Adlerian Approaches to Counseling in Schools An overview

Essential Principles of Adler's Theory Alfred Adler (1958) developed Individual Psychology as a reaction to psychoanalysis and as a reflection of his humanistic beliefs. Even though the theory is called Individual psychology, Adler’s focus was contextual and holistic. He contended that we cannot fully understand people without viewing them in a social context

Essential Principles of Adler's Theory con’t Personal fulfillment is based on mastery of life tasks related to work, friendship, love, self-acceptance, purpose or meaning, and restorative leisure. When working from Adler's theory mental health professionals respond to the unique needs of each student or adult. They ask themselves, "Who or what is best for this particular individual?” Thus, this approach is flexible and integrative; at the same time, the "theory is solid“.

Phenomenology The concept of phenomenology is central to Adlerian theory. Even in a family, in which the individual members have a shared history, each person has a different perspective and memory of the events in that history. Thus, each human being’s experience is unique, and must be understood from his or her point of view. Additionally, each child has the task of finding a position of significance in the family context. The same holds true in classroom relationships.

Lifestyle Lifestyle is "the sum total of all the individual's attitudes and aspirations, a striving which leads him in the direction toward his goal of believing he has significance in the eyes of others“. Adler suggested that young children draw conclusions from their family experiences about themselves, men, women, and life. Even though children are highly observant, they miss subtle nuances, and often have an incomplete understanding of events and situations. Thus, children and adults may make decisions and base their actions on inaccurate assumptions

Overcoming Perceptions of Inferiority and Achieving Significance Adler suggested that the dependence experienced by infants becomes motivation as they endeavor to compensate for perceived limitations and find significance. Opportunities to experience success help children overcome perceptions of their inadequacy and learn strategies that contribute to their feeling significant. Finding destructive and socially inappropriate ways to overcome or cope with feelings of inferiority can contribute to bullying, manipulation, depression, anxiety, and so forth

Overcoming Perceptions of Inferiority and Achieving Significance con’t Strategies for overcoming feelings of inferiority contribute to healthful responses or pathological responses. Of course, children don't consciously say, "I feel inferior. I think I will overcome those feelings of inferiority when I have become an astronaut and I make all of my own decisions about everything I do." At some level, though, children form ideas about what they must do and not do in order to achieve significance.

Courage Adler, Dreikurs, and others who adhere to this philosophy have emphasized the importance of encouragement and the devastating results of discouragement. Dreikurs (1964) asserted that a "misbehaving child is a discouraged child. Each child needs continuous encouragement just as a plant needs water. He [sic] cannot grow and develop and gain a sense of belonging without encouragement" (p. 36).

Courage con’t Adults inadvertently interfere with the development of courage and independence when they become overly protective or when they do things for children which they are capable of accomplishing independently or collaboratively. Conversely, discouragement becomes prominent when children repeatedly experience failure. Determining when protection and assistance are helpful requires adults to be intentional and prudent.

Social Interest Social interest is characterized by respect for others, cooperation with others, concern for others, and connection with others. Persons with developed social interest are "responsible, cooperative, and creative members of humankind. Persons high in social interest enjoy and like themselves, others, and life" (Sweeney, 1989, p. 27). Children demonstrate and experience social interest as they develop positive relationships with peers as well as adults.

Purposeful Behavior Many Adlerian interventions are based on the assumption that all behavior has purpose. Adler suggested that children misbehave to (a) get undue attention, (b) achieve power, (c) express revenge, or (d) display inadequacy. Determining the underlying beliefs and purposes of behavior enables adults to help children effectively and appropriately achieve their goals. Thus, identifying the goal of misbehavior is an important component of assessment.

The Process of Counseling Adler recommended four general stages of counseling that include: (a) development of the relationship (b) analysis and assessment (c) interpretation (d) reorientation

Working with Students: Doing What Works Interventions in Individual Psychology are not limited to those Adler developed. Rather, professional helpers determine what may be helpful for each individual. Interventions include: The Question Collaborating with the Student Between Session Interventions Acting As If

Working with Students’ Important Adults Because of the holistic and contextual nature of Individual Psychology, parents and teachers are often asked to assist in helping children and youth overcome challenges they encounter. Work with significant adults is usually in the form of consultation and psycho-education (as opposed to counseling).

Working with Students’ Important Adults con’t Encouragement- Encouragement reinforces intrinsic motivation when it is communicated with sincerity and congruence. Addressing Goals of Misbehavior- When it appears that the goal is attention, adults can ignore the inappropriate behavior when that is possible, and avoid giving attention with punishment, rewards, or coaxing. Natural and Logical Consequences- Natural consequences are "negative outcomes of an ill-advised behavior which follow without the intervention of another person" Logical consequences are age appropriate and include consequences such as being placed on restriction.

Additional Individual Psychology Concepts for Work with Adolescents Professional helpers who work with adolescents may follow structured assessment guides to acquire understanding of progress toward achieving life tasks, as well as goals of behavior. Additional areas of inquiry often address adolescents' view of purpose in their lives and sources of motivation. For example, counselors and psychologists could use incomplete questions related to happiness, fear, peer groups, career plans, and so forth.

Beyond Counseling and Psychoeducation: Implications for School Climate We encourage professionals who work in schools to consider the importance of an environment that encourages children and youth, and promotes connections, friendships, and positive relationships. Students who experience a sense of belonging are more likely to thrive--regardless of the context. Additionally, Adler (1964) suggested that schools are a primary place where children develop the capacity for social interest.

Responding to Cultural Differences Respect for diverse backgrounds and circumstances is a hallmark of this approach. In fact, Adler was an advocate for marginalized groups and social equity long before professional groups called attention to culture and diversity (Watts, 2003). His theory reflects respect for cultural values and diverse members of society. The work is collaborative, action oriented, and flexible. Herring and Runion (1994) reviewed Individual Psychology’s relevance for working with students representing diverse ethnic groups, with specific references to Native Americans.

Conclusion Individual Psychology is a common sense approach that provides a rich source of perspectives, guidelines, and resources for school-based professional helpers. Contemporary proponents of Individual Psychology have championed prevention through psychoeducational programs for students, parents, and teachers. Because Adler’s theory is so extensive, theorists have emphasized components of Individual Psychology to create new theories and approaches.