Chapter 4: Individual Psychology & Chapter 5: Person-Centered Therapy

Chapter 4: Individual Psychology

Alfred Adler’s individual psychology presents an optimistic view of people while resting heavily on the notion of social interest, that is, a feeling of oneness with all humankind. Adler saw people as being motivated mostly by social influences and the striving for superiority or success. Adler believed that people are largely responsible for who they are. Adler’s notion that present behavior is shaped by people’s view of the future. Adler believed that psychologically healthy people are aware of what they are doing and why they are doing it.

The one dynamic force behind people’s behavior is the striving for success or superiority

People’s subjective perceptions shape their behavior and personality

Personality is unified and self-consistent

The value of all human activity must be seen from the viewpoint of social interest

The self-consistent personality structure develops into a person’s style of life

Style of life is molded by people’s creative power

Adler wrote, "Every individual represents a unity of personality and the individual then fashions that unity. The individual is thus both the picture and the artist. Therefore if one can change one's concept of self, they can change the picture being painted." His Individual Psychology is based on a humanistic model of man.

How it relates to CSA: When working with students as a student affairs professional, I feel that this theory will come into play quite often. As students arrive on campus and begin to get adjusted to college life, they have a desire to succeed. If the student begins to struggle, or is not confident in knowing what major to choose, or what career they see themselves pursuing, it would be helpful to use this theory to consistently make them aware of what they are doing and why they are doing it. If there is a disconnect between these two concepts it will be difficult for the student and for the student affairs professional to figure out what direction is best for the student to follow.

Video: Adlerian: In this video the therapist asks the client about external influences and he reassured the client by saying that, it has to be something you ‘tap inside of you’. The therapist says he has a hunch that the client knows what to do, which is finish his PhD. This relates to student affairs in that student might encounter a multitude of external influences but they need to realize that it is the intrinsic motivation, and the internal influence that will help guide the student to success, and out of the problem they are facing. If there is an end goal, whether it is to maintain a certain GPA throughout college, or to be on dean’s list. Whatever the goal might be, it’s reassuring the student that the goals they set need to be attainable and if they are then the external influences will have no way of getting in the way.

Chapter 5: Person-Centered Therapy

A humanistic theory—each of us has a natural potential that we can actualize and through which we can find meaning. Shares with existentialism a focus on respect and trust for the client.

Develop openness to new experiences, trust in themselves, internal source of evaluation, and willingness to continue growing.

A major aspect of person-centered therapy is the belief that the therapist should not chose the goals of the client, but instead help the client define and clarify their own goals.

Goals should be expected to change as the client progresses through counseling.

The relationship between client and therapist is everything in person-centered therapy.

The relationship is characterized by equality.

The therapist need not have any special skills or knowledge.

Diagnosis and collecting background history is not necessary.

How it relates to CSA: I will be working in academic advising this coming fall, and one of my responsibilities is to have one-on-one meetings with students throughout the semester. This is a theory in which I will be using because it focuses on goal setting. The student will have their first meeting with me, and we will be able to set goals; personal goals and academic goals that are realistic and attainable. We will converse and figure out what they project their GPA to be at the end of the semester, and as the weeks go by I will check in to see if the progress is being made. The rapport I build with the student will become essential as it will allow for the student to be comfortable disclosing information, and to be honest when setting goals.

Video: Person-centered: The client was laughing when asked a question, he said he likes to sleep to avoid things to make it go away. The client it is easier for him to avoid it then to say anything because that is the way he was brought up, maybe it had to do with football. The counselor then asks if it is rooted in family, culture or religious. He said definitely not religious but the client was told to communicate, although it is easier for him to not communicate than to communicate. This relates to student affairs situations in which a student might not feel comfortable communicating, and might be “stuck in their ways” but once I build rapport, they might slowly begin to disclose information and begin to feel more comfortable communicating.

Chapter 5: Person-Centered Therapy