度。如果一位父母惩戒ENP孩子时显得很勉强或很犹豫，孩子会立即注意到，觉得他们也许能设法使你不实施惩罚。一般而言，ENP会经常试试可否越界，并总会试着把界线推远一点。如果应该在9:30上床睡觉，他们会推迟到10:00。当他们能推迟到10:00后，他们会推迟到10:30。对ENP孩子，界线和规定必须定义得明确而坚决。ENP们认为任何事都是可能的，所以他们很难接受不能按其想法做事的现实。这给父母造成一个问题：如何试着为ENP孩子的行为制定规范。ENP们相信，任何情况下成果总是能产生出来的，所以他们会去做想自己做的事。如此一来，他们必然难以接受不能按其想法做事的现实。告知ENP不能做某事或不能获得某物，会令他们费解和烦恼。只要是想做的事，他们会反复地提出来并询问。为了让他们接受父母的意见，需要告诉他们父母为什么要设定规则和界线。对ENP孩子，规则必须定义明确，不留变通解释的余地。
ENP孩子非常独立，其自尊大量地来源于能较好完成任务的自身能力。他们喜欢自行其是，不要父母或其他成年人告诉他们该做什么。为了给予成长中的ENP以最好的鼓励，成年人可以对他们的项目表示兴趣，对他们的想法表示钦佩，并让ENP不依靠太多的特别指导、而是想出办法靠自己做事情。这和制定行为规范时应采用的方法并不相同。规定和界线必须坚决地设置给孩子，但是需要避免为达成目标给出特别指示。
“缺失”的字母：
成年人的人格类型包含4个字母，对于7至12岁的孩子，我们使用3个字母。那个缺失的字母呢？它在那儿，只是我们通常得等孩子13岁后才能确定它是什么。ENP孩子将成长为ENTP“幻想者”或ENFP“鼓舞者”。他们到底会选择“思维”还是“情感”来补充其“直觉”偏向，在这个成长阶段还不明显。你将会看到，孩子反复练习“思考”和“情感”，直至在他们更喜欢些的那个功能上安顿下来。对某些孩子，分辨他们“缺失”的字母是可能的；但是对很多孩子，我们还得等上若干年才能确定。3.Portrait of an ENP Child (Extraverted iNtuitive Perceiving)
ENP Traits
They have a lot of energyThey're curious about everything, and seem to be always asking "Why?"
They have lots of ideas and love to talk about them
They always have several projects going on
They want to be original and interesting
They like to be leaders, and resist following
They're very social
They're very independent, and want to do things for themselves
They want to be the center of attention
They probably tend to be dramatic, and enjoy acting or performing
They're outspoken and energetic, and may interrupt frequently, or finish people's sentences for them
Potential Strengths
They're usually cheerful, optimistic, and fun to be aroundThey're enthusiastic and fearless
They believe that anything is possible
They have very good communication skills and a strong ability to persuade others to come around to their point of view
They usually have a good vocabulary, and can express themselves well in written and verbal form
They're very clever
They show an unusual understanding of people and situations for a child
They have good people skills and are usually well-liked
They naturally see the possibilities of a situation and the "big picture"
Potential Weaknesses
They frequently forget rules, or else they never knew them in the first placeThey have a lot of projects going on at one time, and may be scattered
They frequently don't finish their projects
They're usually very messy, and dislike cleaning up
They tend to speak in a very loud voice without realizing it
They have difficulty making decisions, and often resist decisions
They are often unaware of their physical environment
They may not take good care of themselves
They're not usually very aware of time or schedules
They don't like being controlled by others, and may be rebellious
They dislike being asked to do anything, and will often act very "put upon" by any request
ENP Learning Style
ENPs like to be busy and active, and need a lot of stimulation to keep from getting bored. They find tasks that require rote memorization intensely boring. They also don't do well with following pre-defined steps that someone else has come up with. ENPs like to be involved in their projects. They will only put effort into things that they are very interested in doing, which typically means that they need to have come up with the idea or contributed to it somehow. Alternatively, they can be motivated to participate in projects if someone else has really sold them on the idea, and thus inspired them to be interested in the project.ENPs are distracted easily from the task at hand, and need to really develop their ability to focus in on what they're doing and close out environmental distractions. This is an acquired skill for ENPs. This does not mean that the ENP should be put in a room by themselves to work on their assignments. This would actually be detrimental to the ENP. They work best with others, and around others. They should be encouraged to work on their projects in the presence of others, but to remain focused on what they're doing.
ENPs have trouble finishing projects that they have begun. This is partially due to the fact that they are easily distracted environmentally, but also due to the fact that they quickly lose interest in their projects once they are past the planning phase. ENPs love to come up with interesting ideas and things to do, but find the process of actually implementing their plans to be tedious. ENPs will not finish all of their projects, and this should be understood, but the ENP should be encouraged to complete some projects all the way through to the end. This is an important step for the ENP, who needs to learn the value of following through.
The most valuable thing that can be taught to an ENP is the concept of narrowing their focus. The ENP has many ideas going on at once in their head, and believes that they can do everything. They are not realistic in their scope. They should be told repeatedly "pick one thing and do it well". The adult who is able to impress this upon the young ENP will be giving them a tremendous gift.
ENPs are not very concerned with their grades, or with doing their homework. They will resist doing assignments that they find tedious. They are far more interested in understanding the theory behind a problem than they are in actually doing the problem. They learn best by theory rather than by example. They need to understand the theory before they can do anything. Teachers should communicate the theory behind the practical application in order to get through to the ENP.
Let's use division as an example. Some children learn how to divide numbers best by doing it over and over again. They learn by example and repetition. Once they have done a lot of different division problems, they understand how it works and are comfortable with dividing numbers. ENPs learn division best by understanding the concepting of dividing a whole number into smaller parts. They see a circle with a line drawn down the middle, and understand that the whole has been cut in half, or "divided" in half. Once they understand the theory, they can apply this to their division problems and they are comfortable with dividing numbers.
ENPs are goal-oriented, and do well when given the goal and left alone to achieve it in their own way. They don't like being told explicitly how to do things. They value their own ideas and competence, and treat explicit instructions almost as an insult to their intelligence. They want to be given a goal and a general theory, and use their own resources to fill in the blanks.
ENP Special Needs
ENP children are extremely perceptive about people, and can determine someone else's attitude pretty easily. If a parent disciplines their ENP child reluctantly or with hesitation, the ENP will pick up on that immediately and perceive that they might be able to get away with pushing you to not discipline them. In general, the ENP tests their boundaries regularly, and will always try to push their boundaries out a bit further. If they're supposed to be in bed at 9:30, they'll push for 10:00. When they get 10:00, they'll push for 10:30. Boundaries and guidelines need to be defined explicitly and firmly for the ENP child.ENPs believe that anything is possible, so they have a hard time accepting that they can't get their way. This creates a problem for parents trying to create guidelines for their ENP children's behavior. ENPs believe that surely things could be worked out in any situation so that the ENP gets want they want, and consequently they have a really hard time accepting that they're not going to get their way. For an ENP, being told that they can't do something or have something is perplexing and troubling. They will push repeatedly and ask repeatedly for whatever it is that they're seeking. In order for them to accept their parent's judgment, they need to be told WHY the parent has set the rule or boundary. The rule needs to be defined explicitly to the ENP child, with no room for alternative interpretation.
ENP children are very independent and find their greatest source of self-esteem from their abilities to do things well. They want to do things for themselves, and resist having their parents or other adults telling them what to do. An adult can best encourage a growing ENP by showing interest in their projects and admiration for the ENP's ideas, and by letting the ENP figure out how to do things on their own without too many specific instructions. This is different from the approach that should be taken when defining guidelines for behavior. Rules and boundaries should be set firmly for the child, but specific instructions on achieving goals should be avoided.
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