PRINCIPLES OF ADLERIAN PSYCHOLOGY

by Beth Johnson

HOLISM

Holism refers to the whole indivisible person.  All parts, including the physical, mental emotional, spiritual and social, work together in harmony to create the unity of the personality.  Holism incorporates the idea that the whole is greater then the sum of its parts.  Adler named his "science for the understanding of persons" Individual Psychology from the Latin individuum (that which cannot be divided) to emphasize this holistic approach.

SOCIAL INTEREST  (GEMEIN-SCHAFTS-GEFUHL)

Social Interest is the sense of being connected with others or belonging to the human community.  It is a sense of being a fellow being.

Social interest is a capacity inherent in all human beings.  It must be developed and trained as is the capacity for language and speech.  It implies a genuine concern for others, a sense of caring, cooperation and striving for the ideal community.  To quote Alfred Adler, it is, "To see with the eyes of another, to hear with the ears of another, to feel with the heart of another."  "The capacity for identification.... is the basis for social interest." 

An individual's community begins with the family.  It expands to other groups like a classroom, workplace, local community.  Individuals with genuine, fully developed social interest are ultimately concerned with the well being of the whole world.

The more developed the social interest, the more diminished the individual's feelings of inferiority, alienation, and isolation.   Social interest might be thought of as "loving your neighbour as yourself."  One must then love and accept the self or have a healthy sense of self-esteem.  That implies a feeling of equality, not inferior or superior to others.  Adler states that individuals contribute usefully to society primarily through the basic tasks of work, friendship and intimacy.  

Persons with high social interest tend to seek support from and give support to others.  They are individuals who volunteer and contribute freely, giving without being overly concerned about receiving.  They tend to be trusting, accepting individuals who look for the good in others.  They are likely to seek out healthy intimate relationships.

Individuals with a lack of social interest often have strong feelings of inferiority which may lead to being self-critical, perfectionistic, lonely or isolated.  On the other hand they may overcompensate by being aggressive and striving for power.  In either case they are preoccupied with personal status.

GOAL STRIVING  — STRIVING TO BELONG  (TELEOLOGY)

Adler believed that all behaviour is purposive; we are headed toward a fictitious goal of which we are often not  aware.  Every individual strives to "succeed" or to "belong" because people need people.  We first seek belonging in our family.  When we are born, we require care and nurturing, and we are dependent on others.  It is out of this need for others that the sense of belonging comes.  As we grow and learn we move from being "takers" to that of "givers" by contributing.  When we feel a sense of belonging we are open to  learning; then we are motivated to contribute.  The more we contribute the more we feel that we belong. This process becomes a cycle of  belonging,  learning, and contributing. 

If children grow up feeling this sense of belonging, they strive to contribute to the common good and belong through positive behaviours.  If, on the other hand, they sense a feeling of, "I am not good enough as I am", they become preoccupied with their own personal status and belong in ways that are not seen as productive.  Rudolph Dreikurs expanded on this theory and developed the "four mistaken goals" or "four goals of misbehaviour."

LIFE-STYLE  (PHENOMENOLOGY)

Adler believed that humans actively and creatively interpret their life experiences in a personal and unique way.   He coined the term life-style to describe a kind of blueprint for living that each person develops.  It refers to the person's characteristic way of operating in the social field.  It is based on convictions that individuals develop early in life to help them organize experience, to understand it, to predict it and to control it.  We give meaning to life rather than merely being the product of the environment or of biological inheritance. 

Adler deduced that compensating or overcompensating for childhood physical disorders or feelings of inferiority impact strongly on the style of operating that a person develops. 

FAMILY CONSTELLATION  (PSYCHOLOGICAL BIRTH-ORDER)

Another major factor in life-style is family constellation.  Family constellation is the child's perception of his or her position in the family.   The term constellation refers to a group of "bodies", each of which has a place in relation to the places of the others.  Dreikurs noted many commonalities among children who occupy certain positions in the family constellation.  It is to be noted however, that it is the child's decision about how to function in that position that is most influential.

EQUALITY & MUTUAL RESPECT

Adler and Dreikurs believed that problems in interpersonal relationships could be solved by understanding and accepting the universal demand for equality between nations, races, sexes, employers-employees and adults-children.  Equality does not mean sameness.  In fact Adler emphasizes the uniqueness of each individual.  Equality means that each individual is deserving of  dignity and respect, and she or he is bound to grant the same dignity and respect to others.

Mutual respect is respect for the dignity of others and for oneself.

DEMOCRATIC LIVING

Democratic living implies that personal freedom must exist within limits developed through mutual respect and for the common good.   In a democratic society individuals are expected to contribute ideas and assistance, and those contributions are respected and appreciated.  Meetings of the family or group involved are the most effective way to achieve the democratic order.

ENCOURAGEMENT

Encouragement implies faith in people as they are, focusing on assets and strengths in order to build self-confidence and self-esteem.  To feel encouraged, children need to have appropriate freedom to experience life without being excessively controlled or overprotected.   They need to have their mistakes accepted as opportunities to learn.

When children know that they count as valuable members of the family, they connect lovingly with others, they knows that they are capable, and that they can contribute, they are encouraged and self-confident people.