An Overview: Adlerian Therapy

Adlerian Therapy as it relates to Student Affairs
Source: Theory & Practice of Counseling & Psychotherapy by Gerald Corey

1. Form%A%'%Peter%‘Max’%Quinn%
Critical%Evaluation%Format%
CN528%Counseling%&%Development%
Professor%Ciri%'%November%21,%2011%
%
Theory:(Adlerian(Theory(
%
KEY$CONCEPTS$OF$Adlerian$Theory:$
$
View$of$Human$Nature$/$Basic$Assumptions$Underlying$Adlerian$Theory$
! Behavior%is%purposeful%&%Goal'directed%
! Consciousness%more%than%Unconsciousness%
! Choice%&%Responsibility%
! Meaning%in%Life%
! Striving%for%success,%completion%and%perfection%
! Driven%to%overcome%our%sense%of%inferiority%%'%Motivate%us%to%strive%for%mastery,%success%(superiority)%and%completion%
! The%Life(Goal%unifies%the%personality%and%becomes%the%source%of%human%motivation%
! Humans%have%the%capacity%to%interpret,%influence,%and%create%events%
! Genetics%and%heredity%are%not%as%important%as%what%we%choose%to%do%with%the%abilities%and%limitations%we%possess%
! Recognize%that%biological%&%environmental%conditions%limit%our%capacity%to%choose%and%to%create%
! Focus%on%reeducation%&%reshaping%of%society%
! Focus%on%internal%determinants%of%behavior%(values,%beliefs,%attitudes,%goals,%interested,%and%the%individual%perception%
of%reality)%
! It%is%essential%to%understand%people%within%the%systems%that%they%live%
%
Most$Important$concepts$of$Adlerian$Theory:%
$
Subjective$Perception$of$Reality$
! View%the%world%from%the%students%subjective%frame%of%reference%'%Basic&factor&explaining&behavior%
! Phenomenology%'%The%individual%way%in%which%people%perceive%their%world%
! Subjective(Reality(('(Individuals%perceptions,%thoughts,%feelings,%values,%beliefs,%convictions,%and%conclusions%
! Objective%reality%is%less%important%than%how%we%interpret%reality%and%the%meanings%we%attach%to%what%we%experience%
$
Unity$&$Patterns$of$Human$Personality$
! Understanding%the%Whole'Student%(Individual%Psychology)%
o How%all%the%dimensions%of%a%person%are%interconnected%components,%and%how%all%of%these%components%are%
unified%by%the%individuals%movement%toward%a%life%goal%
! Emphasis%on%unity%and%indivisibility%of%the%student%
! Holistic(Concept%'%We%cannot%be%understood%in%parts,%but%all%aspects%of%ourselves%must%be%understood%in%relationship%
! Understanding%the%Whole'Student%within%their%socially%embedded%contexts%of%family,%culture,%school,%and%work%
! We%are%social,%creative,%decision'making%beings%who%act%with%purpose%and%cannot%be%fully%known%outside%the%contexts%
that%have%meaning%in%our%lives%
! Human%personality%becomes%unified%through%development%of%a%life%goal%
! A%students%thoughts,%feelings,%beliefs,%convictions,%attitudes,%character,%and%actions%are%expressions%of%their%
uniqueness,%and%all%reflect%a%plan%of%life%that%allows%for%movement%toward%a%self'selected%life%goal%
! Student%is%an%integral%part%of%a%social%system%
Behavior$as$purposeful$and$goal$oriented$
! All%human%behavior%has%a%purpose$
! Humans%set%goals%for%themselves,%and%behavior%becomes%unified%in%the%context%of%these%goals$
! We%can%only%think,%feel,%and%act%in%relation%to%our%perception%of%our%goal$
! Students%can%only%be%fully%understood%in%light%of%knowing%the%purposes%and%goals%toward%which%they%are%striving$
! Interested%in%future%without%minimizing%the%importance%of%past%influences$
! Decisions%are%based%on%the%students%experiences,%on%the%present%situation%and%on%the%direction%in%which%they%are%
moving$
! Fictional(Finalism(B(Imagined%central%goal%that%guides%a%students%behavior%(Striving%toward%superiority%or%perfection)$
! Guiding(SelfBIdeal(B(Students%image%of%a%goal%of%perfection,%for%which%they%strive%to%achieve%in%any%given%situation(
o Because%of%our%subjective%final%goal,%we%have%the%creative%power%to%choose%what%we%will%accept%as%truth,%how%
we%will%behave,%and%how%we%will%interpret%events(
(
(

2. Striving$for$Significance$&$Superiority$
! Striving%for%perfection%and%coping%with%inferiority%by%seeking%mastery%are%innate%
! The%goal%of%success%pulls%people%forward%toward%master%and%enables%them%to%overcome%obstacles%
! “Superiority”%as&defined&by&Adler%=%Moving%from%a%perceived%lower%position%to%a%perceived%higher%position%
! Students%cope%with%feelings%of%helplessness%by%striving%for%competence,%mastery,%&%perfection%(weakness%to%strength)%
Lifestyle$
! An%individuals%core%beliefs%and%assumptions%guide%each%person’s%movement%through%life%and%organize%their%reality,%
giving%meaning%to%life%events%
! Connecting%themes%and%rules%of%interaction%that%unify%all%our%actions%
! Our%perceptions%regarding%self,%others,%and%the%world%
! Includes%an%individuals%characteristic%way%of%thinking,%acting,%feeling,%living,%and%striving%toward%long'term%goals%
! Style(of(Life(B(Accounts%for%why%all%of%our%behaviors%fit%together%to%provide%consistency%to%our%actions(
! People%are%viewed%as%adopting%a%proactive,%rather%than%reactive,%approach%to%their%social%environment%
! Events%in%the%environment%influence%the%development%of%personality,%such%events%are%not%the%causes%of%what%people%
become%
! Experiences%in%themselves%are%not%decisive%factors;%rather,%it%is%our&interpretation%of%these%events%that%shape%
personality%
! Faulty%interpretations%may%lead%to%mistaken%notions%in%our%private%logic,%which%significantly%influences%present%
behavior%
! Once%we%become%aware%of%the%patterns%and%continuity%of%our%lives,%we%are%in%a%position%to%modify%those%faulty%
assumptions%and%make%basic%changes%
! Consciously%create%a%new%style%of%life%
%
Social$Interest$&$Community$Feeling$
! Individuals%awareness%of%being%part%of%the%human%community%and%to%individuals%attitudes%in%dealing%with%the%socil%
world%
! Social(Interest(B%An%action%line%of%one’s%community%feeling,%and%it%involves%the%individuals%positive%attitude%toward%
other%people%in%the%world%'%The&capacity&to&cooperate&and&contribute%
! Social%Interest%requires%that%we%have%enough%contact%with%the%present%to%make%a%move%toward%a%meaningful%future,%
that%we%are%willing%to%give%and%take,%and%that%we%develop%our%capacity%for%contributing%to%the%welfare%of%others%
! “To%see%with%the%eyes%of%another,%to%hear%with%the%ears%of%another,%to%feel%with%the%heart%of%another”%
! Central%indicator%of%mental%health%
! Life%Tasks:%Building%Friendships%(social%task),%Establishing%intimacy%(Love'Marriage%task),%Contributing%to%society%
(occupational%task),%Getting%along%with%ourselves%(self'acceptance),%Developing%our%spiritual%dimension%(including%
values,%meaning,%life%goals,%and%our%relationship%with%the%universe,%or%cosmos)%
o Requires%the%development%of%psychological%capacities%for%friendship%and%belonging,%for%contribution%and%self9
worth,%and%for%cooperation%
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Therapeutic$Process:$
Most$important$Therapeutic$Goals$
• Collaborative%arrangement%between%professional%&%student%
• Forming%a%relationship%based%on%mutual%respect;%a%holistic%psychological%investigation%or%life'style%assessment;%and%
disclosing%mistaken%goals%and%family%assumptions%within%the%student’s%style%of%living%
• Re'education%of%the%student%toward%the%useful%side%of%life%
• Develop%the%students%sense%of%belonging%and%to%assist%in%the%adoption%of%behaviors%and%processes%characterized%by%
community%feeling%and%social%interest%
• Increase%students’%self'awareness%and%challenging%and%modifying%their%fundamental%premises,%life%goals,%and%basic%
concepts.%
• Provide%information,%teaching,%guiding,%and%offering%encouragement%to%discouraged%students%
• Foster%social%interests%
• Help%students%overcome%feelings%of%discouragement%and%inferiority%
• Modify%students’%views%and%goals%(changing%their%lifestyle)%
• Changing%faulty%motivation%
• Encouraging%the%student%to%recognize%equality%among%people%
• Helping%students%to%become%contributing%members%of%society%
$
Functions$and$Role$of$the$Student$Affairs$Professional$
• Operate%on%the%assumption%that%students%will%feel%and%behave%better%if%they%discover%and%correct%their%mistakes%
• Look%for%major%mistakes%in%thinking%and%valuing%such%as%mistrust,%selfishness,%unrealistic%ambitions,%and%lack%of%
confidence%

3. • Assist%students%in%better%understanding,%challenging,%and%changing%their%life%story%
• Make%comprehensive%assessment%of%the%students’%functioning%
$
The$student’s$role$in$the$Therapeutic$process$
• To%understand%their%lifestyle%and%why%they%resist%changing%it%
• Understand%errors%in%their%thinking%and%the%purposes%o%their%behaviors%
• Become%un'fearful%of%learning%new%behaviors%and%correcting%old%patterns%
• Understand%their%Private(Logic%'%The%concepts%about%self,%others,%and%life%that%constitute%the%philosophy%on%which%
their%lifestyle%is%based.%%
• Understand%convictions%&%beliefs%that%get%in%the%way%of%social%interest%and%how%to%facilitate%useful,%constructive%
belonging%
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Techniques$and$Procedures$of$Adlerian$Theory:$
$
QTechniques$and$methods$to$incorporate$into$counseling$practice$in$Student$Affairs:$
Phase(1:(Establish(the(Relationship(
! Collaboratively%establish%a%sense%of%deep%caring,%involvement,%and%professional%relationship%
! Person'to'person%contact%
! Help%students%to%become%aware%of%their%assets%and%strengths%
! Listen,%respond,%demonstrate%respect,%exhibit%faith,%hope,%and%caring%towards%students%
! Provide%support%(antecdote%to%despair%and%discouragement)%
! Pay%attention%to%the%subjective%experiences%of%the%student%
! Provide%a%wide'angle%perspective%that%will%eventually%help%the%student%view%their%world%differently%
%
Phase(2:(Explore(the(Individuals(Psychological(Dynamics(
! Get%a%deeper%understanding%of%the%students%lifestyle%
! Focus%on%students%social%and%cultural%context%
! Assist(with(overcoming(the(‘Five(basic(mistakes’:(
1. Overgeneralizations$Q%“There%is%no%fairness%in%the%world”%
2. False$of$impossible$goals$of$security$Q%“I%must%please%everyone%if%I%am%to%feel%loved”%
3. Misperceptions$of$life$and$life’s$demands$Q%“Life%is%so%very%difficult%for%me”%
4. Minimization$of$denial$of$one’s$basic$worth$Q%“I’m%basically%stupid%so%why%would%anyone%like%me”%
5. Faulty$Values$Q%“I%must%get%to%the%top,%regardless%of%who%gets%hurt%in%the%process”%
! Help%students%to%identify%common%fears:%Imperfect,&being&vulnerable,&being&disapproved&of,&and&suffering&from&past&
regrets&
&
Phase(3:(Encourage(Self(Understanding(&(Insight(
! Insight(B%Understanding%translated%into%constructive%action%'%Foundation&for&change%
o Understanding%of%the%motivations%that%operate%in%a%students%life%
! Self'Understanding%'%Only%possible%when%hidden%purposes%and%goals%of%behavior%are%made%conscious%
! Interpretation(B%Students%underlying%motives%for%behaving%the%way%tey%do%in%the%here%and%now%
o Creating%awareness%of%ones%direction%in%life,%ones%goals%and%purposes,%ones%private%logic%and%how%it%works%and%
ones%current%behavior%
o “It%seems%to%me%that…%
o “Could%it%be%that…%
o “This%is%how%it%appears%to%me….%
! Come%to%understand%motivations,%the%ways%in%which%these%motivations%are%now%contributing%to%the%maintenance%of%the%
problem,%and%what%the%student(s)%can%do%to%correct%the%situation%
(
Phase(4:(Reorientation(&(Reeducation(
! Putting%insights%into%practice%
! Helping%students%discover%a%new%and%more%functional%perspective%
! Encourage%and%challenge%students%to%develop%the%courage%to%take%risks%and%make%changes%in%their%life%
! Reorientation(B%Shifting%rules%of%interaction,%process,%and%motivation%
o Facilitated%through%changes%in%awareness%(put%into%practice)%
! Reeducation(B%Teach,%guide,%provide%information%(resources),%and%offer%encouragement%to%students%
! Reorientate(students(toward(the(“Useful(side(of(life”(B%A&sense&of&belonging&and&being&valued,&having&an&interest&in&
others&and&their&welfare,&courage,&the&acceptance&of&imperfection,&confidence,&a&sense&of&humor,&a&willingness&to&
contribute,&and&an&outgoing&friendliness&
&

4. Encouragement$Process:$
! Courage%develops%when%students%become%aware%of%their%strengths,%when%they%feel%they%belong%and%are%not%alone,%and%
when%they%have%a%sense%of%hope%and%can%see%new%possibilities%for%themselves%and%their%daily%living$
! Showing%faith%in%students$
! Expecting%them%to%assume%responsibility%for%their%lives$
! Valuing%students%for%who%they%are$
! Acknowledging%that%life%can%be%difficult,%yet%it%is%critical%to%instill%a%sense%of%faith%in%students%that%they%can%make%
changes%in%their%life,%their%school,%and%the%world$
! Fundamental%attitude,%rather%than%a%technique$
! Help%students%to%recognize%or%accept%their%positive%qualities,%strengths,%&%internal%&%external%resources$
$
Change$&$he$Search$for$New$Possibilities$
! Allow%students%to%“catch”%themselves%in%the%process%of%repeating%old%patterns%that%have%lead%to%ineffective%behavior$
! Students%must%commit%to%change%'%Willing%to%set%tasks%for%themselves%in%everyday%life%and%do%something%specific%about%
their%problems$
o Transfer%new%insights%into%concrete%actions$
$
Making$a$Difference$
! Seek%to%make%a%difference%in%the%lives%of%students$
! Manifest%a%change%in%behavior,%attitude,%or%perception$
! Focus%on%motivation%modification%more%than%behavior%change%and%encourage%students%to%make%holistic%changes%on%the%
useful%side%of%living$
$
QStrength$of$Adlerian$theory$from$a$diversity$perspective:$
! Focus%on%the%importance%of%the%cultural%context%of%the%student%
! Emphasis%is%on%health%as%opposed%to%pathology%
! Show%a%holistic%perspective%on%life%
! Value%the%understanding%of%individuals%in%terms%of%their%core%goals%and%purposes%
! Exercise%freedom%within%the%context%of%societal%constraints%
! Focus%on%prevention%and%the%development%of%a%proactive%approach%in%dealing%with%problems%
! Focus%on%their%student%in%a%social%context%
! Encourage%students%to%define%themselves%within%their%social%environments%
! Discuss%the%effects%of%age,%ethnicity,%lifestyle,%and%gender%differences%
! Be%flexible%
! Understand%the%student%in%a%familial%and%sociocultural%context%
%
%
QEvaluation$of$the$Adlerian$Theory$$
I%see%this%approach%able%to%be%used%throughout%most%interactions%with%students.%As%the%textbook%concludes,%“The%basic%goal%of%
the%Adlerian%approach%is%to%help%[students]%identify%and%change%their%mistaken%beliefs%about%self,%others,%and%life%and%thus%
participate%more%fully%in%a%social%world.”%This%synopsis%speaks%volumes%to%the%work%Student%Affairs%practitioners%do.%We%help%
students%develop,%grow,%and%work%through%problems.%As%educators,%we%help%them%develop%themselves%'%the%Whole'Student%'%
and%foster%their%relationship%and%view%of%the%institution%we%are%collectively%apart%of.%In%my%evaluation,%thus%far,%the%Adlerian%
approach%is%the%most%applicable%to%Student%Affairs%practice.%
%
QWhat$do$you$consider$the$most$significant$contribution$of$this$approach?$$
Adlerian%therapists,%like%Student%Affairs%practitioners,%“are%resourceful%and%flexible%in%drawing%on%many%methods,%which%can%be%
applied%to%a%diverse%range%of%[students]%in%a%variety%of%settings.”%The%framework%Adler%created%allows%professionals%to%take%
aspects%of%his%theory%that%apply%to%the%student%at%hand%and%“forget%the%rest”,%whereas;%Freud%for%example,%required%that%
systemic%steps%be%taken%to%achieve%progress.%Adlerian%theory%focuses%on%the%importance%of%recognizing%a%students%life%goals,%
putting%them%in%their%own%unique%social%context%and%help%them%to%navigate%through%their%mistakes%in%a%hope%to%allow%them%to%
grow%and%develop%while%attaining%the%goals%they%have%set%for%themselves.%
%
QWhat$is$the$most$significant$limitation?$
According%to%Corey,%the%lack%of%empirical%testing%and%comparative%analysis%is%the%most%significant%limitation.%I%don’t%see%many%
limitations%of%this%theory,%however,%validity%and%reliability%are%essential%for%success%of%any%experiment%or%theory.%