Lilly Damen
Chapman University
Adlerian Therapy
Alfred Adler who was an associate of Sigmund Freud before he developed his own theory developed Adlerian Therapy. He viewed human beings as very social beings and from a teleological perspective, in which the motivating factor is not the past, but rather the future. According to him, we all have goals for the future. Directing our efforts towards these goals is what determines and influences how we act in the present (Lundin, 1996).
Adler founded this movement when he terminated his relationship with Sigmund Freud. He called this movement Individual Psychology. As opposed to Freud, who always stressed the past, Adler explained an individual’s behavior in terms of working in the direction towards future goals, rather than focusing on the past.
Alfred Adler was born in the year 1870 in Vienna
Adler views humans as inherently social beings and believed that our social and cultural experiences play a major role in shaping our personalities. He strongly believed that it is of great importance to understand a person, not only as an individual, but also as a participant within their system or environment.
It is important to note that according to this perspective, our behavior is not entirely inherited or determined by our environment. It focuses more on what we choose to do with our strengths and shortcomings. This belief did not disregard the fact that biological and environmental influences can limit our ability to choose and create.
Adler viewed individuals as the “creators” of their own lives (Corey, 2009). Implying that each person has his own lifestyle and that the lifestyle we choose is not only an expression of who we are but also, more importantly, an expression of who we strive to be. A lifestyle was defined as the accumulation of one’s perceptions regarding oneself, others, and the world as a whole. Including the way we think, act, feel, live, and work towards our lifetime goals (Maniacci, 2008).
Adler also identified three faulty lifestyles: 1) the inferior, 2) the pampered, and 3) the neglected. The first one, the inferior, stemmed from some inferiority. He believed that these individuals were unsuccessful in making satisfactory compensations. They may choose escaping or avoidance when dealing with things, or they may become what he referred to as “useless persons”. A useless individual is one that strives only for personal superiority and does not become other-directed, or concerned for the betterment of society (Lundin, Theories & Systems of Psychology, 1996).
He described the pampered or spoiled individual as one who lacks social interest. These individuals might become authoritarian and expect those around them to conform to obey their selfish and demanding expectations. Finally, the neglected individual is much like the spoiled, with the exception that the neglected longs to be pampered (Lundin, Theories & Systems of Psychology, 1996).
According to his theory, by the age of six, we begin to envision ourselves as perfect and complete beings and our attitudes towards our environment are well-formed. It is then when our life goals begin to be established. Thereby viewing humans as goal-oriented and having behavior that is constantly striving for superiority and power. He believed that we can achieve perfection and completion in many different ways, including through occupation, special talents, or social interest (Corey, Theory & Practice of Counseling and Psychotherapy, 2009).
By his definition, social interest is the inherent opportunity to which an individual could respond to or interact in a social situation. He considered it an essential part of one’s striving towards superiority. It is something we are born with, but also has to be developed through social interactions. He considered individuals to have three social problems in life: 1) Work, 2) Love and Marriage, and 3) Friendships. As an adult, unsuccessfully meeting or facing these social problems directly can cause mental illness or neurosis.
He also coined the term preliminary social problems which are the social problems experienced by adolescents. These include: 1) School, 2) Relationship to the opposite sex, and 3) Friendships. He believed that these preliminary problems could reinforce an individual’s life script or cause it to be changed in a positive or negative direction (Mitchell).
A recent study assessed the relationship between self-satisfaction, social interaction, and participation in extracurricular activities among adolescents. Students were asked to list activities they were involved in since their Freshman year in high school. The study showed that higher social interest among the subjects was greatly related to higher levels of overall satisfaction, along with satisfaction in relationships with friends and family (Mitchell).
An individual who has successfully developed social interest becomes what Adler referred to as “other-directed”. A person who is other-directed is someone who is concerned for the well-being and betterment of others. This does not mean that we feel better than or superior to others, but rather interested in the betterment of society and our fellow human beings. At the other end of the spectrum are those who never develop social interest. He considered them the failures in society, neurotics, alcoholics, criminals, prostitutes, and perverts. In their case, their goal is only of personal superiority (Lundin, Theories & Systems of Psychology, 1996). As opposed to the goal of a healthy individual who strives for collective superiority.
Striving for superiority may imply that we must start from a place of inferiority. Adler believed that these feelings of inferiority could develop from faulty parenting, such as neglect, rejection, or even spoiling. Nonetheless, they are normal in all people and a motivator for accomplishing superiority. I believe this is best demonstrated through his own life experiences. As a weak, sickly child, who felt neglect and jealously, he was determined to rise above these feelings of inferiority, and he not only became a physician, but was a very outspoken and social individual who was passionate about providing children with healthy environments, not only at home but also at school.
Adler believed that birth order is very important in helping determine how the individual experiences life. Birth order in and of itself is not as important as how the individual views and feels about his order in the family (Adler & Brett, 2009). Because of Adler’s view of humans as very social beings, it makes sense that family relations are considered to be important social experiences. There are both positive and negative traits to birth order.
The oldest child has the unique experience of, not only being the oldest child, but also an only child. The oldest child can be nurturing and protective towards others, and organized. However, he can also be highly anxious and have exaggerated feelings of power.
The second child of only two has the experience of always having someone around, the oldest child. He can be highly motivated and very cooperative. However, he can also be highly competitive and easily discouraged.
The middle child often feels lost between the older and younger siblings. It is not uncommon for this child to adopt the “poor me” or “life isn’t fair’ attitude (Corey, Theory and Practice of Counseling and Psychotherapy, 2009). If the family unit consists of four children, the second child may demonstrate characteristics of a middle child.
The youngest child receives a lot of attention for being the “baby” in the family. This child may be very ambitious and feel the need to excel in everything he does. This can be problematic if it becomes an unrealistic ambition.
The only child may exhibit similar characteristics of the oldest child. He develops very strong bonds with one or both parents and has a great ability to relate to adults, contributing to social maturity. On the other hand, the only child may grow up with an inflated sense of self, low cooperation skills, and an exaggerated sense of superiority.
From an Adlerian approach, the client’s world is viewed from their perspective. This is known as a phenomenological orientation (Lundin, Theories and Systems of Psychology, 1996). The individual’s behavior is observed from their own perception of the world, including how they feel, think, and believe. In addition, what their values, convictions, and conclusions about their world are.
Since Adler believed neurosis resulted from lack of direction, exaggerated feelings of inferiority, and underdeveloped social interest, his goal in therapy was to try to increase the patient’s goal attainment, courage, and self-esteem by developing social interest. The therapeutic process focuses on providing the client with a sense of direction and belonging, and by providing information, guidance, and encouragement to those in need.
He believed that neurotic symptoms serve the purpose of avoidance. Therefore, the person develops the symptoms as a way of coping with the anxiety caused by lack of social interest and integration with the world around them. The symptoms may also enable the person to avoid dealing with problems at work, in a marriage, or with a friend. The first step is for the therapist to provide an environment of trust and respect between him and his client.
I believe this therapy can be beneficial to a large population, from individuals with addiction problems to individuals suffering from physical illnesses, which may simply be present as avoidance of any social problem.
I find this therapeutic approach to be a very optimistic one. It focuses on the future, but yet acknowledges and understands, not only our early childhood experiences brought on by our parental figures and environment, but also birth order and our personal experiences with our place in the family. I have great respect for Alfred Adler for overcoming his inferiorities and being able to achieve a state of other-directed superiority.
References
Adler, A., & Brett, C. (2009). What Life Could Mean to You. The Psychology of Personal Development .
Corey, G. (2009). Theory & Practice of Counseling & Psychotherapy. In C. Gerald, Theory & Practice of Counseling & Psychotherapy (p. 98). Belmont
Corey, G. (2009). Theory & Practice of Counseling and Psychotherapy. In G. Corey, Theory & Practice of Counseling and Psychotherapy (p. 97). Belmont
Corey, G. (2009). Theory & Practice of Counseling and Psychotherapy. In G. Corey, Theory & Practice of Counseling and Psychotherapy (p. 102). Belmont
Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy. In G. Corey, Theory and Practice of Counseling and Psychotherapy (pp. 103-104). Belmont
Lundin, R. W. (1996). Theories & Systems of Psychology. In R. W. Lundin, Theories & Systems of Psychology (p. 329). D.C.: Heath & Company.
Lundin, R. W. (1996). Theories & Systems of Psychology. In R. W. Lundin, Theories & Systems of Psychology (p. 331). D.C.: Heath & Company.
Lundin, R. W. (1996). Theories and Systems of Psychology. In R. W. Lundin, Theories and Systems of Psychology (p. 331). D.C.: Heath & Company.
Maniacci, H. H. (2008). Current Psychotherapies. Belmont
Mitchell, G. (n.d.). Alfred Adler, Adlerian Individual Psychology. Retrieved July 19, 2010, from www.trans4mind.com
Great post.
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