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++They presume we are all extraverts. Introverted students prefer debate and small settings without sharing personal information – the (Aff/Neg) requirement of the individual to share personal narratives or attachment creates an unsafe environment for these students.
++Burruss and Kaenzig, 99 (Jill D., PhD and coordinator of gifted education for the Department of Defense Education Activity, works with social-emotional issues of gifted children, and Lisa, Associate Dean @ Hobart and William Smith Colleges, "Introversion: The Often Forgotten Factor Impacting the Gifted," Virginia Association for the Gifted Newsletter, Fall 21, https://www.sengifted.org/archives/articles/introversion-the-often-forgotten-factor-impacting-the-gifted)
++You know at least one or perhaps are one: the child who immediately, when he comes home from school, escapes to the privacy of his room for time alone; the speaker who presents beautifully in front of 1200 people but who leaves a few minutes into the social hour because he says he can’t deal with large groups of people; the quiet student who always has a book in hand, commonly plays alone, and whose favorite place is the reading corner; the adult who is vocal and social in a small group of people but who becomes silent and withdrawn if she is made to work in a larger one; the adolescent with only one best friend who lives in another city or state and who is content with that situation; or the individual who when attending a conference or convention can only take so much socializing and hustle and has to retreat to the privacy of her hotel room to ‘re-center’ herself. These are just some examples of introverted individuals. These aren’t simply shy people, although certainly many are shy. They also are not simply depressed individuals, although introverts just as extraverts can be depressed. And they aren’t all social outcasts, although it may appear this way to the extraverts who need that ongoing social contact to be healthy and happy. Introversion is not a pathological condition; it is not an abnormal response to the world. It is simply a personality trait found in a small percentage of the total population. Introverts are different from extraverts and this difference is very difficult for the extravert to understand because they do not operate in that fashion. And because they do not understand it, many continually try to help the introvert become more social, more gregarious, more outgoing, and have more fun from the extravert perspective. Such is the situation of the introvert, a minority in the regular population but a majority in the gifted population (Gallagher, 1990; Hoehn and Birely, 1988). And that difference from the ‘norm’ is the reason this factor needs to be considered when developing educational programs and parenting strategies for gifted students. What is introversion? And how does it differ from extraversion? Jung (1923) was one of the early leaders in the exploration of personality and is credited with developing the constructs of extraversion and introversion. He saw human behavior or habits as patterns and attempted to understand and explain differences in personality according to those unique and variable patterns. Although he focused primarily on sensing, intuition, thinking, and feeling; introversion and extraversion were important components of his mental or psychological traits theory. Most people utilize elements of both introversion and extraversion in their daily lives; however there generally is a dominant personality trait that reflects best how the individual prefers to work or deal with the environment, especially in times of stress. The introvert’s main focus is within his/her head, in the internal world of ideas and concepts; the extravert’s primary focus is on the external world of people and activities (Myers and Myers, 1980). Such preferences or personality traits impact many other elements such as perception, learning style, judgement, and sociological preferences (Meisgeier, Murphy and Meisgeier, 1989; Dunn and Dunn, 1978). Myers reminds us however that introverts  typically hide their inner worlds and rarely let others into them, which may lead people to make erroneous decisions about them and their needs. Introverts get their energy from themselves and are drained by people; extraverts get their energy from other people and are drained by being alone. Henjum (1982) sees introverts as belonging to two distinct groups: Group A: Self-sufficient, confident, hardworking, with firm goals, self-actualizing, reserved, preferring activities that involve inner experience and introspection; and Group B: Shy, timid, withdrawn with low self-concept, lacking in communication skills, demonstrating fear of people, dread of doing things in front of others, who prefer being left alone. One can only conjecture whether or not some of the elements in Group B are a result of being constantly criticized for not being more social or more outgoing. Since most individuals belong to the extravert category (3 to 1), being introverted commonly means being misunderstood, just like giftedness! This is not to say however that introversion cannot be a problem. It is similar to perfectionism in that a little is beneficial and too much is harmful. Some things to look for: When the individual has no friends and spends all their time alone… but not by choice. When the individual is depressed about having no friends. When the individual refuses to work with others for any reason. When the individual demonstrates marked behavior changes (marked weight loss or gain, sleeps much more or less, physical distress, withdrawal, etc.) All of these warrant immediate attention by a psychologist, counselor, or another appropriate caregiver. Commonly it is not the introversion that causes these but it may be a general inability to make and keep friends that does it. Social skills can be learned and such training is appropriate even for gifted individuals. Now overlay the characteristics of giftedness and note the many similarities with our general gifted population. The intellectual elements, the organizational and operational style elements, and the environmental preference elements are very similar. Adding the intensity and sensitivity of the gifted to the needs of the introvert makes this a situation that needs to be actively addressed by educators and parents. Some Characteristics of Introverts Are territorial – desire private space and time Are happy to be alone – they can be lonely in a crowd Become drained around large groups of people; dislike attending parties Need time alone to recharge Prefer to work on own rather than do group work Act cautiously in meeting people Are reserved, quiet and deliberate Do not enjoy being the center of attention Do not share private thoughts with just anyone Form a few deep attachments Think carefully before speaking (practice in my head before I speak) See reflection as very important Concentrate well and deeply Become absorbed in thoughts and ideas Limit their interests but explore deeply Communicate best one-on-one Get agitated and irritated without enough time alone or undisturbed Select activities carefully and thoughtfully Some Characteristics of Extraverts Are social – they need other people Demonstrate high energy and noise Communicate with excitement and enthusiasm with almost anyone in the vicinity Draw energy from people; love parties Are lonely and restless when not with people Establish multiple fluid relationships Engage in lots of activities and have many interest areas Have many best friends and talk to them for long periods of time Are interested in external events not internal ones Prefer face-to-face verbal communication rather than written communication Share personal information easily Respond quickly (It must be remembered that, just as for giftedness, no one list adequately captures the uniqueness of any individual but serves as a beginning guide to recognizing and understanding behaviors.) (Characteristics synthesized from: Hirsh and Kummerow, 1989; Keirsey and Bates, 1984; Lawrence, 1985; Myers and Myers, 1980.) School and the Introvert Given the above characteristics it is not surprising that school is not a positive experience for many gifted introverts. It can be loud, crowded, superficial, boring, overstimulating, and focused on action, not reflection. Think about the school environment for a moment. Where can a student be alone or at least with only a few others sometime during the regular day? Why is the request to work alone commonly denied? How much of a day do you believe is dedicated to private reflection or enforced quiet? Modern schools seem to be designed for extraverts. From the beginning of the day (especially if they have to ride the bus), the day is full of large groups and large areas, large classes, lunch in a common area, physical education in a large group and in a large gym, locker rooms, assemblies, homeroom, etc. All of these are ideal for the student who likes to be with others, who talks easily and loudly to anyone who will listen, who tolerates crowds and noise, who gets restless without involvement with other people, and who prefers to focus towards activity and action. The culture and environment benefit the extraverts because they match their needs and learning differences. Lunchtime in a school cafeteria is an excellent example of what can be overwhelming to an introvert. And it is not just students who are impacted by this design. Introverted teachers and administrators, if they are to survive, have to develop coping strategies so they, too, can maintain their equilibrium. They have to learn to deal with classrooms full of extraverts, noise, organized chaos, and crowds, just like the students. Many teachers report being extraverts. It is very difficult for an extravert to understand an introvert. Therefore the teacher may see the introverted student as someone with a problem, not as simply someone with a different personality type. This may lead to attempts to get them to be ‘friendlier,’ to work in larger groups, to talk more often and more spontaneously, and to be more outgoing and interactive. There is nothing wrong with being an introvert. It does not need to be cured. It simply needs to be understood and accepted. Of course teachers need to be able to tell when the introversion (or extraversion) is dysfunctional, but introverted students don’t need to be changed to match other students. If social skills are lacking, teach them. Instruction for the introvert should differ from that provided for the extravert. Methods should utilize that internal reflective focus and honor the need for structure, quiet, and small groups. Such strategies include: independent studies, small group instruction, collaborative learning activities, tiered instruction, debate, dramatics or role-playing, journaling, quiet time, and book clubs, to name a few. Many of these students like lectures and expository and deductive modes of instruction. Most introverts need wait time, warning about what they are expected to do, activities with minimal noise and stimulation, down time built into the schedule, and moderate amounts of small group work.
++Their call for personal engagement and sharing in the debate reflects a stigmatization against introverts. This stigma prevents us from even saying that we might become uncomfortable sharing our stories in the round. It makes debate exclusionary for introverts would rather keep their stories to themselves. This is a Prefiat impact.
++. Thompson, 12 (Clive, author and journalist for Wired, "Clive Thompson on the Power of Introversion," 3/21/12, Wired, http://www.wired.com/2012/03/st'thompson'introvert/)
++You can understand their confusion. As Susan Cain points out in her much-discussed new book, Quiet: The Power of Introverts in a World That Can’t Stop Talking, introverts get a bad rap in American culture. Ever since Dale Carnegie began writing manuals might l on glad-handing your way up the corporate ladder, US society has embraced the idea that extroversion is key to success: Your achievement—and even your level of creativity—depends upon your being gregarious and outgoing and able to work well in a team. But as Cain’s work indicates, a new picture is emerging. Forcing everyone to act like extroverts harms the quality of our work and our lives. The good news that I’d add? Many digital tools are helping to mitigate that harm. About half of Americans are introverts, Cain says. These are people who have a superb ability to focus but work best alone and become drained by too much enforced socializing. Yet the US workplace has evolved in complete opposition to their needs. Private office space has shrunk dramatically: 30 years ago, companies averaged more than 500 square feet per employee; today it’s less than 200. Meanwhile, corporations have pushed employees to work in face-to-face teams, marching them endlessly into conference rooms for brainstorms. "There’s such a stigma against introversion," Cain says. "To reveal that you’re an introvert puts you in a bad light."
++This turns their accessibility claims - Advocating that the best way for students to debate personal narrative drives forced sharing. The ~~Aff/Neg~~’s framework risks the social-emotional well-being of students in the debate community.
++CFP, 8 (Casey Family Programs in conjunction with the Foster Care Alumni of America, "Strategic Sharing," http://www.casey.org/Resources/Publications/pdf/StrategicSharing.pdf)
++Talking about our personal experiences carries some risks. Sharing can make us vulnerable and can make our listeners uncomfortable. Self-disclosure is a lot like clothing. We dress to be comfortable with ourselves and around other people. We dress to present ourselves a certain way, and we usually are more comfortable when we’re dressed for the occasion—meaning that we fit in with the way everyone else is dressed. If we dress differently from others, we want that to be our choice. Have you ever had the experience of arriving dressed up at an event you thought was formal only to find everyone else in shorts and jeans, or the other way around? Likewise, we share information in order to present ourselves to fit in comfortably with other people. We’re usually most comfortable when the level of self-disclosure is balanced. Sometimes when we share to educate, inform, and influence, the self-disclosure is not balanced and it can feel like showing up wearing the wrong clothes. Take the example of a social worker speaking on a panel to advocate for system reform and revealing that she was placed in foster care as a child. When her listeners hear that she was in foster care, right away they may conclude that she was abused, neglected, delinquent, abandoned, or orphaned. People knowing this about you and your family can feel like being naked in a room full of clothed people. Here are some of the other reasons people give about why sharing personal information can sometimes be uncomfortable: • Sometimes we experience "sharing remorse" afterward. You may wish you hadn’t said so much, or you worry what people think of you now. You may feel like you were duped into sharing more than you meant to because it felt good to have someone listen. But then afterwards you wonder if people will react negatively—and sometimes they do. • Bringing up certain memories can be painful. Listeners may be concerned that going into personal history will be traumatic, or bring up unresolved personal issues—especially if we display any emotion as we share. • Some listeners will decide that we’re not credible when we share "too much" information or certain kinds of information. Some people don’t value stories, preferring "hard" facts and data. Some dismiss individual experiences as atypical and incomplete. Some are uncomfortable with self-disclosure and emotion. Some won’t think that you fit into their idea of who an expert is. People’s judgments about your credibility can affect your working relationships and opportunities. • Each one of us wants to be respected and to be recognized for all of the knowledge, education, and experience that we bring. If you share personal information, you risk being labeled and put in a box, viewed as a "case" or "client," or considered "too emotional." People may make assumptions that you have "issues" and can’t be objective or professional. What we share may reveal our membership in group that has a stigma attached to it in our society. • What we share can affect our personal relationships. Usually other people appear in our life stories. These people may not wish to be identified when you share. In some situations, we are ethically bound to preserve confidentiality. People in your life may disagree with what you share or how you present it. If you still have a relationship with any of these people, sharing an experience that involves them might affect the relationship. • Sometimes people only want to hear what they want to hear, rather than the whole story. Our listeners may want the uplifting success story with a happy ending to receive validation for their efforts or financial support. They may find it hard to hear an authentic, complete telling of our stories that include some negative aspects.
++This comes way before their self identification fw,
++A. debaters cant engage in self identification since my opponent prevents access in the round – this functions on a prefiat that precludes theirs
++B. Introverts are psychologically prone to have exclusive perspectives of the world. Preferring not to engage in personal sharing of intimate details to strangers at a debate tournament should not be something they are punished for. Telling them that this is necessary or the best way to engage in the activity privileges extraverts and is an assault on their social-emotional health. My opponent is creating lasting – out of round impacts
++Thorne et al, 7 (Avril, Professor of Psychology @ UC Santa Cruz, Neill Korobov, PhD and Associate Professor of Psychology/Director of PhD Program @ West Georgia University, Elizabeth M. Morgan, PhD in Developmental Psychology, "Channeling Identity: A Study of Storytelling in Conversations Between Introverted and Extraverted Friends," October, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2659757/)
++With regard to our conceptualization of introversion and extraversion, is it important to note that the exclusive-inclusive distinction may seem to resonate with other kinds of distinctions that have become common in psychology, such as independent-interdependent selves, and individualism-collectivism. The latter constructs, however, have been developed to explain differences that are attributed to socio-cultural values rather than to predispositions. Arguably, the greater sensitivity of introverts to external stimulation (Eysenck and Eysenck, 1985), and their more cautious approach to social interaction exudes not individualism but rather a more exclusive sense of self that is reluctant to surface and does not easily invite others in, perhaps even friends. Similarly, the social boldness of extraverts exudes not collectivism but rather social assertion, an assumption that a person's stories are representations that are fair game for public engagement. The notion that introverts exude more of a sense of inhabiting a distinctive, exclusive world has been suggested in past research conducted at the level of the single word or clause (Pennebaker and King, 1999; Thorne, 1987), in surveys that have found that introverts report sharing memories with fewer people, and less comfortably, than extraverts (McLean and Pasupathi, 2006), and in daily experience samples, in which introverts report less often exchanging memories with each other (McLean and Pasupathi, 2006). This confluence across an array of contexts and methods suggests that extraversion and introversion are communicated in many ways. And so, it is important to ask why it is necessary to go to the trouble of parsing conversations for stories, and then detecting how the stories emerge. What is so special about the storytelling process? One reason to study storytelling is that it draws much-needed attention to the reciprocal workings of personality traits in social interaction, since only through listener cooperation can a story be launched and completed (Ochs and Capps, 2001). Also, an array of studies have found that how one tells a story and how the listener responds can impact not only memory for the story, but also physical and emotional well-being (e.g., King and Raspin, 2004; Pasupathi, Stallworth, and Murdoch, 1998; Pennebaker, 1997). At present, very little is known about longer-term outcomes of different kinds of storytelling processes. For example, a more exclusive, introverted, storytelling process might result in relatively fewer memories which are relatively more rehearsed, or possibly stronger links or connections drawn across these memories, or a greater imperviousness to listener feedback. Overall, the present study represents the kind of process research that can get to the heart of how individuals reciprocally construct their lives in the context of social relationships, a major source of personality continuity (Caspi, 2000). More specifically, the findings have important implications for synthesizing trait and identity approaches to personality in that friends who were similarly extraverted or introverted showed distinctive patterns of telling spontaneous stories of their lived experience. Although extraversion-introversion is only one feature of the self-concept, this shared individual difference was found to channel how friends participated, albeit briefly, in storying their lives. Traits and stories, when studied together, in close relationships, and in vivo, provide a dynamic and vivid view of how traits contribute to the social construction of identity, and how traits emerge in the process of storying one's life.
++C. Introverts will lose every single round because they are extremely reluctant to engage in my opponents fw. This links to fairness.
++AND. This turns their case, because they cause incredible amounts of oppression- their framework makes it manifest.
++Ancowitz, 13 (Nancy, adjunct instructor at New York University and business communication coach, "Diversity, Inclusion, and Introverts: 3 Tips for Thriving," Psychology Today, 6/13/13, http://www.psychologytoday.com/blog/self-promotion-introverts/201306/diversity-inclusion-and-introverts-3-tips-thriving)
++When you think of diversity and inclusion, accepting people of different races, religions, cultures, and gender orientations might come to mind. However, another important aspect of diversity is also accepting people of different personality types—and learning to work well with and manage people whose styles are different from your own. If you’re an introvert, or someone who refuels during your quiet time, you spend more time "doing" than talking about what you're doing. As a result, you’re often overlooked for opportunities for yourself, your team, and even your organization. It should come as no surprise that while introverts are stigmatized in our society, we have a lot to contribute. By embracing our quiet characteristics, they become strengths in our lives, and in the workplace.
++
++
++==LINKs==
++
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++===Personal stories===
++Their case is one dominated by extrovert norms of personal sharing – this stigmatizes introverted personalities.
++Rauch, 3 (Jonathan, senior fellow @ the Brookings Institution, author, and contributing editor for The Atlantic, "Caring for Your Introvert," The Atlantic, 3/1/03, http://www.theatlantic.com/magazine/archive/2003/03/caring-for-your-introvert/302696/)
++Are introverts oppressed? I would have to say so. For one thing, extroverts are overrepresented in politics, a profession in which only the garrulous are really comfortable. Look at George W. Bush. Look at Bill Clinton. They seem to come fully to life only around other people. To think of the few introverts who did rise to the top in politics—Calvin Coolidge, Richard Nixon—is merely to drive home the point. With the possible exception of Ronald Reagan, whose fabled aloofness and privateness were probably signs of a deep introverted streak (many actors, I've read, are introverts, and many introverts, when socializing, feel like actors), introverts are not considered "naturals" in politics. Extroverts therefore dominate public life. This is a pity. If we introverts ran the world, it would no doubt be a calmer, saner, more peaceful sort of place. As Coolidge is supposed to have said, "Don't you know that four fifths of all our troubles in this life would disappear if we would just sit down and keep still?" (He is also supposed to have said, "If you don't say anything, you won't be called on to repeat it." The only thing a true introvert dislikes more than talking about himself is repeating himself.) With their endless appetite for talk and attention, extroverts also dominate social life, so they tend to set expectations. In our extrovertist society, being outgoing is considered normal and therefore desirable, a mark of happiness, confidence, leadership. Extroverts are seen as bighearted, vibrant, warm, empathic. "People person" is a compliment. Introverts are described with words like "guarded," "loner," "reserved," "taciturn," "self-contained," "private"—narrow, ungenerous words, words that suggest emotional parsimony and smallness of personality. Female introverts, I suspect, must suffer especially. In certain circles, particularly in the Midwest, a man can still sometimes get away with being what they used to call a strong and silent type; introverted women, lacking that alternative, are even more likely than men to be perceived as timid, withdrawn, haughty.
++Their call for personal engagement and sharing in the debate reflects a stigmatization against introverts. This stigma prevents me from even saying that I might become uncomfortable sharing my stories in the round. It makes debate exclusionary for introverts would rather keep their stories to themselves. This is a Prefiat impact.
++Thompson, 12 (Clive, author and journalist for Wired, "Clive Thompson on the Power of Introversion," 3/21/12, Wired, http://www.wired.com/2012/03/st'thompson'introvert/)
++You can understand their confusion. As Susan Cain points out in her much-discussed new book, Quiet: The Power of Introverts in a World That Can’t Stop Talking, introverts get a bad rap in American culture. Ever since Dale Carnegie began writing manuals might l on glad-handing your way up the corporate ladder, US society has embraced the idea that extroversion is key to success: Your achievement—and even your level of creativity—depends upon your being gregarious and outgoing and able to work well in a team. But as Cain’s work indicates, a new picture is emerging. Forcing everyone to act like extroverts harms the quality of our work and our lives. The good news that I’d add? Many digital tools are helping to mitigate that harm. About half of Americans are introverts, Cain says. These are people who have a superb ability to focus but work best alone and become drained by too much enforced socializing. Yet the US workplace has evolved in complete opposition to their needs. Private office space has shrunk dramatically: 30 years ago, companies averaged more than 500 square feet per employee; today it’s less than 200. Meanwhile, corporations have pushed employees to work in face-to-face teams, marching them endlessly into conference rooms for brainstorms. "There’s such a stigma against introversion," Cain says. "To reveal that you’re an introvert puts you in a bad light."
++This comes way before their fw,
++A. debaters cant engage in self identification since my opponent prevents access in the round – this functions on a prefiat that precludes theirs
++B. Introverts are psychologically prone to have exclusive perspectives of the world. Preferring not to engage in personal sharing of intimate details to strangers at a debate tournament should not be something they are punished for. Telling them that this is necessary or the best way to engage in the activity privileges extraverts and is an assault on their social-emotional health. My opponent is creating lasting – out of round impacts
++Thorne et al, 7 (Avril, Professor of Psychology @ UC Santa Cruz, Neill Korobov, PhD and Associate Professor of Psychology/Director of PhD Program @ West Georgia University, Elizabeth M. Morgan, PhD in Developmental Psychology, "Channeling Identity: A Study of Storytelling in Conversations Between Introverted and Extraverted Friends," October, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2659757/)
++With regard to our conceptualization of introversion and extraversion, is it important to note that the exclusive-inclusive distinction may seem to resonate with other kinds of distinctions that have become common in psychology, such as independent-interdependent selves, and individualism-collectivism. The latter constructs, however, have been developed to explain differences that are attributed to socio-cultural values rather than to predispositions. Arguably, the greater sensitivity of introverts to external stimulation (Eysenck and Eysenck, 1985), and their more cautious approach to social interaction exudes not individualism but rather a more exclusive sense of self that is reluctant to surface and does not easily invite others in, perhaps even friends. Similarly, the social boldness of extraverts exudes not collectivism but rather social assertion, an assumption that a person's stories are representations that are fair game for public engagement. The notion that introverts exude more of a sense of inhabiting a distinctive, exclusive world has been suggested in past research conducted at the level of the single word or clause (Pennebaker and King, 1999; Thorne, 1987), in surveys that have found that introverts report sharing memories with fewer people, and less comfortably, than extraverts (McLean and Pasupathi, 2006), and in daily experience samples, in which introverts report less often exchanging memories with each other (McLean and Pasupathi, 2006). This confluence across an array of contexts and methods suggests that extraversion and introversion are communicated in many ways. And so, it is important to ask why it is necessary to go to the trouble of parsing conversations for stories, and then detecting how the stories emerge. What is so special about the storytelling process? One reason to study storytelling is that it draws much-needed attention to the reciprocal workings of personality traits in social interaction, since only through listener cooperation can a story be launched and completed (Ochs and Capps, 2001). Also, an array of studies have found that how one tells a story and how the listener responds can impact not only memory for the story, but also physical and emotional well-being (e.g., King and Raspin, 2004; Pasupathi, Stallworth, and Murdoch, 1998; Pennebaker, 1997). At present, very little is known about longer-term outcomes of different kinds of storytelling processes. For example, a more exclusive, introverted, storytelling process might result in relatively fewer memories which are relatively more rehearsed, or possibly stronger links or connections drawn across these memories, or a greater imperviousness to listener feedback. Overall, the present study represents the kind of process research that can get to the heart of how individuals reciprocally construct their lives in the context of social relationships, a major source of personality continuity (Caspi, 2000). More specifically, the findings have important implications for synthesizing trait and identity approaches to personality in that friends who were similarly extraverted or introverted showed distinctive patterns of telling spontaneous stories of their lived experience. Although extraversion-introversion is only one feature of the self-concept, this shared individual difference was found to channel how friends participated, albeit briefly, in storying their lives. Traits and stories, when studied together, in close relationships, and in vivo, provide a dynamic and vivid view of how traits contribute to the social construction of identity, and how traits emerge in the process of storying one's life.
++C. Introverts will lose every single round because they are extremely reluctant to engage in my opponents fw. This links to fairness.
++AND. This turns their case, because they cause incredible amounts of oppression- their framework makes it manifest.
++Ancowitz, 13 (Nancy, adjunct instructor at New York University and business communication coach, "Diversity, Inclusion, and Introverts: 3 Tips for Thriving," Psychology Today, 6/13/13, http://www.psychologytoday.com/blog/self-promotion-introverts/201306/diversity-inclusion-and-introverts-3-tips-thriving)
++When you think of diversity and inclusion, accepting people of different races, religions, cultures, and gender orientations might come to mind. However, another important aspect of diversity is also accepting people of different personality types—and learning to work well with and manage people whose styles are different from your own. If you’re an introvert, or someone who refuels during your quiet time, you spend more time "doing" than talking about what you're doing. As a result, you’re often overlooked for opportunities for yourself, your team, and even your organization. It should come as no surprise that while introverts are stigmatized in our society, we have a lot to contribute. By embracing our quiet characteristics, they become strengths in our lives, and in the workplace.
++Introverts are cautious in opening up – shouldn’t have to in a debate.
++Thorne et al, 7 (Avril, Professor of Psychology @ UC Santa Cruz, Neill Korobov, PhD and Associate Professor of Psychology/Director of PhD Program @ West Georgia University, Elizabeth M. Morgan, PhD in Developmental Psychology, "Channeling Identity: A Study of Storytelling in Conversations Between Introverted and Extraverted Friends," October, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2659757/)
++Extraverted friends more actively engaged each other in constructing the action of the story, and more abruptly imported stories from the world outside of the conversation. Case analyses illustrated how extraverted friends accomplished this feat: through such mechanisms as peppering the storyteller with questions, or asking the listener to guess what happened, extraverts invited each other to co-tell the story. In order to guess correctly about an experience that had only happened to the teller, the listener had to be up to date on what might be newsworthy to the teller, but even an incorrect guess displayed knowledge of other aspects of the teller's life, thereby exuding common ground. Another way in which extraverted friends' sense of their lives was more overlapping was that the events in their stories predominantly had happened during the college-age years; they rarely offered stories about experiences that had happened before they had become friends. Overall, these findings suggest that extraverted friends were working from an inclusive sense of self that actively and abruptly incorporated the listener and the news of the day. Introverted friends, in contrast, less often invited each other to participate in constructing the plot of the story, resulting in fewer co-constructed stories. In addition, introverted friends' stories emerged more gradually, within the confines of the ongoing conversational theme. Case analyses showed the meandering way in which introverted friends' conversations slowly condensed into a story that explained a misunderstanding or clarified a point of view. Overall, the process of introverted storytelling suggested a more cautious offering of stories. Notably, these differences did not appear to be driven by introverts generally engaging in less back and forth dialogue, since we did not find personality differences in overall frequency of speaking turns. Rather, these different dynamics suggest different psychological orientations.

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	1	+2016-09-17 18:52:29.866

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	1	+chris Taylor

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	1	+idk

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	1	+Palo Alto Neg

Title

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	1	+Introverts A2 narratives

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	1	+Greenhill

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