Correspondence Function Block (Role + Suggestive functions)

The Block is based on the weak, accepting, contact functions. It is also called Block of Ignition, Absorbing, or Reference.

This block is the mechanism through which an individual attempts to align their personal needs with the expectations of others. They strive to understand what their environment requires of them by self-assessing from an external perspective (the viewpoint of others) and orienting their behavior toward fulfilling those external wishes.

The core dynamic of this block is the attempt to adjust to and comply with the norms of the surrounding environment.

Behavioral Goal and Strategy

The individual's goal is to attain the social standing or role that the environment demands, actively harmonizing their behavior with the requests of others.

There is a powerful drive to accommodate, be agreeable, and assist. The desire is to integrate seamlessly—to avoid disruption or causing negative emotional responses—by acknowledging and acting according to the surrounding program or agenda.

Key characteristics include a desire for harmony and a tendency toward detached or indirect participation in issues.

Behavioral Manifestations and Features

By adopting a subordinate role and adapting to their surroundings, the individual exhibits the following:

The person tries to mimic those who appear competent and confident in their judgments. Consequently, they often attempt to present themselves as discerning and experienced. They adopt and relay the opinions of others with a confident, and sometimes even convinced, demeanor until they are met with a different, authoritative, and more strongly held opposing view.
They dislike (and fear) negative feedback. When they make a mistake or feel awkward, they are quick to try and correct it.
Their behavior changes when interacting with people who are perceived as older/more important versus those who are younger/less significant.

Functional Dynamics

The Suggestive function is receptive and undiscriminating—it does not critically evaluate the quality of incoming information. For this function, any stimulation (positive or negative) is preferable to none at all, although a person is often unaware if stimulation for the suggestive function is absent.

The focus can be shifted to the Role function, which is conscious. It handles the same information but from another perspective

A strong drive to be delicate and tactful toward others and avoid initiating negative situations. (For example, LSEs are often seen as embodying social norms. A conflict involving a LSE is exceedingly rare. They are seen as "correct" because they are inflexible! They avoid arguments because it’s unfamiliar territory, and they don't see the need for constant conflict. LSEs are Yielding.)

These types seek rationality and strive to establish order where it is required, and refrain where it is not. They aim to systematize things.

This involves accepting sensory norms dictated by parents, relatives, or friends. (For example, an IEE wanted bright yellow wallpaper but was persuaded it was an awful color, so they bought pink, which somehow ultimately ended up being gray).

They seek to participate in defining and planning the future alongside those around them. They allow their partners to drive the choice of future paths.

SEI example

The SEI has a preconception: to be good for others, one must be creative, artistic, a generator of options, sensitive to trends, skilled at fitting into the atmosphere, finding solutions and think in an extraordinary way. In reality, this is merely SEI’s perception, and they themselves are the one who actually needs guidance in this area.

Descriptions of SEI as a "cook sitting at home knitting socks" are the bottom of the barrel. Such people exist, but they feel terrible and have low self-esteem. However, creative SEIs might strongly "pump the brakes" on new ideas.

Why? Because according to stimulus groups, SEI belongs to the "Well-beeing" group. They have a need for stability, just like LSI or ESI, despite being irrational.

ILEs often complain: "When I start interacting with a SEI and proposing ideas, difficulties arise. The SEI slows down, gets distracted, or asks me to back off."

The "kindergarten" Socionics paints dual relations as a fairy tale where everything is perfect, with "butterflies in the stomach" and complete mutual understanding instantly. But a sane person understands that ideal halves do not exist. Relationships require work, adjustment, and understanding a partner's values. If you wait for everything to happen by itself, you can go through ten "duals" and end up disappointed.

Returning to SEI: when an ILE starts "bombarding" them with ideas, the SEI looks at them with fear. For an SEI, "stable growth of welfare" is important. Changes are stress. SEI is a Negativist, so attempts to restructure something in their life are perceived with hostility. SEI fears that new information will be inaccurate or lead to mistakes.

So, how do you reach a SEI?

Do Not Touch the Place Block (Si/Se). SEI knows better than anyone where they feel comfortable, warm, and pleasant. Trying to change their mind via the leading function is a lost cause.
Enter Through the Role Function (Ni). You need to create a situation of doubt. Do not pressure; simply show interest: "You are at this job. If you don't change anything, what state will you be in a year from now? Have you noticed that you’ve become sadder and more tired?" When you point out a negative trend (using time), the SEI begins to realize that their current place is uncomfortable. The question arises: "What should I do?"
Working with Ne. A request for information appears. SEIs have some ideas, but they are often shallow, flat, or one-dimensional. They rely only on past experience and don't see alternatives inside a specific option. They tend to see only a single pathway and, as a negativist, they often foresee a dead-end scenario—believing nothing will work out. To ignite a SEI, you need to expand their vision. Your task is to show that within one option, the content can be completely different.

For example, if their idea is teaching English, it can be realized in many ways: as a translator, as an assistant to an executive in an international firm, as a private tutor, or working for a private family (e.g., helping children of wealthy, educated parents gain conversational skills). The direct path of teaching also offers many variations: at a specific center, a university, or working with different groups and teams.

Universities are different, centers are different, and families are different. Home tutoring and working for a private family are not the same, and the financial conditions are completely different.

Furthermore, as a Well-being and Social type, they require both material stability and contact with society. However, as an introvert, they need depth of contact. Superficial interactions will ultimately lead to burnout and fatigue.

Sources: S. Ionkin, E. Shepetko