Albert bandura social learning theory
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Albert Bandura developed social learning theory, which posits that personality is shaped through observational learning from the environment and other people. He argued that behavior is learned both through reinforcement and by observing models. Key aspects of Bandura's theory include observational learning processes, reciprocal determinism, and self-regulation through self-observation, judgment, and response. Bandura's social learning theory has been influential in personality theory and influenced therapeutic approaches like self-control therapy and modeling therapy.
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Albert bandura social learning theory
- 1. SOCIAL LEARNING THEORY OF PERSONALITYSOCIAL LEARNING THEORY OF PERSONALITY Albert BanduraAlbert Bandura (1925 - Present)(1925 - Present) We Can Learn by Observing Others.We Can Learn by Observing Others. BBasic Assumptionsasic Assumptions BiographyBiography Approach to PersonalityApproach to Personality Observational Learning/Observational Learning/ ModelingModeling Self-regulationSelf-regulation Self-control TherapySelf-control Therapy Modeling TherapyModeling Therapy Critical EvaluationCritical Evaluation Saturday, February 3, 2018Saturday, February 3, 2018SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com 1
- 2. Major premise is that we can learn by observingMajor premise is that we can learn by observing others.others. Vicarious experience to be the typical way that humanVicarious experience to be the typical way that human beings change.beings change. Bandura (1977) agrees with the behaviorist learningBandura (1977) agrees with the behaviorist learning theories of classical conditioning and operanttheories of classical conditioning and operant conditioning.conditioning. He adds two important ideas - (1) Mediating processesHe adds two important ideas - (1) Mediating processes occur between stimuli & responses;occur between stimuli & responses; (2) Behavior is learned from the environment through(2) Behavior is learned from the environment through thethe process of observational learning.process of observational learning. Bandura warned that children and adults acquireBandura warned that children and adults acquire attitudes,attitudes, emotional responses, and new styles of conductemotional responses, and new styles of conduct throughthrough filmed and televised modeling.filmed and televised modeling. He cautioned that TV might create a violent reality thatHe cautioned that TV might create a violent reality that was worth fearing.was worth fearing. Saturday, February 3, 2018Saturday, February 3, 2018 Basic AssumptionsBasic AssumptionsAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com 2
- 3. Albert Bandura was born December 4, 1925, in the smallAlbert Bandura was born December 4, 1925, in the small town oftown of Mundare in northern Alberta, Canada.Mundare in northern Alberta, Canada. He received his bachelors degree in Psychology from theHe received his bachelors degree in Psychology from the University of British Columbia in 1949.University of British Columbia in 1949. He went on to the University of Iowa, where he received hisHe went on to the University of Iowa, where he received his PhDPhD in 1952. Here he came under the influence of thein 1952. Here he came under the influence of the behavioristbehaviorist tradition and learning theory.tradition and learning theory. While at Iowa, he met Virginia Varns, an instructor in theWhile at Iowa, he met Virginia Varns, an instructor in the nursingnursing school. They married and later had two daughters.school. They married and later had two daughters. In 1953, he started teaching at Stanford University. WhileIn 1953, he started teaching at Stanford University. While there,there, he collaborated with his first graduate student, Richardhe collaborated with his first graduate student, Richard Walters,Walters, resulting in their first book, Adolescent Aggression, in 1959.resulting in their first book, Adolescent Aggression, in 1959. Bandura was president of the APA in 1973, and received theBandura was president of the APA in 1973, and received the APA’s Award for Distinguished Scientific Contributions inAPA’s Award for Distinguished Scientific Contributions in 1980.1980. Saturday, February 3, 2018Saturday, February 3, 2018 BiographyBiographyAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com 3
- 4. Bandura suggested that environment causes behavior,Bandura suggested that environment causes behavior, true; but behavior causes environment as well. Hetrue; but behavior causes environment as well. He labeledlabeled this concept reciprocal determinism - the world and athis concept reciprocal determinism - the world and a person’s behavior cause each other.person’s behavior cause each other. Later, he went a step further. He began to look atLater, he went a step further. He began to look at personality as an interaction among three things: thepersonality as an interaction among three things: the environment, behavior, and the person’s psychologicalenvironment, behavior, and the person’s psychological processes.processes. Psychological processes consist of our ability toPsychological processes consist of our ability to entertainentertain images in our minds and language. At the point whereimages in our minds and language. At the point where hehe introduces imagery, in particular, he ceases to be aintroduces imagery, in particular, he ceases to be a strictstrict behaviorist, and begins to join the ranks of thebehaviorist, and begins to join the ranks of the cognitivists.cognitivists. In fact, he is often considered a “father” of theIn fact, he is often considered a “father” of the cognitivistcognitivist Saturday, February 3, 2018Saturday, February 3, 2018 Approach to PersonalityApproach to PersonalityAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com 4
- 5. First, the child is more likely to attend andFirst, the child is more likely to attend and imitate those people it perceives as similarimitate those people it perceives as similar toto itself.itself. Second, the people around the child willSecond, the people around the child will respond to the behavior it imitates withrespond to the behavior it imitates with eithereither reinforcement or punishment.reinforcement or punishment. Third, the child will also take into accountThird, the child will also take into account ofof what happens to other people whenwhat happens to other people when decidingdeciding whether or not to copy someone’s actions.whether or not to copy someone’s actions. Saturday, February 3, 2018Saturday, February 3, 2018 Observational LearningObservational LearningAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com 5
- 6. There are four mediational processes proposed by Bandura -There are four mediational processes proposed by Bandura - Attention:Attention: The extent to which we are exposed/noticeThe extent to which we are exposed/notice thethe behavior.behavior. Retention:Retention: How well the behavior is remembered.How well the behavior is remembered. Reproduction:Reproduction: This is the ability to perform theThis is the ability to perform the behaviorbehavior that the model has just demonstrated.that the model has just demonstrated. Motivation:Motivation: The will to perform the behavior. TheThe will to perform the behavior. The rewardsrewards and punishment that follow a behavior will beand punishment that follow a behavior will be considered by the observer.considered by the observer. Bandura mentions a number of motives –Bandura mentions a number of motives – (a)(a)past reinforcement;past reinforcement; (b) promised reinforcements (incentives) that we can(b) promised reinforcements (incentives) that we can imagine;imagine; (c) vicarious reinforcement (seeing and recalling the model(c) vicarious reinforcement (seeing and recalling the model being reinforced).being reinforced). These are traditionally considered to be the things that ‘cause’These are traditionally considered to be the things that ‘cause’ learning.learning. Saturday, February 3, 2018Saturday, February 3, 2018 ModelingModelingAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com Con..Con.. 6
- 7. Self-regulation - controlling our own behavior - is theSelf-regulation - controlling our own behavior - is the other ‘workhorse’ of human personality.other ‘workhorse’ of human personality. Here Bandura suggests three steps –Here Bandura suggests three steps – Self-observation -Self-observation - We look at ourselves, ourWe look at ourselves, our behavior, and keep tabs on it.behavior, and keep tabs on it. Judgment -Judgment - We compare what we see with aWe compare what we see with a standard.standard. Self-response -Self-response - If you did well in comparison withIf you did well in comparison with your standard, you give yourself rewarding self-your standard, you give yourself rewarding self- responses. If you did poorly, you give yourselfresponses. If you did poorly, you give yourself punishing self-responses.punishing self-responses. Saturday, February 3, 2018Saturday, February 3, 2018 Self-regulationSelf-regulationAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com 7
- 8. Bandura sees three likely results of excessive self-punishmentBandura sees three likely results of excessive self-punishment –– Compensation - a superiority complex.Compensation - a superiority complex. Inactivity - apathy, boredom, depression.Inactivity - apathy, boredom, depression. Escape - drugs and alcohol, television fantasies, orEscape - drugs and alcohol, television fantasies, or even the ultimate escape, suicide.even the ultimate escape, suicide. These have some resemblance to the unhealthy personalitiesThese have some resemblance to the unhealthy personalities Adler and Horney talk about –Adler and Horney talk about – • Aggressive type,Aggressive type, • Compliant type, andCompliant type, and • Avoidant type respectively.Avoidant type respectively. Saturday, February 3, 2018Saturday, February 3, 2018 Self-regulationSelf-regulationAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com Con..Con.. 8
- 9. Bandura’s recommendations to those who sufferBandura’s recommendations to those who suffer from poor self-concepts come straight from thefrom poor self-concepts come straight from the three steps of self-regulation –three steps of self-regulation – 1.1.Regarding self-observationRegarding self-observation - know thyself. Make- know thyself. Make sure you have an accurate picture of your behavior.sure you have an accurate picture of your behavior. 2.2.Regarding standardsRegarding standards - make sure your standards- make sure your standards aren’t set too high. Don’t set yourself up for failure.aren’t set too high. Don’t set yourself up for failure. Standards that are too low, on the other hand, areStandards that are too low, on the other hand, are meaningless.meaningless. 3.3.Regarding self-responseRegarding self-response - use self-rewards, not- use self-rewards, not self-punishments. Celebrate your victories, don’tself-punishments. Celebrate your victories, don’t dwell on your failures.dwell on your failures. Saturday, February 3, 2018Saturday, February 3, 2018 Self-regulationSelf-regulationAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com Con..Con.. 9
- 10. The ideas behind self-regulation have been incorporated into aThe ideas behind self-regulation have been incorporated into a therapy technique called self-control therapy. It has been quitetherapy technique called self-control therapy. It has been quite successful with relatively simple problems of habit, such assuccessful with relatively simple problems of habit, such as smoking, overeating, and study habits.smoking, overeating, and study habits. Behavioral Charts.Behavioral Charts. Self-observation requires that youSelf-observation requires that you keep close tabs on your behavior, both before youkeep close tabs on your behavior, both before you begin changes and after.begin changes and after. Environmental Planning.Environmental Planning. Taking your lead from yourTaking your lead from your behavioral charts and diaries, you can begin to alterbehavioral charts and diaries, you can begin to alter your environment.your environment. Self-contracts.Self-contracts. Finally, you arrange to rewardFinally, you arrange to reward yourself when you adhere to your plan, and possiblyyourself when you adhere to your plan, and possibly punish yourself when you do not.punish yourself when you do not. Saturday, February 3, 2018Saturday, February 3, 2018 Self-control TherapySelf-control TherapyAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com 10
- 11. The most famous Bandura’s therapy isThe most famous Bandura’s therapy is modeling therapy.modeling therapy. The theory is that, if you can getThe theory is that, if you can get someone with a psychological disordersomeone with a psychological disorder to observe someone dealing with theto observe someone dealing with the same issues in a more productivesame issues in a more productive fashion, the first person will learn byfashion, the first person will learn by modeling the second.modeling the second. Saturday, February 3, 2018Saturday, February 3, 2018 Modeling TherapyModeling TherapyAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com 11
- 12. Albert Bandura has had an enormous impact onAlbert Bandura has had an enormous impact on ersonality theory and therapy.ersonality theory and therapy. His action-oriented, problem-solving approachHis action-oriented, problem-solving approach appeals to those who want to get things done.appeals to those who want to get things done. • It is limiting to describe behavior solely in terms ofIt is limiting to describe behavior solely in terms of either nature or nurture, and attempts to do thiseither nature or nurture, and attempts to do this underestimate the complexity of human behavior.underestimate the complexity of human behavior. • Social learning theory is not a full explanation forSocial learning theory is not a full explanation for allall behavior. The discovery of mirror neurons has lentbehavior. The discovery of mirror neurons has lent biological support to the theory of social learning.biological support to the theory of social learning. Saturday, February 3, 2018Saturday, February 3, 2018 Critical EvaluationCritical EvaluationAlbertBanduraAlbertBandura SocialLearningTheoryofPersonalitySocialLearningTheoryofPersonality SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com 12
- 13. QuestionsQuestions AnswersAnswers Saturday, February 3, 2018Saturday, February 3, 2018SMS Kabir, Dept. of Psychology, JagannathSMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.comUniversity, smskabir218@gmail.com 13
- 14. Saturday, February 3, 2018 SMS Kabir, Dept. of Psychology, Jagannath University, smskabir218@gmail.com 14
Editor's Notes
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.
- View of Human Nature The Adlerian concept of social interest is the individual’s feeling of being part of a whole, spanning the past, present, and the future. Adler believed that people were mainly motivated toward this feeling of belonging. He did not believe that social interest was innate but rather a result of social training. Adler expressed that people strove to become successful and overcome the areas that they perceived as inferior. He referred to this process of personal growth as striving for perfection. Those who did not overcome feelings of inferiority developed an inferiority complex. Those who overcompensated for feelings of inferiority developed a superiority complex. Adler believed that a person’s conscious behavior, not their unconscious, was the mainstay of personality development. Because of this concept, Adlerian theory emphasizes personal responsibility for how the individual chooses to interpret and adjust to life’s events or situations. Maladjustment is defined in Adlerian theory as choosing behavior resulting in a lack of social interest or personal growth. Adler believed that misbehavior would take place when the person had become discouraged or when positive attempts at good behavior had failed to get the needed results. Encouragement to good behavior was often the recommended antidote to misbehavior. Another concept is that of teleology, which simply put means that a person is as influenced by future goals as by past experiences. Adlerian espoused the belief that the birth of each child changed the family substantially. He thought that the birth order of the children in the family influenced many aspects of their personality development. Briefly, characteristics of these birth positions are - Oldest children are usually high achievers, parent pleasers, conforming, and are well behaved. Second born children are more outgoing, less anxious, and less constrained by rules than first born. They usually excel as what the first born does not. Middle children have a feeling of being squeezed in and are concerned with perceived unfair treatment. These children learn to excel in family politics and negotiation. However, they can become very manipulative. This position also tends to develop areas of success that are not enjoyed by their siblings. The youngest child is the most apt at pleasing or entertaining the family. While they run the risk of being spoiled, they are also the most apt at getting what they want through their social skills and ability to please. They are often high achievers, because of the role models of their older siblings. Only children or children born seven or more years apart from siblings are more like first born children. Children with no siblings often take on the characteristics of their parents’ birth order, as the parents are the only role models. While these children may mature early and be high achievers, they may lack socialization skills, expect pampering, and be selfish. Adler saw the family as the basic socialization unit for the child. He believed that children’s interpretation of the events in their life was determined by the interaction with family members before the age of five. The family interactions taught the children to perceive events and situations through certain subjective evaluations of themselves and the environment. These perceptions that guided the children’s behavior were called fictions. Basic mistakes could be made based on these fictions. Adlerians believe that some of those mistakes are (Mozak, 1984) - Overgeneralizing in which the individual believes that everything is the same or alike. False or impossible goals of security which leads the individual to try to please everyone in seeking security and avoiding danger. Misperception of life and life’s demands which leads the individual to expect more accommodation than is reasonable and to interpret their failure to get accommodation as never getting any breaks. Minimization or denial of one’s worth results in the individual believing that they cannot be successful in life. Faulty values results in a “me first” mentality with little or no regard for others. Adler believed that life took courage or a willingness to take risks without knowing the outcome. He believed that a person with a healthy life style contributed to society, had meaningful work, and had intimate relationships. He espoused cooperation between the genders as opposed to competition. He believed that well adjusted people lived in an interdependent relationship with others in a cooperative spirit.