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Home , Alfred Adler, Individual psychology, Inferiority complex

Adler on Delusions of Power

. "The striving for personal power is a disastrous ADLERIAN 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 Chapter 5 predominance. Our strength lies in conviction, in organizing strength, in a world view, not in the Sheila. K. Grant, Ph.D. violence of armament and not in emergency laws.” Professor . "For us the way and tactics emerge from our highest goal: the nursing and strengthening of social feeling."

Alfred Adler’s The Phenomenological Individual Approach . A phenomenological approach . Adlerians attempt to view the world from . Social interest is stressed the client’s subjective frame of reference . and relationships – How life is in reality is less important than how the individual believes life to be . Therapy as teaching, informing and – It is not the childhood experiences that are encouraging crucial – . Basic mistakes in the client’s private logic it is our present interpretation of these . The therapeutic relationship — a events collaborative partnership . Unconscious instincts and our past do not determine our behavior

Social Interest Basic Tenets

. Adler’s most significant and distinctive concept . Behavior can best be understood holistically in – Gemeinschaftsgefuhl or community feeling terms of its patterns or unity. Not reductionistic. – Human behavior has value to extent that it’s motivated by . All behavior is goal directed or purposive, social interest, that is, by a feeling of oneness with all of humanity although the individual may not be consciously – Striving for a better future for humanity aware of the purpose – A sense of identification & with others . Every individual strives for superiority – Refers to an individual’s attitude toward and awareness (competence, recognition) of being a part of the human community . Every individual strives for social acceptance, – Mental health is measured by the degree to which we social belongingness successfully share with others and are concerned with . Each person interprets life in term of his or her their welfare unique perceptions (Phenomonological) – and success are largely related to social connectedness

1 Basic Philosophy Five Life Tasks

. Humans are motivated by social interest, by . Friendship or relating to others striving toward goals, and by dealing with the tasks of life . Work or making a contribution to community . Emphasis is on the individual’s positive capacities . Love and Family Relationships to live in society cooperatively . Self-acceptance including our sex role . People have the capacity to interpret, influence, and create events . Spirituality or understanding our values, . Each person at an early age creates a unique goals and relationship with others. style of life, which tends to remain relatively constant throughout life

Some Useful Definitions Mental Health . A Teleosocioanalytic Theory . Psychologically unhealthy individuals strive . Teleo – Goal-directed, Purposeful, Moving toward for personal superiority with little concern for . Socio – Social Interest, Social Belonginess other people . Analytic – Unaware of motives or purpose – Although they may appear to be interested in others, . their basic motivation is personal benefit – Person can only be understood as a whole . In contrast, psychologically healthy people . Family Constellation: Relationship among family strive for the success of all humanity members – But they do so without losing their personal . : Your chosen path in life based on fictions identity and goals . Fictional Finalism: Distorted view of yourself and the world

Some Useful Definitions BiBogiorgarapphhiiccaall Skketcchh o of fA Adlderler . Inferiority – Recognizing your limitations & need for others – If overwhelming can result in debilitating . Born in the suburbs inferiority – Lack of inferiority can result in of on Feb. . Adler's is an exaggerated 7, 1870. Alfred was neurotic reaction to inferiority or for superiority the third child and – Develops in early childhood – Subjective perception of self resulting from comparison of second son to a beliefs about others in primary group Jewish grain – Comparison is made regarding physical characteristics, social characteristics, & goals & standards merchant and his – Inferiority may not be consciously experienced wife.

2 Sickly Childhood Over Achiever

. Developed rickets and • Average student but pneumonia as young hard worker child • Strived for perfection . Grew up in of • Received medical degree from University his athletic, handsome of Vienna in 1895 older brother, • Opened general Sigmund medical practice in . Felt loved and poor, working-class encouraged by his part of Vienna family • Patients included gypsies & circus performers

Family Man Liberal Reformist

• Met Raissa Epstein, . Began writing about social inequalities socialist & friend of . Demanded that state funds be used to provide ’s wife most up-to-date standards of health care for ALL people as a basic human right • Married in 1897 . Was an impassioned champion for rights of • Eventually had four women to equal treatment in their families & children society • Two of them . Wrote on education stating: became – primary role of teachers is to encourage the development of competence and self- in students

You’re in the Army Now Short Stint with

• He served as a • Adler joined Freud’s circle physician in the by Freud’s invitation in Austrian Army 1907, and in 1911 was during the First anointed by Freud as World War president of the Vienna Psychoanalytic Society • Served on Russian • 4 months later Adler was front removed from his post & • Became even more excommunicated convinced of • He founded his own horrors and society called the Society injustices of war for Individual Psychology

3 Productive Years Flees , Visits US

• Adler continued to write& see clients. • He began treating families as he became convinced of the importance of • Visited the U.S. in 1926 & accepted a post family & social as visiting professor at Long Island College belongingness of Medicine • In 1934 he fled Vienna ahead of the rise of anti-Jewish sentiment and political upheaval

Adler’s Legacy Development

. On May 28, 1937, during a series of lectures in University he died of a heart attack . Born inferior & dependent on others . carried on his work in the U.S. • Must find place in Family Constellation . Other Adlerian counselors & psychologists of • Dangers of pampering or neglect note include – Heinz & Roweena Ansbacher, Jon Carlson, Raymond • Encouragement and acceptance is the Corsini, Don Dinkmeyer and Don Dinkmeyer, Jr., key Harlold Mozak, Tom Sweeney. . Adlerian psychology is recognized today as one • Develop lifestyle based on our fictional of the most effective methods for raising and finalism teaching responsibility in a democratic society • Strive for superiority, competence, . Active Parenting programs are all based on Adlerian theory and principles recognition

Personality Development Family Constellation

. Strive for social acceptance, social belonging • Strive for friendship, love • Adler stresses Choice & Responsibility, in Life, & Striving for Success, Completion, & Perfection • Responsibility to work • You are not born in a vacuum • Responsibility to family • Your place in the family is instrumental in forming your personality • Responsibility for community involvement • Your birth order predisposes you to certain • Strive for self-acceptance including our sex role personality traits • Strive for spiritual understanding

4 Birth Order Only Child

. Basis principle of Adler’s phenomenological view of birth order: • Birth is a miracle – Whatever role IS adopted is the one that is most • Child is center of the universe advantageous to finding a place – The circumstances are NOT as important as the • Can be spoiled perceptions of those circumstances • Parents are inexperienced • Child can lack empathy for others

Predispositions of Only Child Oldest Child

• Expects to be center of adult • First spoiled then Dethroned by next attention child • Prefers adult company • Given responsibilities & expected to • Uses adult language set an example • May not get along with other children • High parental expectations or • Conservative, dogmatic

Predispositions of Oldest Child Second Child

• Feels privileged & powerful • “Speeder” as if always in a race • Authoritarian, conservative, (i.e., like training to surpass older dogmatic sibling) • Tends to be dependable & hard-working • Older sibling is always more • Strives to keep ahead competent • High Achievement Drive • Second-born often opposite of the firstborn • In competition with older subling

5 Predispositions of Second Child Middle Child

• Competitive • “Sandwiched” with neither • Pleaser • the privileges of eldest or • In a hurry • attention of younger siblings • Always trying to catch & surpass • “What about me??? others • Often feels squeezed out

Predispositions of Middle Child Youngest Child

• Peacemaker, negotiator • Has many parents • Persuasive, manipulative • Treated like baby • May fight social injustice • Never dethroned\Tends to be most • May assume “poor me” attitude & pampered one can become a problem child

Predispositions of Youngest Child Encouragement . Encouragement is the most powerful • Spoiled, special method available for changing a • Defies rules person’s beliefs • Revolutionary – Helps build self-confidence and stimulates courage – Discouragement is the basic condition that prevents people from functioning – Clients are encouraged to recognize that they have the power to choose and to act differently

6 Therapeutic Goals Process of Psychotherapy

. Fostering social interest . Helping clients overcome feelings of discouragement & inferiority • Phase 1: Establishing the Relationship . Modifying clients’ views & goals--that is, changing their lifestyle . Changing faulty motivation • Phase 2: Analysis and Assessment . Assisting clients to feel a sense of equality with others • Phase 3: Encouraging Insight . Helping clients to become contributing members of society • Phase 4: Re-Education and Reorientation

Establishing the Relationship Analysis and Assessment

• Active Listening • Adlerian counseling proceeds from 2 interview forms: • Attending & Listening with Empathy • 1. The subjective interview • Earning trust through acceptance and • Extracts patterns in client’s life, develops hypotheses about what works for client, & determines what encouragement accounts for client’s various concerns • Showing respect

Analysis and Assessment Analysis and Assessment

• Adlerian counseling proceeds from 2 • All Analysis & Assessment is geared toward: interview forms: • Understanding the individual’s lifestyle, private • 1. The objective interview logic, faulty assumptions • How problems began • Any precipitating events • Medical history including meds • Lifestyle Assessment • Social history • Family constellation • Reasons client chose therapy at this time Early recollections • Client’s coping with life tasks • • A Lifestyle Assessment • Uncovering Priorities (superiority, control, comfort, pleasing others)

7 Analysis and Assessment Analysis and Assessment

• Once material has been gathered from both • Mosak (2000) includes analysis of common subjective & objective interviews: basic mistakes • Integrated Summaries are developed, presented • Lifestyle conceived of as a personal mythology to client, & discussed • We behave as if the myth were true • All Analysis & Assessment is geared toward: • Mozak’s Five Basic Mistakes: • Understanding the individual’s lifestyle, private • Overgeneralizations: “There is no fairness in the world” logic, faulty assumptions • 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 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- Encouraging Self- Understanding & Insight Understanding & Insight

• Self-understanding only possible • Disclosure & well-timed interpretations when hidden purposes & goals of are techniques that facilitate process of behavior are made conscious gaining insight • Insight refers to an understanding of • Interpretations are tentative suggestions the motivations that operate in client’s in form of open-ending sharing life • Tentative Interpretations or Hypotheses: • A special form of awareness that • Could it be that . . . . facilitates that acts as a foundation for • It seems to me that . . . . change • This is how it appears to me . . . .

Encouraging Self- Reeducation & Reorientation Understanding & Insight

• Recognition Reflex • Learning to adopt a more constructive • Eventually clients come to understand lifestyle  Enlisting support of others • Their motivations  Encouragement • Ways in which they are now contributing to maintenance of problem  Responsibility • What they can do to correct situation  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.

8 Goals of Misbehavior Attention Seeking

• All behavior is purposive (has • Child’s Faulty Belief purpose), even misbehavior  I belong only when I am being noticed or served • Our behavior is based on our fictional • Parent/Teacher Reaction finalism and faulty logic  Feels annoyed • We may not be aware of the goals of  Remind and coax child Response our behavior • Corrective Response • We don’t throw away behaviors that  Ignore misbehavior work  Give attention when child not bidding for it

Power Revenge

• Child’s Faulty Belief • Child’s Faulty Belief  I belong only when I am the boss  I belong only when I hurt others as I feel hurt  You can’t make me!  I am unlovable • Parent/Teacher’s Reaction • Parent/Teacher’s Reaction  Angry, provoked.  Outraged, hurt  Threatens authority.  Needs to be taught a lesson!  You’re not getting away with that! • Corrective Response • Corrective Response  Avoid punishment  Withdraw from power struggle  Encourage  Encourage  Recognition  Recognition  Enlist cooperation in group

Display of Inadequacy Examples of Misbehavior

• Child’s Faulty Belief • Malenda gets our of her seat & annoys  I am unable others  Others shouldn’t expect anything of me • Parent/Teacher’s Reaction • When you tell her to sit down, she  Feels sorry, hopeless smiles at you & takes her seat  Expects little of child • Fifteen minutes later she is out of her • Corrective Response seat again  Stop criticism  Encourage and give responsibilities  What is her probable goal of misbehavior?  Enlist buddies  How does she make you feel?  How does she react to you?

9 Examples of Misbehavior Examples of Misbehavior

• Darren leaves his seat inappropriately • Escobar didn’t hand in his homework • When you tell him to return to his seat he again this week. When you asked him glares at you and says, “No, and you can’t why, he looked down and said, “What’s make me!” the use?”  What is his probable goal of misbehavior?  What is his probable goal of misbehavior?  How does he make you feel?  How does he make you feel?  How does he react to you?  How does he react to you?

Examples of Misbehavior Examples of Misbehavior

• Your spouse is always running late • You got in trouble for being late to work • You are supposed to meet the boss for • You can’t help that you had car trouble dinner • If your colleague had not gone out of his way • You remind your spouse an hour ahead of to tell the boss she never would have known time, but now you are going to be late  What is her probable goal of misbehavior? again  How does she make you feel?  What is the probable goal of misbehavior?  How does she react to you?  How does he/she make you feel?  How does he/she react to you?

Examples of Misbehavior Examples of Misbehavior

• Every time you get to the checkout line • You know that your daughter is doing your son throws a temper tantrum, right in drugs and having sex front of everyone • When you’ve tried to confront her she just  What is his probable goal of misbehavior? walks away and says, “You don’t really care, you’ve never cared!”  How does he make you feel?  What is her probable goal of misbehavior?  How does he react to you?  How does she make you feel?  How does she react to you?

10 The Power of Encouragement The Power of Encouragement

• Focus on assets & strengths to build self- • Have faith in them so they can believe in confidence and feelings of worth themselves  “You are really determined to succeed.”  “You can do it”  “You can do that.”  “I know you can handle it”  “I liked the way you handled that.” • Show respect & trust • Accept people as they are  “I’m going to let you handle that” • Don’t make your acceptance dependent on  “You can figure that out, come to me if you need their behavior help.”  “Whoops! Well you tried. Next time you’ll do  “I don’t agree but I will respect your opinion.” better.”  “Nobody’s perfect, you are special in your own ways.”

Praise Versus Encouragement Natural & Logical Consequences

PRAISE ENCOURAGEMENT • Reward & punishment deny children the opportunity to make their own decisions and to be responsible for their Focuses What Child Focuses on: What Child Hears or own behavior on: Hears or Perceives Perceives • Natural & logical consequences require children to be responsible for their own behavior External I am worthy Belief in Self I am trusted to be Control only when I responsible • Natural consequences allow children to learn from the obey you natural order of the world: External To be worthy I Internal Evaluation How I feel about myself • If you don’t eat you become hungry Evaluation must please is important • Children experience consequences of their action or inaction you • Logical consequences teach children social order & Rewards To be worthy I Recognizes Effort I don’t have to be perfect rules: for must be as long as I try my best Competed perfect. • If you don’t complete your assignments you earn a bad grade Tasks • Natural & logical consequences motivate children to Personal I must be Contributions My contributions are make responsible decisions by allowing them to Gain better than appreciated experience the consequences of their decisions & others actions in an atmosphere of trust & encouragement

Examples of Natural Consequences Examples of Logical Consequences

• If you forget your umbrella and it rains, you get wet • If you push or shove in line, you go to the back of the line • If you are late for dinner it will be cold, or all gone • If you don’t put things away, they go in storage for a day • If you break others things, they will not let you • If you vandalize, then you must clean it up borrow them (restitution) • If you hit others, you will be separated from them • If you hit another, they will not like you and might • If you talk back or use obscenities, you must hit you apologize • If you cheat on a test, you get a zero • If you lie, others will not trust you

11 Punishment Vs Consequences Applying Consequences

• Punishment emphasizes power & personal authority Logical consequences teach the impersonal realities of the • Be certain the child is capable to doing what social order is expected • Punishment is arbitrary & rarely related to the misbehavior • Tell the child in advance what the Logical consequences are logically related to the consequences will be misbehavior • Provide choices and accept the child’s • Punishment tells the child that he or she is bad or unworthy decision. Use a friendly tone of voice that Logical consequences imply no moral judgment communicates faith and trust • Punishment focuses on the past • If child does not succeed apply the logical Logical consequences are concerned with the present & consequences as advertised. future Don’t give in! • Punishment is associated with threats & retaliation Logical consequences are based on good will and faith • Avoid fights • Punishment demands obedience • Don’t gloat or say, “I told you so.” Logical consequences permit choice • Show respect

Applying Consequences Advanced Techniques

•As you follow through with the logical • Paradoxical Intentions consequence, assure the children that they • You deserve to feel sorry for yourself, in fact, you need to start feeling even more sorry for yourself may try again later & encourage them to • Adler pioneered this trendy technique succeed • Acting As If •If the misbehavior is repeated, apply the • Try acting as if you were unafraid and competent logical consequence & extend the time • Spitting in One’s Soup before the child is allowed to try again • Pointing out the real motive or purpose of client’s behavior (e.g., you’re trying to make me feel sorry for you) in •Be patient order to weaken its effectiveness •Show faith in the child’s ability to succeed • Push-Button Technique • Imagine pleasant situation and note accompanying feeling • Now imagine your distressing situation & note feelings • You can control your feelings by what you think & imagine

References References

Adler, A. (1957). Understanding human behavior. New York: Fawcett. Dreikurs, R., & Grey, L. (1970). A parent’s guide to child discipline. New York: Hawthorne Press. Adler, A. (1958). The practice and theory of individual psychology. Patterson, NJ: Littlefield, Adams. Dreikurs, R., Grumwald, B., & Pepper, F. (1998). Maintaining sanity in the classroom. (2nd ed.). Ansbacher, H., & Ansbacher, R. (Eds.). (1956). The individual psychology of . New York: Harper & Row. Muncie, IN: Accelerated Development. Dinkmeyer, D., Dinkmeyer, D., Jr., & Sperry, L. (1987). Adlerian counseling and psychotherapy. (2nd Dreikurs, R., & Soltz, V. (1964). Children: The challenge. New York: Hawthorne Press. ed.). Columbus, OH: Merrill. Isaacson, C., & Radish, K. (2002). The birth order effect: How to better understand yourself and others. Dinkmeyer, D., & Dreikurs, R. (1963). Encouraging children to learn. Englewood Cliffs, NJ: Prentice- New York: Adams Media Corporation. Leman, K. (1998). The new birth order book: Why you are the Hall. way you are. New York: Fleming H. Revell. Dinkmeyer, D., & Losoncy, L. (1980). The encouragement book: Becoming a positive person. Manaster, G.J. & Corsini, R.J. (1982). Individual psychology. Itasca, IL: Peacock. Englewood Cliffs, NJ: Prentice-Hall. Mosak, H.H. (1995). Adlerian psychotherapy. In R.J. Corsini & D. Wedding (Eds.), Current Dinkmeyer, D., McKay, G. (1973). Raising a responsible child. New York: Simon & Schuster. . (5th ed.). Itasca, IL: F.E. Peacock. Sherman, R., & Dinkmeyer, D. (1987). Systems of Dinkmeyer, D., McKay, G. (1976). Systematic training for effective parenting (STEP). Circle Pines, : An Adlerian integration. New York: Brunner/Mazel. Sperry, L. & Carlson, J. (Ed.) MN: American Guidance Service. (1996). and psychotherapy: From DSM-IV diagnosis to treatment. Muncie, IN: Dinkmeyer, D., McKay, G. (1983). Systematic training for effective parenting of teens. Circle Pines, MN: American Guidance Service. Accelerated Development. Sulloway, F. (1997). Born to rebel: Birth order, family dynamics, and creative Dinkmeyer, D., McKay, G., & Dinkmeyer, D., Jr., (1980). Systematic training for effective teaching lives. New York: Vintage Books. Sweeney, T.J. (1989). Adlerian counseling: A practical approach for a (STET). Circle Pines, MN: American Guidance Service. new decade. (3rd ed.). Muncie, IN: Accelerated Development. Dreikurs, R. (1968). Psychology in the classroom. New York: Harper & Row. Dreikurs, R. (1971). Social equality: The challenge of today. Chicago: Henry Regnery. Dreikurs, R. (1972). Coping with children’s misbehavior. New York: Hawthorne. Dreikurs, R., & Grey, L. (1968). Logical consequences. New York: Meredith.

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