Special features of the Functional Fluency model

The Functional Fluency model puts a strong focus on the positive modes of behaviour. People find this a supportive and helpful thing to do first. Then they feel more like exploring their use of the negative modes.
Learning about all the Functional Fluency modes and how they use them in different contexts helps people to gain insights about their own behaviour. They realise there are ways to make the changes they want. They can plan how to use the positive modes more and the negative ones less.

This sort of self-awareness and understanding is the basis for developing emotional literacy and for building self-esteem, confidence and the ability to build positive relationships. People become more functionally fluent; they increase their interpersonal effectiveness.

The Functional Fluency model invites personal responsibility for behaviour in two important ways:

  • There is no terminology that subtly shifts the locus of control, as in, for instance, “My Parent won’t let me”, or “My Child likes…”. Instead, use of the model encourages what is known as ‘I-talk’. “When I use Dominating Mode, I’m inclined to do such-and-such. I need to do more Accounting and try out ways to do Structuring effectively”.
  • There is no typing or stereotyping that might turn ‘reasons’ for behaving in a certain way into ‘excuses’, as in, for instance, “I can’t help doing such-and-such, because I’m a ‘so-and-so’ type”. Instead, the model encourages people to widen their perspectives and possibilities for change by increasing their self-awareness and understanding of their own unique patterns of behaviour and their likely consequences.


The Functional Fluency model provides both the security of a framework common to everyone while TIFF offers the adventure of using the model in a personally unique way. This is why the support and inspiration of the TIFF Provider is so important for those using the TIFF questionnaire.

 

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