{"id":4250,"date":"2018-09-18T18:21:15","date_gmt":"2018-09-18T22:21:15","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=4250"},"modified":"2019-05-26T00:02:33","modified_gmt":"2019-05-26T04:02:33","slug":"adlerian-theory","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/psychological-counseling\/adlerian-theory\/","title":{"rendered":"Adlerian Theory"},"content":{"rendered":"<p>Alfred Alder<\/p>\n<ul>\n<li>Member of the Vienna Psychoanalytic Society<\/li>\n<li>Proposed the aggression instinct<\/li>\n<li>Departed from psychoanalysis and <strong>founded the Society of Individual psychology<\/strong><\/li>\n<li>Not as keen on the deterministic approach of Freud as Adler defied his own determinism- was a sickly child, was supposed to die, yet he felt he choose to change the predictions.<\/li>\n<li><strong>First systemic therapist<\/strong>\u00e0\u00e0 understood people within the systems they live in.<\/li>\n<li>Many of his ideas were a reflection of his own life<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Individual psychology<\/p>\n<ul>\n<li>The term individual psychology is a translation error<\/li>\n<li>Used the Latin word <strong>individum <\/strong>to indicate the inseparableness of human personality\u00e0\u00e0 we can\u2019t be separated into different things- we are a whole<\/li>\n<li>Alder viewed individuals <strong>holistically, <\/strong>not as three separated structure of personality- id, ego and superego<\/li>\n<li>He was particularly concerned with the community well-being, not just an individual focus.<\/li>\n<li>His theory:\n<ul>\n<li>Based on the concept of holism o A phenomenological approach- subjective reality o Teleological explanation of human behaviour- purposeful and goal-oriented o Social interest is stressed<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Holism<\/p>\n<ul>\n<li>He thought people could only be understood as integrated and complete beings<\/li>\n<li>All dimensions of a person are interconnected components<\/li>\n<li>More emphasis on interpersonal relationships than on the internal psychodynamics of a person<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Social interest<\/p>\n<ul>\n<li>He believed that we are not healthy if we are only concerned about our own lives<\/li>\n<li>This was one of his most important concepts<\/li>\n<li>He considered it a sign of good health to be doing things to <strong>make a difference in society<\/strong><\/li>\n<li>Similar to Existential in that one should be engage in searching for <strong>meaning in <\/strong><strong>one\u2019s life<\/strong><\/li>\n<li><strong>Tele-ology the study of purposes and causes<\/strong><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Community feeling<\/p>\n<ul>\n<li>We all are motivated by a desire to belong and not be isolated- without it we are discouraged<\/li>\n<li>If there is no sense of belonging- anxiety results<\/li>\n<li>Only when we feel united with others are we able to act with courage to deal with our problems<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Purpose for life<\/p>\n<ul>\n<li>He believes becoming all you can be and striving for goals is how we can understand the individual<\/li>\n<li>We can create ourselves rather than just being shaped by our childhood experiences<\/li>\n<li>Alder emphasized that <strong>where we have come from is not as important as where we are striving to go.<\/strong><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>View of human nature<\/p>\n<ul>\n<li>In contrast to Freud, humans are primarily motivated by <strong>social relatedness rather than sexual urges, behaviour is purposeful and goal directed and consciousness, rather than unconsciousness.<\/strong><\/li>\n<li>At around 6 years of age our fictional vision of ourselves as perfect or complete begins to form into a life goal<\/li>\n<li>The life goal unifies the personality and becomes the source of human motivation.<\/li>\n<li>Genetics and heredity not as important as what we choose to do with the abilities and limitations we possess; however acknowledged that biological and environmental conditions do limit our capacity to create and choose.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Birth order<\/p>\n<ul>\n<li>The influence of birth order has long intrigued psychologists- Alder was the first to formally rise the issue in the early 1990s<\/li>\n<li>He called it the <strong>family constellation.<\/strong>\n<ul>\n<li>Emphasizes birth order as an important factor in the formation of our personalities o <strong>Even more important than the role of parents<\/strong><\/li>\n<li>Adler would say the interpretation of the events are more important than the vents themselves<\/li>\n<li>These impressions are formed early and stay with us throughout our adult life- can inform us of our current struggles<\/li>\n<\/ul>\n<\/li>\n<li><strong>Increase an individual\u2019s probability of having a certain set of experiences<\/strong> &#8211; He identified five psychological positions within the family:\n<ul>\n<li>Oldest o Second of only two<\/li>\n<li>Middle o Youngest<\/li>\n<li>Only<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<table width=\"0\">\n<tbody>\n<tr>\n<td width=\"164\">Oldest<\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Get a great deal of attention<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Ousted from favoured position with birth of new baby sibling<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Reasserts his\/her rightful place on the throne by being a model child, bossing younger siblings, being high achieving or at least exhibiting achievement oriented drive<\/td>\n<\/tr>\n<tr>\n<td width=\"164\">Second of only two<\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">From time of birth must share the attention with the older child<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Typically behaves as if in a race, generally full steam ahead at all times (training to surpass the older sibling)<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Competitive struggle influences their later course of life<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Younger child can expose weak points of older child, and\u00a0 achieves success where the older child has not<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Often opposite to the first born (\u201cchalk and cheese\u201d)<\/td>\n<\/tr>\n<tr>\n<td width=\"164\">Middle<\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Often feels squeezed out<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Can become convinced of the unfairness of life and feel cheated<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Can become a <strong>problem child and have poor me attitude<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Can become the mediator\/peacemaker who holds family together<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">If a family of 4 the second born may feel like the middle<\/td>\n<\/tr>\n<tr>\n<td width=\"164\">Youngest<\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Always the baby of the family<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Tends to be most pampered one<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">May develop helplessness as an art form<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Expert of having others at their service<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Tend to be very sociable and independent and may develop in ways not other family member<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\"><\/td>\n<td width=\"331\">has attempted<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">May outshine everyone<\/td>\n<\/tr>\n<tr>\n<td width=\"164\">Only<\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Although shares characteristics of the first born (e.g. high achievement drive), may not learn to share or cooperate<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Will learn to deal well with adults<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">Often child is pampered<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">May become dependently tied to one or both parents<\/td>\n<\/tr>\n<tr>\n<td width=\"164\"><\/td>\n<td width=\"31\">&#8211;<\/td>\n<td width=\"331\">May want centre stage all the time, if challenged with this, will feel it\u2019s unfair<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>Earliest memories<\/p>\n<ul>\n<li><strong>Early recollections: <\/strong>one-time occurrences, usually <u>before the age of 9.<\/u><\/li>\n<li>From the thousands of experiences we have before the age of 9, we tend to remember <strong>only 6-12 memories. <\/strong><\/li>\n<li>Used as a projective technique and to assess&#8230;\n<ul>\n<li>Client\u2019s convictions about self, others, life and ethics o Client\u2019s stance in relation to the counselling session and the counselling relationship o Client\u2019s coping patterns o Individual strengths, assets, and interfering ideas.<\/li>\n<\/ul>\n<\/li>\n<li>Can be very important as its through the family that we form our sense of self and our world view<\/li>\n<li>Alder first to talk about time limited therapy \u00e0\u00e0 cut through a lot with the question \u201cWhat are your earliest memories\u201d.<\/li>\n<li>Trying to elicit the experiences that affected development- how our perception of the past and interpretation of early events has a continuing influence.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Universal life tasks<\/p>\n<ul>\n<li>Build friendships- <strong><em>social task<\/em><\/strong><\/li>\n<li>Establish intimacy- <strong><em>love-marriage task<\/em><\/strong><\/li>\n<li>Contribute to society- <strong><em>occupational task<\/em><\/strong><\/li>\n<li>In reality, most people who seek therapy are struggling to meet one or more of these tasks.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Approach to life<\/p>\n<ul>\n<li>By first 6 years of life one forms an <em>approach to life <\/em><\/li>\n<li>Behaviour is purposeful and goal-oriented<\/li>\n<li>Humans are motivated by <strong>social goals rather than urges<\/strong><\/li>\n<li>Focus on <strong>conscious <\/strong>rather than <strong>subconscious<\/strong><\/li>\n<li>Role of family in the development of the individual is emphasized<\/li>\n<li>Guiding self-ideal leads us to strive towards superiority\/perfection<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Life style or style of life<\/p>\n<ul>\n<li>Alder said: the style of life of a tree is the individuality of a tree expressing itself and moulding itself in an environment<\/li>\n<li>One\u2019s lifestyle was how you live your life; handle your problems and interpersonal relations.<\/li>\n<li><em>The connecting themes and rules of interaction that unify all our actions; our perceptions regarding self, others and the world.<\/em><\/li>\n<li>Lifestyle is comparable to the psych,<strong>personality<\/strong><strong>. <\/strong>\n<ul>\n<li>It is what we are, who we are, what we want to be. o The life style is usually set in motion by <strong>age 5\/4 <\/strong><\/li>\n<li>The persons opinion of self and world, and his or her unique way of striving for the goal in his or her particular situation<\/li>\n<\/ul>\n<\/li>\n<li>For Alder, meanings are not determined by situation but we are self-determined by the meaning we attribute to a situation.<\/li>\n<li>Style of life is equated with self or ego, a unity of personality.<\/li>\n<li>Individuality is seen as the individual form of creative activity<\/li>\n<li>In striving for goals we develop a style of life<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Inferiority<\/p>\n<ul>\n<li>He thought we all feel inferior, particularly when we are growing up \u2013 we recognise we are helpless<\/li>\n<li>Its natural and innate- not something that is necessarily bad<\/li>\n<li>When we feel inferiority we are immediately pulled up into striving for superiority<\/li>\n<li>This is not necessarily superiority over others- more about moving from <strong>incompetence to mastery of a task or skill<\/strong><\/li>\n<li>Can seek to change a weakness into a strength<\/li>\n<li>We compensate for deficits in some areas and aim to excel in others &#8211;<em>Inferiority complex:<\/em>\n<ul>\n<li>Alder first to coin this term o If we fail to reach compensation then the complex develops o Not everyone who feels inferior develops the complex<\/li>\n<li>If you feel inferior then according to Adler you didn\u2019t <strong>manage to compensate in a correct way and unless you do so your feelings of inferiority will remain.<\/strong><\/li>\n<li>The solution for treating this is compensating in the right direction.<\/li>\n<li>Affirmations, positive thinking etc. don\u2019t work<\/li>\n<li>\u00a7 For example, cannot compensate for being lonely and unpopular by getting a PhD, instead should become active in peer groups to properly compensate and avoid the inferiority complex<\/li>\n<li>If you don\u2019t identify these feelings, they will remain.<\/li>\n<li><em>Treating the inferiority complex:<\/em><\/li>\n<li>\u00a7 According to Adler, stress contributes to feeling of inferiority; therefore he advised that art and drama should be used to relieve stress.<\/li>\n<li>\u00a7 The more social outings and involvement in social interest, the less feeling of inferiority the individual has.<\/li>\n<li>\u00a7 Also breathing exercises, focused meditation, self hypnosis, yoga, and humour in relieving stress<\/li>\n<li>\u00a7 Encouragement can also be used to combat the sense of discouragement.<\/li>\n<li>\u00a7 <strong>Encouragement as a technique: <\/strong>It is central to all phases of counselling and therapy. To instil the courage to be imperfect.<\/li>\n<\/ul>\n<\/li>\n<li><em>Superiority complex <\/em>o Neurotic individuals strive for personal superiority\n<ul>\n<li>Superiority over others rather than seeking better conditions for all society- Hitler<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Adlerian therapy<\/p>\n<ul>\n<li>Clients are not psychologically sick but discouraged\u00e0\u00e0 they favour the <strong>growth model of personality <\/strong>rather than the medical model.<\/li>\n<\/ul>\n<p><em>\u00a0<\/em><\/p>\n<p><em>Therapeutic goals <\/em><\/p>\n<ul>\n<li>Main aim of therapy: <strong>to develop the client\u2019s sense of belonging and to assist in the adoption of behaviours and processes characterized by community feeling and social interest.<\/strong><\/li>\n<li>Increasing the client\u2019s self-awareness and challenging and modifying his or her fundamental premises, life goals and basic concepts can accomplish this.<\/li>\n<li>The counselling process focuses on providing information, teaching, guiding and offering encouragement to discouraged clients.<\/li>\n<li>Mosak and Maniacci lists these goals for the educational process of therapy:\n<ul>\n<li>Fostering social interest o Helping client\u2019s overcome feelings of discouragement and inferiority <em>\u00a0<\/em>o Modifying clients\u2019 views and goals- changing their <em>life-style <\/em>o Changing faulty motivation o Encouraging the individual to recognize equality among people o Helping people to become contributing members of society.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>\u00a0<\/em><\/p>\n<p><em>Therapist role <\/em><\/p>\n<ul>\n<li>Adlerians assume a non-pathological perspective and thus, do not label clients with pathological diagnoses.<\/li>\n<li>These therapists operate on the assumption that clients will feel and behave better once they discover and correct their basic mistakes.<\/li>\n<li>Therapists tend to look for mistakes in thinking and valuing.<\/li>\n<li>Major function is to make a comprehensive assessment of the client\u2019s functioning- style of living and early recollections.<\/li>\n<\/ul>\n<p><em>\u00a0<\/em><\/p>\n<p><em>Client\u2019s experience <\/em><\/p>\n<ul>\n<li>Client\u2019s focus their work on<em> desired outcomes and a resilient lifestyle <\/em>that can provide a new blueprint for their actions<\/li>\n<li>Clients explore <strong>private logic<\/strong>\u00e0\u00e0 concepts about self, others and life that constitute the philosophy on which an individual\u2019s life-style is based.<\/li>\n<li>Private logic involves our beliefs that get in the way of social interact and that do not allow for useful belonging.<\/li>\n<li>Clients\u2019 problems arise because the confused drawn from private logic often<strong>do not conform to the requirements of social living.<\/strong><\/li>\n<\/ul>\n<p><em>\u00a0<\/em><\/p>\n<p><em>Relationship b\/w therapist and client <\/em><\/p>\n<ul>\n<li>Good client-therapist relation is one <strong>between equals<\/strong>\u00e0\u00e0 based on cooperation, trust, respect, confidence, collaboration and alignment of goals.<\/li>\n<li>At the outset of counselling clients should formulate a contract detailing- what they want, how they to get where they want to go, what is preventing them these goals, how hey can change non-productive behaviour etc.<\/li>\n<li>This contract sets out the goals and specifies the responsibilities of both therapist and client<\/li>\n<li>Developing a contract is <strong>not a requirement of Adlerian therapy, <\/strong>but it does bring a tighter focus to therapy.<\/li>\n<\/ul>\n<p><em>\u00a0<\/em><\/p>\n<p><em>Application:<\/em> central objectives in Adlerian counselling<\/p>\n<p><em>Not linear, do not progress in rigid steps <\/em><\/p>\n<ol>\n<li>Establish therapeutic relationship\n<ul>\n<li>Focusing on <strong>person-person interactions<\/strong>\u00e0\u00e0 not starting with the problem b. Instilling hope and faith<\/li>\n<li>Listening with empathy<\/li>\n<li>Therapist provides structure and assists with defining goals<\/li>\n<\/ul>\n<\/li>\n<li>Assessment phase\n<ul>\n<li>Aim: to get a <strong>deeper understanding of an individual\u2019s lifestyle <\/strong><\/li>\n<li>Focus is on the client\u2019s social and cultural context<\/li>\n<li>Helps explore hypotheses<\/li>\n<li>Subjective interview: \u2018How would things be different for you if you did not have this problem?\u2019<\/li>\n<li>Objective interview: medical history, social history, family constellation, early recollections etc.<\/li>\n<li>Once material has been gathered integrated summaries are developed<\/li>\n<\/ul>\n<\/li>\n<li>Encourage insight and understanding\n<ul>\n<li>Adlerian consider insight as a special form of awareness that <em>facilitates a meaningful understanding <\/em>within the therapeutic relationship and <em>acts as a <\/em><em>foundation for change.<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Disclosure and well-timed interactions are techniques that facilitate the process of gaining insight<\/li>\n<li>Different to PCT paraphrasing- more hunches or guesses\u00e0\u00e0 we want to clarify with the person.<\/li>\n<li>During this phase of therapy, the counsellor helps the client to understand the <strong>limitations of the style of life the client has chosen.<\/strong><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ol start=\"4\">\n<li>Reorientation and re-education\n<ul>\n<li>Aim: helping clients discover a new and more functional perspective<\/li>\n<li>During this phase, clients can choose to adopt a new style of life based on the insights that they have gained.<\/li>\n<li><strong>Reorientation <\/strong>involves shifting rules of interaction, process and motivation\u00e0\u00e0 these shifts are facilitated through changes in self-awareness<\/li>\n<li>More often clients need to be oriented toward <strong>the useful side of life<\/strong>\n<ul>\n<li><u>Useful side<\/u>\u00e0\u00e0 sense of belonging, being valued, having an interest in others and their welfare, courage, acceptance of imperfection, willingness to contribute etc.<\/li>\n<li><u>Useless side<\/u>\u00e0\u00e0self-absorption, withdrawal from life tasks, self-protection, or acts against one\u2019s fellow human beings. (<em>People acting on this side are less functional and are more susceptible to psychopathology<\/em>)<\/li>\n<\/ul>\n<\/li>\n<li>Interacted in more than changes in behaviours<\/li>\n<li>Seek to help clients to gain courage and connect to strengths within themselves<\/li>\n<li>Utmost importance is <strong>courage <\/strong>to an Adlerian therapist<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p><em>\u00a0<\/em><\/p>\n<p>The encouragement process<\/p>\n<ul>\n<li>Encouragement is central to all phases of counselling and therapy<\/li>\n<li>Encouragement entails showing faith in people, expecting them to assume responsibility for their lives and valuing them for who they are.<\/li>\n<li>Clients often do not recognize their positive qualities or strengths \u00e0\u00e0 one of the main tasks of a therapist is to help them do so.<\/li>\n<li>Adlerians believe <strong>discouragement <\/strong>is the basic condition that prevents people from functioning.<\/li>\n<li>In the relationship phase, encouragement results from the <em>mutual respect between client and counsellor<\/em><\/li>\n<li>In the assessment phase, <em>clients are encouraged to recognize that they are in charge of their own lives and can make different choices based on new understandings<\/em><\/li>\n<li>During reorientation, encouragement comes when <em>new possibilities are generated and when clients are acknowledged for taking positive steps to change.<\/em><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Areas of influence &#8211; \u00a0 Education<\/p>\n<ul>\n<li>Parent education<\/li>\n<li>Community health movement<\/li>\n<li>Couples counselling<\/li>\n<li>Family\/group counselling<\/li>\n<li>Many of his ideas made their way into other schools of psychology\u00e0\u00e0 CBT, existential &#8211; Maslow and Rodgers influenced by Alder\u2019s work; often without much credit given to Adler. &#8211; \u00a0\u00a0\u00a0\u00a0 Alder said \u2018my psychology belongs to everyone\u2019 \u00e0\u00e0 not focused on being well known<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Contributions<\/p>\n<ul>\n<li>Allows for a variety of approaches, not a narrow view of humans<\/li>\n<li>Therapists using Adler\u2019s theories are more concerned for the person than the problem<\/li>\n<li>Introduced the concept of \u2018time-limited\u2019, brief therapy<\/li>\n<li>The \u2018earliest memory\u2019 technique is very time efficient and minimizes sessions required as you get \u201cright to the point\u201d<\/li>\n<li>Adler coined the \u2018magic wand\u2019 question&#8230;\u201cThe Question\u201d \u2013 \u201cIf I had a magic wand that would eliminate your symptom immediately, what would be different in your life?\u201d &#8211; \u00a0\u00a0\u00a0 Flexibility and integrative nature- variety of techniques<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Strengths from Multicultural perspective<\/p>\n<ul>\n<li>Many aspects congruent with many cultures e.g. collectivism, pursing meaning in life, importance of family, co-operation as opposed to competitive and individualistic values.<\/li>\n<li>Emphasizes subjective fashion in which people view the world \u00e0\u00e0 respects for clients unique perceptions<\/li>\n<li>Conscious of the value of fitting techniques to each client\u2019s situation<\/li>\n<li>Value understanding the subjective world of each individual<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Focus on person in the environment (social context) <em>enables cultural factors to be explored<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Limitations<\/p>\n<ul>\n<li>Tends to focus on the self being the locus of change and responsibility&#8230;. some cultures do not view self as autonomous<\/li>\n<li>Also some cultures view counsellor as the \u2018expert\u2019 and expecting solutions<\/li>\n<li><strong>Tends to oversimplify some complex human problems <\/strong><\/li>\n<li>Assumptions about nuclear family- what about extended family households?<\/li>\n<li>Adler chose teaching and practicing before writing a well- defined and systematic theory, many people at the time considered his ideas too loose and simplistic<\/li>\n<li>A large part of the theory <strong>still requires empirical evidence<\/strong><\/li>\n<li>Works best with highly verbal and intelligent clients. This might leave out many people who do not fit that category<\/li>\n<li>Adlerians do not like to make diagnoses, makes it hard in today\u2019s expectations of psychologists<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Alfred Alder Member of the Vienna Psychoanalytic Society Proposed the aggression instinct Departed from psychoanalysis and founded the Society of Individual psychology Not as keen on the deterministic approach&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/psychological-counseling\/adlerian-theory\/\">Continue Reading<span> Adlerian Theory<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[98],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4250"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4250"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4250\/revisions"}],"predecessor-version":[{"id":4887,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4250\/revisions\/4887"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4250"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4250"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4250"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}