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                                                                                           Adlerians	view	the	use	of	techniques	in	counseling	as
  Introduction	to	Adlerian	counseling	And	Psychotherapy:												Adlerian	therapy	is	a	cognitive	approach	which	means	that	clients	are	encouraged	to	look	at	and	understand	and	possibly	change	the	ideas	and	beliefs	that	they	hold	about	themselves,	the	word	and	how	they	will	behave	in	that	world.	In	addition,	Adlerian	therapist	set	assignments	with	their	clients	that	challenge	existing	ideas	and	beliefs	and	which	represent	changes	in	their	habitual	pattern	of
  behavior.	The	Adlerian	approach	has	an	optimistic	view	that	people	have	created	their	own	personalities	and	therefore	can	choose	to	change.	Clients	are	encouraged	to	value	their	strengths	and	to	acknowledge	that	they	are	equal	members	of	society	who	can	make	a	worthwhile.			Biographical	Sketch	of	Alfred	Adler:											Alfred	Adler	was	born	in	Vienna	in	1870,	of	Jewish	parents.	His	father	was	a	grain	merchant	whose	work	allowed	the	family	to	live	an
  affluent,	middle-class	life.	Adler	was	the	third	of	the	seven	children,	five	boys	and	two	girls,	of	whom	the	oldest	was	a	boy	and	the	second	a	girl.	As	a	child,	he	was	delicate	and	sickly.	He	had	rickets	and	spasms	of	the	glottis	that	put	him	in	danger	of	suffocation.								During	his	early	schooling,	he	was	a	mediocre	student.	He	did	so	poorly	in	mathematics	that	he	had	to	repeat	the	grade.	Adler’s	reaction	was	to	work	diligently	on	mathematical	problems	at	home
  until	he	had	mastered	them.	He	attended	the	Vienna	Medical	School,	where	he	studied	under	a	famous	internist	who	stressed	that	the	physician	must	always	treat	the	whole	patient	not	just	the	ailment.	Once	he	received	his	medical	degree,	Adler	established	a	private	practice	in	a	lower-	middle	class	Vienna	neighborhood	near	a	famous	amusement	park.	In	1899	Adler	corresponded	with	Freud	him	to	provide	a	clinical	diagnosis	of	the	difficulties	being
  experienced	by	a	female	patient	under	Adler’s	care.	Three	years	later	Freud	asked	Adler	to	join	a	weekly	discussion	group	at	his	home	that	centered	on	psychology	and	neuropathology	themes	and	issues.	In	1908,	Freud’s	Wednesday	Psychological	Society	changed	its	name	to	the	Vienna	Psychoanalytic	Society.	In	1910,	on	Freud	recommendation,	the	group	elected	Adler	to	succeed	Freud	as	its	president	(Fiebert,	1997,	pp.	241-247).	In	1911	Adler	along	with	nine
  other	members	leave	Freud.	Soon	after,	Adler	formed	a	group	called	the	Society	for	Free	Psychoanalytical	Research,	a	title	chosen	to	show	his	obvious	displeasure	with	what	he	considered	Freud’s	dictatorial	ways.	In	1913,	Adler	changed	the	name	of	association	to	the	Society	for	Individual	psychology,	to	reflect	his	concern	with	understanding	the	whole	personality-the	individual	as	an	indivisible	entity.								During	World	War	1,	Adler	worked	as	an	army	doctor	in
  a	Vienna	hospital.	Witnessing	the	savage	effects	of	the	war	on	people-effects	generated	by	lack	of	trust	and	cooperation	on	this	basis	he	developed	his	concept	of	social	interest.	He	return	to	his	writing	and	research	with	renewed	purpose,	and	focused	much	of	his	energies	on	disseminating	information	to	the	ordinary	person	about	the	need	for	cooperation,	love	and	respect	among	people.	He	was	also	instrumental	in	establishing	in	the	Vienna	school	system	some
  30	child-guidance	clinics	that	provided	counseling	for	the	entire	family.	By	the	early	1920s,	Adler	had	gained	international	recognition	and	acceptance.	In	the	late	1920s	and	1930s,	he	authored	a	number	of	popular	books,	including	The	Practice	and	Theory	of	Individual	Psychology	(1927),	Understanding	Human	Nature	(1927),	The	Science	of	Living	(1929/1969),	the	Education	of	Children	(1930a),	The	Pattern	of	Life	(1930b),	What	Life	Should	Mean	to	You	(1931),
  and	Social	Interest:	A	Challenge	to	Mankind	(1933).	During	the	same	period,	he	also	accepted	invitations	to	lecture	in	various	European	cities	and	later	in	the	United	States.	He	succumbed	to	a	heart	attack	while	on	a	European	Lecture	tour	in	Aberdeen,	Scotland,	in	May	1937	(Furtmuller,	1973,	pp.330-39)										Individual	psychology								In	German,	the	term	Individualpsychologie	means	the	psychology	of	the	unique,	indivisible,	and	undivided	person	(Davidson
  1991,	6).	What	Adler	meant	by	this	is	that,	first,	Individual	Psychology	is	an	idiographic	science.	How	an	individual	develops	is	unique,	creative,	and	dependent	on	the	subjective	interpretations	the	person	gives	to	life.	Second,	Adler	meant	to	convey	that	an	individual	behaves	as	a	unit	in	which	the	thoughts,	feelings,	actions,	dreams,	memories,	and	even	physiology	all	lead	in	the	same	direction.	The	person	is	a	system	in	which	the	whole	is	greater	than	and
  different	from	the	sum	of	its	parts.	In	this	whole,	Adler	saw	the	unity	of	the	person.	In	the	symphony	of	a	person's	behavior,	he	discerned	the	consistent	melodic	theme	running	throughout.	This	theme	may	have	many	variations	in	tempo,	pitch,	or	intricacy,	but	it	is	nevertheless	recognizable.	Thus,	to	understand	a	person,	we	must	look	at	the	whole	person,	not	at	the	parts,	isolated	from	one	another.	After	we	grasp	the	guiding	theme,	however,	it	is	easy	to	see	how
  each	individual	part	is	consistent	with	the	theme.																																																																																																																																																																																																																																																								
  																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																																							Key
  Concepts:										Adler	abandoned	Freud’s	basic	theories	because	he	believed	Freud	was	excessively	narrow	in	his	stress	on	biological	and	instinctual	determination.	On	many	theoretical	grounds	Adler	was	in	opposition	to	Freud.	According	to	Adler,	for	example,	humans	are	motivated	primarily	by	social	relatedness	rather	than	by	sexual	urges;	behavior	is	purposeful	and	goal	directed;	and	consciousness,	more	than	unconsciousness,	is	the	focus	of	therapy.	1.	View
  of	Human	Nature:											Following	are	the	views	that	Adlerians	express	about	human	nature.	Ø		Influence	of	person’s	perception	and	interpretation:																					Adler	holds	that	the	individual	begins	to	form	an	approach	to	life	some	where	in	the	first	six	years	of	living.	Adler’s	focus	is	on	how	the	person’s	perception	of	the	past	and	his	or	her	interpretation	of	early	events	have	a	continuing	influence.	Ø		Striving	for	significance	and	superiority:																			Adler
  stressed	choice	and	responsibility,	meaning	in	life,	and	the	striving	for	success,	completion,	and	perfection.	Adler’s	theory	focuses	on	inferiority	feeling,	which	he	sees	as	a	normal	condition	of	all	people	and	as	a	source	of	all	human	striving.	Rather	than	being	considered	a	sign	of	weakness	or	abnormality,	feelings	of	inferiority	can	be	the	well	spring	of	creativity.	They	motivate	us	to	strive	for	mastery,	success	(superiority),	and	completion.	Humans	are	driven	to
  overcome	our	sense	of	inferiority	and	strive	for	increasingly	higher	levels	of			development	(Schultz	&	Schultz,	1998).	Indeed,	at	around	six	years	of	age	our	fictional	vision	of	ourselves	as	perfect	or	complete	begins	to	form	into	a	life	goal.	The	life	goal	unifies	the	personality	and	becomes	the	source	of	human	motivation;	every	striving	and	every	effort	to	overcome	inferiority	is	now	in	line	with	this	goal.	Ø		Creative	Self:																				This	concept	was	Adler’s
  “crowning	achievement	as	a	personality	theorist”	(Hall	&	Lindzey,	1978,	p.	165).	It	lies	at	the	heart	of	the	Adlerian	theory	of	personality.			From	the	Adlerian	perspective	human	behavior	is	not	determined	solely	by	heredity	and	environment.	Instead,	humans	have	creative	self	which	is	defined	as	the	capacity	to	interpret,	influence,	and	create	events.	Adler	asserts	that	what	we	were	born	with	is	not	as	important	as	what	we	do	with	the	abilities	we	possess.
  Although	Adlerian’s	rejected	the	deterministic	stance	of	Freud,	they	do	not	go	to	the	other	extreme	and	maintain	that	individuals	can	become	whatever	they	want	to	be.	Adlerian’s	recognized	that	biological	and	environmental	conditions	limit	our	capacity	to	choose	and	to	create.	“This	creative	power	is	a	striving	power;	this	creative	power	can	be	seen	in	different	views,	in	the	power	of	evolution,	in	the	power	of	life,	in	the	power	which	accomplishes	the	goal	of	an
  ideal	completion	to	overcome	the	difficulties	of	life."	(From	"The	General	System	of	Individual	Psychology,"	an	unpublished	manuscript	in	the	AAISF/ATP	Archives.)	2.	A	Phenomenological	Psychology:								Adlerians	attempt	to	view	the	world	from	the	client’s	subjective	frame	of	reference,	an	orientation	described	as	Phenomenological.	The	phenomenological	perspective	provides	an	understanding	of	clients	from	their	internal	frame	of	reference.	This	subjective
  reality	includes	the	individual’s	perceptions,	thoughts,	feelings,	values,	beliefs,	convictions,	and	conclusions.	Behavior	is	understood	from	the	vantage	point	of	this	subjective	perspective.	How	life	is	in	realty	is	less	important	than	how	the	individuals	beliefs	life	to	be.	Adler	suggested	that	what	individuals	perceive	is	biased	according	to	the	past	experience	(Ansbacher	&	Ansbacher,	1964).He	referred	to	this	phenomenon	as	apperception.	A	phenomenological
  perspective	is	therefore	necessary	to	understand	client’s	interpretation	of	their	experiences.	3.	Unity	and	Patterns	of	Human	Personality/Holistic	Psychology:	A	basic	premise	of	Adlerian	Individual	Psychology	is	that	personality	can	only	be	understood			holistically	and	systematically;	that	is,	the	individual	seen	as	an	indivisible	whole,	born,	reared,	and	living	in	specific	familial,	social,	and	cultural	contexts.	It	is	therefore	holistic	psychology	that	attempts	to
  understand	the	overall	life	style	as	a	unified	whole.	People	are	social,	creative,	decision	making	beings	who	act	with	purpose	and	cannot	be	fully	known	outside	the	context	that	have	meaning	in	their	lives	(Sherman	&	Dinkmeyer,	1987)																																The	human	personality	becomes	unified	through	development	of	a	life	goal.	An	individual’s	thoughts,	feelings,	beliefs,	convictions,	attitudes,	character,	actions	are	expressions	of	his	or	her	uniqueness	and	all
  reflect	a	plan	of	life	that	allows	for	movement	towards	a	self	selected	life	goal.	An	implication	of	this	holistic	view	of	personality	is	that	the	client	is	an	integral	part	of	a	social	system.	There	is	a	more	focus	on	interpersonal	relationships	than	on	the	individual’s	internal	psychodynamics.	4.	Behavior	as	purposeful	and	goal-oriented:													Individual	Psychology	assumes	that	all	human	behavior	has	a	purpose.	Humans	set	goals	for	themselves,	and	behavior	becomes
  unified	in	the	context	of	these	goals.	Adler	replaced	deterministic	explanations	with	teleological	(purposive,	goal	oriented)	ones.	Basic	assumption	of	the	individual	psychology	is	that	what	we	are	striving	for	is	crucial.	Thus,	Adlerians	are	interested	in	the	future,	without	minimizing	the	importance	of	the	past	influences.	They	assume	that	decisions	are	based	on	the	person’s	experiences,	on	the	present	situation,	and	on	the	direction	in	which	the	person	is	moving.
  They	look	for	continuity	by	paying	attention	to	themes	running	through	a	person’s	life.											Adlerians	use	the	term	fictional	finalism	to	refer	to	an	imagined	central	goal	that	guides	a	person’s	behavior.	Adler	was	influenced	by	the	philosopher	Hans	Vaihinger	(1965)	view	that	people	live	by	fictions	(or	views	of	how	the	world	should	be).	Applied	to	human	motivation,	a	guiding	fiction	might	be	expressed	as:	“Only	when	I	am	perfect	can	I	am	secured”	or	“Only
  when	I	am	important	can	I	be	accepted.”	The	fictional	goal	represents	an	individual’s	image	of	a	perfected	position,	for	which	he	or	she	strives	in	any	given	situation.	The	term	finalism	refers	to	the	ultimate	nature	of	person’s	goal	and	the	ever-present	tendency	to	move	in	a	certain	direction.	Because	of	this	ultimate	goal	person	have	the	creative	power	to	choose	what	the	person	will	accept	as	truth,	how	the	person	will	behave	and	interpret	the	event.	5.	Birth
  Order	and	Sibling	Relationship:										The	Adlerian	approach	is	giving	special	attention	to	the	relationships	between	siblings	and	the	position	in	one’s	family	.Adler	identified	five	psychological	positions:	oldest,	second	of	only	two,	middle,	youngest,	and	only.	It	should	be	noted	that	actual	birth	order	itself	is	less	important	than	individual,	s	interpretation	of	his	or	her	place	in	the	family	.since	Adlerian	view	human	problems	as	social	in	nature,	they	emphasize
  interfamily	relationships.									Adler	(1958)	observes	that	many	people	wonder	why	children	of	the	same	family	often	differ	so	widely.	It	is	a	fallacy	to	assume	that	children	of	the	same	family	are	formed	in	the	same	environment.	Although	they	share	aspects	in	common	in	the	family	constellation,	the	psychological	situation	of	each	child	is	different	from	that	of	the	others	because	of	the	order	of	their	birth.	The	following	description	of	the	influence	of	birth	order	is
  based	on	Ansbacher	and	Ansbacher	(1964),	Dreikurs,	(1953),	and	Adler	(1958).												(A).	the	oldest	child	generally	receives	a	good	deal	of	attention,	and	during	the	time	she	is	the	only	child,	she	is	typically	somewhat	spoiled	as	the	center	of	attention.	He/She	tends	to	be	dependable	and	hard	working	and	strives	to	keep	ahead.	When	a	new	brother	or	sister	arrives	on	the	scene,	however,	he/she	finds	herself	ousted	from	her	favored	position.	She	is	no	longer
  unique	or	special.	She	may	readily	believe	that	the	newcomer	will	rob	her	of	the	live	to	which	she	is	accustomed.												(B).	the	second	child	is	in	a	different	position.	From	the	time	he/she	is	born,	he	shares	the	attention	with	another	child.	The	typical	second	child	behaves	as	if	he	was	in	a	race	and	is	generally	under	full	steam	at	all	times.	It	is	through	this	second	child	were	in	training	to	surpass	the	older	brother	or	sister.	This	competitive	struggle	between	the
  two	first	children	influences	the	later	course	of	their	lives.	The	younger	child	develops	a	knack	for	finding	out	the	elder,	child	weak	spots	and	proceeds	to	win	praise	from	both	parents	and	teachers	by	achieving	success	where	the	older	sibling	has	failed.	If	one	is	talented	in	a	given	area,	the	other	strives	for	recognition	other	abilities.	The	second	born	is	often	opposite	to	the	firstborn.												(C).	the	middle	child	often	feels	squeezed	out.	She	may	become
  convinced	of	the	unfairness	of	life	and	feel	cheated.	This	person	can	assume	a	“poor	me”	attitude	and	can	become	a	problem	child.	On	the	other	hand,	especially	in	families	characterized	by	conflict,	the	middle	child	will	become	the	switchboard	and	the	peacemaker,	the	person	who	hold	things	together.												(D).	the	youngest	child	is	always	is	the	baby	of	the	family	and	tends	to	be	the	most	pampered	one.	He	has	a	special	role	to	play,	for	all	other	children	are
  ahead	of	him.	Youngest	children	end	to	go	their	own	way.	They	often	develop	in	ways	no	others	in	the	family	have	thought	about.											(E).	the	only	child	has	a	problem	of	his/her	own.	Although	he/she	shares	some	of	the	characteristics	of	the	oldest	child	(namely,	high	achievement	drive),	he/she	may	not	learn	to	share	or	cooperate	with	other	children.	He/she	will	learn	to	deal	with	adults	well,	as	they	make	up	their	original	familial	world.	Often,	the	only	child	is
  pampered	by	his/her	parents	and	may	become	dependently	tied	to	one	or	both	of	them.	He/she	may	want	to	have	centre	stage	all	of	the	time,	and	if	his/her	position	is	challenged,	he/she	will	fell	it	unfair.										Birth	order	and	the	interpretation	of	ones	position	in	the	family	have	a	great	deal	to	do	with	how	adults	interact	in	the	world.	Individuals	acquire	a	certain	style	of	relating	to	others	in	childhood	and	from,	a	definite	picture	of	themselves	that	they	carry	into
  their	adult	interactions.	In	Adlerian	therapy,	working	with	family	dynamics,	especially	relationships	among	siblings,	assumes	a	key	role.	Although	it	is	important	to	avoid	stereotyping	individuals,	it	does	help	to	see	how	certain	personality	trends	that	began	in	childhood	as	a	result	of	sibling	rivalry	influence	individuals	throughout	life.	6.	Social	Interest:										Adler’s	term	Gemeinschaftsgefuhl	has	been	translated	into	English	as	“Social	Interest”	(Ansbacher	&
  Ansbacher,	1964).	It	refers	to	an	inborn	tendency	to	cooperate	and	work	with	others	for	the	common	good	(Ansbacher	&	Ansbacher,	1964).Alfred	relate	to	this	concept	to	mental	health	when	he	observed	that	social	interest	is	the	barometer	of	mental	health	(Ansbacher	&	Ansbacher,	1964).	Glasser	(1965)	supports	this	position	when	he	suggests	that	all	people	need	love	and	affection	to	be	fulfilled.	Social	interest	is	considered	a	major	motivational	force	in
  Adlerian	Psychology.	7.	The	Style	of	life:										Hall	and	Lindzey	(1978)	suggest	that	lifestyle	became	the	recurrent	theme	in	Adler’s	later	writings	and	the	most	distinctive	feature	of	his	psychology.”	The	term	Life	Style	refers	to	the	person’s	basic	orientation	to	life	–	the	set	patterns	of	recurrent	themes	that	run	through	his	or	her	existence”	(Dinkmeyer	&	Dinkmeyer,	1985,	p.	123).According	to	Adler,	lifestyle	is	relatively	fixed	by	age	4	or	5.	Once	established,	the
  individual’s	lifestyle	guides	the	assimilation	and	utilization	of	future	experiences	(Hall	and	Lindzey,	1978).									“The	style	of	life	dominates.	The	person	is	cast	all	of	one	piece.	This	you	must	find	again	in	all	its	parts.	In	this	self-consistent	casting,	the	striving	for	fictive	superiority	is	contained.	There	is	no	nervous	patient	who	does	not	attempt	to	veil	through	his	symptoms	the	fact	that	he	is	worried	about	his	fictive	superiority”	(From	"The	Technique	of
  Treatment,"	in	"Superiority	and	Social	Interest,"	edited	by	Heinz	and	Rowena	Ansbacher.).	8.	Adler’s	approach	to	personality:								He	argued	that	human	personality	could	be	explained	teleologically,	separate	strands	dominated	by	the	guiding	purpose	of	the	individual's	unconscious	self	ideal	to	convert	feelings	of	inferiority	to	superiority	(or	rather	completeness).	The	desires	of	the	self	ideal	were	countered	by	social	and	ethical	demands.	If	the	corrective	factors
  were	disregarded	and	the	individual	over-compensated,	then	an	inferiority	complex	would	occur,	fostering	the	danger	of	the	individual	becoming	egocentric,	power-hungry	and	aggressive	or	worse.	Common	therapeutic	tools	include	the	use	of	humor,	historical	instances,	and	paradoxical	injunctions.	Types	of	personality:								Adler	(1956)	developed	a	scheme	of	the	so	called	personality	types.	These	types	emerge	from	combining	degrees	of	activity	with	social
  interest.	The	Getting	or	Leaning	type	is	those	who	selfishly	take	without	giving																			back.	These	people	also	tend	to	be	anti-social	and	have	low	activity	levels.	The	Avoiding	types	are	those	that	hate	being	defeated.	They	may	be	successful,	but	have	not	taken	any	risks	getting	there.	They	are	likely	to	have	low	social	contact	in	fear	of	rejection	or	defeat	in	any	way.	The	Ruling	or	Dominant	type	strives	for	power	and	is	willing	to	manipulate	situations	and
  people,	anything	to	get	their	way.	People	of	this	type	are	also	prone	to	anti-social	behavior.	The	Socially	Useful	types	are	those	who	are	very	outgoing	and	very	active.	They	have	a	lot	of	social	contact	and	strive	to	make	changes	for	the	good.	These	'types'	are	typically	formed	in	childhood	and	are	expressions	of	the	Style	of	Life	9.	Adler’s	view	of	Psychopathology:													Adler's	view	of	psychopathology	is	deceptively	simple.	He	conceived	of	psychological
  disturbances	generally	occurring	in	the	presence	of	two	conditions:	an	exaggerated	inferiority	feeling	and	an	insufficiently	developed	feeling	of	community.	Under	these	conditions,	a	person	may	experience	or	anticipate	failure	before	a	task	that	appears	impossible	and	may	become	"discouraged."	Adler	tended	to	use	this	term	as	opposed	to	terms	such	as	"pathological"	or	"sick."	When	individuals	are	discouraged,	they	often	resort	to	fictional	means	to	relieve	or
  mask--rather	than	overcome--their	inferiority	feelings.	What	they	are	attempting	to	do	is	bolster	their	feelings	of	self	by	"tricks,"	while	they	avoid	actually	confronting	their	seemingly	impossible	difficulties.	These	tricks	may	give	them	a	comforting	but	fragile	feeling	of	superiority.	A	woman	who	was	abused	by	her	father	as	a	child	may	choose	to	reject	and	depreciate	all	men	as	vile	creatures	and	never	engage	in	a	satisfactory	love	relationship.	She	may	feel	lonely,
  but	she	can	always	feel	morally	superior	to	all	abusive	males	who	are	punished	by	her	rejection.	She	would	rather	punish	all	men	for	the	sins	of	her	father,	than	conquer	her	fears	and	develop	the	ability	to	love	one	man.	10.	Safe	guarding	devices:												Individuals	can	use	safeguarding	devices	in	attempts	both	to	excuse	themselves	from	failure	and	depreciate	others.	Safeguarding	devices	include	symptoms,	depreciation,	accusations,	self-accusations,	guilt,	and
  various	forms	of	distancing.	Symptoms	such	as	anxiety,	phobias,	and	depression,	can	all	be	used	as	excuses	for	avoiding	the	tasks	of	life	and	transferring	responsibility	to	others.	Depreciation	can	be	used	to	deflate	the	value	of	others,	thereby	achieving	a	sense	of	relative	superiority	through	aggressive	criticism	or	subtle	solicitude.	Accusations	attribute	the	responsibility	for	a	difficulty	or	failure	to	others	in	an	attempt	to	relieve	an	individual	of	the	responsibility
  and	to	blame	others	for	the	failure.	Self-accusations	can	stave	off	criticisms	from	others	or	even	elicit	comforting	protestations	of	value	from	them.	Guilt	may	create	a	feeling	of	pious	superiority	over	others	and	clear	the	way	for	continuing	harmful	actions	rather	than	correcting	them.	Distancing	from	tasks	and	people	can	be	done	in	many	ways	including	procrastination,	avoiding	commitments,	abuse	of	alcohol	and/or	drugs,	or	suicide.										These	safeguarding
  devices	are	largely	unconscious	and	entail	very	real	suffering	on	the	part	of	individuals	who	employ	them.	For	them,	however,	the	protection	and	elevation	of	the	sense	of	self	is	paramount,	and	they	prefer	to	distress	themselves	or	others	rather	than	reveal	their	hidden	exaggerated	feeling	of	inferiority.	Theory	of	Counseling	and	Psychotherapy:									Adlerian	counseling	and	psychotherapy	stresses	the	role	of	the	cognition	in	psychological	functioning.	It	begins	by
  using	the	lifestyle	analysis	to	gain	an	understanding	of	the	client.	Through	various	techniques	and	procedures	such	as	encouragement	and	such	as	acting	as-if,	clients	are	helped	to	reorient	themselves	toward	more	positive	ways	of	functioning.									Adlerians	attempt	to	go	beyond	overt	behavior	and	understand	the	motivation	behind	the	behavior	(Nystul,	1985).	This	approach	is	therefore	more	concerned	with	modifying	motivation	than	with	modifying	behavior.
  Sonstegard,	Hagerman,	and	Bitter	(1975)	elaborate	on	this	position:													The	Adlerian	counselor	is	not	preoccupied	with	changing	behavior;	rather	he	is	concerned	with	understanding	the	individual’s	subjective	frame	of	reference	and	the	identification	of	the	individual’s	mistaken	notion	or	goal	within	that	frame	work.	Indeed,	the	behavior	of	an	individual	is	only	understood	when	the	goals	are	identified….	(p.17)	Mosak	(2005)	summarizes	the	major	goals	of
  Adlerian	Psychotherapy	as	the	following:	Increasing	client’s	social	interest	Helping	clients	overcome	feelings	of	discouragement	and	reducing	inferiority	feelings	Modifying	client’s	views	and	goals	and	changing	their	life	scripts	Changing	faulty	motivation	Helping	clients	feel	a	sense	of	equality	with	others	Assisting	clients	to	become	contributing	members	of	society														The	counseling	process	is	educationally	oriented,	providing	information,	guiding	and
  attempting	to	encourage	discouraged	clients.	The	approach	attempt	to	reeducate	clients	so	they	can	live	in	society	as	equals,	both	giving	and	receiving	from	others	(Mosak,	2005).											The	counseling	process	is	based	on	equality.	Adlerians	avoid	placing	the	clients	in	a	subservient	position	as	in	a	doctor-patient	relationship.	They	consider	a	sense	of	mutual	respect	to	be	vital	to	all	relationships,	including	the	counseling	relationships.											Dinkmeyer	and
  Dinkmeyer	(1985)	identify	four	stages	of	Adlerian	psychotherapy:	Establishing	the	relationship,	performing	analysis	and	assessment,	promoting	insight,	and	reorientation.	The	authors	observe	that	these	stages	are	not	intended	to	be	separate	or	distinct	processes	but	instead	tend	to	overlap	and	blend	in	clinical	practice.	This	can	be	especially	true	in	the	process	of	establishing	a	positive	relationship.	Adlerians	believe	it	is	important	to	maintain	a	positive
  relationship	throughout	the	counseling	process.	The	Therapeutic	Process:	The	Therapeutic	Goals:								Adlerian	counseling	rests	on	a	collaborative	arrangement	between	the	client	and	the	counselor.	In	general,	the	therapeutic	process	includes	forming	a	relationship	based	on	mutual	respect	and	identifying,	exploring,	and			disclosing	mistaken	goals	and	faulty	assumptions	within	the	person’s	style	living.	This	is	followed	by	a	reeducation	of	the	client	toward	the
  useful	side	of	life.	His	main	aim	of	therapy	is	to	develop	the	client’s	sense	of	belonging	and	to	assist	in	the	adoption	of	behaviors	and	processes	characterized	by	community	feelings	and	social	interest.	This	is	accomplished	by	increasing	the	client’s	self	awareness	and	challenging	and	modifying	his	or	her	fundamental	premises,	life	goals,	and	basic	concepts	(Dreikurs,	1967,	1997).									Adlerian	don’t	see	clients	as	being	“sick”	and	in	need	of	being	“cured”.	Rather,
  the	goal	is	to	reeducate	client	so	that	they	can	live	in	society	as	equals,	both	giving	to	society	and	receiving	from	others	(Mosak,	1995).	Therefore	the	counseling	process	focuses	on	providing	information,	teaching,	guiding,	and	offering	encouragement	to	discouraged	clients.								Adlerian	counselors	educate	clients	in	new	ways	of	looking	at	themselves,	others	and	life.	Through	the	process	of	providing	clients	with	a	new	“cognitive	map”,	a	fundamental
  understanding	of	the	purpose	of	their	behavior,	counselors	assist	them	in	changing	their	perceptions.	Mosak	(1995)	lists	these	goals	for	the	educational	process	of	therapy:	Fostering	social	interest	Helping	clients	overcome	feelings	of	discouragement	and	inferiority	Modifying	client’s	views	and	goals	that	is	changing	their	lifestyle	Changing	faulty	motivation	Assisting	clients	to	feel	a	sense	of	equality	with	others	Helping	clients	become	contributing	members	of
  society	Therapist’s	Function	and	Role:								Adlerian	counselors	realize	that	clients	can	become	discouraged	and	function	ineffectively	because	of	mistaken	beliefs,	faulty	values,	and	goals	in	the	useless	side	of	life.	They	operate	on	the	assumption	that	client	s	will	feel	and	behave	better	if	they	discover	and	correct	their	basic	mistakes.	Therapists	tend	to	look	for	major	mistakes	in	thinking	and	valuing	such	as	mistrust,	selfishness,	unrealistic	ambitions,	and	lack	of
  confidence.								A	major	function	of	e	therapist	is	to	make	a	comprehensive	assessment	of	the	clients	functioning.	Therapists	gather	information	on	the	client’s	family	constellation,	which	includes	parents,	siblings	and	others	living	in	the	home,	by	means	of	a	questionnaire.	When	summarized	and	interpreted,	this	questionnaire	gives	a	picture	of	the	individual’s	early	social	world.	From	this	information	the	therapist	is	able	to	get	a	perspective	on	the	client’s	major
  areas	of	success	and	failure	and	on	the	critical	influences	that	have	had	a	bearing	on	the	role	the	client	has	decided	to	assume	in	the	world.	The	counselor	also	uses	early	recollections	as	a	diagnostic	tool.	These	recollections	are	of	single	incidents	from	childhood	that	we	are	able	to	re	experience.	They	reflect	our	current	convictions,	evaluations,	attitudes,	and	biases	(Griffith,	powers,	1984).	These	memories	provide	a	brief	picture	of	how	we	see	ourselves	and
  others	and	what	we	anticipate	for	our	future.	After	these	early	recollections	are	summarized	and	interpreted,	the	therapist	identifies	some	of	the	major	success	and	mistakes	in	the	client’s	life.	The	aim	is	to	provide	a	point	of	departure	for	the	therapeutic	venture.	This	process	is	called	a	lifestyle	assessment.	When	this	process	is	completed,	the	counselor	and	the	client	have	targets	for	therapy.	Client’s	Experience	in	Therapy:	How	do	clients	maintain	their	lifestyle,
  and	why	do	they	resist	changing	it?	Generally,	people	fail	to	change	because	they	don’t	recognize	the	errors	in	their	thinking	or	the	purposes	of	their	behaviors,	don’t	know	what	to	do	differently,	and	are	fearful	of	leaving	old	patterns	for	new	and	unpredictable	outcomes.	Thus,	even	though	their	ways	of	thinking	and	behaving	are	not	successful,	they	tend	to	cling	to	the	familiar	patterns	(Manaster,	corsini,	1982;	Sweeney,	1998).	Clients	in	Adlerian	counseling
  focus	their	work	on	desired	outcomes	and	lifestyle,	which	will	provide	a	blueprint	for	their	actions.	In	therapy	clients	explore	what	Adlerian	call	private	logic,	the	concepts	about	self,																others	and	life	that	constitute	the	philosophy	on	which	an	individual’s	lifestyle	is	based.	Client’s	problems	arise	because	the	conclusions	based	on	their	private	logic	often	don’t	confirm	to	the	requirements	of	social	living.	The	core	of	the	therapy	experience	consists	of
  client’s	discovering	the	purpose	of	behavior	or	symptoms	and	the	basic	mistakes	associated	with	their	coping.	Learning	how	to	correct	faulty	assumptions	and	conclusions	is	central	to	therapy.	To	provide	a	concrete	example,	think	of	a	chronically	depressed	middle	aged	man	who	begins	therapy.	After	a	lifestyle	assessment	is	completed,	these	basic	mistakes	are	identified:	·									He	has	convinced	himself	that	nobody	could	really	care	about	him.	·									He	rejects
  people	before	they	have	a	chance	to	reject	him.	·									He	is	harshly	critical	of	himself,	expecting	perfection.	·									He	has	expectations	that	things	will	rarely	work	out	well.	·									He	burdens	himself	with	guilt	because	he	is	convinced	he	is	letting	everyone	down.	Even	though	this	man	may	have	developed	these	mistaken	ideas	about	life	when	he	was	young,	he	is	still	clinging	to	them	as	rules	for	living.	His	expectations,	most	of	which	are	pessimistic,	tend	to	be
  fulfilled	because	on	some	level	he	is	seeking	to	validate	his	beliefs.	Indeed,	his	depression	will	eventually	serve	the	purpose	of	helping	him	avoid	contact	with	others,	a	life	task	at	which	he	expects	to	fail.	In	therapy	this	man	will	learn	how	to	challenge	the	structure	of	his	private	logic.	In	this	case	the	syllogism	goes	as	follows:	·									“I	am	basically	unlovable”	·									“The	world	is	filled	with	people	who	are	likely	to	be	rejecting.”	·									“Therefore,	I	must	keep	to
  myself	so	I	won’t	be	hurt.”									This	person	has	held	onto	several	basic	mistakes.	His	private	logic	declares	a	psychological	focus	for	him.	Mosak	(1997)	would	say	that	there	are	central	themes	and	convictions	in	this	client’s	life,	some	of	which	may	be:	“I	must	get	what	I	want	in	life.”	“I	must	control	everything	in	my	life.”	“I	must	know	everything	there	is	to	know,	and	a	mistake	would	be	catastrophic.”	“I	must	be	perfect	in	everything	I	do.”										It	is	easy	to	see
  how	depression	might	follow	from	this	thinking,	but	Adlerian	also	know	that	the	depression	serves	as	an	excuse	for	this	man’s	retreat	from	life.	It	is	important	for	the	therapist	to	listen	for	the	underlying	purposes	of	this	client’s	behavior.	Adlerians	see	feelings	as	being	aligned	with	thinking	and	as	the	fuel	for	behaving.	First	we	think,	then	feel,	and	then	act.	Because	cognitions	and	emotions	serve	a	purpose	and	aim	at	a	goal,	much	therapy	time	is	spent
  discovering	and	understanding	that	purpose	and	reorienting	the	client	in	a	useful	way.	Because	the	client	is	not	perceived	by	the	therapist	to	be	“sick”,	but	as	mainly	discouraged,	the	therapist	will	give	the	client	much	encouragement	that	change	is	possible.	Through	the	therapeutic	process,	the	client	will	discover	that	he	has	resources	and	options	to	draw	on	in	dealings	with	significant	life	issues	and	life	tasks.		Relationship	between	Therapist	and	Client:							
  Adlerians	consider	a	good	client/therapist	relationship	to	be	one	between	equals	that	is	based	on	cooperation,	mutual	trust,	respect,	confidence,	and	alignment	of	goals.	They	pay	special	value	on	the	counselor’s	modeling	of	communication	and	acting	in	good	faith.	From	the	beginning	of	therapy	the	relationship	is	a	collaborative	one,	characterized	by	two	persons	working	equally	toward	specific,	agreed	on	goals.	Dinkmeyer,	Dinkmeyer,	and	Sperry	(1987)
  maintain	that	at	the	outset	of	counseling	clients	should	begin	to	formulate	a	plan,	or	a	contract,	detailing	what	they	want,	how	they	plan	to	get	where	they	are	heading,	what	is	preventing	them	from	successfully	attaining	their	goals,	how	they	can	change	nonproductive	behavior	into	constructive	behavior,	and	how	they	can	make	full	use	of	their	assets	in	achieving	their	purposes.	This	therapeutic	contract	sets	forth	the	goals	of	the	counseling	process	and	specifies
  the	responsibilities	of	both	therapist	and	client.	Developing	a	contract	is	not	a	requirement	of	Adlerian	therapy,	but	it	brings	a	tight	focus	to	therapy.									Clients	are	not	viewed	as	passive	recipients;	rather,	they	are	active	parties	in	a	relationship	between	equals.	Through	this	collaborative	partnership,	clients	recognize	that	they	are	responsible	for	their	behavior.	Although	Adlerians	view	the	quality	of	therapeutic	relationship	as	relevant	to	the	outcomes	of	the
  therapy,	they	don’t	assume	that	this	relationship	alone	will	bring	about	change.	However,	without	initial	trust	and	rapport,	the	difficult	work	of	changing	one’s	style	of	living	is	not	likely	to	occur.	Adlerian	counseling	stages	and	Techniques:	1.	Establishing	the	Relationship:						Hallmark	of	the	Adlerian	relationship	is	its	equalitarian	quality.	The	counselor	is	likely	to	dispel	any	notions	of	superiority	by	showing	a	genuine;	non	possessive	care	for	the	individual,	not
  unlike	a	friend.	Early	in	counseling,	the	counseling	will	ask	the	client	to	discuss	his	or	her	reason	for	seeking	assistance.	Adlerians	establish	agreements	concerning	the	goals	of	counseling.	An	understanding	of	what	the	individual	hopes	to	attain	is	established,	including	some	indication	of	his	or	her	expectations	for	the	counselor's	role.	Rapport	is	established	and	nurtured	throughout	the	counseling	relationship	on	the	basis	of	mutual	respect,	cooperation,	and
  desire	to	achieve	agreed	upon	goals.	Adlerians	utilize	many	techniques	to	establish	a	positive	relationship.	Three	of	these	techniques	are	·									Using	of	listening	Skills:												Dinkmeyer	and	Sperry	(2000)	note	that	effective	listening	skills	are	necessary	to	promote	mutual	trust	and	mutual	respect	which	are	two	essential	elements	of	the	Adlerian	counseling	relationship.	·									Winning	Respect	and	offering	hope:												Nystul	(1985)	suggests	that	a	counselor
  can	increase	the	client’s	motivation	for	becoming	involved	in	counseling	by	winning	the	client’s	respect	and	offering	hope.	·									Encouragement:											Encouragement	communicates	a	sense	of	support	and	can	also	help	client’s	learn	to	believe	in	themselves.	Dinkmeyer	and	Losoney	(1980)	identified	important	skills	that	are	involved	in	the	encouragement	process.	Some	of	these	skills	are	focusing	on	progress,	assets,	and	strengths;	helping	clients	see	the	humor
  in	life	experiences;	communicating	respect	and	confidence;	being	enthusiastic,	helping	the	client	become	aware	of	choices;	combating	self-defeating,	discouraging	processes;	and	promoting	self-encouragement.	2.	Psychological	Investigation	(Performing	Analysis	and	Assessment):									Adlerians	typically	do	an	in-depth	analysis	and	assessment	as	early	as	the	first	session.	This	usually	involves	conducting	a	life	style	analysis	to	explore	how	early	life	experiences
  can	contribute	to	the	adult	personality.								Dream	analysis	can	be	a	part	of	the	life	style	analysis	(Mosak,	2005).	Adlerians	do	not	attempt	to	analyze	dreams	in	terms	of	their	symbolic	content,	as	do	Freudians.	Instead,	they	see	dreams	in	an	attempt	to	deal	with	the	difficulties	and	challenges	applied.	In	this	sense,	dreams	become	a	problem-solving	activity,	allowing	the	person	a	chance	to	rehearse	for	some	future	actions	(Mosak,	2005).	The	life	style	analysis	can
  also	be	used	to	identify	the	client’s	strengths	or	assets	that	can	be	used	to	overcome	the	client’s	problem.	It	can	also	be	used	to	identify	faulty	or	irrational	views	that	may	interfere	with	the	client’s	growth.	These	are	referred	to	as	basic	mistakes,	and	the	following	description	of	these	statements	by	Mosak	(2005)	are	listed	with	examples.	·									Overgeneralization:	“People	cannot	be	trusted”.	·									False	or	impossible	goals	of	security:	“I	must	please	every	body”.
  ·									Misrepresentation	of	life	and	life’s	demands:	“I	never	get	any	breaks”.	·									Minimization	or	Denial	of	one’s	worth:	“I	am	dumb”.	·									Faulty	values:	“It	doesn’t	matter	how	you	plan	the	game	as	long	as	you	win”	3.	Promoting	Insight:									Adlerians	believe	that	insight	is	an	important	prerequisite	to	a	long	term	change.	Insight	allows	clients	to	understand	the	dynamics	of	self-defeating	patterns	so	they	can	be	corrected	during	the	re-orientation	process.
  The	major	tool	for	providing	insight	is	interpretation	which	focuses	on	creating	awareness	of	basic	mistakes	that	are	impeding	the	client’s	growth.	Counselor	can	use	confrontation	technique	during	the	insight	process	if	they	encounter	resistance	from	client’s	client.	Shulman	(1973)	notes	that	confrontation	can	challenge	a	client	to	make	an	immediate	response	or	change	or	to	examine	some	issue.	It	can	also	foster	immediacy	in	the	relationship	by	enabling	a
  client	to	know	how	the	counselor	is	experiencing	the	client	at	the	moment	(Dinkmeyer	&	Dinkmeyer,	1985).	The	following	techniques	can	be	used	in	this	phase.																		The	Socratic	method	of	leading	an	individual	to	insight	through	a	series	of	questions	lies	at	the	heart	of	Adlerian	practice	(Stein	1990;	Stein	1991).	It	embodies	the	relationship	of	equals	searching	for	knowledge	and	insight	in	a	gentle,	diplomatic,	and	respectful	style,	consistent	with	Adler's
  philosophy.	In	the	early	stages	of	psychotherapy,	the	therapist	uses	questions	to	gather	relevant	information,	clarify	meaning,	and	verify	feelings.	Then,	in	the	middle	stages	of	therapy,	more	penetrating,	leading	questions	uncover	the	deeper	structures	of	private	logic,	hidden	feelings,	and	unconscious	goals.	The	therapist	also	explores	the	personal	and	social	implications	of	the	client's	thinking,	feeling,	and	acting,	in	both	their	short	and	long	term	consequences.
  Throughout,	new	options	are	generated	dialectically,	examined,	and	evaluated	to	help	the	client	take	steps	in	a	different	direction	of	her	own	choosing.	The	results	of	these	new	steps	are	constantly	reviewed.	In	the	latter	stages	of	therapy,	the	Socratic	Method	is	used	to	evaluate	the	impact	of	the	client's	new	direction	and	to	contemplate	a	new	philosophy	of	life.	The	Socratic	style	places	the	responsibility	for	conclusions	and	decisions	in	the	lap	of	the	client.	The
  role	of	the	therapist	is	that	of	a	"co-thinker,"	not	the	role	of	a	superior	expert.	Just	as	Socrates	was	the	"midwife"	attending	the	birth	of	new	ideas,	the	Adlerian	therapist	can	serve	as	"midwife"	to	the	birth	of	a	new	way	of	living	for	a	client.	·			Guided	and	Eidetic	Imagery.															For	many	clients,	cognitive	insight	and	new	behavior	lead	to	different	feelings.	Some	clients	need	additional	specific	interventions	to	access,	stimulate,	or	change	feelings.	Guided	and
  eidetic	imagery,	used	in	an	Adlerian	way,	can	lead	to	emotional	breakthroughs	especially	when	the	client	reaches	an	impasse.	Eidetic	imagery	can	be	used	diagnostically	to	access	vivid	symbolic	mental	pictures	of	significant	people	and	situations	that	are	often	charged	with	emotion.	Guided	imagery	can	be	used	therapeutically	to	change	the	negative	imprints	of	childhood	family	members	that	weigh	heavily	on	a	client	and	often	ignite	chronic	feelings	of	guilt,
  fear,	and	resentment.	These	techniques	are	typically	used	in	the	middle	stages	of	therapy.	Alexander	Müller	recommended	the	use	of	imagery	when	a	client	knew	that	a	change	in	behavior	was	sensible,	but	still	didn't	take	action	(Müller	1937).	Some	clients	need	a	vivid	image	of	themselves	as	happier	in	the	future	than	they	presently	are,	before	they	journey	in	a	new	direction	that	they	know	is	healthier.	4.	Re-Orientation:									The	final	phase	of	Adlerian
  psychotherapy	involves	putting	insight	into	actions.	Clients	are	encouraged	to	make	necessary	changes	in	their	life	as	they	develop	more	functional	beliefs	and	behaviors.	Counselors	can	use	the	following	techniques	during	the	orientation	phase.	Spitting	in	the	client’s	soup:																This	technique	can	be	used	when	clients	engage	in	manipulative	games	such	as	acting	like	a	martyr.	Spitting	in	their	soup	involves	determining	the	payoff	of	the	games	and
  interpreting	it	to	the	client.	For	instance,	a	client	may	say,	“My	husband	is	such	a	drunk;	I	don’t	know	why	I	put	with	him.”	The	counselor	could	response	by	saying,	“You	must	gat	a	lot	of	sympathy	from	others	because	you	have	to	put	up	with	so	much.	As	this	client	will	realize	that	someone	is	aware	of	the	payoffs	she	is	receiving	from	her	martyr	syndrome,	the	game	may	seem	less	enjoyable.	The	push-button	technique:															This	technique	is	based	on	Ellis’s
  (1962)	rational	emotive	therapy.	It	involves	having	clients	concentrate	on	pleasant	and	unpleasant	experiences	and	the	feelings	they	generate	(Dinkmeyer	&	Dinkmeyer,	1985).	When	clients	discover	that	their	thoughts	influence	their	emotions,	they	recognize	that	they	can	take	control	of	their	emotional	responses.	The	push-button	concept	symbolizes	the	amount	of	control	clients	can	exert	when	they	“push	the	button”	and	put	a	stop	to	self-defeating	processes.
  They	can	then	create	a	constructive	way	of	reacting	to	their	situation,	producing	a	more	positive	a	more	positive	emotional	response.												Clients	can	use	this	technique	to	avoid	old	self-defeating	patterns.	Initially,	clients	may	catch	themselves	in	the	process	of	self-defeating	behaviors,	such	as	playing	a	manipulative	game.	Eventually,	they	can	catch	themselves	just	before	they	start	playing	a	manipulative	game.	Eventually,	they	can	catch	themselves	just
  before	they	start	playing	the	game.	Clients	can	be	encouraged	to	use	humor	when	they	catch	themselves,	learning	to	laugh	at	low	ridiculous	their	self-defeating	tendencies	are.											This	technique	involves	clients	acting	as	if	they	could	do	whatever	they	would	like	to	do,	such	as	being	more	confident	or	being	a	better	listener.	The	technique	promotes	a	positive	a	positive	“can-do”	spirit	and	a	self-fulfilling	prophecy,	which	can	help	clients	experience	success.
  Areas	of	Application:	Individual	psychology	is	based	on	a	growth	model	,not	a	medical	model,	it	is	applicable	to	such	varied	spheres	of	life	as	child	guidance,	parent/child	counseling,	marital	counseling,	family	therapy,	group	counseling,	individual	counseling	with	children,	adolescents,	and	adults,	cultural	conflicts,	correlation		and	rehabilitation	counseling,	and	mental	health	institution	Its	principles	have	been	widely	applied	to	substance	abuse	programs,	social
  problems	to	comate	poverty	and	crime,	problems	of	the	aged	,	school	system	,	religion,	and	business.	Application	to	Education:								Adler	had	a	keen	interest	to	applying	his	ideas	in	education,	especially	in	findings	ways	to	remedy	faulty	lifestyle	of	school	children.	He	initiated	a	process	to	work	with	students	in	groups	and	to	educate	parents	and	teachers.	By	providing	teachers	with	ways	to	prevent	and	correct	basic	mistakes	of	children,	he	sought	to	promote
  social	interests	and	mental	health.	Besides	Adler,	the	main	proponent	of	Individual	Psychology	as	a	foundation	for	the	teaching	/learning	process	was	Dreikurs	(1968).Major	teacher	education	models	are	based	on	Adlerian	/Dreikursian	principles.	Application	to	Parent	education:								Parent	education	to	improve	the	relationship	between	parent	and	child	by	promoting	greater	understanding	and	acceptance	has	been	a	major	Adlerian	contribution.	Parents	are
  taught	simple	Adlerian	principles	of	behavior	that	can	be	applied	in	the	home.	Initial	topics	include	understanding	the	purpose	of	child’s	misbehavior,	learning	to	listen,	helping	children	accept	the	consequences	of	their	behavior,	applying	emotion	coaching,	holding	family	meeting,	and	using	encouragement.	The	book	considered	to	be	the	mainstays	of	many	Adlerian	parent	study	groups	is	Children:	The	Challenge,	by	Dreikurs	and	Soltz	(1964).Other	books	that
  present	Adlerian	parent	education	materials	are	Step:	The	parent	Handbook	(Dinkmeyere,	McKay,	Dinkmeyere,	and	Mckay,	1987)	and	Active	Parenting	Today	(Popkin,	1993)	Application	To	Marriage	Counseling:							Adlerian	marital	therapy	is	designed	to	assess	a	couples,	s	beliefs	and	behavior	while	educating	them	in	more	effective	ways	of	meeting	their	goals.	Clair	Hawes	has	developed	an	approach	to	couples	counseling	within	the	Adlerian	brief	therapy
  model.	In	addition	to	addressing	the	compatibility	of	lifestyles,	Hawes	looks	at	the	early	recollections	of	the	marriage	and	each	partners,	s	relationship	to	a	broad	set	of	life	tasks,	including	occupation	,	social	relationships,	intimate	relationship,	kin	keeping,	spiritually,	self	care,	and	self	worth(Bitter	et	al,1998,Hawses,	1993,Hawes	&	Blanchared.1993)									The	full	range	of	techniques	applicable	to	other	form	of	counseling	can	be	used	in	working	with	couples.	In
  marriage	counseling	and	marriage	education	and,	couples	are	taught	specific	techniques	that	enhance	communication	and	cooperation.	Some	of	these	techniques	are	listening,	paraphrasing,	giving	feed	back,	having	marriage	conferences,	listening	expectations,	doing	home	work	and	enacting	problem	solving.															Adlerians	will	see	sometimes	married	peoples	as	a	couple,	sometimes	individually,	and	then	alternately	as	a	couple	and	as	individuals.	Rather
  than	looking	for	who	is	at	fault	in	the	relationship	,	the	therapist	considers		the	lifestyle	of	the	partners	and	the	interaction	of	the	two	lifestyles	.Emphasis	given	to	helping	them	decide	if	they	want	to	maintain	their	marriage	and	,	if	so,	what	changes	they	are	willing	to	make.	Application	to	family	counseling:	With	its	emphasis	on	the	family	constellation,	holism,	and	the	freedom	of	the	therapist	to	improvise,	Adler’s	approach	contributed	to	the	foundation	of	the
  family	therapy	perspective.	Adlerians	working	with	families	focus	on	the	family	atmosphere,	the	family	constellation	and	the	interactive	goals	of	each	member.	The	family	atmosphere	is	the	climate	characterizing	the	relationship	between	the	parents	and	their	attitude	toward	life,	sex	roles,	decision	making,	and	competition,	cooperation,	dealing	with	conflicts,	responsibility	and	so	forth.	This	atmosphere,	including	the	roles	of	models	the	parents	provide,
  influences	the	children	as	they	grow	up.	The	therapeutic	processes	seek	to	increase	awareness	of	the	interaction	of	the	individuals	within	the	family	system.	Those	who	practice	Adlerian	family	therapy	strives	to	understand	the	goals,	beliefs,	and	behaviors	of	each	family	members	and	family	as	an	entity	in	its	own	right.	Application	to	Group	Work:	Adler	and	coworkers	used	a	group	approach	in	their	child	guidance	centers	in	Vienna	as	1921	(Dreikurs.1969),	a
  colleague,	extended	and	popularized	Adler’s	work	with	groups	and	used	group	psychotherapy[y	in	his	private	practice	for	40	years.	Although	he	introduced	group	psychotherapy	into	his	psychiatric	practice	as	a	way	to	save	time,	he	quickly	discovered	some	unique	characteristics	of	groups	that	made	them	am	effective	way	of	helping	people	change.	Dreikurs,(1969)rationale	for	groups	is	as	follows:	”Since	man	,s	problems	and	conflicts	are	recognized	in	their
  social	nature,	the	group	is	ideally	suited	not	only	to	highlight	and	reveal	the	nature	of	a	person’s	conflicts	and	maladjustments	but	to	offer	corrective	influences”(p.43.Inferiority	feelings	can	be	challenged	and	counteracted	effectively	in	groups	and	the	mistaken	concepts	and	values	that	are	at	root	of	social	and	emotional	problems	can	be	deeply	influenced	because	the	group	is	a	value	forming	agent	(Sonstegared	,1998a).															The	group	provides	the	social
  context	in	which	members	can	develop	a	sense	of	belonging	and	a	sense	of	community.	Sonstegared	(1998b)	writes	that	group	participants	come	to	see	that	many	of	their	problems	are	interpersonal	in	nature,	that	their	behavior	has	social	meaning,	and	that	the	goals	can	best	be	understood	in	the	framework	of	social	purposes.Loading...	Loading...	Loading...	Loading...	About	Google	Book	Search	-	Book	Search	Blog	-	Information	for	Publishers	-	Provide	Feedback	-
  Google	Home	©2008	Google	Contributions	of	Adlerian	Counseling:							One	important	function	of	this	useful	theory	is	to	generate	research,	and	on	this	criterion	this	theory	rated	a	little	above	average.	Much	of	the	research	suggested	by	individual	psychology	has	investigated	early	recollections	and	style	gives	Adlerian	theory	a	moderate	to	high	rating	on	its	ability	to	generate	research.							Adlerian	therapy	is	diverse,	both	in	practice	and	in	theory.	This	flexibility
  is	seen	by	many	as	one	of	its	greatest	strengths.	Because	of	its	emphasis	on	goals,	the	social	learning	of	Adlerian	therapy	is	greatly	beneficial	to	couples,	Families,	and	groups.						Individual	psychology	is	sufficiently	broad	to	encompass	possible	explanation	for	much	of	what	is	know	about	human	behavior	and	development.	Adler’s	practical	view	of	life’s	problems	allows	us	to	rate	his	theory	high	on	its	ability	to	make	sense	out	of	what	about	human	behavior.					
  Adlerian	therapy	focuses	on	applications	in	individual	psychology	with	intent	to	provide	prevention	services	designed	to	assist	during	growth.	This	educational	focus	is	utilized	with	teachers	and	parent	to	identify	the	importance	of	social	interaction	and	the	development	of	social	interests.	Further,	parents	are	taught	the	importance	of	the	family	relationships	and	the	legacy	that	is	passed	between	generation	through	birth	order	and	individual	personality.										In
  the	use	of	group	work,	Adlerian	therapy	works	to	develop	group	cohesion,	which	mirrors	healthy	functioning	in	social	settings.	Members	of	the	group	are	able	to	develop	a	sense	of	belonging	and	community	that	may	be	unavailable	in	their	present	situation.	Due	to	the	flexibility	and	integrative	nature	of	this	theory,	individual,	families,	and	groups	are	helped	with	the	tools	of	this	approach.									Adler	addressed	a	wide	rang	of	the	phenomena	involved	in	disorder
  behavior.	He	discussed	at	length	the	etiology	and	curve	of	many	different	kinds	of	neurosis	and	psychosis.	But	Adler	also	sought	to	understand	the	ways	in	which	political,	educational	and	religious	institution	affect	personality	development.	He	tried	not	only	to	assess	the	impact	of	the	destructive	elements	of	the	institution	on	the	individual	but	also	to	outline	the	ways	in	which	they	could	be	restructured	to	promote	psychological	health	and	well	being.							
  	Adlerian	theory	rate	high	to	guide	action.	The	theory	serves	the	psychotherapist,	the	teachers,	and	the	parent	with	the	guide	lines	for	the	solutions	to	practical	problems	in	a	variety	of	settings.									Adlerian	parishioners	gather	information	through	reports	on	birth	order,	dreams,	early	recollections,	childhood	difficulties,	and	organ	deficiencies.	They	then	use	this	will	both	increase	that	person,	s	individual	apply	those	specific	techniques	that	will	both	increase
  that	person,	individual	responsibility	and	broaden	his	or	her	freedom	of	choice.	Another	important	aspect	of	this	theory	is	simplicity,	or	parsimony.	On	this	standard	we	rate	individual	psychology	about	average.								Individual	psychology	is	based	on	a	growth	model	and	is	applicable	to	many	areas:	child	guidance,	parent	child	counseling,	marital	counseling,	family	therapy,	group	counseling,	individual	counseling,	cultural	conflicts,	correction	and	rehabilitation
  counseling,	substance	abuse	program,	combating	poverty	and	crime.	Clearly	the	chief	contribution	of	the	Adler’s	theory	is	the	number	of	subsequent	investigators	of	human	personality	who	have	been	influenced	by	it.	Adler,	s	position	has	contributed	to	the	theory	in	the	areas	of	existential	theory	and	psychiatry,	Neo-Freudian	psychoanalysis,	personality	diagnosis	including	dream	interpretation,	the	practice	of	psychotherapy	and	the	theory	of	positive	mental
  health.	Adlerian	has	directly	influenced	such	prominent	psychologist	and	psychiatrist	as	Albert	Ellis,	Carl	Rogers,	Abraham	Maslow,	and	has	had	considerable	impact	on	the	experimental	work			of	Jullian	Rotter.	Limitations	Of	Adlerian	Counseling:										Adler	was	a	more	effective	speaker	than	writer.	His	often	incoherent	writings	detracted	from	his	ability	to	effectively	communicate	his	theories	through	the	written	word.								Individual	psychology	continues	to
  fall	short	on	some	of	the	criteria	of	a	useful	theory,	especially	its	ability	to	be	falsified.	Adler	produced	many	concepts	that	don’t	easy	lend	themselves	to	either	verification	or	falsification	e.g.	results	don’t	verify	Adler’s	notion	that	present	style	of	life	shapes	one’s	early	recollections.								Adlerian	theory	is	a	model	for	self	consistency;	it	suffers	from	a	lack	of	precise	operational	definitions.	Terms	such	as	goal	of	superiority	and	creative	power	have	no	scientific
  definition.	The	terms	creative	power	is	an	especially	illusory	one.								Adlerian	therapy	is	frequently	criticized	for	its	lack	of	depth.	Seen	by	many	as	somewhat	superficial,	it		lacks	the		constitution	necessary	to	fully	deal	with	the	vast	array	of	the	psychological	issues	clients	bring	to	the	counseling	room.	While	its	flexibility	is	wide	in	scope,	its	fortitude	is	frail,	and	many	see	it	as	a	therapy	that	is	akin	to	one	who	dabbles	in	everything	but	masters	in	nothing.
  Through	its	emphasis	on	the	birth	orders	and	early	recollections,	UN	testable	assumptions	are	made	that	many	psychologists	see	as	placing	undue	weight	on	concepts	not	critical	to	human	growth.								Adlerian	theory	is	not	acknowledged	as	scientific	in	an	empirical	sense,	but	rather	a	reflection	of	his	personal	views.								It	does	not	provide	immediate	solutions	to	client	problems	with	more	of	a	long	term	focus.	With	less	of	a	simplistic	approach,	this	therapy	is
  suited	more	for	individual	who	are	prepared	to	taken	to	understand	family	of	origin	issues.	
  adlerians	view	the	use	of	techniques	in	counseling	as	quizlet.	what	techniques	do	counsellors	use.	what	is	techniques	in	counselling.	how	to	use	psychoanalytic	theory	in	counseling