BASIC APPLICATIONS OF ADLERIAN

-Understanding Human
A. Dewey
published as:
"Understanding Our Human Nature:
Practical Applications
Psychology to Self-Understanding
an.d Human Relationships n
Outlines of a course
Copyright, 1978, Communication and Motivation Training
Institute, Inc.
All rights reserved.
No part of this book may be reproduced in any form, by photostat,
microfilm, retrieval system, or any means now known or later
devised, without prior permission of the publisher.
Published by CMTI Press, Box 8268, Coral Springs, FL 33075
6 7 8 9
Table of Contents
i Introduction
Acknowledgements
1 Individual or Adlerian Psychology
1 5 Basic Principles of Adlerian Psychology
(formulated by Dr Rudolf Dreikurs)
3 Some Comparisons between
Adlerian and Freudian Psychologies
5 Factors Which Influence the Formation
of Personality
8 Constel
10 of
11 Order
the
12
5
17
23 fe
24
28
9
30
3
32 ity
3
5
fe
Dreams
Interest
Trans
ses for a
Tale of the Oyster
4 iography
use so
A.
SANDERLING I
Bas
33902
ii
sh to express
is
ALFRED ADLER
pragmatic optimis approach
so helpful understanding
mee the llenges of life
ways.
traduced me to logy
its 5 basic inciples, as d here
" encouraged and pushed me to recognize and
my assets and knowledge and to
others. He red r
Chicago s
many communi
wrote
re
Much
e
tute a
excellence who taught
Recollections
is he psych at
there as well as being a long
r Ins tute ago From h
shops I have learned much what
of to behavior,
Adle an
papers,
his personal commun
of s manual were
of these outlines.
BERNARD SHULMAN
A
St
te__........ _......
courses
W L. (BILL) PEW & MIRIAM (MIM) PEW
11 a psychia st, child psychiatr t and pediatri
and Mim, formerly a nurse who now has degrees in
co-counsel families, couples and s and a
demonstrate and teach widely. They es i
Dreikurs Institute of Social i held at
s. was and
iii
HEINZ & ROWENA
WILLARD BEECHER
s
were
as
LEO
THOMAS GORDON
to interpret
of the
the material
Dreams. Leo is a
at Alfred
an tutes
ROBERT POWERS
is
is
courses
"-"_.J.LL'-'.L.II.e.Jtrated the
counsel g,
d.
MANFORD SONSTEGARD
Sonste \I\t"l'ent over
he s
d
Cente
Recen
he is a
GENEVIEVE PAINTER
An author
now 1 s
FRANK WALTON
s den of the
and a counselor
Carol , Frank
str ts in F da and
schools and around Fort
THE DINKMEYERS
Don Senior and Don Jun
on Training Ins tute
me to make these mate
I am most grateful.
All of these people have been encouraging to me and am
include them among my friends.
ses
A
s
own
sown
am maste
r
Focus on consc
is not
a noun, and not
Stresses
s
see us as
A methodo
5 BASIC PRINCIPLES OF ADLERIAN PSYCHOLOGY ~ ~ ~ ~ ~
Dre )
Dr f
1 SOCIALLY EMBEDDED ( contrast to a heredi or b
s behavior) :
beings who want to Ubelong" to find
place the group
our problems are basically soc problems -
problems of teraction with
The group is the field in which we move, even if we
move away. A hermit may be concerned with avoiding
society, but he is s 11 dealing with society by
creating distance from society.
One s ab ity to co-operate and to contribute is a
measure of one s social interest. S ~ e page
A well-adjusted person is oriented to
in li;ne wi th the
A
4 SUBJECTIVE (as
g mean
is not
it (Dre
We cannot be ourse s and our
pretation
There is no for us rea
is how means to us
Heredity and environment are not so important as
but as what they mean to us A capped person
may not feel (Bl 58 some
individuals to overcome
people train become self
travel widely
Others use their blindness as an
from the tream of life or
service from It is not 58
per se r the
3
Some
ve
SOME COMPARISONS BETWEEN ADLERIAN AND FREUDIAN PSYCHOLOGIES
ADLER FREUD
Man
needse
Man is motivated his instincts
and drives He tries to
these urges and needs
Man is a social being.
Social demands
Man s basic desire is to find his
place in the group to "belong.
Human are movement toward.
(or away from) others
Socie opposes the satisfaction of
man s needs and urges,
restrictions
Teleological principle:
human actions are purposive
understand goals to understand man
freedom of choice, self-
determination creativeness
Causal
actions are caused
look for causes of behavior
mistaken actions due to
instinctual drives.
We create our emotions
without aware of this
Emotions come from
instincts the unconscious
Emotions are the means one
to help him with a
situation.
Emotions f o ~ one to do what he
knows he should not do
Emotions can be controlled.
They are our "slaves VI
Emotions are out of our control.
are our Umasters."
MaIl has sexe Sex has man.
We must learn to trust our uncon-
scious. Only a small part of our
experiences are conscious By
unconscious we mean below the
level of awareness.
Unconscious is a ucesspool .. "
It is a entity, con-
much repressed data,
much of which is unknown,
motivates us.
neuroses
others
ment:
to one's
himself
of
movements toward
is encourage-
results are due
in
is upon one's
of his true
Fee a person s means of
therefore
one is made aware
of what he is doing not what he
is feel
Use recollections as a pro-
jective in under-
What
we remember child-
hood fits into our outlook of
life and how we see ourselves
recollections are a cover-up
for recollections,
mean
Gives one a sense of his own Gives one the to blame
thus
Prepared the third revolution in
Adlerian
ideas now those
cal thetnsel yes "neo-
Freudian - but Hneo-Adlerian n
would be more accurate
for the
processes in man,
understand normal and
behaviour
"Individual" means indivisible
stresses the of the
Personal is divided super-
ego, ego id instincts.
Holistic medicine
person.
of the whole medicine of mind
Whole is more than the sum of its
parts. Individual affects all
his functions.
mechanisms:
the "anal"
etc
Optimistic Pessimistic
We must believe in and trust
oursel"'ves
We cannot trust ourselves
Monistic: stressed of Dualistic stressed the dielectic
the unconscious vs
the Similar to 18th
science.
mechanistic
Did not want to be a scientist:
considered himself a
Wanted facilitiate
Wanted be a scientist:
considered himself to be a
scientist.
Wanted to make new discoveries
is universal in
children In a he wants
sex with his mother' is
nistic his father and
afraid castration his
father. In a she feels
castrated and suffers from
and is jealous her
mother
What Freud called
the of power
child who in his
wants
of his mother In some cases
there may be a sexual ambi tion
but this is universal in
children
Adler was a second child in his own
constellation. He was
his father's favorite, rejected
his mother His was
to overcome
Freud was a
close to his
suffered
His on
A writer
and He addressed
medical audiences not
He wrote well and pre-
ferred to write standard
'WOrks are now
in 24 volumes
A lecturer and teacher also a
and physician. He
liked to talk to the general
and welcomed to
his lectures He preferred to
demonstrate and illustrated his
talks with case material. His
writing was poorly organized, and
most of his books are
of lectures organized
In patients, sat face to face
Brief therapy
Used the where
not observe him.
*Maslow calls Freud the "1st force," behaviorism
the 3rd.
humanism
FACTORS WHICH INFLUENCE THE FORMATION OF
PERSONALITY
HEREDITY the child's "inner" environment:
account physical traits and
ly
Frequently used as
temper like my
approach.
Hereditary weakness ("organ ") provides
adaptation:
child may "declare bankruptcy" and give
that area.
a
us use
one must
has been es most
our potential
do not deny tance of
ze it is less important
one does what one has.
as ?
of
?"
sex roles
comes
home:
lings,
r
5S?
or
of
s of s
or trea
or
s
standards stressed?
parents toward
to
i
s
s re
--u .................... _t t
He
He
own
children ick the family values, since
ize these are the sens areas re parents are
vulnerable (How often we hear a child of a judge
or law enforcement of r who does un acts of a
min ter who does immoral things, an educator who
drops out of school.)
Common s: education money, sports,
honesty, success propriety, conformity, igion,
communication good human re obedience
care of others hard work, etc.
Overambitious children may mimic se values
superior to the parents following
Family history, traditions mottoes may also
significant.
PARENT-CHILD RELATIONSHIPS: HIGHLY PROBABLE RESULTS
Rej
Excess
Incons tent
is
s
or
sness ts
a cynical
Learns to "cover up"
ings.
Become anxious, strive
to n or,,, if
impossible
IJIbest
PS THAT DEVELOP A HEALTHY
Be courteous
Accentuating
them g
Avo
Tra g
respons iIi
Us cal consequences tead of s
ishment
Recognizing a misbe ch is a sc Id
and him
ts of encouragement.
Developing the courage to be impe ct nts
ldren.
He ld to deve of
Se reasonable living up to lfe
Being honest
Demonstra
g to see point of view.
More
FAMILY CONSTELLATION
sign
the young i
is h d
cove
one Id to
ano seems to be
close age tend to n arena they
operate If the rst success academic skills
se to else - he may become
athlete or the II soc Whenever we have an "under-
iever," we usual find a high ving s ling next
a or younger in the family constel
may not have caused this form compe
usually contribute to it unwittingly
friends neighbors ~ teachers
Parents and teachers are often unaware their
the child's interpre of what he sees as
the family or community
A "responsible" child is more respon
The "good" chi ten up "bad" one
emphasizing contrasts and parents often
9
sy IV tv
see
accoun mas tween
In of
A
gap
two or
take
i
may assume a
f
in
t to compete
idealized.
or one or
or s 1
farni cons tel
a "ghost and the
Parents may become
more misc ages
a "speci
parents
so become a
may resent
him. An adopted
the parents treat h
A handicapped
case"
spend
special
Being
other
sense
or
added
boy among s
depends on
1 in a farni or an
1 unsure of s e
male or ferna roles are valued by the
boy becomes "prince n The girl becomes the
incess" if is valued or
if it is note
DIAGRAMS OF FAMILY CONSTELLATIONS
Sugge Format
Wr descending age
f t, then next etc
f to r o
square
rc
member)
subject (a female) had 2
one was 2 years older
3 years younger than she
subject (male) had 2
sisters, one 5 years older and
the other 2 years older also a
brother 3 years younger.
)
}
ages if
s ter 8 years older
died at age 6
and mi lings s 1-'-......1'-1'...1- ......
of them
dead s
was
I
,
,
, 2 years younger
died at age 1 year
s 1
unknown sex
mi
\
age
SOME PROBABILITIES
is apt to be a "crown
prince If In some ethnic
cultures, the oldest son has a
very special place.
is apt to be a "little
prince" (likely he doesn't have
to help around the house.
is likely to be a IV
princess" if females are valued
in her family; if not-, she may
have a hard time her
place in a "man's world."
ITIONS IN THE FAMILY
to those
S8
to
one
1
to
me
own
exploit his
perfect,
if is a
erve and
IFE STYLE
re several
a
re
see
a
s.
One's t 4 7 ( s of
ars
-8 s
to
If if
.. A<LAJl.L'-A ....
ant.
peop
turn to con
at
not
resent -not
of
fference tween
excuse myself nor
Example of a neurotic life 5
"I am unable to control ife and I don t trust
my lings get out of control. The world is a
place People are untrustworthy Li
Therefore I must be in con of myself and keep
thing under control."
n
reeol
Reeo as a
th a s
out most s
?
an
purpose of
(to warn to remind
(How one
Counse
Cons
)
1
one
3
n
1
2
3
*Dr
Ins
se are ave
an exact type. However,
behavior
individual to
and Dr 9 s
and to my notes from : : : : : ~ _ ~ __~ .. ~ e
chapter
Nike
course
book
I have added material on
the same book and also
ence ing.
I wrote for
my own experi-
8
TYPOLOGIES OF
CONTROLLER .
wants to contra
He s
to re
_...a..'''''''Jl,,jI,'''''.L.a.ips
people
..L..I...ll.. ..Il.LII......, ........ ...a..f He may
using tears (
Idhood there were
on punishment compe
than was, and he was probably
Although. discipline was probably
him unduly. He learned to cover
developed rituals and kept life at a
for
as
may make
because of
importance of
the child's love
on others
his own
"PERSON WHO NEEDS TO
Is a se
o
ts
some
when
XI The" PERSON"
Has Inferiori
fe is dif t
ing Since he fee do
He
He
IV or n
a all costs <D CD
r
as
s
cl t
movement
i
to
se
want to
is not to
h unde
same
s of 1
to
as an
of
,
In the accompanying
are
may stem from
a family usual
r mother or
............... ....,., ....... cy or e
is established
some of the factors
number one pr
As was pointed out with the
one ty should not
anyone Nor should it
There is also an ( arrows) of
toward shorter and longer range goals
It is
Even
THE FOUR PRIORITIES OF LIFE STYLE
COMFORT PLEASING CONTROL SUPERIORITY
Idealistic, seeks
Stick-to-it-tiveness
High level of "Social
Interest"
Be better than others
_ more competen
Being more good, more
Being more useful
Suffering more
a "victim
n
or a
Leadership potential
Organized, productive
Persistent
Assertive
Law abiding
A. Control self
passive)
B. Control others
(Active:
(Passive: "artful
dodger
U
)
c. Control situations
considerate
Non-aggressive
Compromises
to
Does what others expect
: demand
(Passive: evoke
Please others Seek his comfort
(whatever comfort
means to him)
(Active:
(Passive
a ~ y going, few demands
Minds own business
Peace
Empathetic, mellow
More predictable
ASSETS:
REACTION OF
OTHERS
Irritation
Annoyance
Boredom
Feel pleased at first
nHe's a nice person
u
Later, exasperation &
despair at his demands
for approval
Feel challenged
tension
resistance
frustration
Feel inadequate
"How do I measure
Feelings of
and guilt
ONE
PAYS
Reduced productivity
Not use his talents
Reduction in growth
Discrepancy: self-ideal
vs. self-appraisal
Alienation
Diminished creativity
Lack of spontaneity
Social distance
Feel overburdened
over-responsible
over-involved
TRIES TO
AVOID
Stress
Responsibi
Expectations
"Don' t corner me
Rejection Humiliation
The unexpected
Fears ridicule
Meaningtessness in life
and its tasks
COMPJ.AINS
OF
Diminished productivity
Impatience
Lack of respect for self
and others
Lack of friends
Wants more closeness
Feeling "uptight" (A)
Overload, lack of time
Uncertain of relationship
with others, guilt feelings
MAY STEM FROM:
(early infancy)
Discomfort
Pampering
In enemy camp"
(baottered child)
Tight controls
Being overpowered
Shaming
Perfectionism
SIMILAR TO GOAL I I.. ~ ttention
(Dreikurs)
IV.. Inadequacy II.. Power A mother who has "failed"
MOVEMENT: +---horter range goals --------------------------------.. Longer range goals-
o
---?-
Chart by Edith A. Dewey
Information from Dr .. W.. L.. Pew
January 1977
THE
as
I
re s i
ekeeping
to a
of
as
Soc among
(Ad
s.
to a
woman
and treats
a mate
a man
Is
sex
task of
rsonal
and to
The intimate sexual
Courting, dating
members of
etc. )
Sexual iden fic
Sexual pe
One s
(Demands so
degree than the
III. Sex or Love "How to te ourselves to fact
we live as two sexes and cantin
uance and of mankind depends an our
love fe if )
Dre
Ge
How one
re
One's
Is, good
Self as
e
I must meet
vs
ourselves and give
(n good In vs.
on the
VSlIl
ling the
success vs
(If I know I
make myself do !U)
ourselves and
over our because we
ourselves and our fellow men II
whip of
little faith
(Dreikurs)
Abandon dualism for holism: "We are one whole being
with the abi ty to do anything we decide to do
be it good or evil n (Dreikurs)
The concept of ambivalence is a self-deception whose
purpose is to avoid responsibility. Hesitation
is a way of proceeding. Ambivalence is a
definite movement.
We n1ust s
concept
I
We we
On on
at
respe
)
an we
V THE
communi
s s
as
on
al
to
If so
s)
"because i t is there WI)
un rse
i cance f s
of
man
Ii
t is
Hedonism (p ).
Becoming.
Overcoming (climbing a moun
Conquest of space.
Re tion to (for
tude toward these one s
could be changed without
Style and t ~ by education people
of solving problems with the
is reflected One s
tasks.
Adler believed since one s approach to the Life Tasks
is determined by one's Style no one could be
solved separately
Dreikurs be
changes
II
re .li.dI. __
our
8
Me
To
9
INFERIORITY FEELINGS
s
or a IV
f
1 is not an
It is a sense
In ty feelings are on s
of how one should be H n ~ ~ ~ ~ u _ ~
one has an idea
How we respond to our feelings of
our character formation.
is is
Dr Dre categorized 3 types of ty 1
our the universe
t of our on
that de 11 come to us and
cannot control this Some s for ete
a personal liance God in an attempt
ves over is fate Some have been
achieve art, religion and ph sophy.
1
{Communal Infe
the master
of nature, we form groups
science and medicine.
te ect we overcome our
This may ad to war compe
an e
victim
explore
of our
weakness
2
These two types of
mankind.
feelings may bene t
3. Social Inferiori
s comes the child's interpretation of h
experiences of smallness and ineptness in contrast
to the size, power and capabilities of adults and
other siblings. Mistaken methods of upbringing and
emphasis on competition intensify these feelings of
inferiority and impair our development of social
interest
Soc feriority feelings set one up against the others
and are destructive,rather than uniting us.
Infe feelings stimulate us to some kind of compensatory
Alfred Adler saw life as movement that must
SOME
TY FEELINGS
we
INFERIORI COMPLEX
55
Not
uses it
s i one con
2
3
We
We may become
own fe
are and
our
of
"excuses"
iIi
WI (even
demons
or
re our
brutal rs
we are.
6 We
7 We to
ar
s.
8 We
9 On
a
We
was
retreat
o consequences of 1
being the cause of such feelings
11 If we did not doubt our own value there would be no need
proof of it. Attempts to "prove" one s value are
Ie"
12 Our overconcern about "success" enables us to get satisfac-
tion only at the particular moment of great success.
Then we start being fearful again. Success is short-
lived.
13 In our culture prestige is the "golden calf." This is a
false God We seldom realize how dearly we pay for
success" and prestige
as we
WI are
or tter
stence
tter!
our
ourselves
se of psychi
Chris an .)
, we learned we were
OVERCOME OUR FEELINGS OF
own bias
pas
We 't have to
than we are.
We have our place
Learn to
s
s
Be content
Concentrate on
than on how
we
j
own
GUILT FEELINGS
war ssness to
or not
ss s
i
it
on
feel are
don't
1
we s ten s are
have II
the sense
good and to
to de
fiance openly IV
neurotic) an
own shortcomings ..
over those not stress
adequately By fee
than s actions would
who do not share the
his self-accusations If urs)
concern
"Guilt feelings are not concerned with a misdeed
one's own prestige."
One does not feel "guilty, II but uinferior. IV (Dre
with
itA person who is sincere in his regret does not develop guilt
feelings, but tries to correct and amend what he has done.
(Dreikurs)
Dr. used to tell us his asses:
s about feeling guilty, watch out
to do."
"When someone com-
the mischief he
USE
someone e se
(as we were
to
not
late
used to keep a
and evil
si
se
an
to
.....,-- .........-rate
n
means
S THERAPY FOR GUILT
we
A
A
cannot
4
f the
a
e ts use as
When one
member
CONFLICT SOLVING
nor
the
sagreemen it is
concern status,
van or
it is conce
Conf ct s
4 ts
3 is
Dre
's 6 Steps
1. fy and de conflicts: state
ly as each one sees it (Use "I mes
e one aks If) .
2 Generate alternate ist
That wou
stormirlg"
persons
3 the
4 Decide on best acceptab (May to
try alternates later).
5. Implement the solution "Who is to by when?"
for limited time
6. Evaluate how it worked "How is our decision working?1lI
"Are we satisfied with that de sion?"
Whose Problem is it?
To start problem solving, list problems in two columns:
1 Problems that do not tangibly affect me--though they may
bother me.
2. Problems that really do affect me (interfere with my
life).
#1 list may be left to the other person.
#2 list must be problem solved by us together.
(most of us will be surprised how many current
problems may be placed in column #1).
owns
we
me e way is is
1 about
"
"I
I
"I
"In messages are less resistance
Telling someone how is far less
him accusing him of caus a feel
I messages he the other assume re s i
own behavior.
You convey to trust h to
situation cons ly
S "In messages are honest, fluence
person to send similar honest messages
ads to more openness and hones
h s
Warning avoid sed It messages
"r think you should
"I wish you would
"r wonder why you
"When people.
ADLERIAN THERAPY
the Adle st
1 Acts as an educator.
"studen
Adler
does
led his
is also )
2. Becomes a lping friend," not an "anonymous
Shows warmth and genuine interest, expresses fee
and opinions is a llow human makes
mistakes, as 1 humans do demonstrates s
"courage to be impe "
3. Positions himself as an
--=--=---
pist and client si
is used
4 Demonstrates
practices
than power
self-acceptance
stresses coope
38
5
) .
at
a
we
one s
one s
, to
not just
One
one to
2
7
8
9
6
10
3
ADLERIAN THEORY OF DREAMS
nAIl
me '-.Il..Il.'\.J'l.A.fb.J
may be used
or "semi-carls ous II life 1 the
considering dreams as one
Ii mayan adequate
Adler. )
our dreams
expressions
of them
Psychology
an expres-
led
form a
"A am a bridge that connects the problem whi confronts
the dreamer with his goal attainment. In is way a
dream will often come true because the dreamer be
training for his part during the dream and will thus pre
paring for it to come true." (Adler Ibid, p. 359)
"The purpose of the dream is achieved by the use of emotion and
mood rather than reason and judgment . In a dream,
the individual s goal of achievement remains the same as in
waking life but a dream impels him towa'rd that goal wi
increased emotional power . In dreams we produce the
pictures which will arouse lings and emotions which
we need for our purposes that is, for solving the problems
confronting us at the time of the dream, in accordance. "vi
the particular style of Ii ch ours IV (Ibid. pp.
360-361)
Adlerian Interpretation of Dreams
Dream is a problem solving activity
Orientation of the dream is toward the future (not to
an old problem as Freud believed) .
Dream experiments wi th possible answers to immediate
problems.
Adler saw dreams as the "factory of the emotions" to
create moods toward or away from the next day s activi-
If we wish to postpone action, we forget the dream
If we wish to disuade ourselves from some action, we
frighten ourselves with a nightmare.
nr::>e-ja vu" produces a calm state of mind and relieves
tension.
Purpose of the dream is to create a mood
Rehearsal function - testing our various coping methods,
sometimes a choice is made or one solution is discarded.
Self-deception: the strength of the dream lies in emotions
it produces, and, like emotions in waking life, their
strength lies in their not being recognized (When we
recognize that we create an emotion to serve our purpose,
this deprives the emotion of its powerful drive.) There-
fore, to be effective, dreams must remain shrouded in
mystery. (Dreikurs)
No fixed symbolism, therefore we cannot understand another's
dreams without knowing the dreamer.
o
, dreams
s
a
that he
Dreamer se ts a
Therefore, the
sent prob
One of
can
meaning more
3 S s between Freud
tudes point
than figurative or ve
stinction between mani
Dreams employ same dynamisms
ams and waking
fferences between Freud and Adler
Not look backwards (Freud)
Not a fillment to re
impulses
un rsal symbols.
3 s between Jung and Adler
dream a f or of as
we 1 as from a causal view.
s do not have a fixed rne<?-ning be unders
metaphoric content of
a prospec
a 1
Freud sal symbols
Jung issues
WI
types" are un rsal
Adler issues be universal symbols are rare so
However there are some corrunon s
Some elements (AI
s s
overcoming of sand s
o supe ority (an looking
individual involved in Should I go on
not?" Suggested answer are no obstacles
way I can do what others cannot do.
n
) like
Paralysis: problem seems to be
Examinations One faces a t or a lem fferent
ages" :
"You are not prepared to face
"You have passed problems be
too."
Dead people: dreamer has not VI
under the dead person's in
Missing a train: escaping a de
too late or by letting the opportuni 51
Being improperly clothed: fear of being detected an
imperfection.
s
by
a con-
sex (not an
on
a n
answer to a
t heightened
dreams ref a more
the existing si
stronger feelings of avers
dreams emotion may strong
cornmon sense so 1 is evaporated and on
emotional impact
Recurrent dreams a
Ii is clearly
dreams: current prob
----
fe style
dreams: dreamer seeks excess securi
circumventing detours Or, considering
to one's problems. (" urance WI)
Absence of dreams Content is
dreams are
one n is
sleep
met
needed to dream
everyone dreams
Or, one does not sh
s neurosis)
of imagination
It takes cre
(Be the studies on
the more reali
daytime, the
Recent studies show
sleeping eyc s ( ly
1 1/2 hours of sleep)
short and
usually longest.
Leo Gold s and Bernard Shulman's tional cornmon elements of
dreams
Wild animals: dangers in life
_ ~ ~ ~ U I ~ ~ s children or younger siblings
s or "goodies."
self-image of the dreamer.
person not understood.
making a decision.
exposure.
feeling inadequate.
feeling pressed.
moving through fee
at the wheel: independence, in control.
someone else is in charge.
42
on
re to go
If
s one uses to
takes
embarrass myself.
protect myself against
index We top it
of
way of
are more
tter
Dreams
Ii
arns are
current
Dreams are
Dreams
Re to
Dream
In a dream
SOCIAL INTEREST
master
I rs
to Ii
cooperate
to
Two aspects of Social Interest:
1 homeness n ("be _............ _...... _....... 5)
my place."
2 Willingness to
the conunonweal
43
the
to
coping
recognition
Operate on
Concerned
How am I
How will I come out?
How can I corne out smelling
good?
Sense of
Jockeying
group and
LACK OF SOCIAL INTEREST INVOLVES:
Concern f
require?
and praise
plane
INVOLVES
is a capacity that needs to be developed
instinct, but is learned.
of the child's social interest was seen by Adler
the prime responsibility of the mother.
, it may be fulfilled by psychotherapy. s
focus of Adlerian therapy.
___&4._tomy of self versus social interest, but a merging
corrunonweal.
same as conformity, although one with social interest
conform cooperatively; will conform with eyes open
unimportant issues. (He will usually stop at a
light, but not when he has a person his car who is
need of treatment.)
pushing forward - carrying the torch and
it on.
not just oneself, benefit.
of the stream of life (Powers)
"I am a victim" (usually an "innocent
people say and what they really mean)
.,n means "I know what I should do, but I am
to do it."
ENGLISH TRANSLATED INTO ENGLISH
nand I do not .plan to change."
true that a habit can't be "broken," but a new habit
be formed.)
"Be careful what you say to me" means "You watch your step."
"My children aren't cooperative" means "They won't do what I tell
them to do."
"I m confused" means "Don't pin me down."
"I
means
If means "I m
"I can' ...................... _.L.. ......... 'l>...-" means 11
"I means care not wan
too
't want to
"
means "I m not 1 to
n
means "I ct to succeed
n
n
means I
n
means won' tel
So tell me
II
"I VI me ans II I wan t a i
, to
care of me
"I II means "I It want to it. II
response to we are un
Ten 1
Neurosis is statement it is an s of
is a
not re
use i as it ts is
TEN PREl"'1ISES FOR A PHILOSOPHY OF LIFE
f Dre
2. Man not aware
He has intellectual
he does not recognize
ze
3 Man can can his own
master but his tools. He
tions, his attitudes s
self, although often may not
realize their fallacies
nor
Man
8 Man
o We
THE TALE OF THE OYSTER
re once
Just one
state?
sea
s
canna 1
4
at
W ran
to correct
Adle ,
are Ie to
Illustrated by examples from
books concrete
the level" ldren,
An , He5 nz & \A1ena J,956
d Adler Systematic
His r i t i n s ~ Ba c Books, New York. Harper Torchbook
(paperback). The editors have organized and annotated
Adler's scattered the form of a college text-
, including basic iples historical information
personality psychology etc. Th book is
an theory.
8
An __ ..__...... _
s
Don 4> 1977 4>
Press Springs
individual study
include sel steem, the power of
and deciding feelings, the
encouragement and liking
acceptance are designed to
Dreikurs Rudolf. 1950
ALfred Adler Insti
been the most
CMTI
f booklet
s
Dreikurs Rudolf 1946
Sloan & Pearce, New
Dre
to
Is.
st-selling book is
there is
to Adler re
re
r W. 1976 Your

1977 Avon (pape
large based on
no re ference to
many checklists and s
ak from one s t
s, n abandon the use
d procras
and declare one's
& 1975
What It Mother Ear
ua1 de
process of
dire
is
s
lIe wi Henry
Your Persona
s s
eff,ects of 1
ef ct
of s 1
achievement,
self-esteem
women's roles and voc
1, Viktor 1963 Man's

to Logotherapy. s,
Originally entitled From Death Camp to Existentialism, this
is much more than an account of horrors of the prison
camps Man is a se determin individual who can main-
his freedom to choose his spi tual outlook and
tain his dignity despite surroundings of horror and
degredation
o
course
courses
courses
i
re rences e
*Newman
Own Bes
very
psychoanalysts is
how to tap one's
oneself, tune
own best
one
1
Nike
of e
use of
Pew W.L. 19 The Number
As l[ v'[ T' ""
Germany. A Greenbough
St Joseph's Hospital, St. Paul
pamphlet describing the 4 priori
and showing how to pinpoint e
s concept
Bernard 1973
cted Papers, pub
(paperback)
, Psychopathology and Therapy
fe Style, The Fami Constellation
An Ad1e an Theory of Dreams and
11 be of terest conne
*Sweeney Thomas.
Series VIII
An excellent
s chi
procedures e
Biographies of Adler:
Bottorne, Phyllis 1957.
Vanguard Press, N.Y.
ter by profession th
stressing Adler's personal and
dealing with his work and ideas
Booklist) .
Hertha. 1963. Alfred Adler

t Publishing
over the Infe ty Complex is book is
on the work that Adler did a chapter on
Adler s personality and two on s early life and school
The chapter "Adlerian Psychology Today" is of course
outdated in light of recent spectacular growth
Sperber, Manes. 1974. Masks of Loneliness: Alfred Adler in
Perspective. MacMillan Publishing Co., New York The
author was a friend and protege of Alfred Adler, who
witnessed the debates between Freud and Adler. He stresses
the background, both social and political, from whence
Adler developed his philosophy.
Way, Lewis. 1962 Adler's Place in Psychology: An Exposition
of Individual Psychology. Collier Books, New York.
This is not a popular book and it contains no case studies
or details of Adler's personal life. The author is stressing
c
Co 33 75
93
Suggestions
These Outlines have been used ways. They are applicable for use
in college courses on Adlerian Theory Life Style etc and are also
useful for lay people in study groups
My husband and I have led many groups using these outlines. We usually
meet weekly for 10 sessions of 2 hours each Recently we have had
groups meeting for 8 sessions of hours each
We like to s in a c Ie and find chairs with writing arm attached to
ideal. A blackboard is useful and we take location into
consideration in arranging the room We have also met homes,
some people preferring to s on the floor We always try to arrange
the meeting room so no one our of sight and if poss no one
seated behind another.
5 groups to a
sion and
To encourage discussion we
Attendance of 10
points of view.
might be
d cuss
have a leader for
Adler
If the group is
group and then the group
case, would be
group preferably
We students to read and
also encourage them to compare
point of view
most
for our
the B
we often
to borrow.
S
We name tags . Make so they can
across the room. If name tags are picked up at the door and
at the end of each session, makes attendance eas to record.
Attendance records with follow-up of absentees is recommended If
assignments are given, absentees may keep up with the class Other-
wise, some may feel uncomfortable about missing sessions and getting
"behind'. A telephone call shows you care It also opens up an
opportunity to clear up misinterpretations.