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Alfred adler personality theory ppt, Slides of Psychology

Alfred Adler’s Individual Psychology: A phenomenological approach involving Social interests, therapeutic relationship.

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ADLERIAN
PSYCHOTHERAPY
Chapter 5
Sheila. K. Grant, Ph.D.
Professor
Adler on Delusions of Power
"The striving for personal power is a disastrous
delusion and poisons man's living together.
Whoever desires the human community must
renounce the striving for power over others."
"One thing can save us: the mistrust of any form of
predominance. Our strength lies in conviction, in
organizing strength, in a world view, not in the
violence of armament and not in emergency laws.”
"For us the way and tactics emerge from our
highest goal: the nursing and strengthening of
social feeling."
Alfred Adler’s
Individual Psychology
A phenomenological approach
Social interest is stressed
Birth order and sibling relationships
Therapy as teaching, informing and
encouraging
Basic mistakes in the client’s private logic
The therapeutic relationship — a
collaborative partnership
The Phenomenological
Approach
Adlerians attempt to view the world from
the client’s subjective frame of reference
How life is in reality is less important than
how the individual believes life to be
It is not the childhood experiences that are
crucial –
it is our present interpretation of these
events
Unconscious instincts and our past do
not determine our behavior
Social Interest
Adler’s most significant and distinctive concept
Gemeinschaftsgefuhl or community feeling
Human behavior has value to extent that it’s motivated by
social interest, that is, by a feeling of oneness with all of
humanity
Striving for a better future for humanity
A sense of identification & empathy with others
Refers to an i ndividual’s attitude toward and awareness
of being a part of the human community
Mental health is measured by the degree to which we
successfully share with others and are co ncerned with
their welfare
Happiness an d success are largely related to social
connectedness
Basic Tenets
Behavior can best be understood holistically in
terms of its patterns or unity. Not reductionistic.
All behavior is goal directed or purposive,
although the individual may not be consciously
aware of the purpose
Every individual strives for superiority
(competence, recognition)
Every individual strives for social acceptance,
social belongingness
Each person interprets life in term of his or her
unique perceptions (Phenomonological)
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ADLERIAN

PSYCHOTHERAPY

Chapter 5

Sheila. K. Grant, Ph.D.

Professor

Adler on Delusions of Power

 "The striving for personal power is a disastrous delusion and poisons man's living together. Whoever desires the human community must renounce the striving for power over others."  "One thing can save us: the mistrust of any form of predominance. Our strength lies in conviction, in organizing strength, in a world view, not in the violence of armament and not in emergency laws.”  "For us the way and tactics emerge from our highest goal: the nursing and strengthening of social feeling."

Alfred Adler’s

Individual Psychology

 A phenomenological approach

 Social interest is stressed

 Birth order and sibling relationships

 Therapy as teaching, informing and

encouraging

 Basic mistakes in the client’s private logic

 The therapeutic relationship — a

collaborative partnership

The Phenomenological

Approach

 Adlerians attempt to view the world from

the client’s subjective frame of reference

  • How life is in reality is less important than how the individual believes life to be
  • It is not the childhood experiences that are crucial – it is our present interpretation of these events

 Unconscious instincts and our past do

not determine our behavior

Social Interest

 Adler’s most significant and distinctive concept

  • Gemeinschaftsgefuhl or community feeling
  • Human behavior has value to extent that it’s motivated by social interest , that is, by a feeling of oneness with all of humanity
  • Striving for a better future for humanity
  • A sense of identification & empathy with others
  • Refers to an individual’s attitude toward and awareness of being a part of the human community
  • Mental health is measured by the degree to which we successfully share with others and are concerned with their welfare
  • Happiness and success are largely related to social connectedness

Basic Tenets

 Behavior can best be understood holistically in terms of its patterns or unity. Not reductionistic.  All behavior is goal directed or purposive , although the individual may not be consciously aware of the purpose  Every individual strives for superiority (competence, recognition)  Every individual strives for social acceptance, social belongingness  Each person interprets life in term of his or her unique perceptions ( Phenomonological )

Basic Philosophy

 Humans are motivated by social interest, by striving toward goals, and by dealing with the tasks of life  Emphasis is on the individual’s positive capacities to live in society cooperatively  People have the capacity to interpret, influence, and create events  Each person at an early age creates a unique style of life , which tends to remain relatively constant throughout life

Five Life Tasks

 Friendship or relating to others

 Work or making a contribution to community

 Love and Family Relationships

 Self-acceptance including our sex role

 Spirituality or understanding our values,

goals and relationship with others.

Some Useful Definitions

A Teleosocioanalytic Theory  Teleo – Goal-directed, Purposeful, Moving toward  Socio – Social Interest, Social Belonginess  Analytic – Unaware of motives or purpose  Individual Psychology

  • Person can only be understood as a whole  Family Constellation: Relationship among family members  Lifestyle: Your chosen path in life based on fictions and goals  Fictional Finalism: Distorted view of yourself and the world

Mental Health

 Psychologically unhealthy individuals strive

for personal superiority with little concern for

other people

  • Although they may appear to be interested in others, their basic motivation is personal benefit

 In contrast, psychologically healthy people

strive for the success of all humanity

  • But they do so without losing their personal identity

Some Useful Definitions

Inferiority

  • Recognizing your limitations & need for others
  • If overwhelming can result in debilitating inferiority complex
  • Lack of inferiority can result in superiority complex  Adler's inferiority complex is an exaggerated neurotic reaction to inferiority or for superiority
  • Develops in early childhood
  • Subjective perception of self resulting from comparison of beliefs about others in primary group
  • Comparison is made regarding physical characteristics, social characteristics, & goals & standards
  • Inferiority may not be consciously experienced

Biographical Sketch of Adler

 Born in the suburbs

of Vienna on Feb.

7, 1870. Alfred was

the third child and

second son to a

Jewish grain

merchant and his

wife.

Biographical Sketch of Adler

  • Adler continued to write& see clients.
  • He began treating families as he became convinced of the importance of family & social belongingness

Productive Years Flees Austria, Visits US

  • Visited the U.S. in 1926 & accepted a post as visiting professor at Long Island College of Medicine
  • In 1934 he fled Vienna ahead of the rise of anti-Jewish sentiment and political upheaval  On May 28, 1937, during a series of lectures in Aberdeen University he died of a heart attack  Rudolf Dreikurs carried on his work in the U.S.  Other Adlerian counselors & psychologists of note include
  • Heinz & Roweena Ansbacher, Jon Carlson, Raymond Corsini, Don Dinkmeyer and Don Dinkmeyer, Jr., Harlold Mozak, Tom Sweeney.  Adlerian psychology is recognized today as one of the most effective methods for raising and teaching responsibility in a democratic society  Active Parenting programs are all based on Adlerian theory and principles

Adler’s Legacy Personality Development

 Born inferior & dependent on others

  • Must find place in Family Constellation
  • Dangers of pampering or neglect
  • Encouragement and acceptance is the

key

  • Develop lifestyle based on our fictional

finalism

  • Strive for superiority, competence,

recognition

Personality Development

 Strive for social acceptance, social belonging

  • Strive for friendship, love
  • Adler stresses Choice & Responsibility,

Meaning in Life, & Striving for Success,

Completion, & Perfection

  • Responsibility to work
  • Responsibility to family
  • Responsibility for community involvement
  • Strive for self-acceptance including our sex role
  • Strive for spiritual understanding

Family Constellation

  • You are not born in a vacuum
  • Your place in the family is instrumental in forming your personality
  • Your birth order predisposes you to certain personality traits

Birth Order

 Basis principle of Adler’s phenomenological

view of birth order:

  • Whatever role IS adopted is the one that is most advantageous to finding a place
  • The circumstances are NOT as important as the perceptions of those circumstances

Only Child

  • Birth is a miracle
  • Child is center of the universe
  • Can be spoiled
  • Parents are inexperienced
  • Child can lack empathy for others

Predispositions of Only Child

  • Expects to be center of adult

attention

  • Prefers adult company
  • Uses adult language
  • May not get along with other children

or siblings

  • Conservative, dogmatic

Oldest Child

  • First spoiled then Dethroned by next

child

  • Given responsibilities & expected to

set an example

  • High parental expectations

Predispositions of Oldest Child

  • Feels privileged & powerful
  • Authoritarian, conservative,

dogmatic

  • Tends to be dependable & hard-working
  • Strives to keep ahead
  • High Achievement Drive

Second Child

  • “Speeder” as if always in a race

(i.e., like training to surpass older

sibling)

  • Older sibling is always more

competent

  • Second-born often opposite of the

firstborn

  • In competition with older subling

Therapeutic Goals

 Fostering social interest  Helping clients overcome feelings of discouragement & inferiority  Modifying clients’ views & goals--that is, changing their lifestyle  Changing faulty motivation  Assisting clients to feel a sense of equality with others  Helping clients to become contributing members of society

Process of Psychotherapy

  • Phase 1: Establishing the Relationship
  • Phase 2: Analysis and Assessment
  • Phase 3: Encouraging Insight
  • Phase 4: Re-Education and Reorientation

Establishing the Relationship

  • Active Listening
    • Attending & Listening with Empathy
  • Earning trust through acceptance and

encouragement

  • Showing respect

Analysis and Assessment

  • Adlerian counseling proceeds from 2 interview forms: - 1. The subjective interview - Extracts patterns in client’s life, develops hypotheses about what works for client, & determines what accounts for client’s various concerns

Analysis and Assessment

  • Adlerian counseling proceeds from 2 interview forms: - 1. The objective interview - How problems began - Any precipitating events - Medical history including meds - Social history - Reasons client chose therapy at this time - Client’s coping with life tasks - A Lifestyle Assessment

Analysis and Assessment

  • All Analysis & Assessment is geared toward:
    • Understanding the individual’s lifestyle, private logic, faulty assumptions
  • Lifestyle Assessment
    • Family constellation
    • Early recollections
    • Uncovering Priorities (superiority, control, comfort, pleasing others)

Analysis and Assessment

  • Once material has been gathered from both subjective & objective interviews: - Integrated Summaries are developed, presented to client, & discussed - All Analysis & Assessment is geared toward: - Understanding the individual’s lifestyle, private logic, faulty assumptions

Analysis and Assessment

  • Mosak (2000) includes analysis of common basic mistakes - Lifestyle conceived of as a personal mythology - We behave as if the myth were true - Mozak’s Five Basic Mistakes: - Overgeneralizations: “There is no fairness in the world” - False or impossible goals: “I must please everyone if I am to feel loved” - Misperceptions of life and life’s demands: “Life is so very difficult for me” - Minimization or denial of one’s basic worth: “I’m basically stupid, so why would anyone want anything to do with me? - Faulty values: “I must get to the top, regardless of who gets hurt in the process”

Encouraging Self-

Understanding & Insight

  • Self-understanding only possible

when hidden purposes & goals of

behavior are made conscious

  • Insight refers to an understanding of

the motivations that operate in client’s

life

  • A special form of awareness that

facilitates that acts as a foundation for

change

Encouraging Self-

Understanding & Insight

  • Disclosure & well-timed interpretations

are techniques that facilitate process of

gaining insight

  • Interpretations are tentative suggestions

in form of open-ending sharing

  • Tentative Interpretations or Hypotheses:
    • Could it be that....
    • It seems to me that....
    • This is how it appears to me....

Encouraging Self-

Understanding & Insight

  • Recognition Reflex
    • Eventually clients come to understand
      • Their motivations
      • Ways in which they are now contributing to maintenance of problem
      • What they can do to correct situation

Reeducation & Reorientation

  • Learning to adopt a more constructive lifestyle  Enlisting support of others  Encouragement  Responsibility  Change & search for new possibilities  Clients’ make decisions, modify goals, & act as if  Making a difference  Manifested by a change in behavior, attitude  Immediacy, confrontation, etc.

Examples of Misbehavior

  • Darren leaves his seat inappropriately
  • When you tell him to return to his seat he

glares at you and says, “No, and you can’t

make me!”

 What is his probable goal of misbehavior?  How does he make you feel?  How does he react to you?

Examples of Misbehavior

  • Escobar didn’t hand in his homework

again this week. When you asked him

why, he looked down and said, “What’s

the use?”

 What is his probable goal of misbehavior?  How does he make you feel?  How does he react to you?

Examples of Misbehavior

  • Your spouse is always running late
  • You are supposed to meet the boss for

dinner

  • You remind your spouse an hour ahead of

time, but now you are going to be late

again

 What is the probable goal of misbehavior?  How does he/she make you feel?  How does he/she react to you?

Examples of Misbehavior

  • You got in trouble for being late to work
  • You can’t help that you had car trouble
  • If your colleague had not gone out of his way

to tell the boss she never would have known

 What is her probable goal of misbehavior?  How does she make you feel?  How does she react to you?

Examples of Misbehavior

  • Every time you get to the checkout line

your son throws a temper tantrum, right in

front of everyone

 What is his probable goal of misbehavior?  How does he make you feel?  How does he react to you?

Examples of Misbehavior

  • You know that your daughter is doing

drugs and having sex

  • When you’ve tried to confront her she just

walks away and says, “You don’t really

care, you’ve never cared!”

 What is her probable goal of misbehavior?  How does she make you feel?  How does she react to you?

The Power of Encouragement

  • Focus on assets & strengths to build self- confidence and feelings of worth  “You are really determined to succeed.”  “You can do that.”  “I liked the way you handled that.”
  • Accept people as they are
  • Don’t make your acceptance dependent on their behavior  “Whoops! Well you tried. Next time you’ll do better.”  “Nobody’s perfect, you are special in your own ways.”

The Power of Encouragement

  • Have faith in them so they can believe in themselves  “You can do it”  “I know you can handle it”
  • Show respect & trust  “I’m going to let you handle that”  “You can figure that out, come to me if you need help.”  “I don’t agree but I will respect your opinion.”

Praise Versus Encouragement

My contributions are appreciated I must be Contributions better than others Personal Gain I don’t have to be perfect as long as I try my best To be worthy I Recognizes Effort must be perfect. Rewards for Competed Tasks How I feel about myself is important To be worthy I Internal Evaluation must please you External Evaluation I am worthy only when I Belief in Self I am trusted to be responsible obey you External Control What Child Hears or Focuses on: What Child Hears or Perceives Perceives Focuses on: PRAISE ENCOURAGEMENT

Natural & Logical Consequences

  • Reward & punishment deny children the opportunity to make their own decisions and to be responsible for their own behavior
  • Natural & logical consequences require children to be responsible for their own behavior
  • Natural consequences allow children to learn from the natural order of the world: - If you don’t eat you become hungry - Children experience consequences of their action or inaction
  • Logical consequences teach children social order & rules: - If you don’t complete your assignments you earn a bad grade
  • Natural & logical consequences motivate children to make responsible decisions by allowing them to experience the consequences of their decisions & actions in an atmosphere of trust & encouragement

Examples of Natural Consequences

  • If you forget your umbrella and it rains, you get wet
  • If you are late for dinner it will be cold, or all gone
  • If you break others things, they will not let you borrow them
  • If you hit another, they will not like you and might hit you
  • If you lie, others will not trust you

Examples of Logical Consequences

  • If you push or shove in line, you go to the back of the line
  • If you don’t put things away, they go in storage for a day
  • If you vandalize, then you must clean it up (restitution)
  • If you hit others, you will be separated from them
  • If you talk back or use obscenities, you must apologize
  • If you cheat on a test, you get a zero