Basic Applications of Adlerian Psychology - Dewey.pdf

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BASIC APPLICATIONS OF ADLERIAN-Unders tanding Human

A. Dewey

publ i shed as :Unders tanding Our Human Nature :Prac t i ca l Appl i ca t ionsPsychology to Sel f Unders tandingan d Human Rela t ionsh ips

Out l ines of a course

Copyright 1978 Communication and Motivation TrainingIns t i tu te Inc.All r ights reserved.No part of this book may be reproduced in any form by photosta tmicrofilm re t r ieval system or any means now known or la te rdevised without prior permission of the publisher.Published by MTI Press ox 8268 Coral Springs FL 33 756 7 8 9


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Table o f Conten ts

i In t roduc t ionAcknowledgements

Ind iv idua l o r dler ian Psychology 5 asic Pr inc ip l e s o f dler ian Psychology formulated by Dr Rudolf Dreikurs

Some Comparisons betweendler ian and Freud ian Psychol og ie s5 Fac to r s Which In flu en ce th e Format ion

of Pe r sona l i t y8 Cons te l10 o f11 Order

th e1251723 fe

24289

32 i ty

fe

DreamsI n t e r e s tTransses fo r aTale o f the Oyste r

iography


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use so

S N ERLING I

Bas339


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sh to expressi s

ALFRED ADLERpragmat ic opt imis approachso h e l p fu l unders tand ingmee the l len ges o f l i f eways.

t raduced me to logyt 5 bas ic i n c i p l e s as d here encouraged and pushed me to recogn ize andmy a s s e t s and knowledge and too t h e r s . He red rChicago smany communiwrote

reMuche

t u t e aexce l l ence who t aught

Reco l l ec t ions

i s he psych a tthe re as w ell as be ing a longr Ins t u t e ago From hshops I have l ea rned much whato f to b eh av io rAdle an

~ ~ ~ ~ ~ ~ ~ pape rsh is pe rsona l communo f s manual wereof these o u t l i n e s .

ERN RD SHULM NAS tt e __ _co u r s es

W L. BILL PEW MIRIAM (MIM) PEW11 a psych ia s t c h i ld p s y ch i a t r t and p e d i a t r iand Mim, formerly a nurse who now has degrees inco co u n s e l f a m i l i e s couples and s and ademonst rate and t each widely . They es iDreikurs I n s t i t u t e o f S o c ia l i he ld a t

~ ~ u ~ ~ ~ a p o s . was and


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HEINZ ROWEN

WILL RD BEECHER

were

LEO

THOM S GOR ON

t in t rpr to thethe mater ia l

reams eo i s t lfred

an tut s


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ROBERT POWERS

i si s

ours s- _.J.LL - .L.II.e.Jtrated thouns l g

dMANFORD SONSTEGARD

Sonste \I\t l ent overhe sdCente

Recenhe i s aGENEVIEVE PAINTERAn au thor

now s

FR NK W LTONs den o f th eand a counse lo rCaro l Frank

t ts in F da andschoo ls and around For t

THE INKMEYERSDon Sen io r and Don Junon Tra ining Ins t u t eme to make these mate am most g r a t e f u l

l l o f these people have been encourag ing to me and ami n c lude them among my f r i ends


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A

sown

s o w nam maste

rFocus on consci s no ta noun, and no tS t re s se s s see us as methodo

5 BASIC PRINCIPLES OF ADLERIAN PSY HOLOGY ~ ~ ~ ~ ~Dre Dr

1 SOCIALLY EM EDDED con t ra s t to a hered i o r bs behavior :beings who want to Ubelong to f indplace the groupour problems are ba s i c a l ly soc problems -problems of t e r a c t i on withThe group i s the f ie ld in which we move, even wemove away. A he rmi t may be concerned with a vo id in gsoc ie ty bu t he i s s 11 deal ing with soc ie ty byc rea t ing dis tance from soc ie ty .One s ab i ty to co opera te and to con t r ibu te i s ameasure of one s soc i a l i n t e r e s t . page

A wel l ad jus ted person or ien ted toin li;ne wi th the


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SUBJECTIVE asg meani s no tt re

canno t be ourse s and ourpre t a t i onThere i s no fo r us reai s how means to us

Heredi ty and env i ronment are no t so impor t an t asbu t as what they mean to us capped personmay no t f e e l l somei nd i v i dua l s to overcomepeople t r a in become s e l ft r a v e l wide lyOthers use t h e i r b l indness as anfrom the t ream of l i f e orse rv i ce from t i s no t per se r the


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3

Someve

SOME COMP RISONS ETWEEN DLERI N ND FREUDI N PSYCHOLOGIESDLER FREUD

Man needseMan i s motivated h is ins t incts

and dr ives He t r i e s toth es e u rge s and needs

Man is a social being.Social demandsMan s b as ic d es ir e i s to f ind h isplace in the group to belong.

um n are movement toward.or away from) others Socie opposes the sat i s fact ion ofman s needs and urges,

res t r ic t ionsTeleological pr inc ip le :human act ions are purposiveunderstand goals to understand man

freedom of choice, se l fdetermination creat iveness

Causalact ions are causedlook for causes of behaviormistaken act ions due to

ins t inctual drives .We create our emotionswithout aware of th i s Emotions come fromi n s t inc t s the unconsciousEmotions are the means one

to help him with as i tuat ion .

Emotions f o ~ one to do what heknows he should not do

Emotions can be control led.They are our s laves VI Emotions are out o f our control .are our Umasters.

MaIl has sex e Sex has manWe must learn to t rus t our unconscious . Only a small par t of ourexperiences are conscious Byunconscious we mean below the

level of awareness.

Unconscious i s ucesspool I t is a en t i ty con-much repressed data ,much of which i s unknown,mo ti va te s u s.


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neuroses

othersment:to one shimself

ofmovements toward

i s encourageresu l t s are duein

i s upon one sof his trueFee a person s means oftherefore

one is made awareof what he i s doing not what hei s feel

Use recollec t ions as a pro-ject ive in under-Whatw remember chi ldhood f i t s in to our out lo ok ofl i fe and how w see ourselves

recollec t ions are cover-upfor recollec t ions ,mean

Gives one a sense of h is own Gives one the to blamethus

Prepared the th i rd revolution Adlerianideas now thoseca l thetnselyes neo-Freudian but Hneo-Adlerian nwould be more accurate

for the

processes in manunderstand normal andbehaviour Individual means ind iv is ib le

s t resses the of the Personal i s divided super-ego, ego id ins t inc t s

olis t ic medicineperson. of the whole medicine of mind

Whole i s more than the sum of i t spar ts Individual affects a l lh is functions.

mechanisms:the anale tc

Optimistic Pessimistic must bel ieve in and t ru s t

oursel ves cannot t rus t ourselves

Monistic: s tressed of Dualis t ic st ressed the die lec t icthe unconsc ious vs


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the S im ila r to 18thscience. mechanist ic

Did not want to be a sc ient is t :cons ide red h imsel f aWanted fac i l i t i a te

Wanted be a sc ient is t :considered himself to be asc ien t i s t .Wanted to make new discover ies

i s universal chi ldren In a he wantssex w ith h is mother i sni s t i c h is fa ther andafra id castra t ion h isfa ther . In a she fee lscastra ted and suffers from

and i s jea lous hermother

What Freud calledthe of powerchi ld who in h is

wantsof h is mother In some casesthere may be a sexual ambi t ionbu t th i s i s universal inchi ldren

Adler was a second child in h is owncons te l la t ion . He was

his fa ther s f av o ri te , r ej ec te dhis mother His wasto overcome

Freud was aclose to h issufferedHis on

writerand He addressed

medical audiences notHe wrote well and pre-ferred to write standardWOrks are nowin 24 volumes

l ec turer and teacher also aand physician. Hel iked to talk to the general

and welcomed toh is lec tu re s He p re fe rre d todemonstrate and i l lust ra ted h ista lks w ith case mater ia l . Hiswrit ing was poo rly o rgan ized , andmost of h is books areof lec tures organized

In pat ien ts , sa t face to faceBrief therapy Used thewherenot observe him.

Maslow ca l l s Freud the 1 s t force, behaviorismthe 3rd. humanism

F CTORS WHICH INFLUENCE THE FORM TION OFPERSON LITY

HEREDITY th e ch i l d s i nner environment:account phys ica l t r a i t s andlyFrequent ly used astemper l i ke myapproach.Hered i t a ry weakness ( organ ) provi s

adap ta t ion :chi ld may dec la re bankruptcy and givt h a t a r ea .


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a

us useone must

has been es mostour poten t i a ldo not deny tance ofze i s l e ss importantone does what one has .

as of

?

sex ro les

comes

home:l ings

r5S?or

ofs of s

or t reaorss tandards s t ressed?paren t s toward

to

s

s re

_ tHeHe

ownch i ld ren ick the family values s inceize these are the sens areas re paren t s arevulnerable How often we hear a chi ld of a judgeo r law enforcement of r who does un ac t s of amin te r who does immoral th ings an educator whodrops out of school .o on s : educat ion money spor t shonesty success propr ie ty conformity ig ioncommunication good human re obediencecare of others hard work e tc .Overambitious chi ldren may mimic se valuessu perio r to the paren t s fol lowingFamily hi s to ry t rad i t ions mottoes may a lsos i gn i f i c an t .


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PARENT CHILD RELATIONSHIPS HIGHLY PRO LE RESULTS

Rej

Excess

Incons t n t s sor

sness t s

a cynical

Learns to cover upings.Become anxious s t r vto orimpossibleIJIbest


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PS TH T DEVELOP H LTHY

Be cour teousAccentuat ingthem g voTra g

respons Us c a l consequences t ead o f si shmentRecogniz ing a misbe ch i s a sc Idand himt s o f encouragementDeveloping the courage to be impe c t n tsl d r en .He ld to deve o fSe r ea sonab l e l i v i ng up to l feBeing hones tDemonstrag to see po i n t o f view

More

F MILY CONSTELL TIONs ign

th e young i s h d

coveone Id toano seems to bec lose age tend to arena th yope ra t e I f th e r s t success academic s k i l l sse to e l s e he may becomea t h l e t e o r th e soc Whenever we have an under-

i eve r , we usua l f ind a high ving s l i ng nex ta o r younger in the fami ly cons t e lmay no t have caused t h i s form compeu su a ll y c o nt ri bu te to t unwi t t ing lyf r i ends neighbors ~ t eacher s

Paren t s and t eacher s a re o f t en unaware t h e i rthe ch i l d s i n t e rp re of what he sees asthe fami ly o r community re spons ib l e ch i l d i s more responThe good ch i ten up bad oneemphasizing con t r a s t s and paren t s o f t en


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sy tvsee

accoun mas tween

In o f

gaptwo o rtake

imay assume a f

int to competei d ea l i z ed

o r one o r

or s farni cons t e la ghos t and theParents may becomemore misc ages

a s pec ipa ren t sso become amay r e s en thim n adopted

the p are nts t r e a t h

handicappedcasespends p e c i a l

Beingo the rsense

o radded

y among sdepends on in a farni o r an unsure o f s emale o r ferna r o l e s a re valued y th e y becomes p r ince n The g i r l becomes theinces s i s valued o r t i s note


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I GR MS OF FAMILY CONSTELLATIONSSugge Format

Wr descending agef t , then next e tc f to r o

squarerc member)

sub j ec t (a female) had one was 2 years o lde r3 years younger than she

sub jec t (male) had 2s i s t e r s , one 5 years o lde r andthe o the r 2 years o lde r a lso abro ther 3 years younger.

}

ages i f

s t e r 8 years o lderdied a t age 6

and mii n g s s 1 ....1 1 ...1 ......o f themdead swas

years youngerdied a t age yea r

s unknown sex mi\

age

SOME PROBABILITIES

i s ap t to be a crownpr ince In some e thn iccu l tu r e s , th e o lde s t son has avery s pe cia l p la ce .i s ap t to be a l i t t l e

pr ince ( l ike ly he doe sn t haveto help around the house.i s l i ke ly to be a IV

pr inces s i f females a re va luedin her family; not-, she yhave a hard t ime he rplace in a man s world .


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T O S T MILY

to those

S

to

one

to

me

we xp lo it h ispe r f e c t


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i s aerve and

I STY

r s v r l

a

r


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sO n e s t 7 s o f

a rs

~ - . J L L . A - - - 8

to

I f i f.. A


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r o


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Reeo s a

th s

ou t most s

?

an

purpose oto warn to remind

How one

ounse

ons


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one

n

3

DrInsse are ave

an exact type. Howeverbehaviorindividual toand 9 sand to notes from : : : : : ~ _ ~ chapterNike coursebook

I have added m t r i l onthe same book and alsoence ing.

I wrote for own exper i


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8TYPOLOGIES O

CONTROLLERwants to contra e s

to re_...a.. Jl jI .L.a.ipspeople

L I ll Il LII ...a..f He mayus ing t e rs Idhood there wereon punishment compethan was and he was pro lyAlthough disc ip l ine was pro lyhim unduly e learned to coverdeveloped r i t u l s and kept l i f e t a


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f o ra s

m y m keec use o fimport nce o fth e c h i l d s love

on o t h e r sh i s w

PERSON W NEE S s a se


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t s

somewhen

X Th e P RSONas n fe r io r ife i s d if t

ing S in ce he fee do


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o r na l l cos t s D D

r

s

sc l t

movementi

tosewant toi s no t to u de

same

s o f toas an

o fIn th e accompanyingre

may stem from

a f mi ly u su lr mother or

y o r ei s e s t l i shedsome o f th e f c t o r snumber one p r

s was poin ted ou t with th eone ty shou ld no tanyone Nor shou ld t

There i s lso an arrows o ftoward sho r t e r and longer r nge go l s

t i s

Even


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THE FOUR PRIORITIES OF LIFE STYLECOMFORT PLEASING CONTROL SUPERIORITY

Idea l i s t i c , seeksSt ick - to - i t - t ivenessHigh lev el o f Socia l

In terest

Be be t t e r than others_ more competenBeing more good, moreBeing more usefu lSuffer ing morea victim n or a

Leadership potentia lOrganized, productivePers i s ten tAsser t iveLaw abiding

A. Control se l fpassive)B. Control others

(Act ive:(Passive: ar t fu l

dodger U )c. Control s i tuat ionscons iderate

Non-aggressiveCompromisestoDoes what others expect

: demand(Passive: evoke

Please otherseek h is comfort(whatever comfortmeans to him)(Active:(Passive

going, f ew demandsMinds own businessPeaceEmpathet ic, mellowMore predictable

OF I r r i t a t ionAnnoyanceBoredom

Feel pleased a t f i r s tnHe s a nice person uLater , exasperation despair a t h is demandsfo r approval

Fee l ch al le ng edtensionresis tancefrustra t ion

Fe el i na de quat eHow do I measureFeelings o fand gu i l t

ONEYS

Reduced product ivi tyNot us e h is t a len ts

Reduction in growthDiscrepancy: se l f - idea lvs. self-appraisa lAlienat ion

Diminished c rea t iv i tyLack o f spontanei tySocial distance

Feel overburdenedover- respons ib leover-involved

TO StressResponsibiExpectationsDon t corner me

Rejection HumiliationThe unexpectedFears r id icule

Meaningtessness in l i f eand i t s tasks

Diminished product ivi tyImpat ience Lack of respect fo r se l fand others Lack o f fr iendsWan ts mor e closenessF eel in g up ti ght AOverload, lack of timeUncertain of re la t ionshipwith others , gu i l t feel in

Y STEM FROMinfancy) DiscomfortPampering

In enemy camp(baottered child) Tight controlsBeing overpowered ShamingPerfectionism

TO GOAL I I. . t ten t ion IV.. Inadequacy II.. Power mother who has fai led---horter range goals . . Longer range goa l s -o

by Edith A. Deweyfrom Dr W L Pew1977


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T

as

re s iekeeping

to ao fas

Soc amongAd

s

to a

womanand t r e a t sa matea manI ssex

ta sk o fr sona land to

The i n t ima te sexua lCour t i ng da t ingmembers o fe t c )Sexua l iden f icSexual

One s emands sodegree than th e

I I I Sex o r Love How to t e ourse lves to f a c twe l i ve as two sexes and can t inuance and o f mankind depends an ourlove fe


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Dre

Ge

How o n ereO n e s

I s goodSel f ase

m u s t m e e t

v so u r s e l v e s an d given good In vs .

o n theVSl ll i ng th e

success v s f know

make m y s e l f do Uourse lves an d

over o u r b e c a u s e weourse lves a n d our fe l lo w me n whip o fl ttl f a i t h D r e i k u r s )Abandon d u a l i s m fo r h o l i s m : We a re on e w h o l e beingwith th e ab i ty to do any th ing we decide to dob e t good o r e v i l n D r e i k u r s )The concep t o f a m b i v a l e n c e i s a se l f decep t ion whosep u r p o s e i s to a v o i d r e s p o n s i b i l i t y . Hes i ta t ioni s a way o f proceed ing . A m b i v a l e n c e i s adef i n i t e mo v e me n t.

We n1ust sconcep t


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we

n ona t r e s p e an we

T

communis s

asona l

t oI f so

s)because i t i s t h e r e W

un r s ei cance f

o f

man

t i sHedonism p ) .Becoming.Overcoming cl imbing a mounConquest o f s p a c e .e t i o n t o f o r

tude toward t h e s ene s

c o u l d be changed w i t h o u tS t y l e and t ~ by e d u c a t i o n peopleo f s o l v i n g problems with t h e

i s r e f l e c t e dne s t a s k s .Adler b e l i e v e d s i n c e one s approach t o t h e L i f e Tasksi s determined by o n e s S t y l e no one c o u l d bes o l v e d s e p a r a t e l y

D r e i k u r s bechanges


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re li dour

o


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9

INFERIORITY FEELINGS

so r a i s n o t an

i s aenseIn t y f e e l i n g s a r e on so f how one should be H n ~ ~ ~ ~ u _ ~ one has an i d e a

w we respond to our f e e l in g s o four c h a r a c t e r format ion i s i s

Dr Dre c a t e g o r i z e d types o f t y

our t h e u ni v er s et o f our ont h a t de come t o us andcannot c o n t r o l t h i s Some s f o r e t e

a p e r s o n a l l i a n c e God i n an a t t e m p tves over i s f a t e Some have beenachieve a r t r e l i g i o n and ph sophy{Communal I n f ethe m aste ro f n a t u r e we form groups

s c i e n c e and medicinet e e c t we overcome ourThis may ad t o war compe

an ev i c t i me x p l o r eo f ourweakness

These two types ofmankind f e e l i n g s may bene t

3 S o c i a l I n f e r i o r is comes t h e c h i l d s i n t e r p r e t a t i o n o f he x p e r i e n c e s o f smal lness and i n e p t n e s s in c o n t r a s tt o th e s i z e power and c a p a b i l i t i e s o f a d u l t s ando t h e r s i b l i n g s . Mistaken methods o f upbringing andemphasis on compet i t ion i n t e n s i f y t h e s e f e e l i n g s o fi n f e r i o r i t y and im pair our development o f s o c i a li n t e r e s t

Soc f e r i o r i t y f e e l i n g s s e t one up a g a i n s t t h e o t h e r sand a r e d e s t r u c t i v e r a t h e r than u n i t i n g u s .I n f e f e e l i n g s s t i m u l a t e us to some k i n d o f compensatory

A l f r e d Adler saw l i f e a s movement t h a t must


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SOM

TY LINGS

we

IN RIORI OMPL X

Notus s


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s i one con

e may becomeown feare and

ouro fexcuses

evendemons

orre ourb ru t a l r s

we a re6 e

7 toa rs8 e

9 n

ewasr e t r e a to consequences o f being the cause o f such fee l ings

11 I f we did no t doubt our own value there would be no needproof o f t Attempts to prove one s value areIe

12 Our overconcern ab ou t su cc es s enables us to ge t s a t i s f a c -t ion only a t th e par t i cu l a r moment o f grea t successThen we s t a r t being f e a r fu l aga in Success i s shor t -l i ved13 In our cu l tu re p re s t ig e i s the golden ca l f This i s afa l se God e seldom r e a l i z e how dear ly we pay fo r

success and p re s t i g e


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s we

are

or t t e rstence

t t e r

our

our se lvesse o f psych iChris n .

we l ea rned we were

OV R OM OUR F LINGS OF

own b ias

p s h ve th n we a r e .We h ve our place

e rn tos

s

e con ten tConcen t ra te on

than on how


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w

own

GUILT F LINGS

war s sness too r no tss s

on

f e e l aredon t

weenarehave the sense

good and toto def iance openly neuro t ic ) an

own shortcomings . .over those no t s t r e s s

adequa te ly y feethan s ac t ions wouldwho do no t share theh is s e lf -a c cu s at i on s f urs)

concern

Gu i l t fee l ings a re no t concerned with a misdeedone s own pres t i ge .One does no t fe e l g ui l ty , II u t u in fe r io r . Drewith

it person who i s s in ce re in h is r eg r e t does no t develop gu i l tf e e l i ngs , bu t t r i e s to co rre c t and amend what he has done.DreikursDr. used to t e l l us h is asses :

s abou t fee l ing gu i l t y , watch ou tto do .When someone com-th e mischie f he


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US

someone e se s we wereto

no t

l te

use to keep an ev i ls i

se n

to

..... r te n me ns

S TH R PY OR GUILTwe

nnot


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thea e t s use

When onemember

CONFLICT SOLVING

northesagreemen t i sconcern s t a t u s ,van or

t i s conce

Conf c t

4 t s

3 i s

Dre

' s 6 Steps1. fy and de con f l i c t s : s t a t ely as each one sees t (Use I mese one aks I f ) .

Generate a l t e r n a t e stThat woustormirlg

pe r sons3 the4 Decide on bes t acceptab (May tot r y a l t e r n a t e s l a t e r ) .5 . Implement the so l u t i on Who i s to by when?fo r l im ited t ime6 . Evalua te how t worked How i s our dec i s ion working?1lIAre we s a t i s f i e d with t h a t de s ion?

Whose Problem i s i t ?To s t a r t problem so lv ing , st problems in two columns:1 Problems t h a t do no t t ang ib ly a f f e c t me--though they maybo the r me.2 . Problems th a t re al ly do a f f e c t me ( in t e r f e re with myl i f e ) .1 st may be l e f t to the o the r person .2 st must be problem so lved by us t oge the r .(most o f us wi l l be su rp r i s ed how many cu r r e n t

problems may be p laced in column 1).


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w s


43/61

we

meays i s1 aboutI

I

In messages are l e s s r e s i s t anceTel l ing someone how i s f a r le s shim accus ing him of caus a fee l

messages he th e o ther assume re s iown behav io r .You convey to t r u s t h tos i t ua t i on cons lyS In messages a re h on es t f luenceperson to send s im i l a r hones t messagesads to more openness and hones

h s

Warning avoid sed messages th ink you should I wish you would wonder why youWhen people .

ADLERIAN TH R PYthe Adle s t

1 Acts as an educa to r . s tuden Adlerdoes led h isi s a l so 2 Becomes a lp ing f r i end no t an anonymousShows warmth and genuine i n t e r e s t expre sse s feeand opinions i s a l low human makes

mis takes as 1 humans do demonst ra tes scourage to be impe 3 Pos i t ions himse l f as anp i s t and c l i e n t s i i s used

4 Demonst ra tesprac t i c e sthan powerse l f - accep tances t r e s ses coope


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38

5

t

awe

one sone s to

no t u s t

One

one to

7

8

9

6


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3

ADLERIAN THEORY OF RE MSnAIl

me . I l . . I l . \ . J l . A . f b . Jmay be usedo r semi-carls ous II l i f e th econs ide r ing dreams as one i mayan adequateAdler . )

ou r dreamsexpre ss ionso f themPsychology

an exp re s ledform a

A am a br idge t h a t connec t s th e problem whi conf ron t sth e dreamer with h is goal a t ta inment . In i s way adream wi l l o f t en come t rue because th e dreamer bet r a in ing fo r h is pa r t dur ing the dream and wi l l thus p repa r ing fo r it to come t rue . (Adler bid p . 359)

The purpose o f the dream i s ach ieved by th e use o f emotion andmood r a the r than reason and judgment . In a dream,the i nd iv idua l s goal o f achievement remains th e same as inwaking l i f e bu t a dream impels him towa rd t h a t goal wii nc rea sed emot ional power . In dreams we produce th ep i c t u re s which wi l l arouse l i ngs and emot ions whichwe need fo r our purposes t h a t i s , fo r so lv ing the problemsconf ron t ing us a t the t ime of th e dream, in accordance. vithe p a rt ic u la r s ty le o f i ch ours ( Ib id . pp .360-361)

Adler ian In t e rp r e t a t i on of DreamsDream i s a problem so lv ing ac t i v i t yOr ien t a t i on o f the dream i s toward th e fu tu re (no t toan o ld problem as Freud bel i eved) .Dream exper imen ts wi th p oss ib le answers to immedia teprob lems .Adler saw dreams as th e f ac to ry o f the emotions toc rea t e moods toward o r away from th e nex t day s a c t i v i -

I f we wish to postpone ac t i on , we f o rge t th e dreamI f we wish to disuade ourse lves from some ac t i on , wef r igh ten ourse lves with a nigh tmare .nr >e ja vu produces a calm s t a t e o f mind and r e l i eve stens ion .Purpose o f the dream i s to c re a te a moodRehearsa l func t ion - t e s t i ng our va r ious coping methods,sometimes a choice i s made or one so lu t ion i s d isca rded .Se l f -decep t ion : th e s t reng th o f th e dream l i e s in emot ions

it produces , and, l i k e emot ions in waking l i f e , t h e i rs t reng th l i e s in t h e i r no t b ein g r ec ogniz ed When werecogn ize t h a t we c rea te an emotion to se rve our pu rp ose ,t h i s depr ives the emotion of its powerfu l dr ive . ) Therefo re , to be e f f e c t i v e , dreams must rema in s hr ou de d inm ystery . (D re ikurs)No f ixed symbolism, t he re fo re we c an no t u n de rs ta n d ano the r sdreams wi thou t knowing th e dreamer .


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dreams

s at h a t heDreamer se t s aTherefore , thes en t probOne of

can

meaning more3 S s between Freudtudes po in tthan f i gu ra t i ve o r ves t inc t ion between maniDreams employ same dynamismsams and wakingf fe rences between Freud and Adler

Not look backwards Freud)Not a f i l lmen t to reimpulsesun r s a l symbols.3 s between Jung and Adlerdream a f or o f aswe 1 as from a causa l view.s do no t have a f ixed rne


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sby

a con-

sex (not an

on

a nanswer to a

t heighteneddreams re f a moreth e ex i s t i ng s is tr on ge r f ee lin g s of ave rsdreams emotion may s t rongcornmon sense so i s evapora ted and on

emot ional impactRecurren t dreams a i s c l e a r lydreams: cu r ren t prob fe s t y l edreams: dreamer s eek s ex cess secur ic i rcumvent ing de tours Or, cons ide r ingto one s problems. ( urance WAbsence o f dreams Content i s

dreams areone n i s

s leepmetneeded to dreameveryone dreams

Or, one does no t shs neuros is )o f im ag in ationt takes c re

(Be th e s tud ies onthe more r e a l idayt ime, th eRecent s t ud i e s shows leep ing eyc s ly 1/2 hours o f s leep)sho r t andusua lly longes t .

Leo Gold s and Bern ar d Shu lman s t i ona l cornmon elements o fdreamsWild animals : dangers in l i f e

_ ~ ~ ~ U I ~ ~ s ch i ld ren o r younger s ib l i ngss o r good ies .se l f - image of th e dreamer .person no t unders tood .making a dec i s ion .exposure .

f ee l ing inadequa te .fee l ing pre ssed .moving through feea t the wheel : independence, in c on tro l.

someone e l s e i s in charge .


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42

on

reo go

sne uses to

t akesembarrass mysel f .p ro t e c t mysel f aga in s tindex top ofway o fa re moret t e rDreams

rns a recu r r e n tDreams a re

DreamsRe toDreamIn a dream

SOCIAL INTEREST

master

s

to coopera te

to

w aspec t s o f Soc i a l I n t e r e s t : homeness n be _ _ _my placeWill ingness tothe conunonweal


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th eto

copingr ecogn i t ion

Opera te onConcernedHow am How wi l l come out?How can corne o ut sm ellinggood?

Sense o fJockeyinggroup and

LACK OF SOCIAL INTEREST INVOLVES:Concern f

r equ i re?

and p ra i s eplane

INVOLVES

i s a capac i ty t h a t needs to be developedi n s t i n c t , bu t i s learned.o f the ch i l d s soc i a l i n t e r e s t was seen by Adlerthe prime r e spons ib i l i t y o f the mother ., it may be fu l f i l l e d by psychotherapy. sfocus of Adler ian the rapy.___ 4 _tomy of s e l f versus soc i a l i n t e r e s t , bu t a mergingcorrunonweal.same as conformi ty , a l though one with s oc i a l i n t e r e s tconform coopera t ive ly ; wi l l conform with eyes openunimpor tant i s sue s . He wi l l u su al ly s to p a t al i gh t , bu t not when he has a person h is ca r who i sneed o f t re atm e nt.)pushing forward - car ry ing th e torch andit on.no t j u s t onese l f , bene f i t .o f the st ream o f l i f e (Powers)

I am a vic t im (usual ly an i nnocent

people say and what they r ea l l y mean). n means I know what I should do, bu t I amto do it.

ENGLISH TRANSLATED INTO ENGLISH

nand do not .plan to change .t rue t h a t a hab i t c a n t be b roken, bu t a new ha b i tbe formed.)

Be ca re fu l what you say to me means You watch your s t ep .My ch i ld ren a r e n t coopera t ive means They won t do what I t e l lthem to do.

I m confused means Don t pin me down.

I


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means means I m

I can . . . . . . . . . . . . . . . . . . . . . . _ .L .. ......... l>...- means 11 I means care no t wan

toot want to

means I m no t 1 ton means I c t to succeed n

n means In means won t e lSo t e l l me

I VI me an s II I wan t a i , to care o f me I means I want to it

response to we are un

Ten 1Neurosis i s s t a t ement it i s an s o f

i s ano t re use i as it t s i s

TEN PREl 1ISES FOR A PHILOSOPHY OF LIFEf Dre

2 . Man no t awareHe has i n t e l l e c t ua lhe does no t recognizeze n can can h is own

master bu t h is t oo l s . Het i on s , h is a t t i t udes ss e l f , a l though of ten may no tr e a l i z e t h e i r f a l l a c i e s nor


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an

an


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TH T L OF TH YST Rre on e

u s t one

s t a t ese

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4

a tW ranto co r rec t

Adle

are Ie toI l l u s t r a t ed by examples frombooks concre tethe l eve l ld ren ,

n He5 \ ena J 956d Adler Systemat icHis r i t i n s ~ Ba c Books, New York. Harper Torchbookpaperback . The ed i to r s have organized and anno ta tedAdle r s sca t t e r ed the form o f a co l lege t ex t - i nc lud ing bas ic i p l e s h i s t o r i c a l in fo rmat ionpersona l i ty psychology e t c . Th book i san t heory .


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An __ __ _

s

o 1977 Press Spr ings

i nd iv idua l s tudyinc lude s e l steem the power ofand decid ing f e e l i ngs th eencouragement and l ik ingaccep tance are designed toDreikurs Rudolf 1950ALfred Adler n s t ibeen the most

CMTIf book le ts

Dreikurs Rudolf 1946Sloan Pearce New


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Dre

t o

I s .s t - s e l l i n g book i st h e r e i st o A d l e r re

r e

r 1976 Y our . : t ~ ~ ~1977 Avon p ap el a r g e b a s e d onno r e f e r e n c e t omany c h e c k l i s t s a n d sak from one s ts n ab an d o n t h e u s ed p r o c r a sa n d d e c l a r e o ne s

1975What M o t h e r E a r = = r s : : = : : : : ~ ~ m a na 1 dep r o c e s s o fd i r ei s

sl I e w i Henr yY our P e r s o n a

s se f f e c t s o f e f c to f s a c h i e v e m e n t_ ~ ~ u _ i p s s e l f - e s t e e m

wom en s r o l e s a n d v o c1 , V i k t o r 1963 M a n s ~ ~ . . . . . . . . . : . . . _t o L o g o t h e r a p y . sO r i g i n a l l y e n t i t l e d From D e a t h amp t o E x i s t e n t i a l i s m t h i si s much more t h a n an a c c o u n t o f h o r r o r s o f t h e p r i s o ncam ps an i s a s e d e t e r m i n i n d i v i d u a l wh o c a n m a i n -h i s f r e e d o m t o c h o o s e h i s s p i t u a l o u t l o o k an dt a i n h i s d i g n i t y d e s p i t e s u r r o u n d i n g s o f h o r r o r an dd e g r e d a t i o n


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o

c o u r s e

c o u r s e s

courses

re rences

ewmanw esverypsycho n lysts i show t o t a p o n e so n e s e l f tuneown b e s t

one


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Nike

o f euse o f

Pew W.L. 19 The NumberAs ; : : : o ~ ~ ~ : ~ = : L . I[ v T Germany. A GreenboughS t J o s e p h s H o s p i t a l , S t . Paulpamphlet d e s c r i b i n g th e 4 p r i o r iand show ing how t o p in po i n t es concept

Bernard 1973c t e d P a p e r s , pubpaperback) Psychopathology and Therapyfe S t y l e , The Fami C o n s t e l l a t i o nAn Ad1e an Theory o f Dreams and11 be o f t e r e s t conne

*Sweeney Thomas.S e r i e s V I I I e x c e l l e n ts c h iprocedure s e

B io gr a ph ie s o f Adler :Bottorne, P h y l l i s 1957.Vanguard P r e s s , N.Y.t e r by p r o f e s s i o n t h

s t r e s s i n g A d l e r s p e r s o n a l andd e a l i n g with h i s work and i d e a sB o o k l i s t

Hertha . 1963. A l f r e d Adler : : ~ : ~ ~ ~t P u b l i s h i n gover th e I n f e t y Complex i s book i son t h e work t h a t Adler d i d a c h a p t e r onAdler s p e r s o n a l i t y and two on s e a r l y l i f e and schoolThe c h a p t e r A dler ian Psychology Today i s o f courseo u t d a t e d i n l i g h t o f r ec e n t s pe c t a c u la r growth

S p e r b e r , Manes. 1974. Masks o f L o n e l i n e s s : A l f r e d Adler i nP e r s p e c t i v e . MacMillan P u bl i s hi n g C o ., New York Thea u t h o r was a f r i e n d and p r o t e g e o f A lf r e d A d le r , whow i t n e s s e d the d e b a t e s between Freud and A d l e r . He s t r e s s e st h e background, both s o c i a l and p o l i t i c a l , from whenceAd le r d ev elo pe d h i s p h i l o s o p h y .

Way Lewis. 1962 A d l e r s Place i n Psychology: An E x p o s i t i o no f I n d i v i d u a l Psychology. C o l l i e r Books, New York.This i s n o t a p o p u l a r book and c o n t a i n s no c a s e s t u d i e so r d e t a i l s o f A d l e r s p e r s o n a l l i f e . The a u t h o r i s s t r e s s i n g


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o 79


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Suggest ionsThese Out l ines have been used ways. They a re app l icab le fo r usein co l lege courses on Adler ian Theory Li fe Sty le e tc and a re alsou sefu l fo r lay people in s tudy groupsy husband and I have led many groups using t he se ou t l i ne s . e usua l lym ee t w eekly fo r 10 sess ions of hours each Recent ly we have hadg ro up s m e etin g fo r 8 ses s ions o f hours eache l ike to s in a c Ie and f ind cha i r s with wri t ing arm a t tached toi dea l . A blackboard i s usefu l and we take lo ca tio n in to

c on sid era tio n i n a rra ng in g th e room e have a l so met homessome people pre fe r r ing to s on th e f loo r e always t ry to ar rangeth e meet ing room so no one our of s igh t and i f poss no onesea ted behind another .

5roups to as ion andTo encourage discuss ion weAttendance o f 10po in t s of view.

might bed cusshave a le ad er fo rAdler

I f the group i sgroup and then th e groupcase , would begroup pre fe rab lye s tud en ts to read and

a l so encourage them to comparepo in t o f viewmostfo r ourth e Bwe of tento borrow.

S

e name t ags Make so they canacross the room. I f name tag s are picked up a t th e door anda t the end o f each ses s ion , makes at tendance eas to record .Attendance records with fo l low up o f absen tees i s recommended I fass ignments are given absen tees may keep up with the c l a s s Other -wise some may f e e l u nc om f or ta ble a bo ut miss ing sess ions and ge t t ing beh ind . A t e l ephone ca l l shows you care a l so opens up anoppor tuni ty to c l e a r up mis in t e rp re t a t i on s .


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Basic Applications of Adlerian Psychology - Dewey.pdf