Alfred Adler created individual psychology and founded schools and programs that taught this theory. Additionally, Kern, Gormley, and Curlette summarized the results of 41 studies using the BASI-A tool and concluded that it was a viable research and clinical tool. Brigman, Villares, and Webb cited meta-analytic support for using individual psychology approaches to improve student achievement and behaviors. Furthermore, Terry Kottman expanded on Adlerian philosophy by creating Adlerian play therapy in 2003, which school counselors and counselors in private or community settings use to meet the developmental needs of children.

II. Identifying Characteristics

a. Personality Development Explanation

The Adlerian Theory believes that personality development is shaped by nurture. Social context is significant in our growth and learning behavior. Humans have a natural desire to belong, and this helps them become fully developed. Moreover, Adler sees human beings as holistically, emphasizing the whole person over the sum of their parts. As Parsons and Zhang (2014) write, "individuals behave, perceive, feel, become, and strive for meaning in their interpersonal relationships and must understand themselves as an indivisible whole" (p. 111).

b. Additional Forces Promoting Personality Development

• Social Interest: Interacting with others is essential for human development. Without interaction, we remain underdeveloped.

• Family Constellation: As children, we draw conclusions from our family experiences, which significantly influence us.

• Birth Order: Our behavior patterns are shaped by our birth order.

b. The Reasoning behind Issue Development

i. Every person has an inherent need for acceptance and social integration, which drives their behavior.

ii. Early life experiences shape our current actions and self-image. To make alterations, one must first recognize and address childhood patterns. This requires self-awareness.

c. Developmental Impacts across All Life Stages

i. The first six to eight years of life are indicative of future behavioral patterns.

ii. Family serves as our primary social group.

iii. Our means of interacting with others and self-image begin development in childhood.

d. Focus of Modification

i. Thoughts, Emotions, Behavior, among others.

ii. Clarifying the link between our current behavior and childhood experiences within our family and social system comprises the initial steps to change.

e. The Timeline for Achieving Change

i. Past, Present, and Future must all be considered when seeking change.

ii. Present – Our primary focus is on our current behavior and using insight from our past to inform and shape it.

iii. This approach emphasizes the identification and alteration of behaviors that no longer serve us in adulthood.

IV. Implementing the Approach in Counseling

a. The Counseling Method (Client-Counselor Connection)

i. A collaborative, mutually trusting relationship fosters an open and proactive therapeutic environment. “Adlerian therapy is an evolving and collaborative process that cultivates social interest by empowering the client through self-discovery” (Parsons & Zhang, 2014, p.120).

b. Framework for the Counseling Method (Treatment Structure, Goals of Treatment, Structure of a Counseling Session)

i. Building a Collaborative Partnership

ii. Exploring One’s Lifestyle

iii. Gaining Insight

iv. Reorientation towards Positive Changes.

1. Childhood Memories

2. Focus on Goals

3. Social Environment

4. Life Objectives

5. Techniques for Helping (Steps Taken During Each Session)

6. Self-Awareness - "Gradually learning to anticipate one's responses by gaining insight into the intention behind the behavior is crucial" (Parsons & Zhang, 2014, p.128).

7. Childhood Memories - "Examining the specifics of memories offers insight into a person's belief patterns" (Parsons & Zhang, 2014, p.128).

8. Drawing Attention - "The objective of this approach is to draw attention to the purpose of socially unproductive conduct. When clients become aware of the goals behind their negative behavior, those actions become less appealing and useful" (Parsons & Zhang, 2014, p.129).

9. The Question - "This inquiry aims to identify how the client's life would be different if their current problems no longer existed. The client provides their own answers to their problems" (Parsons & Zhang, 2014, p.129).

10. Acting As If - "When the client determines how situations or behaviors could be improved to enhance their functioning, the counselor may urge them to act as if it is already happening. For example, the counselor could encourage a child to behave as if they are intelligent during the time between sessions. This allows the client to adopt a constructive approach while enhancing their perception of the situation. The counselor discusses the client's interpretation of the experience in the following session" (Parsons & Zhang, 2014, p.129).

11. Dream Analysis - "Analyzing dreams may enable the client to understand their lifestyle choices and practice finding solutions to their problems. Remembering a dream can indicate that it is time to take action, while forgetting a dream may indicate that the problem-solving process is being postponed. Nightmares can be a clear sign of the client's aversion to something" (Parsons & Zhang, 2014, p.129).

VIII. Task Development - In the course of therapy, homework assignments serve as practical tools to help achieve specific goals. These assignments may involve breaking down a larger goal into smaller steps, monitoring progress or applying new skills learned during sessions to daily living situations. These tasks help clients take incremental steps to self-improvement.

IX. Consequences - In Adlerian theory, consequences serve as an educational tool. This theory distinguishes between natural and logical consequences. Natural consequences are a result of circumstances beyond one's control, such as getting sick after exposure to a virus. Logical consequences, on the other hand, serve as a way to teach desired behaviours. These consequences are usually pre-planned and aim to reinforce positive behaviours.

X. Modelling - Therapists are considered models for their clients. They are expected to demonstrate healthy behaviours and attitudes which clients can emulate. This modelling occurs throughout the counselling process, and it plays a vital role in helping clients achieve their objectives.

IV. Important Cultural Factors/Limitations

a. Addressing Diversity - Adlerian theory has a straight-forward and client-centric approach to therapy. It does not discriminate against individuals based on their culture or background. Rather, it emphasizes encouraging and solving the three problems of life - love, community, and work. This approach is applicable to all individuals, regardless of race, culture or ethnicity.

b. Biases - Adlerian theory may not be ideal for individuals who lack insight or have difficulty with abstract reasoning.

c. Inclusivity - To make the approach more inclusive to all potential clients, assessment time may need to be shortened depending on individual needs. Additionally, modelling will need to be done intentionally to accommodate and reflect client's unique circumstances.

V. Ethical Concerns

a. Interpretation - Interpretation in Adlerian theory may sometimes be complex. Counsellors must exercise caution when interpreting their client's experiences.

b. Collaborative role - Counsellors are expected to work in collaboration with their client, but it's essential to maintain appropriate boundaries that protect the client's autonomy.

c. Cultural Diversity - The influence of culture on a client's sense of self, social context, and family structure must be considered to provide culturally competent service.

VI. Legal Considerations

a. Boundaries - Counsellors must provide a professional setting in which to work in Adlerian therapy. They should clearly set boundaries that protect their clients and themselves within a legal context.

VII. Reflection

Sources:

In order to acquire literature on counseling theories and techniques utilized in the rehabilitation and mental health fields, I consulted two sources. The first source is titled "Counseling Theories and Techniques for Rehabilitation and Mental Health Professionals," authored by Fong Chan and edited by Norman L. Berven and Kenneth R. Thomas, in its second edition, published by Springer Publishing Company, Incorporated in 2015. The book can be accessed at ProQuest Ebook Central using the following link: https://ebookcentral-proquest-com.ezproxy.snhu.edu/lib/snhu ebooks/detail.action?docID=1953174. The second source I utilized is titled "Counseling Theory: Guiding Reflective Practice," co-authored by Richard D. Parsons and Naijian Zhang, and published by SAGE Publications, Ltd. in London in 2014. This source is available online at https://bookshelf.vitalsource.com/books/9781483323060.