1. including Learning Styles & Love Language Tests
Youth DISC Survey
including
Learning Styles & Love Language Tests

2. What the Youth Survey Does-
Profiles normal behavior
Defines learning preferences
Defining “wants & fears”
Conflict resolution
3 R’s of communication
Learning styles
Five Love Languages

3. DISC Behavior Survey – Page 2 (Natural Behavior)
Instructions: Focus on your instinctive behavior and not what you perceive is the best response. Be aware, there are no right or wrong answers.
How to respond: Rank each horizontal row of words on a scale of 4,3,2,1 with 4 being the word that best describes you and 1 being the least like you. Use all rankings in each line only once. Below is an example: 2
Dominant 1
Influencing 4
Steadiness 3
Compliant

4. DISC Behavior Survey (Natural Behavior)
Instructions: Focus on your instinctive behavior and not what you perceive is the best response. Be aware, there are no right or wrong answers.
How to respond: Rank each horizontal row of words on a scale of 4,3,2,1 with 4 being the word that best describes you and 1 being the least like you. Use all rankings in each line only once. Below is an example: 2
Dominant 1
Influencing 4
Steadiness 3
Compliant 1 4 1 4
Forceful
Lively
Modest
Tactful

5. DISC Behavior Survey (Natural Behavior)
Instructions: Focus on your instinctive behavior and not what you perceive is the best response. Be aware, there are no right or wrong answers.
How to respond: Rank each horizontal row of words on a scale of 4,3,2,1 with 4 being the word that best describes you and 1 being the least like you. Use all rankings in each line only once. Below is an example: 2
Dominant 1
Influencing 4
Steadiness 3
Compliant 1 4 1 4
Forceful Lively Modest Tactful

6. DISC Behavior Survey (Natural Behavior)
Instructions: Focus on your instinctive behavior and not what you perceive is the best response. Be aware, there are no right or wrong answers.
How to respond: Rank each horizontal row of words on a scale of 4,3,2,1 with 4 being the word that best describes you and 1 being the least like you. Use all rankings in each line only once. Below is an example: 2
Dominant 1
Influencing 4
Steadiness 3
Compliant 1 3 4 1 4 2
Forceful Lively Modest Tactful

7. DISC Behavior Survey (Natural Behavior)4 3 1 2
Risk Taker
Talkative
Gentle 3 4
Factual
Argumentative
Fun-loving
Patient
Logical
Bold
Spontaneous
Stable
Organized
Take Charge
Optimistic
Peaceful
Conscientious
Candid
Cheerful
Loyal
Serious
Independent
Enthusiastic
Good listener
High standards 44 16 22 38
_____ Total
_____ Total
_____ Total
_____ Total
* Note: If your totals do not add up to 120, you did not complete the survey correctly or you made a mistake in adding up the totals. Recheck your work.

8. Identifying the four columns at the bottom of page 2

9. Tally Box – Page 3 D I S C 44 16 22 38

10. DISC PROFILE Page 3 D I S C High Style High Style Low Style Low Style48 44 40 36 32 30 28 24 20 16 12 48 44 40 36 32 30 28 24 20 16 12
Extreme
Strong
Midline
Strong
Extreme
Low Style
Low Style

11. D I S C High Style High Style Low Style Low Style 48 44 40 36 32 30 2824 20 16 12 48 44 40 36 32 30 28 24 20 16 12
Circle all plotting points above the midline.
My plotting point color(s) above the midline are:
Red &Yellow and
...below the midline are: Red &Yellow.
Colors that are not a part of my style are:
Blue & Green
Low Style
Low Style

12. Defining Your DISC Styles
Dominant Styles: Work toward achieving goals and results; they function best in an active, challenging environment.
Influencing Styles:Work toward relating to people through verbal persuasion; they function best in friendly, favorable, environment.
Steadiness Styles: Work toward supporting and cooperating with others; they function best in supportive, harmonious environment.
Compliance Styles:Work toward doing things right and focus on details; they function best in a structured, orderly environment.

13. Personalizing your definitions
Based on the information on page 3, write a personal definition..
I tend to work toward…
and function best in an environment that is…
supporting and cooperating with others and
doing things right with a focus on details
supportive and harmonious
with some structure and order.

14. Defining the behavior of a Lion
Among the most powerful of the cat family. Capable of moving quickly when in search of prey.
Tends to roar when angry or announcing possession of its territory.
Is very comfortable in an aggressive environment.

15. Defining the behavior of an Otter
Among the most playful and sociable animals on earth.
Tends to be quite active and noisy, particularly in groups.
When captured young, an otter makes an engaging pet.
Is most often observed creating a playful environment with other otters.

16. Defining the behavior of a Golden Retriever
Among the most loyal, stable of domestic animals
Tends to be friendly, reliable and trustworthy.
Is very protective of family members.
It loves being hugged and responds to warm affection.
Is most comfortable in a safe, stable environment.

17. Defining the behavior of a Beaver
Among the most intelligent of all the mammals in efficiency and technical skills in organizing its domain.
Instinctively, a beaver is gifted at solving the most difficult technical problems in building and constructing things.
Is very comfortable working alone or in small groups.

18. Defining what colors communicate
Red - Tends to create an environment filled with energy and action. Red causes the blood pressure and pulse rate to increase. With red as a background, objects tend to appear bigger and bolder.
Green - Tends to create an environment that causes a favorable body response and is easiest on the human eye. Green colored backgrounds tend to make people feel cared for and secure.
Blue - Tends to create an environment that communicates harmony and peace. Research evidence has shown that light blue colors are the most effective colors in calming the human mind.
Yellow - Tends to create an environment that communicates caution and warns of danger when associated with black letters or symbols. Yellow is the first color the adult human eye sees. Over extended periods, yellow can create feelings of anxiety.

19. Understanding Your Learning Preferences
High Style High D High I High S High C
Assignments Challenging People related Scheduled Detailed
Responses Decisive Interactive Cooperative Analytical
Strength Problem solver Encourager Supporter Organizer
Limitation Too direct Too disorganized Too indecisive Too detailed
Midline
Assignments Routine Technical Diverse Unorthodox
Responses Participate Structured Reactive Instinctive
Strength Team player Logical Thinker Energy source Risk taker
Limitation Too indirect Too impersonal Too intense Too nontraditional
Low Style Low D Low I Low S Low C

20. Understanding Your Learning Preferences
High Style High D High I High S High C
Assignments Challenging People related Scheduled Detailed
Responses Decisive Interactive Cooperative Traditional
Strength Problem solver Encourager Supporter Organizer
Limitation Too direct Too disorganized Too indecisive Too detailed
Midline
Assignments Routine Technical Diverse Unorthodox
Responses Participate Structured Reactive Instinctive
Strength Team player Logical Thinker Energy source Risk taker
Limitation Too indirect Too impersonal Too intense Too nontraditional
Low Style Low D Low I Low S Low C

21. Understanding Your Work/Role Style
High Style High D High I High S High C
Assessments Challenging People related Scheduled Detailed
Responses Decisive Interactive Cooperative Traditional
Strength Problem solver Encourager Supporter Organizer
Limitation Too direct Too disorganized Too indecisive Too detailed
Midline
Assignments Routine Technical Diverse Unorthodox
Responses Participate Structured Reactive Instinctive
Strength Team player Logical Thinker Energy source Risk taker
Limitation Too indirect Too impersonal Too intense Too nontraditional
Low Style Low D Low I Low S Low C

22. Defining Your Learning Preferences
challenging and detailed
I prefer assignments that are__________________________.
My learning responses tends to be_____________________.
My strengths are being a___________________________.
Regarding my limitations, I tend to be too_____________
__________________________________; therefore,
I need a High ______ Low _____ on my team.

23. Understanding Your Work/Role Style
High Style High D High I High S High C
Preferred task Challenging People related Scheduled Detailed
Work style Decisive Interactive Cooperative Traditional
Strength Problem solver Encourager Supporter Organizer
Limitation Too direct Too disorganized Too indecisive Too detailed
Midline
Preferred task Routine Technical Diverse Unorthodox
Work style Participate Structured Reactive Instinctive
Strength Team player Logical Thinker Energy source Risk taker
Limitation Too indirect Too impersonal Too intense Too nontraditional
Low Style Low D Low I Low S Low C

24. Defining Your Learning Preferences
I prefer assessments that are______________________.
My learning responses tends to be___________________.
My strengths are being a___________________________.
Regarding my limitations, I tend to be too_____________
__________________________________; therefore,
I need a High ____ Low ____ on my team.
challenging & detailed
decisive & reactive

25. Understanding Your Learning Preferences
High Style High D High I High S High C
Assignments Challenging People related Scheduled Detailed
Responses Decisive Interactive Cooperative Traditional
Strength Problem solver Encourager Supporter Organizer
Limitation Too direct Too disorganized Too indecisive Too detailed
Midline
Assignments Routine Technical Diverse Unorthodox
Responses Participative Structured Reactive Instinctive
Strength Team player Logical Thinker Energy source Risk taker
Limitation Too indirect Too impersonal Too intense Too nontraditional
Low Style Low D Low I Low S Low C

26. Defining Your Learning Preferences
I prefer assessments that are______________________.
My learning responses tends to be___________________.
My strengths are being a___________________________.
Regarding my limitations, I tend to be too_____________
__________________________________; therefore,
I need a High ______ Low _____ on my team.
challenging & detailed
decisive & reactive
problem solver & organizer

27. Understanding Your Learning Preferences
High Style High D High I High S High C
Assignments Challenging People related Scheduled Detailed
Responses Decisive Interactive Cooperative Traditional
Strength Problem solver Encourager Supporter Organizer
Limitation Too direct Too disorganized Too indecisive Too detailed
Midline
Assignments Routine Technical Diverse Unorthodox
Responses Participative Structured Reactive Instinctive
Strength Team player Logical Thinker Energy source Risk taker
Limitation Too indirect Too impersonal Too intense Too nontraditional
Low Style Low D Low I Low S Low C

28. Defining Your Learning Preferences
I prefer assessments that are______________________.
My learning responses tends to be___________________.
My strengths are being a___________________________.
Regarding my limitations, I tend to be too_____________
__________________________________; therefore,
I need a High ______ Low _____ on my team.
challenging & detailed
decisive & reactive
problem solver & organizer
direct
impersonal and intense

29. Understanding Your Learning Preferences
High Style High D High I High S High C
Assignments Challenging People related Scheduled Detailed
Responses Decisive Interactive Cooperative Traditional
Strength Problem solver Encourager Supporter Organizer
Limitation Too direct Too disorganized Too indecisive Too detailed
Midline
Assignments Routine Technical Diverse Unorthodox
Responses Participative Structured Reactive Instinctive
Strength Team player Logical Thinker Energy source Risk taker
Limitation Too indirect Too impersonal Too intense Too nontraditional
Low Style Low D Low I Low S Low C

30. Defining Your Learning Preferences
I prefer assessments that are______________________.
My learning responses tends to be___________________.
My strengths are being a___________________________.
Regarding my limitations, I tend to be too_____________
__________________________________; therefore,
I need a High ______ Low _____ on my team.
challenging & detailed
decisive & reactive
problem solver & organizer
direct
impersonal and intense
I/S D

31. Understanding and Your Communication Style
High Style High D High I High S High C
Act Assertive Persuasive Patient Contemplative
Want Control Approval Routine Standards
Fear Losing Rejection Change Being wrong Response Anger Blame Nonparticipation Criticism
Midline
Act Cooperative Unemotional Responsive Free-spirited
Want Harmony Logical Variety Non structured
Fear Confrontation Illogical actions Status Quo Conforming
Response Indifference Suspicious Physical action Emotion
Low Style Low D Low I Low S Low C

32. Defining Your Communication Style
As a high D/C and low I/S blend, I naturally act_____________
because I want _______________________________________
If I perceive that I may face _____________________________
I may respond with ___________________________________
assertive
control, variety, compliance to my standards
losing or being wrong
anger, suspicion and criticism

33. DISC responses to conflict
High Style High D High I High S High C
Comfortable Decisive Enthusiastic Supportive Structure
Fear Losing Rejection Change Being wrong
Tension Demanding Attacks Complies Avoids conflict
Prolonged Avoids contact Complies Attacks Demands details
Midline
Comfortable Team player Working alone Spontaneous Non structure
Fear Confrontation Illogical actions Status Quo Conforming
Tension Becomes quiet Remains quiet Challenges Arbitrary
Prolonged Stuffs feelings Covert actions Assesses blame Sarcastic
Low Style Low D Low I Low S Low C

34. DISC responses to conflict
High Style High D High I High S High C
Comfortable Decisive Enthusiastic Supportive Structure
Fear Losing Rejection Change Being wrong
Tension Demanding Attacks Complies Avoids conflict
Prolonged Avoids contact Complies Attacks Demands details
Midline
Comfortable Team player Working alone Spontaneous Non structure
Fear Confrontation Illogical actions Status Quo Conforming
Tension Becomes quiet Remains quiet Challenges Arbitrary
Prolonged Stuffs feelings Covert actions Assesses blame Sarcastic
Low Style Low D Low I Low S Low C

35. Defining Your Negotiating Style in Resolving Conflict
I am most comfortable being __________________________
When I feel fears of ______________ it causes tension for me.
Under tension, I may _________________________________
If this intensifies the conflict, I may _____________________
decisive & structured
losing
demand action & challenge others
assess blame

36. Define the 3 R’s of Your Relational Style
High Style High D High I High S High C
Respond Be direct Be friendly Be nonthreatening Be specific
Relate Briefness Express of feelings Friendly tones Patient answers
Reinforce The Bottom line Social recognition Time to process Time to validate
Help Get out of the way Talk to me Assurances Leave me alone
Midline
Respond Time to process Be Logical Focus on action Focus on activities
Relate Nonverbal Assurances Accurate Data Variety Non structure
Reinforce Time to react Support Control Encouragement
Help Give me a hug Respect privacy Are spontaneous Are flexible
Low Style Low D Low I Low S Low C

37. Defining the 3 R’s of Building a Relationship with You
As a high D/C and low I/S blend, my suggestion to others in
responding to me is _____________________________________
in relating to me with ___________________________________
in reinforcing me give me_________________________________
When I’m under stress, you can be helpful to me if you________
_____________________________________________________.
be direct and specific
briefness and accurate data
the bottom line
get out of the way and leave me alone

38. Conflict Resolution Strategies for High D Styles
How to Respond to a High D
In conflict expect: Disagreement and debate
Focus: On actions and goals
Tone: Must be firm and direct
Give: “What” responses
Disengage: When the conversation becomes too heated
How to Relate to a High D
• Be brief and to the point
• Use logic with an action plan • Allow time to consider your ideas
How to Reinforce the High D
• Repeat the plan of action focusing on goals, objectives, & results
• Give bottomline instructions • Get out of the way

39. Conflict Resolution Strategies for High I Styles
How to Respond to a High I
In conflict expect: Denial or shift blame responses
Focus: On relationships and fun activities
Tone: Informal, friendly and positive
Give: “Who” responses
Disengage: When responses become too emotional
How to Relate to a High I
• Use friendly voice tones
• Allow time for them to verbalize their feelings • You transfer talk to an action plan
How to Reinforce the High I
• Offer positive encouragement and incentives for taking on tasks
• You organize the action plan • Communicate positive recognition

40. Conflict Resolution Strategies for High S Styles
How to Respond to a High S
In conflict expect: Need for process time when considering change
Focus: On harmony and stability
Tone: Be nonthreatening and patient
Give: “How” responses; make allowance for family needs and issues
Disengage: When they become quiet and you loose eye contact
How to Relate to a High S
• Use friendly tones when instructing
• Give personal, nonverbal acceptance and assurances
• Allow time to process information
How to Reinforce the High S
• Repeat any instructions
• Provide hands-on reinforcement • Be patient in allowing time to take ownership

41. Conflict Resolution Strategies for High C Styles
How to Respond to a High C
In conflict expect: Cautious or negative responses
Focus: On answering their questions
Tone: Patient and persistent
Give: “Why” responses
Disengage: When they respond with a “poor me” statement
How to Relate to a High C
• Answer questions in a patient and persistent manner
• Mix accurate data with assurances • Allow time to validate information
How to Reinforce the High C
• Provide a step by step approach to a goal
• Provide reassurances of support • Give permission to validate information with third parties

42. Learning Style Survey
PERCEPTUAL STRENGTHS: These are the avenues through which we take in information via our senses and begin to process it. Everyone functions with all four modalities, but we have preferences as to which helps us learn new information more readily.
HOW TO RESPOND: For each horizontal row, there are 4 choices. Rank each row of words in the following way:
4. I prefer this way of learning the MOST
3. I prefer this way of learning OFTEN
2. I prefer this way of learning SELDOM
1. I prefer this way of learning RARELY 2
Likes to move 1
Likes to talk 4
Likes to touch things 3
Likes to see what is being learned

43. Learning Style Survey 3 4 1 2 4 3 24 12 16 28 Prefers quiet
Prefers neutral sounds
Prefers sound while working
Likes something on while working
Prefers order
May talk to self
Takes notes
Prefers to multi-tasks 24 12 16 28
_____ Total
_____ Total
_____ Total
_____ Total
* Note: If your totals do not add up to 80, you did not complete the survey correctly or you made a mistake in adding up the totals. Recheck your work.

44. Tallying your scores _24_ Column A: K - Kinesthetic learner
_12_ Column B: A - Auditory learner
_16_ Column C: T - Tactual learner
_28_ Column D: V - Visual learner

45. Learning Style Definitions
Kinesthetic learner - need full body movement in order to learn best.
As children, they often get labeled “hyperactive” or
ADHD. As adult, they say things like, “I get my
best ideas when I am jogging.”
Auditory learner - learn best when they can Hear it and Talk about it.
They say, “I get my best ideas when I am talking
with someone.”
Tactile learner - like to Touch it. Their memory is often locked into
their fingers and may say, “I can remember it as
soon as I touch it.
Visual learner - learn best when materials presented in a Visual
way. They say, “If I can see it, I can remember it.”

46. Defining your learning style
I think my learning style (s) are visual and kinesthetic because
I like learn best by first visualizing things and then taking
action on what I see in my mind.

47. The Five Love Languages Tests for Teens
Instructions: There are 30 pairs of things that parents do or say to show love
to their kids. There may be things your parents do or say or that you wish
your parents would do or say. Pick only the ONE item in each box that you like
the best, and circle the letter that goes with that item. For example, if you
like “Ask me what I think” better than “Puts his/her arm around my
shoulder,” draw a circle around the “letter” in the first statement.
Ask me what I think. A
Put his/her arm around my shoulder E
When you have finished looking at all 30 pairs, count how many times you
circled each letter and transfer that letter to the appropriate blank at the
end of the test.

48. Your Score A - __________ Words of Affirmation
B - __________ Quality Time
C - __________ Receiving Gifts
D - __________ Acts of Service
E - __________ Physical Touch
The letter or love language that receives the most points is your primary love language. If you score the same score for two love languages, then you are bilingual. If you score high on one love language and have a close second score, that second highest score
is your secondary love language.

49. Understanding How I learn
Circle the environment you fell most comfortable with:
(1) challenging and different (2) fun and friendly
(3) structured and orderly (4) peaceful and harmonious
Circle the way you tend to think: (1) details then to the whole
(2) whole then to the details.
Circle the way you learn best: (1) hearing (2) seeing (3) touching (4) moving.
Circle the pace your prefer: (1) fast with variety (2) slower with time to process.
When I am in need of correction, the best way you can help me is to:
When I am discouraged, the best thing you can do for me is:
My idea of something I enjoy is:

50. Communicating my Love Language to Others
My primary Love Language is _______________. Three statements from the
profile assessment that best define my primary love languages are: 1. 2. 3.
My secondary Love Language is _______________. Three statements from the

51. TIME TO BREAK

52. DISC Blends & Biblical Characters – UHOMY wkb. - Page 29
D - [Developer] SOLOMON, RAHAB, ZIPPORAH
D/I - [Result-Oriented] JOSHUA, SARAH
D=I - [Inspirational] APOLLOS, STEPHEN, LYDIA
D/C - [Creative] PAUL, RACHEL
I - [Promoter] AARON, KING SAUL
I/D - [Persuader] PETER, REBEKAH
I/S - [Counselor] BARNABAS, ABIGAIL
I/C - [Appraiser] DAVID, MARY MAGDALENE
S or S/C - [Specialist] ISSAC, DORCAS
S/D - [Achiever] NEHEMIAH, MARTHA
S/I - [Agent] ABRAHAM, HANNAH
S/C/D - [Investigator] JACOB, JAMES [ACTS 15], ANNA
C or C/S - [Objective -thinker] LUKE, ESTHER
C/S/D - [Perfectionist] MOSES, THOMAS, NAOMI
C/S/I - [Practitioner] ELIJAH, DEBORAH, RUTH
C = S - [Perfectionist] JOHN, MARY

53. Tools to Measure Needs of Couples
Strengths, limitations and fears
How and why conflict occurs
Resolution strategies based on Biblical models
Five Love Languages assessment

54. Additional Tools to Measure Needs
Assesses DISC styles and parallels DISC profiles
to Biblical characters
Measures one’s
Love Language
Assesses Spiritual Gifts Learning Style profile
Addresses Jesus’ style

55. What the Youth Survey Does-
Profiles normal behavior
Defines learning preferences
Defining “wants & fears”
Conflict resolution
3 R’s of communication
Learning styles
Five Love Languages

56. Children’s Behavior Survey
3 R’s of communication which parallels the Biblical strategies
Learning styles
Parallels with a famous leader or Biblical character
How I learn exercise

57. For more information:
Understanding How Others Misunderstand You book -
Over 300 pages of information with a focus on integrating the DISC model
with Biblical characters.
Understanding How Others Misunderstand You workbook -
Over 144 pages paralleling the Understanding book. The workbook includes
six assessments (4 DISC profiles, a Role Analysis and Spiritual Gifts inventory.)
Contact: In His Grace, Inc., 3006 Quincannon Lane, Houston, Texas
Phone numbers: (713) , fax (713) ,