Adlerian therapy report.palencia

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INDIVIDUAL PSYCHOLOGY
(ADLERIAN THERAPY)
Kristine Joey DB. Palencia
Master in Industrial Psychology

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Outline:
Biography
View of Human Nature
Key Concepts
Therapeutic Techniques and
Process
Social, Cultural and Spiritual
Issues

Alfred Adler

Biography
• Born: February 7, 1870 near Vienna
– Third child of seven
– Apparent physical comfort, but miserable
in childhood (Adler struggled with rickets;
and at the age of 5, he nearly died of
pneumonia)
– Known for his efforts at outdoing his older
brother
• Received a medical degree in 1895
• Married in 1897
– Eventually had four children
– Only son became a psychiatrist and
continued Adler’s work

• Joined Freud’s discussion group in
1902
– Adler’s views were initially compatible
with Freud’s
• Adler’s views changed and he began to
criticize Freud’s theories
• In 1911, Adler and nine others broke
away from Freud and formed “The
Society for Individual Psychology”
• Involvement in WWI helped develop
the concept of social interest
• Died: May 28, 1937 of heart attack

View of Human Nature
Adler believed…
We are not determined by our environment,
or our instincts, or our early child-rearing—we
can change.
Every child is born with innate and unique
capabilities and is inherently moving toward the
future, not determined by the past.
We move toward the future to make ourselves
whole and complete and to fill our drive, our
striving for perfection.

In attempting to overcome feelings of
inferiority, we all develop unconscious beliefs
or private logic that leads us to our subjective
final goal.
All behavior is goal-directed and is purposeful
and is related to the drive to attain the image
held in our subjective final goal
We believe that our subjective final goal will
bring us sense of mastery, superiority, and—
eventually—perfection, completion and
wholeness

Individual develops a style of life that is
reflective of the person’s movement toward
his/her subjective final goal.
If unimpeded by feelings of inferiority, one
would naturally move toward meaningful
relationships, the best of interest of others,
the betterment of society and an
understanding of our place in the universe.

Key Concepts
Uniqueness of the Individual
Each person is seen as unique, with
innate abilities and personal
characteristics that interact with and
are affected by early childhood
experiences and the memories of those
experiences

Feelings of Inferiority
Primary feelings of inferiority—are universal, such as when the infant and young child
struggle to overcome natural physical, cognitive and physiological hurdles of life.
Secondary feelings of inferiority—occur as a result of psychological strtuggles from
poor parenting, child abuse or neglect, and cultural injustice.

Feelings of Inferiority
Secondary feelings of inferiority
can result in a person who retreats
into self in an effort to avoid a
sense of feelings of inferiority by
striving for superiority over others
or other maladaptive behaviors. By
its nature, it will cause discomfort
and strife among people.
We are all driven to overcome
basic and natural feelings of
inferiority and ultimately, we learn
how to cooperate with others for
the betterment of ourselves and
society in an effort to reach our
unique subjective final goal and
state of perfection.

Private Logic vs Common Sense
Private Logic
One’s inner voice, self-
talk, or internal images
that justifies one’s
style of life and fuels
one’s subjective final
goal.
Common Sense
Suggests that we must
put effort intodeveloping attitudes,
beliefs, and behaviors
that benefit thecommon good
Common sense tells us that despite the fact that we all have our own private logic, to
live peacably and constructively, we must find the commond ground that allows us to get
along with one another.

Compensation
Compensation is a process through which individuals attempt to rid thmeselves of
feelings of inferiority.

•It is the person’s unique image of what
he or she want to be, and the person
imagines that attainment of this image
will lead to a sense of completion and
wholeness.
Subjective Final Goal

Style of Life
Style of Life is a unique repertoire of behaviors, cognitions, and values.

Social Interest
Social interest can be defined as an attitude of relatedness with humanity in general as well as an
empathy for each member of the human community; community feeling or social concern

Holism
Individual
Holistic Entity
Completion of Self and Perfection
Attempting to move toward
Even when such movement leads toward problematic behavior, Adler believed it is
individual’s misguided attempt to strive the completion of self and perfection.

Schema of Apperception
Developed
cognitive
rules
Assimilation
of our
experiences
Apperception
Schema
Schema of apperception is how we come to understand and make sense of the
experiences in our lives.

Birth Order
•Among the factors that lead to different
life-styles are the ordinal positions of
birth and different experiences in
childhood.
•Birth order can greatly affect how one
feels about oneself
Birth order is the chronological order of sibling births in a family.

Adler’s View of Some Possible Traits by Birth Order
Positive Traits Negative Traits
Oldest child
Nurturing and protective of others; good
organizer
Highly anxious; exaggerated feelings of
power; unconscious hostility; fights for
acceptance; must always be “right”; highly
critical of others; uncooperative
Second child
Highly motivated; cooperative; moderately
competitive
Highly competitive; easily discouraged
Youngest child
Realistically ambitious Pampered style of life; dependent on
others; wants to excel in everything;
unrealistically ambitious
Only child
Socially mature Exaggerated feelings of superiority; low
feelings of cooperation; inflated sense of
self; pampered style of life

•For individuals who initially come for
counseling, courage means being willing
to take a look at how early feelings of
inferiority fueled their private logic, led
to compensatory behaviors, and were
partially responsible for the development
of their subjective final goals.
Courage

Therapeutic
Techniques

Therapeutic Techniques for Adults
Building a Trusting
Relationship
Socratic Questioning and use
of the Dialectical Method
Encouragement Teaching and Interpretation
Assessment Spitting in the Client’s Soup
Examining Early Recollections Guided imagery Exercises
Exploring the Family
Constellation
Role-Playing and Acting “As If”
Dream Analysis Catching Oneself
Task Setting

Watts and Peitzak (2000) suggest a broad range of encouragement skills as cited above
Encouragement Skills
Demonstrating concerns for clients through active listening and empathy
Communicating respect for and confidence in clients
Focusing on client’s strengths, assets, and resources
Helping clients generate perceptual alternatives for discouraging fictional beliefs
Focusing on efforts and progress
Helping clients see the humor in life experiences

Client-Therapist Dialogue:
Counselor: Well, I guess
you are the king of the
house! She should just
listen to your every wish.
Why, you shouldn’t even
have to make any effort
at having a dialogue with
her—should you?
Client: Well, you know, I really
feel like I deserve more respect
from my wife. I work hard, earn
lots, and I feel like she doesn’t
even give me the time of day. All
she does is take care of the
house, and now that the kids are
older, she doesn’t even have the
responsibility. She just lives off
my money. She needs to listen to
me more and respect what I say.

Basic Adlerian principles have been adopted for
children for a number of reasons:
Adler believed that feelings of inferiority experienced in
childhood are the main causes for maladaptive behaviors.
There is no clear separation between the unconscious
and conscious; thus, one can work directly with children’s
current knowledge base and do not have to “break
through” to some mysterious unconscious.
Adlerian therapy is optimistic and anti-deterministic, and
change can occur (or start) at any point in a person’s life.
Adler stressed the importance that external changes and
interventions can make in inducing change. Thus, effective
parenting and teaching can all impact a child’s mental
health.
Adlerian principles can be easily understood, thus making
them easy to use by laypersons and by children.

Therapeutic Techniques for
Children
Building a Trusting
Relationship
Limit-Setting
Encouragement Natural
Consequences
Democratically Held
Discussion Groups
Logical Consequences
Assessment Catching Oneself
Art, Play, and
Creative Therapies
Task Setting
Responding to
Identified Behaviors
Commitment and
Practice

BUILDING A TRUSTING RELATIONSHIP
Counselors should be good relationship-
builders by using attending and empathy
skills, being nonjudgmental, being
optimistic, focusing on strengths, asking
questions in a nonthreathening manner,
and fostering open discussion.

ENCOURAGEMENT
Dinkmeyer and Dreikurs (1963) suggested
four ways that encouragement is shown:

DEMOCRATICALLY HELD DISCUSSION
GROUPS
Counselors, teachers, and parents can
lead democratically held discussion
groups by ensuring that all individuals
are given an opportunity to talk, that all
individuals are heard, and that basic
principles like consensus-taking or voting
are applied when making decisions.

ASSESSMENT
Can be conducted by:

Therapeutic Process

Building the
Relationship
Assessing and
Understanding
Lifestyle
Insight and
Interpretation
Reeducation and
Reorientation
It involves
development of a
trusting relationship
Help clients begin to
examine their current
lifestyles and
resulting
dysfunctional
behaviors
Therapist shows the
client how the
evidence points
toward the
development of the
client’s misguided
private logic and
resulting
dysfunctional life.
The goal is to have
the client adopt a
new style of life
based on the insight
that has been gained
about the client’s
current lifestyle.
Encouraging the
client for beginning
the therapeutic
journey
Therapist uses a wide
range of methods to
uncover relevant
information about
the client’s feeling of
inferiority, misguided
private logic and
compensatory
behaviors, and to
better understand
the resulting lifestyle.
The therapist can
educate the client
how his/her style of
life has impacted to
him/her
Either the therapist
devises a plan for
change or the client,
in consultation with
the therapist, jointly
discuss ways in which
the client can change

Social, Cultural and
Spiritual Issues
•Adler saw how power is misused by parents, in
relationships, by men over women, by culture
over culture, and by one country over another
•He saw the desire for power and superiority as
being a root of class struggles and oppression
of minorities
•He believed that the desire for power rsulted
in the loss of social consciousness and the
reason why wars are raged.

•He believed that people could understand that
the very oppression was the root of their
feelings of inferiority and that those same
feelings are the cause for a cycle of oppression
that they could cause.
•Adler saw religion as serving an important
purpose for people.
•Religions suggest that God symbolizes
perfection and reflects an image of how to
embody our values.

Adlerian therapy report.palencia

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