Freud invited adler to join group of psychologist

Adler interested in socialism, friend with troski

Freud want to be a leader, in charge, demand group of followers

Adler believe everyone was equal, Freud believe he is in charge

Freud works with wealthy ppl, adler works with more oppressed society, focus on social justice issues
like human rights, education, how to deal with youth criminals. Freud does not interested in

Driving force: freud: biological; adler: culture, belonging, sense of community, ability to connect socielly

Repression: freud we are all repressed, normal for everybody; adler: sign of poor adjustment to
civilization

Psyc assumption of adler

Adler: hard to read

Holistic: (idivisum: person in context, sociocultural theory)

- Ppl is shaped by context

- Adler established the psychological concept of Individual Psychology. This theory suggests that
individuals are better comprehended as a whole, not as a collection of parts, rejecting
reductionism and accepting holism. Adlerian therapy aims to discern how someone proceeds in
life as a whole. Consequently, it seeks to understand an individual's lifestyle, uniqueness, and
personality structure to understand each person better

Teleology

- Ppl are goal-driven

- Primary goal: sense of belonging: unconscious(tacit) desire is being accepted

Long-short term goal

Creative self

- Choose the way that we understand ourselves (everyone could be victimized, but we choose we
see the world, choose the perspective)

Soft determinism

- Smth causing another, individual has free will to make choices and choose interation, but
sometimes choices are not great

Subjectivity

- Client don’t experience the world as it is, it’s their subjective perception, have perception of the
fact
- Adler believe ppl act according to their perception
 - Mind is heaven of hell or hell of heaven

Adlerian concept

Human nature

- Adler believed that behavior is socially embedded from birth because no one functions
autonomously.
- Adler viewed that the fundamental essence of people is being social.
- everyone is a social being, not in isolation.
- all individuals have one fundamental desire and purpose: to belong and feel significant.
Throughout one's life, the goal of belonging is fundamental to human nature
- Freudian Psychoanalysis is biologically established and focuses on psychosexual development,
the dynamics of the mind, and instincts. On the other hand, Adlerian Theory is socially based,
interpersonal, and subjective. According to his foundational tenets, human beings function as
units in all aspects of personality, such as cognition, affect, and conduct. Adler also highlighted
egalitarianism, leading advocates for the rights of women, children, and other groups
marginalized by social context

Personality

- personality development begins at a young age and is a consequence of experiences during

infancy
- nine principal aspects are essential for the occurrence of this phenomenon: (1) Social Interest,
(2) Lifestyle, (3) Goal-directed and Purposeful Conduct, (4) Inferiority Complex, (5) Striving for
Superiority, (6) Masculine Protest, (7) Fictional Finalism, (8) Family Constellation, and (9) Birth
Order

Striving for superiority

- Inmate inferiority- drive reduction

- He believes that we were born small, helpless, dependent on the adults develop inferior feeling,
dealing with that by achieving superiority over others
- Later: striving for excellence and growth motivation
- Does not mean superiority over other but more advantageous position
- What makes the striving healthy or dysfunctional depend on:

Social interest

- Can be introverted and have high social interest but extroverted but less social interest
- Not being social but concern for other people
- Adler: “it is the individual who is not interested in his fellow men who has the greatest
difficulties in life and provides the greatest injuries to others”
- He believes that the most unhealthy thing is being narcissist, need to have care for others
- social interest is good When we striving for better position, better life, we need to take others
into consideration
- high social interest: psychologically healthy. Being narcissistic, selfish: psychologically unhealthy
 - he believes that ppl can have high social interest but being influenced by our families, early
childhood experience
- Individuals develop character and emotions from childhood when they find their places in
society. Adler suggested that community feeling is the answer to overcoming antisocial and
criminal behaviors

lifestyle

- lifestyle is our story of who I am, how do I belong, what do I need to do to feel belong, story of
our fiction
- the child’s idea of life
- unconscious story, develop early on from 5-7, develop through attempt to make sense and find
place of belonging in our family
- “I matter when i…”
- Lifestyle or style of life, the Adlerian terminology for personality, is a personal metanarrative
that involves an individual's particular beliefs, purposes, and principles for dealing with the
adversities of living. This life plan is distinctive for each person and emerges early in life,
approximately when the individual reaches 6 years of age.
- This notion includes self-concept, self-ideals, views of the world, and ethical convictions
- These aspects influence an individual's lifestyle and determine how we act, think, perceive, or
live. We select methods for enduring life challenges and cues from developing lifestyles.
According to the Adlerian theory, humans are proactive and creative in developing their
lifestyle, functioning as playwrights and actors while constructing their personalities within a
socially embedded context
- Adler outlined 4 basic lifestyles: the socially useful, the ruling type, the getting type, and the
avoiding type
- The "socially useful" is also described as a responsible lifestyle. This category includes individuals
who are the healthiest, most complete, and most cheerful typology. They possess a strong sense
of social responsibility and strive daily to improve themselves, overcome their worries, build
resilience, and eliminate greed. Socially useful individuals tend to be mature, optimistic, well-
adjusted, polite, and respectful of others. They do not aim for superiority but to solve adversities
in ways that are cognizant of others
- The "ruling type" is also described as a selfish lifestyle. Individuals with limited social interests
attempt to demonstrate authority and seek dominance over others. These people tend to be
confrontational and possess harsh energy that subjugates anyone who gets in their way. They
adopt an antisocial approach to society. The most energetic of these are intimidators and
sadists. Meanwhile, less active individuals turn their power inward and hurt themselves, such as
individuals with substance use disorders and suicidal ideation.
- The "getting type" is also known as a dependent lifestyle. These individuals conduct their
existence in one direction: obtaining reinforcements from others. They usually want to receive
everything from others without any effort or struggle. They have low social interests and non-
reciprocity. The main explanation for their behavior is that they have not overcome their
feelings of inferiority. Consequently, they develop relationships of dependence and absolute
submission
 - The "avoiding type" is also recognized as an escapist lifestyle. These people try to dodge duties,
evade responsibilities, and cannot maintain relationships. They display childish behaviors,
pursue an easy life, and experience immediate satisfaction. They tend to have the lowest energy
and prefer unrealistic daydreaming and being fanciful instead of facing reality. Additionally,
individuals of this type demonstrate little social contact because of fear of rejection, evading life
in general and others in particular

Development of lifestyle: all of these combine, create, contribute to the sense of who am I, how I get
what I want

- How a person sees themselves to have their social needs met, what they do to feel the sense of
belonging
- Ppl have free will, ppl have diff interpretation have diff choices
a. Biological inferiority
- Physical challenges, gender, skin color, short
- Adler believes that ppl shaped by these challenges and can have positive or negative impacts
- Equivalently, this hypothesis states that all individuals experience feelings of inadequacy
- Individuals' feelings of inferiority stem from a perceived sense of inadequacy which they strive
to overcome. These feelings of inferiority originate partly from infancy's helplessness and
inability to handle meaningful life situations
- The main reason for its origin is because the child's parents and most others are physically older,
more sophisticated, and more skilled than them.
- According to Adler, most children overpower this perception of incapacity through 3 different
mechanisms: dreaming of becoming adults, creating other areas of strength, or establishing a
superiority complex.
- This term attributes camouflaging inefficiencies, feelings of weakness, and incompetence in a
particular area by outshining in a different area and gaining fulfillment. According to Adler, the
same principle applies to survival because our innate perception of inadequacy allows humans
to survive. These sentiments motivate growth and development, whereas non-human species
become extinct
- During childhood, the individual develops a fictional ideal of success that satisfies the child's
unbearable feelings of inferiority
b. Striving for superiority
- Striving for superiority means an individual's effort to become competent by definition
- A superiority complex arises immediately when individuals overestimate their qualities and
capacities, displaying an impression of being more competent than others, intended to conquer
sentiments of worthlessness.
- A superiority complex develops from an attempt to evade one's problems rather than face
them. These individuals are commonly described as "impertinent, supercilious, and disdainful"
towards the rest, negatively impacting society. The complexity of the superiority complex and its
origin of inadequacy can be seen not only in mental diseases but also in criminal conduct
- healthy individuals' endeavors for preeminence do not evolve into arrogance to camouflage the
perception of mediocrity.
c. Parenting
 - Good parenting

Many of Adler's ideas about good parenting techniques include:

- Mutual respect between themselves and others.
- Encouragement: faith and consideration for children as they are rather than as we want
them to be.
- Natural and logical consequences: this allows kids to experience and learn from the
results of their behavior.
- Setting freedom and limits for children.[
-
- Parenting style problematic:
- Overburden: lots to deal with during childhood, like acts as the adult in the house, absence
or incapable of adult, dealing with cancer, too many activities scheduled. They have too
much to deal they may not consider others
- Pampered: they don’t learn to deal themselves, expect from others, incompetent, get mad if
ppl do for them “I can do myself” they can feel neglected. Pampering refers to
overprotecting children, giving them too much attention, and protecting them from the
harsh difficulties of life. This results in children who are poorly prepared to deal with the
realities of everyday living and a high level of dependence. They approach life, work, and
marriage from a self-centered orientation with unrealistic demands
- Neglect/ abuse: I am worthless, don’t matter, parents behaving badly and become highly
responsible, I am worth more. the neglected child is the one who receives very little
support. As an adult grows up fearing the world, distrusting others, and experiencing
difficulty forming close interpersonal relationships. When parents fail to provide sufficient
love and care for their children, the net result is that such children view adults negatively.
Their inadequacy is manifested by suspicious behavior, isolation, and maliciousness.
- Family atmosphere: family house rules, gender roles
- Birth order/ sibling constellation: sibling shapes who you are, sibling in different birth order
has diff characteristic, first born has lots of responsibilities and think for others while the last
is minimal. Exception: oldest could be pampered, special child
- Socioeconomic factors: what we’re born into will make us being different in the way we see
the world, our place, how I get what I want. Peers influence us besides parents.
- Birth order
- There are 5 ordinal positions within a family constellation: (1) firstborn, (2) secondborn, (3)
middle child, (4) youngest child, and (5) only child
- Critique: Although Adler claimed that the secondborn was the highest achiever, research has
been inconclusive. Birth order research has helped psychologists understand why siblings are no
more similar in personality than those from different families.[16] The family is not a shared
environment but a set of niches that provide siblings with different outlooks on life. The siblings'
personalities vary within the same family because they adopt different strategies to achieve
parental favor
A. First born
- The oldest children are the foremost and undisputed rulers of the household, who receive
undivided attention, the cause of glad tidings, and happily the center of attention. Many parents
 spend considerable time caring for their first child. As a result, the child may have a secure
standing within the family. With the arrival of a second child, parents must split their time with
the new arrival. That child will build dissatisfaction, and the battle will begin to regain the
parent's complete awareness.

- Adler hypothesized that all firstborns mourn the loss of their privileged positions.
However, those whose parents spoiled them felt great resentment, discouragement, and
hostility toward the new sibling. The new arrival causes high pressure and standards of
commitment and cooperation on the eldest child. Consequently, the firstborn is ready to
meet adult expectations and strive for perfection as a guiding fictive goal. Firstborns tend
to become conservative, highly organized, responsible, moral, and disproportionally
interested in maintaining the status quo. However, when these individuals lack social
interest, they tend to be insecure, distrustful, and hostile toward society. Meanwhile,
younger children assume social commitment and design appropriate ways of coping with
life's tasks.[19]
- The Second and Middle Children
- The second offspring arrives to discover that somebody is already preceding them. While
the firstborn has a period when the parent's attention is full-time, the second will always
have to split the attention. The second born was born in distinctive circumstances from
the first. The second child typically pursues the opposite way to find their place
compared to the older child. They can be less accountable, more autonomous, and more
curious in whatever the eldest does not pursue to conquer. Adler considered that the
second child might react competitively, seeing the first child as a pacesetter. The second
child usually seeks to be number one. The competition, frequently known as sibling
rivalry, can be extreme in families that motivate comparisons between relatives. Every so
often, the second offspring is victorious in the competition, but multiple second children
behave as if the competition never happened. This ongoing competition influences each
child's lifestyle. When a family has two children, the older child is often considered more
dominant. Consequently, the second child can feel discouraged and respond differently in
similar situations to reduce the discouragement that may arise with direct competition.
[20]
- When a third child arrives, the second becomes a middle child. Middle children
commonly feel stressed and pressured in families of three. They recognize themselves as
disadvantaged and defeated by their siblings. Such situations can make them sensitive to
criticism and easily outraged. Consequently, they may become more independent,
rebellious, judgmental, or overthinkers. However, they also have assets, especially in
larger families where they can learn from others' mistakes.[20]
- The Youngest Child
- The youngest child is frequently the most pampered and overindulged within the family
constellation. They typically evolve as the center of attention and are often portrayed
as cute, charming, and the family's baby. In addition to parents, they have older siblings
to entertain and provide nurture. Some youngest children develop a competitive
orientation and become high achievers, but mostly become spoiled, expecting others to
take care of them. When they reach adulthood, they may find adult responsibilities too
much to handle or gain independence, sometimes using their charm and manipulative
ways to get others to fulfill their needs. They can be great entertainers and comfortable
 before an audience, whereas many hate public speaking. One favorable consequence of
being the youngest child is the opportunity to compete. A possible unfavorable outcome
is that one feels insufficient to everyone. They typically perceive inferiority because
everyone in the family is older and seen as superior. Adler also mentioned that when the
youngest offspring is unwanted, they feel neglected, disdained, and disregarded.[20]
- The Only Child
- Only children might have the perceptions of the oldest, and they get pampered as the
youngest child. An outstanding exception from the others is that they never feel
dethroned and are less likely to feel the pressure of a close competitor. Likewise, they
develop rich imaginations because they spend much time alone. The only child usually
lacks models or competitors, so they seldom learn to share or compete for attention.
However, they may be perceived as mature for their age, comfortable with adults,
responsible, cooperative, and developing mastery of cognitive skills. However, they may
have little or no intimate give-and-take with other children, unlike their peers. These
characteristics can make early school experiences more difficult for these children as they
begin coping with new life situations involving peer groups.[21]
- In line with his interest in the social determinants of personality, Adler observed that the
personalities of a family's oldest, middle, and youngest children were variable. He
attributed these differences to the distinctive experiences of each child as a member of the
social group.[22] Alder hypothesized that neurotics, criminals, and drunkards have
characteristics usually displayed in the firstborn child. He also proposed that the youngest
child in the family is most likely to become the problem child and later a maladjusted
adult. Adler saw the second or middle child as ambitious, striving to surpass the older
sibling, and well-adjusted, although tending to be rebellious and envious.[23]
- Go to:

- Issues of Concern
- Goals of Adlerian Therapy
- The fundamental goal of Adlerian psychotherapy is to aid patients in participating and
incorporating techniques that are discrepant with existing cognitive structures or
lifestyles. Hence, patients can correspondingly design perceptual alternatives and adjust
or substitute growth-inhibiting beliefs or personal narratives with growth-enhancing ones,
thereby overpowering feelings of inadequacy and disheartenment. The primary purpose
of therapy is to conceive the patient's sense of belonging and to aid in adopting behaviors
denoted by community feeling and social interest. This is achieved by raising the patient's
self-awareness and adjusting their constitutional beliefs and life goals. The Adlerian
model does not view patients as ill but acknowledges the need to re-educate individuals
and reshape society. Adler contended that patients are often discouraged instead of
having a disease. Its approach concentrates on supplying knowledge, instruction,
advising, and motivating dispirited individuals.[8]
- Encouragement is proposed as the most powerful strategy for modifying a person's
assumptions. It allows patients to build self-confidence and promotes courage. Courage is
the willingness to perform even when fearful in ways compatible with social interest.
Fear and bravery go hand in hand; without dread, boldness would not be necessary—the
loss of courage or despondency develops maladjusted conduct. Discouraged individuals
 do not serve in line with social interests. Adlerian therapists allow patients to view things
differently, but it's up to them to accept or decline the alternative perspective. Adler
assisted his patients in reaching their defined self-goals.[8]
- Technique
- Contemporary Adlerian counseling and psychotherapy integrates supportive, cognitive,
constructivist, existential-humanistic, systemic, and psychodynamic perspectives. A
primary goal of Adlerian therapy is to motivate patients to believe that change is
achievable by helping them experience and assimilate new information that is discrepant
with existing cognitive structures or lifestyles. Adlerian therapists also motivate their
patients to use their talents to assist others. In this way, individuals develop a social
interest. Thus, patients can create perceptual alternatives and modify or replace growth-
inhibiting beliefs or personal narratives with growth-enhancing ones, overcoming
overwhelming feelings of worthlessness and discouragement.[24]
- Adlerian therapists use several techniques in working with their patients. They maintain a
time limit of 30 minutes for children and 45 to 50 minutes for adults. Near the end of the
session, therapists do not introduce new techniques. Instead, they summarize the
interview with the patient's assistance, and at the end of the therapy session, they assign
homework. Some popular techniques include offering encouragement, style of life
analysis, the question, hypothesis interpretation, acting as if, catching oneself, the
pushbutton technique, and others.

) Offering Encouragement

Encouragement is a principle and method that pervades all Adlerian therapy; it is essential when
working with children. It strengthens the ability to deal with life tasks. Adler asserted that
motivation is necessary to develop healthily, combat discouragement, and work toward personal
goals. Children become what they are encouraged to become. Encouragement skills or
techniques enclose the following:[25]

 Valuing patients as they are.

 Demonstrating consideration for patients through active listening, respect, and empathy.
 Focusing on the patient's strengths, assets, and abilities, including identifying past
successes and communicating confidence.
 Helping patients generate perceptual alternatives for discouraging fictional beliefs and
oppressing narratives.
 Helping patients distinguish between what they do and who they are.
 Focusing on the patient's efforts and progress.
 Communicating affirmation and appreciation to patients.
 Assisting patients in seeing the humor in life.[25]

2) Asking "The Question"

In using the question technique, therapists ask a variation of the question that Adler developed:
"How would your life be distinct if you no longer had this issue?" Such questions help patients
understand what they want to see changed in their lives. As a result, patients cannot necessarily
ignore symptoms, or they will feel motivated because they begin to comprehend that they have
the resources and abilities to overcome the problem. Typically, patients get asked this question at
the beginning of counseling. Solution-focused therapists relabeled this method as the "miracle
question."[25]

3) Acting "As If"

In the traditional approach, "as if" is a therapeutic technique in which the clinician asks the
patient to act "as if" there were no barriers to achieving his or her goal. They are instructed to
behave "as if" they possess a particular conduct and are encouraged to try new demeanors and
roles. This approach aims to sidestep the possible modification resistance by counteracting some
perceived risks.[25]

4) Using Pushbutton Technique

Most of the time, patients are unaware of their unpleasant feelings. This technique aims to help
patients become aware of their role in maintaining or creating unpleasant feelings. The push
button technique has 3 phases. In the first phase, Adler asked patients to imagine a pushing
button. Then, he directed them to close their eyes and recall a pleasant experience in as much
detail and vividness as possible. Next, Adler requested patients to make notes of that pleasant
memory. As a second phase, Adler would give similar directions, but this time asking patients to
imagine a negative experience in as much detail as feasible. In phase 3, Adler asked patients to
retrieve another pleasant memory or return to the one in phase 1. Again, they should recall the
memory in detail and focus on the positive feelings. After they relived the pleasant memory and
positive feelings, Adler instructed them to open their eyes. Finally, patients reflect on what they
learned, and they usually make a connection between beliefs and feelings. Typically, they
mention that their thoughts produced certain feelings. Occasionally, however, patients are unable
to make a connection between beliefs and feelings.[1]

After ensuring the patient established this connection, Adler gave 2 pushbuttons to take for a
homework assignment. When patients press the positive push button, they create pleasant images
that positively affect their feelings. Likewise, when they press the negative push button, it
negatively affects their feelings. These pushbuttons affirm that feelings or behavior are typically
a choice. When they return for the next counseling session, the discussion with the therapist can
focus on which button patients have been pushing and the purpose of choice.[1]

5) Catching Oneself

Catching oneself aids patients in being aware of their self-destructive behaviors or thoughts
without feeling guilty. This technique involves encouraging patients to catch themselves in the
act of performing the presenting problem. The intent is to help patients change maladaptive old
habits. With proper training, patients can learn to anticipate situations, identify when their
thoughts and perceptions are becoming self-defeating, and take steps to modify their thinking
and behavior. Catching oneself involves assisting patients in identifying the signals or triggers
associated with one's problematic behavior or emotions. When patients identify their triggers,
they can make decisions that hasten overwhelming symptoms.[26]
6) Style-of-Life Analysis

This technique typically includes an interview that leads to a formulation or summary of the
patient's style of life. Based on patients' memories of their family of origin, these interviews give
the therapist information about the patient's perceived ordinal position, family constellation, and
family atmosphere. Then, the Adlerian therapist asks about the patient's childhood physical
development, school experience, and sexual and social development. Adler also used to ask
about the patient's local community and socioeconomic status to help determine their view of
themselves and the family's position in the larger world.[8]

The final phase of the interview is the collection of early childhood recollections. These
remembrances are not coincidences; they are usually projections. Having gathered all the
previously mentioned data, the Adlerian therapist has all the information necessary to create a
tentative hypothesis about a patient's lifestyle. This lifestyle includes patterns of behavior and
ways of viewing themselves and the world around them.[8]

7) Hypothesis Interpretation

The purpose of hypothesis interpretation is to explain to the patient when more than one
justification exists for his or her behavior. For example, after the style of life analysis,
the therapist can ask the patient, "Could it be that?". This technique will help the therapist know
if his or her interpretations are correct.[8]

8) Task Setting

Adlerian therapists give task assignments so patients can practice a different manner of
conducting themselves, which can lead to a distinct perspective. Using this technique, the patient
finds threatening situations less and less frightening. Adler suggested giving a depressed patient
the task of doing something enjoyable each day on a "pleasant day" schedule. Moreover, to
promote the patient's social interest, Adler proposed to assign community service to his patients,
such as volunteering at a homeless shelter. These concepts are fundamental to modern-day
behavioral activation therapy.[1]

9) Brainstorming

After helping the patient identify misconceptions in thinking, Adlerian therapists brainstorm with
the patient's alternative hypotheses and beliefs. Instead of saying, "I never get what I want," a
patient can substitute with "Sometimes I get what I want." The last conviction promotes healthy
development.[1]

Adlerian therapy

- Healthy: love, work, friendship

- Dysfunction: like freud: rela, ability toget along w each other, narcisim
 - Problem conceptualization: unconcisos lifedtyle negative, not directed as social interest and
cause difficulties when interacting with each other
- Goal: help determine how the person trying to get along, how their lifestyle is and redirect them
to interact w other appropriate and healthy way

The 4 Phases of Adlerian Psychotherapy

The fundamental purpose of Adlerian psychoanalysis is to aid patients in dismissing discouraging style-
of-life convictions, experiencing and assimilating new information, and engaging in behavior
modification consistent with additional supportive and encouraging perspectives. The final objective of
Adlerians is developing and expanding the patient's social interest or community feeling. Adlerian
psychotherapy typically proceeds in a succession of logical steps. The 4 phases include relationship,
analysis/assessment, insight/interpretation, and reorientation/reeducation.[27]

 Phase 1 of Adlerian Therapy: Establishing the Therapeutic Relationship

At the beginning of psychotherapy, Adlerian therapists initiate a comfortable therapeutic alliance by

using humor and small talk to institute an equalitarian partnership. This therapeutic relationship shall be
encouraging and respectful. This stage is the first and most meaningful. Adlerian psychotherapists sit
facing the patient with their chairs at the same level. The principal goal of Adlerian Psychotherapy is to
motivate patients and permit them to perceive that transformation is feasible. The therapeutic process
should be a harmonious partnership established on respect and trust. As a final goal, this sort of
psychotherapy helps individuals to eliminate mistaken thoughts about themselves. The objective
mentioned above can be reached by understanding each individual's unique private beliefs and
approaches. With that understanding, Alder motivated his patients to create wholesome lifestyles and
overpower feelings of inadequacy. The 3 entrance gates to an individual's mental life: (1) his/her birth
order position in the family of origin, (2) his/her first childhood memory, and (3) his/her dreams.[28]

Despite the egalitarian focus, Adlerian psychotherapy also takes on a psychoeducational atmosphere
because it inspires patients to use their talents to assist others in developing a social interest. Adler used
to believe their patients were discouraged when they began psychotherapy. Consequently,
Adlerian therapists strive to create a supportive and encouraging therapeutic alliance. Adlerian
therapists are empathic and caring, but they confront patients with their basic errors, misplaced
objectives, and self-defeating conduct. Such confrontations help patients deal with the contradictions in
their lives and replace mistaken pursuits.[28]

 Phase 2 of Adlerian Therapy: Uncovering the Patients' Dynamics or Assessment

The second stage is the psychological inquiry of the process. This methodology will vary according to the
nature of the problem, psychological inventories, tests, case histories, and family. It gets divided into the
patient's lifestyle and early recollections. First, the Adlerian psychotherapist assesses the patient's
lifestyle. After obtaining a summary of their patient's early recollection and lifestyle, they examine their
basic mistakes. Usually, individuals acquire these fundamental mistakes during childhood when they
construct reasons and principles regarding their experiences. These experiences may be purely or
partially fictional.[29]

Second, the psychotherapist assesses and interprets the patient's early memories, a projective
assessment whereby patients share remembrances of specific childhood events. According to Adler, we
select remembrances that concur with our fundamental inferences about ourselves and the rest of the
world. It makes little difference whether or not these memories are actual events or fantasies. Our adult
lives revolve around what we perceive as having happened. Our earliest memories provide the therapist
with a comprehension of our mistaken assumptions, social interests, and future actions. Adler alleged
that dreams were a form of dealing with insecurities. Our goals help us to try out strategies for
overcoming our limitations, or they may portray a type of desire fulfillment. Dreams can operate as a
bridge to what we want. From his perspective, our striving for perfection and need for control drives us.
Moreover, dreams prepare individuals to solve their current problems or overcome their present
circumstances by rehearsing for future actions.[29]

 Phase 3 of Adlerian Therapy: Patient Insight and Self-Understanding

The third phase, the Adlerian interpretation process, involves insight and self-understanding, a core
principle of modern psychodynamic therapy. Insight represents the patient's understanding of the
purposive nature of their behavior and the mistaken beliefs that sustained it. Adlerian therapists
promote patient insight through standard communication, dreams, fantasies, behavior, symptoms, or
patient-clinician interactions. During interpretations, the emphasis is on discovering the purpose rather
than the cause of the patient's conduct. A proper interpretation provides clues regarding the purpose of
a patient's behavior. From his perspective, insight alone was insufficient for successful therapy.[30]

 Phase 4 of Adlerian Therapy: Reorientation

The final stage of an Adlerian intervention depends on the patient's desire to institute a change. It is also
known as reorientation. The reorientation phase of therapy aims to help the patient recover the courage
to confront life's challenges. As a result, the patient decides what behaviors stay to reach unique
purposes and what behaviors get discarded. During reorientation, the therapist encourages the patient
to develop more social interests. Throughout this phase of psychotherapy, the dominant technique used
is motivation

Therapy process

- Develop strong therapy alliance, build strong rela and trust

- Engage in assessment figure what their lifestyle is
- Formal lifestyle interview, Q contribute to development of lifestyle, birth order, family client

Early recollection: to understand lifestyle

- When in time of stress you will have memories are there for a reason, hallmark of what ur
lifestyle is
- Collect 3-6 ealiest memories, look for themes

Confrontation& insight:

- Pro& cons? Help u see how u come across to other ppl.

Reorientation (cost-benefit analysis, encouragement)

 - Ppl don’t know how to get what they want, ppl who is angry or submission don’t know how to
properly assertive
- Assessing how the belaiveor helping/ discouraging u

Critique

- His assumptions are not falsifiable how do u prove a lifestyle

- Clinical judgement: strength in theoretical approach but some say weakness
- Commonalities with psychoanalytic group: emphasis on the past, hwo we engage in a rela
determines if we are healthy or dysfunctional
-

Carson

- he client is a high school teacher who is feeling "burnt out/overworked." He is married, has an
older brother (who is distant from the family) and he is deeply involved with his parents. He
reports arriving at work at 6:30am each day, being the last to leave, and coaching sports and
helping his parents on weekend
- his wife is the younger, also has a sister that similar to his brother, being distant and doing sth
differently
- he seems like he won, but deep inside he always have a competition with himself trying to
impress his brother (14)
- his brother always impress him in terms of always the first to try new things, the courage to try
new things (14), and seems like a right way
- he is a second but act like a first born (14), want to be perfect, want to please other, and his
brother is like the second, more independent
- he felt that he consciously being aware that his brother is upset about him being always surpass
his brother (15) seems like Carson is the winner, being more successful in school, sport and
brother is upset at him but Carson is the one trying to impress his brother back
- his brother is more a superior athlete, more involved in lifestyle in sport (6 times a week)
Carlson says he brought his brother into sport and he is competing with Calson(17) but Carlson
is a coach in sport but no interest
- age 4 (18) being at home with his mom, brother at school, hanging out cleaning up. Getting up
early going to school, first in playground, take the swing, when he was 8 he seemed like the
extra when playing sport, brother want him on his team (20), but they won the first time, he
remembered the feeling, the rush
- staying at grandparent, at age 6 (22) grandpa had heart attack, going in the car, but he was
being relax and calm
- the therapy sees that Carlson do not want other to see his weakness, when things go rough the
best thing to do is stay calm, being careful (25)

including part about Carlson. not that the number in the () is the minute from the video so note that
down
Adlerian psychology by Alfred Adler, offers a holistic approach that views individuals as integrated within
their social contexts rather than being solely driven by internal biological forces, as Freud suggested
(Adler’s View of Human Nature, Cedeno & Torrico, 2024). The core of Adler's theory is the concept of
Individual Psychology or “individuum” is holistic view of the individual, which emphasizes that people
are motivated by their goals and aspirations, particularly the desire for belonging and significance within
their social groups (Lecture 4: Basic Adlerian Assumptions, Moodle Course, 2024). Adler introduces 9
aspects that will influence the individual’s personality: social interest, lifestyle, goal-directed, inferiority,
striving for superiority, masculine protest, finalism, family constellation, and birth order (Adler’s Theory
of Personality, Cedeno & Torrico, 2024).

A key aspect of Adlerian therapy is its emphasis on social interest, which Adler believed to be essential
for mental health that it emphasizes the importance of connection, relationship with others, and
contribution to the community (Social Interest, Cedeno & Torrico, 2024). This concept promotes the
idea that individuals not only strive for personal success but also want to take consideration for others
and contribute positively to their communities. By fostering greater social interest, Adlerian therapy
aims to enhance clients' abilities to form meaningful relationships, navigate life's challenges more
effectively, and achieve a sense of fulfilment (Lecture 4: Key Adlerian Concepts, Moodle Course, 2024).

Another key concept in Adlerian psychology is the striving for superiority. Adler believed that a
fundamental drive in human behavior is the striving of superiority in life (Lecture 4: Key Adlerian
Concepts, Moodle Course, 2024). This does not refer to dominance over others but rather to the
individual's desire to overcome feelings of inferiority and achieve personal growth, as well as for the
community (Lifestyle, Cedeno & Torrico, 2024). Adler suggested that everyone experiences a sense of
inferiority in childhood, which can motivate individuals to strive for mastery and competence, which
plays a crucial role in shaping an individual's goals and aspirations throughout life (Feeling of Inferiority,
Cedeno & Torrico, 2024).

In contrast to Freud's emphasis on unconscious conflicts and instinctual drives, Adlerian therapy focuses
on understanding and reshaping a client's "lifestyle" — a comprehensive narrative that include their
beliefs, behaviors, and perceptions of themselves and others (Lifestyle, Cedeno & Torrico, 2024). Adler
believes that a person’s lifestyle is formed early in life and is shaped by their experiences that can
influence their personality in the later stages (Lifestyle, Cedeno & Torrico, 2024). Therapists in Adlerian
therapy work collaboratively with clients to identify and challenge negative thought patterns and
behaviors that control their personal growth by addressing their inferiority, focus on the superiorities
and social connections. This process often involves constant encouragement, exploring patient’s
lifestyle, early childhood memories, birth order and family dynamic that lead to current life situations to
uncover recurring themes and develop new perspectives (The 4 Phases of Adlerian Psychotherapy,
Cedeno & Torrico, 2024). It aims to empower individuals by helping them recognize their strengths,
overcome feelings of inferiority, and cultivate a greater sense of purpose and belonging in their lives.
While exploring Adlerian birth order theory and how family dynamics could influence one’s
characteristics, I somewhat do not agree that Adlerian practitioners should use this as the primary
framework in therapeutic practices. Research on this theory is mixed and often inconclusive, indicating
that relying solely on it can be misleading (Family Constellation and Birth Order, Cedeno & Torrico,
2024).

Adlerian birth order theory over-simplify and categorize individuals based on their position within the
family structure (Family Constellation and Birth Order, Cedeno & Torrico, 2024). By framing personalities
according to birth order, this aspect of Adlerian theory reduces the complexity and uniqueness of each
person, which goes against the core principles of Adler’s individual psychology. Individual psychology, as
proposed by Adler, emphasizes the importance of understanding each person in their specific context,
recognizing their distinct experiences, motivations, and goals (Individual Psychology, Cedeno & Torrico,
2024). However, the birth order framework places individuals into templates that may fail to capture
their individuality. This categorization can be risky because it promotes a one-size-fits-all mentality. For
example, labeling firstborns as natural leaders, middle children as highly competitive to their siblings,
and youngest siblings as attention-seekers creates rigid images that may not reflect the realities of
individual’s personality and unique experience. Each person's character is shaped by a series of factors,
including personal experiences, interests, cultural background, environmental factors, and external
influences. The simplistic categorization of siblings based on birth order overlooks the factors that shape
a person’s character and behavior. A child’s social interactions, friendships, status, education and career
opportunities, and experiences outside the family unit can impact their development, which are often
have impacts as strong as with the siblings.

Moreover, unique circumstances, such as a sibling being a "special child" or experiencing acute illness,
can further influence how birth order impacts personality. For instance, a first born could become
rebellious and have negative relationship with their family when they are under immense expectation
from their family; or a middle child could be the high achiever and become the center of attention of the
family, in contrast with often being neglected as suggested by Adler’s theory (). These variations
challenge the validity of Adler's claims, suggesting that birth order alone is insufficient for understanding
individual differences.

In today's digital age, the influence of the internet and social media plays a pivotal role in shaping
individuals' personalities and social interactions, which Adler's birth order theory may be no longer
relevant. Unlike previous generations, where familial dynamics were the primary context for personality
development, the global connectivity of digital platforms introduces diverse idea and experiences that
can impact individual characteristics. This exposure allows individuals to adopt behaviors and values that
may not align with the stereotypes associated with their birth position as Adler suggested (Family
Constellation and Birth Order, Cedeno & Torrico, 2024). For instance, an oldest sibling might connect
with online communities that celebrate independence and assertiveness, shaping their personality in
ways that challenge traditional expectations. Furthermore, the interaction with various social groups
online can lead to new identities that do not reflect their birth order. The pressures of social media can
elaborate feelings of competition, impacting personality development in a more complex ways that
beyond Adler’s birth theory suggestion. In this context, Adler's theory appears outdated, as it does not
account for the complexities of personality shaped by the exposure of external factors individuals face
today. This highlights the need for a broader understanding of limitations of birth order as a framework
for therapy.
According to the research “Examining the effects of birth order on personality” by Julia M. Rohrer and
Boris Egloff (2015), the study suggest that the birth order does not have “meaningful and lasting” effect
on personality traits, which challenge the relevancy and validity of Adlerian birth order theory in
therapeutic practice (p.14227). By analyzing data from multiple samples like the US, Great Britain, and
Germany, the research confirms that while first borns tend to score higher on measures of intelligence,
there are no significant differences in broad personality traits—such as extraversion, emotional stability,
agreeableness, conscientiousness, and imagination—among siblings of different birth orders (Rohrer et
al., 2015, p.14224). Furthermore, the study emphasizes that sibling dynamics and individual
characteristics can vary widely based on external influences, including social interactions and
environmental contexts, which are not accounted for in birth order theory (Rohrer et al., 2015,
p.14224). This aligns with the argument above that the limitations of Adler's theory ignore the
individuality of each person, framing them in overly simplistic templates

Adler’s emphasis on individuality and the striving for superiority offers significant strengths, particularly
in mental health. This focus on individuality allows people to explore their potential, which can
significantly boost self-esteem and self-worth in a world that often promotes comparison and
competition. Central to Adler's theory is the idea of striving for superiority, which emphasizes achieving
personal excellence and overcoming challenges (Striving for Superiority, Cedeno & Torrico, 2024).. This
mindset promotes resilience, as individuals learn to set and pursue their own goals, leading to a sense of
purpose and direction crucial for mental well-being.

In contrast, the significant limitation of Adler’s theory could be regarding its emphasis on birth order and
family dynamics as suggested above. The rise of technology and social media has created a different
picture where individuals can curate their identities and interact with factors influence beyond their
immediate family. This digital environment often blurs the lines of traditional sibling roles that Adler's
theory relies on. For example, children are now exposed to various sources on the Internet, global
perspectives, diverse online communities, peers’ influence, and countless online ideas that can
significantly shape their personalities and behaviors, which makes birth order irrelevant. Furthermore,
the emphasis on striving for superiority within a defined context as family can overlook the unique
pressures and comparisons that arise in a digitalized society, where social validation is often derived
from online interactions, which the focus shifts from personal growth and self-improvement to external
validation that can undermine mental health and self-worth.