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Brief Adlerian Therapy For Linked In

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training of clinical staff on Adlerian Therapy; handouts and activities missing

training of clinical staff on Adlerian Therapy; handouts and activities missing


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  • 1. Brief Adlerian Therapy
  • 2. Are you an Adlerian Therapist?
    • Please complete the following quiz
    • Clinical areas:
      • Case Conceptualization
      • Clinical Theory
      • Meta-theory
      • Human beings are creative, thus creating their own perceptions and views of the world
      • Truth is created based on one’s personal perspective; therefore,
      • it can be adaptive or maladaptive
      • Formal Theory
      • Clinical Strategies
      • Clinical Techniques
    • If you responded ‘yes’ to any of the questions, you might be an Adlerian Therapist!
  • 3. Commonalities
    • Clients are encouraged to overcome their feelings of insecurity, develop deeper feelings of connectedness, and to redirect their striving for significance into more socially beneficial directions.
    • Using respectful Socratic dialogue, they are challenged to correct mistaken assumptions, attitudes, behaviors and feelings about themselves and the world.
    • Constant encouragement stimulates clients to try what was previously believed as impossible.
    • The growth of confidence, pride, and gratification leads to a greater desire and ability to cooperate.
    • The objective of therapy is to replace exaggerated self-protection, self-enhancement, and self-indulgence with courageous social contribution
  • 4.  
  • 5. Goals of Adlerian Therapy
    • Establish empathic relationship
        • Equal, collaborative effort
        • Counselor provides conditions necessary for helping relationship
    • Develop insight into mistaken goals & self-defeating behaviors
        • Understand purpose of old behavior
        • Interpret as a lack of effectiveness
    • Discover alternatives & make new choices
  • 6. Adlerian Therapy Techniques
    • Set tasks, make a commitment
        • State goals, determine what client wants to change
    • Explore beliefs about self, counselor’s purpose, & expectations of counseling
    • Confront private logic & beliefs
        • Discover private goals, attitudes, & beliefs
        • Explore how these affect behaviors & their intentions, feelings
    • Attend to behavior & listening
  • 7. Techniques in Adlerian Therapy, continued
    • Goal alignment
    • Paradoxical intention
        • Produce symptoms one is complaining about; become more symptomatic in order to reframe system
    • Reflection of feeling, empathic understanding
    • Productive use of silence
    • Use of tentative hypotheses & interpretation
  • 8. Purpose of Brief Therapy
    • Clarify & resolve a narrowly focused intrapsychic conflict
        • Goal: provide symptom relief
    • Issues must be focal, limited
        • Client selection is stringent
        • YAVIS: young, attractive values, verbal, intelligent, socially successful
        • High ego strength, motivated, able to tolerate painful affects, willing to work within therapy
  • 9. Adlerian Brief Therapy
    • Adler originally saw clients for 20 or fewer sessions
      • Style accommodates clients needs and style
      • Formal course of brief therapy is both indicated and negotiated, then brief course of treatment is followed
      • If long-term treatment is indicated and desired, then longer-term treatment proceeds
      • If at all possible, brief therapy is used
  • 10. Adler BT, continued
    • Treatment length depends on number of factors
      • If only one life task is addressed, therapy is brief; if more than one then longer therapy is needed
        • Ex: well-developed social interest can be helped in a shorter time frame
        • Good match between client & therapist
        • Stressful life situations need consideration
        • Certain types of private logic can be challenging
        • Resistance, transference issues
  • 11. Adler BT, continued
    • Therapist assumes client is open system striving for fulfillment
      • Determined by interaction between innate perceptions & early life strivings
      • What emerges is a unified perceptual system (i.e. master plan) called the lifestyle
  • 12. Stages of ABT
    • Empathy-Relationship Stage
    • Information Stage
      • Often concurrent with 1 st stage
    • Clarification Stage
      • Socratic questioning about client's core beliefs of self, others, & life
    • Encouragement Stage
      • Encourage client to find courage in oneself
    • Interpretation & Recognition Stage
  • 13. Stages of ABT, continued
    • Reinforcement Stage
      • let go of selves and focus on others, tasks, & needs of situations
    • Community Feeling Stage
      • connect more with others, cooperate with them, & contribute to their welfare
    • Goal-Redirection Stage
      • aspire to the ideal of what people could become
    • Support and Launching Stage
      • looks forward to the unexpected in life
  • 14. Stages of ABT, continued
    • Knowing Stage
      • Client shares interpretations & insights
    • Missing Experience Stage
      • use role-play, guided imagery, or eidetic imagery exercises to replace past negative images with new nurturing, encouraging experiences & images
    • Doing Differently Stage
      • Small, experimental steps
  • 15. Comparison of Models
    • Psychodynamic orientation
      • Bellak
      • Short-Term Anxiety Provoking Psychotherapy (STAPP) (Sifneo)
      • Time Limited Psychotherapy (Mann)
      • Interpersonal Psychotherapy (Klerman)
    • Cognitive-Behavioral orientation
      • Cognitive Therapy (Beck)
      • Brief Behavioral Marital Therapy (Weiss & Jacobson)
    • Systems orientation
      • MRI Brief Therapy Approach (Weakland)
    • Brief Family Therapy & Solution Focused Therapy (de Shazer)
    • Experiential orientation
      • Brief Interpersonal-Developmental-Experiential Therapy (Budman)
      • Adlerian Approach (Adler)
  • 16. Applications
    • Examples include parenting, marital relationships, and career choice and development.
    • These interventions can help individuals cope with developmental milestones, life crises, and change points in their lives.
    • Adler developed models to be used in schools as a way to foster healthy development in children