ABSTRACT

Early recollection and birth order have a great impact on human behavior. Previous researches
have concluded the influences of birth order on human performance. The objective of present study
was to explore the influence of birth order and early recollection on the style of life among school’s
adolescents. For this purpose, a sample of three adolescent girls were selected between the age
ranges of fourteen to fifteen years old from private School Karachi. Convenient sampling method
was used. It was a two week group counselling session. Time duration of the session was 50 to 60
minutes, based on close ended group. This research used a quantitative approach which was carried
out using Adler’s subjective interview regarding birth order, early recollection ,along with ‘‘My
Strengths and Qualities” worksheet taken from a social website named Therapist Aid which
provide evidence based education and tools for mental health professionals. Analyses revealed that
their birth order and early recollection play a significant role in the style of life among students in
term of whether it is academic where they have to take the decision of their career, social where
they interact with others and develop the view about world or their personal life where they develop
belief about how they view self. These findings implies that group counseling approach has always
been applicable in education set up where recognizing the problems of individuals are essentially
social, gives group counseling its special significance along with the awareness of how birth and
early memories influences present style of life .

Keywords: Birth order, early recollection, style of life, Adolescents, Group Counselling

1
 INTRODUCTION

Adler (1957) was most known for his phenomenological conceptualization of birth order and its
effects. During the early 1900's, Adler began addressing such crucial and contemporary issues as
equality, parent education, and the influence of birth order, life style and the holism of individuals.
Adler emphasized that birth order; he was first theorists to incorporate the concept of birth order
into his work, using it with other information as a means to assess life-style (Ansbacher &
Ansbacher, 1956).

Shulman and Mosak (1977) described two definitions of birth order: ordinal position which refers
to the actual order of birth of the siblings, and psychological position which refers to the role the
child adopts in his or her interactions with others. According to him, if the eldest is a defective
person, psychological birth order may play an important role and, the second child is likely to
adopt the role of first-born.

During the last several decades, a number of researches, based on Adler’s theory, have investigated
the influence of birth order, For example, in a study conducted by Herrera et al. (2003), the
participants were found to believe that first-borns were most intelligent, middle children were
the most envious, last-borns were most creative, and only children were the most disagreeable.
Consistent with these results, Galton (1874) discovered that 48% of respondents thought that first-
born was typically more successful than later-born (Martin, 2006). According to Adler children's
subjective perception of their role is to some extent determined by their birth order. This familial
ro1e in turn becomes a prototype for the social role they will play in later life. It is also
corresponding to the research conducted by conducted by Komal, Sidra & Ghafoor (2015) to
explore the impact of birth order on the personality of employee. A sample of 100 professionals:
65 males and 35 females were taken from different professions Convenient sampling method was
used. Five traits questionnaire was used to measure personality and birth order. The findings
suggest that birth order show variations in personality traits and it influences personality and
people attitudes.

2
He considered that the understanding of an individual's birth position was one of the five most
trustworthy means to explore personality--along with early recollections (Ansbacher & Ansbacher,
1956, p. 328). Specifically, the term early recollections represent an Adlerian process of collecting
early memories in specified ways (Eckstein & Kern, 2002).

Early memories (EMs) have been used in counseling for several decades (Bruhn, 1984; Clark,
2002; Meier, Boivin, & Meier, 2008; Singer & Bonalume, 2010). In early recollection generally,
clients are instructed to remember actual events from early life (before the age of 10 is normally
acceptable). The occasions must be remembered events and not situations told to the client about
happenings. These lifestyle explanations, derived from early recollections, are theorized to
represent dimensions of purposeful behavior, emotion, and personality that can be identified and
used in counseling sessions to assist clients in self-understanding and behavior change.

Every child is born into a group. In most cases, this group is the family, but even in alternative
situations, a child needs a group to survive. Alfred Adler was the first to stress the need to
understand individuals within their social context. Adler appears to have been the first psychiatrist
to use group methods deliberately and systematically in his child guidance clinics in Vienna
(Hoffman, 1994). Adler initiated his open-forum process in school settings, his group counseling
approach has always been applicable to education. Recognizing that the problems of individuals
are essentially social, gives group counseling its special significance.

An Adlerian approach can be employed with children, adolescents, adults, individuals, couples,
families, or other groups. In the present study it is used with adolescents. Adolescence is a point
of significant development in the personality of a young person. While biological changes are
occurring and relationships are changing new experiences must be integrated into the private logic
of the individual. Dramatic changes in personal identity are taking place while new feelings and
emotions are being explored. During this time the young person begins to develop many
personality traits that will affect the rest of his or her life. Studies have shown how birth order has
a significant influence on their personality development in this pivotal time in their lives.

3
Rationale of study

The purpose of this study is to view the effect of birth order and early recollection on the style of
life among school adolescents. People born as first born, middle, last born and as only child and
this birth order has influence on their style of life. This study is a unique in a sense that in Pakistan
previous researches have focused solely on birth order impact on personality (Gustafson, 2010),
or its effect on emotional intelligence of Adolescents (Khalida, 2015) or its effect on achievements
(Tekin, 2013). However, the importance of present study in Pakistan is that, there is not much
work done on the effects of birth order along with early recollection in present life style
experiences. The setting of the present study is group work. Group work is a commonly used form
of therapy and counseling, especially within the schools where counselors’ time must be used
effectively.

Hypothesis

Birth order and early recollection have a significant influence on the style of life among school’s
adolescents.

4
 METHODOLOGY

The structure of the group was close ended and group type was guidance. It was a two time group
counseling session on effect of Birth order and early recollection on the style of life among school’s
adolescents. It was a homogenous group in terms of gender, the grade in which they are studying
and the similar instructional levels are placed together. However heterogeneous in term of birth
order.

Participants

Three adolescent girls student were selected with age range of 14 to 15 years, who are currently
enrolled in private educational institute. All the participants are studying in grade 9 but in different
sections.

Inclusion Criteria

 Those who self-reported as being interested in joining the group and motivated to engage
in group work.
 Able to provide informed consent.
 Able to give reflection on previous memories.
 Age at least 14 to 15 years old.

Exclusion criteria

 Adolescent who were unable to participate due to an inability to examine their own
behavior, self-disclose or give and receive feedback.
 Adolescents who were in the midst of an acute situational crisis.
 Adolescent did not think that they would be able to attend regularly, as regular attendance
is crucial for the development of a cohesive group.
 Adolescents who were highly defensive.
 Students who had disciplinary issues.

5
Measures

Informed Consent form

Written inform consent has been take from participants to seek formal permission for participation.
The form included all the necessary details about the session to ensure the understanding of
participants to make an informed decision of whether or not to participate in it.

‘My Strengths and Qualities’ worksheet

This worksheet include four aspect include the good things about self, their appearance, help others
and their values. In the present study it was used to identify Adler’s concepts of early recollections
and life style among students.

Procedure

Initially, permission was taken from the principal in order to conduct session. Participants were
briefly informed about the group counseling purpose. Furthermore, prior to the session, a written
consent was taken from the participants. Both sessions were 50 to 60 minutes in length and
occurred once per week. It was based on Adler’s four components of group therapy: establishing
the therapeutic relationship, uncovering the dynamics, insights and self-understanding, and
reorientation. In the opening of the first session, participants were orientated regarding the goals,
duration, length and objective of the session. Agreements were set collaboratively. They were
engaged to know about each other and sit according to birth order. However, in the working stage,
worksheet related to ‘’My Strengths and Qualities’’ along with subjective interview was used. In
closing, they developed self-understanding about influence of birth order in daily life. In the
second session, participants reviewed the agreements and shared their social interest and values.
In the same session early recollection was used as a projective technique. Participants were
instructed to close your eyes and think back to a long time ago when they were little, and try to
recall one of their earliest memories, one of the first things that they can remember.” After that
they wrote down the memory and the Adlerian interview questions, structured by Alfred Adler,
were used. The question form includes early recollection experiences. Interviews with the
participants took from one to one in a group setting and a half hours. Participants were particularly
encouraged to write a detailed narrative for the tenth questions, which asked for early childhood
recollection. After that similarities between the thematic emphasis put on the early recollection

6
narratives and the emphasis put on the main themes of present life styles obtained through the
Adlerian interviews were described.

Framework for sessions are provided below:

Group counseling session

Objectives

To explore the influence of birth order and early recollection in the style of life among adolescent.

Goals

To assist the clients in recognizing and identifying their misconceptions and various other
assumptions that they may have about themselves, about others and about life in general.

Helps them in actively participating in the social world

Recognizing patterns and details of the personal stories as well as conducting objective interviews.

Attempting to reeducate themselves in order to become more productive.

Pre session activity

Briefly informed about the important and purposes of these sessions. Informed Consent was
obtained from students.

Opening (establishing the therapeutic relationship)

 Orientation (Duration and length of this session? What are the Objective and goals?)
Check in was done through a sharing of something about self they want to share in this
group
 These agreements were collaboratively decided by participants.
 All participants observe confidentiality.
 Everyone has an opportunity to equally and actively participate.

Activity

Write down total number of siblings and sit according to your birth order in group.

Working stage (uncovering the dynamic)

7
Write down the characteristics of your birth order. Two informative sheets were shared to identify
one’s birth order characteristics. My Strengths and Qualities worksheet was also used to create
insight that how these characteristics reflect in present style of life.

Closing (Insights, and reorientation)

Recognized and identified their misconceptions and various other assumptions that they had about
themselves, session was summarized.

Session 2

Goals

Recognizing patterns and details of the personal stories as well as conducting objective interviews.

Attempting to reeducate themselves in order to become more productive.

Assessment of their style of life through early recollection

Opening

Agreements were reviewed, set by in previous session

Remaining two aspects of ‘My Strengths and Qualities worksheet’ were discussed.

Working

Early recollection techniques and questions related to it.

Closing

After that similarities between the thematic emphasis put on the early recollection narratives and
the emphasis put on the main themes of present life styles obtained through the Adlerian interviews
were described.

8
 RESULT

By examining the Adlerian interview & birth order and early recollection, it was found that these
have a great influence on style of life among adolescents. It has an active part in what they
remember, one can make faulty interpretations of events, which may lead to mistaken beliefs or
cognitions within one’s private logic. The finding also suggest that assessing client’s psychological
birth order position and perceived place in the family are useful to accurately identify clients'
perspectives and shape their psychological perceptions about their role in the family and in the
world.

The results of the Adlerian interview carried out with the three participant’s .Similarities between
early recollections’ content and life style, as obtained through the Adlerian interview for each case,
were discussed below.

Case study 1

Nickname: D. Girl. She is 14 years old and the oldest daughter in the family. She has a brother and
two sisters younger than her. She is a student of grade 9.

Summary of the information obtained through the Adlerian interview

She mostly focused on telling about her responsibility at home, the characteristics of an elder sister.
She gets along well with siblings and parents. In general, she was cooperative, open and actively
participated. She has adopted most of the things from her mother such as characteristic of
perfectionism and high achiever, get good grades. She has Math’s anxiety. According to her
enormous pressure from mother’s side to get good grade in math, negatively influencing in her
performance. She cleared the paper with passing marks. She underlined that she is very self-
confident. She frequently received compliments from those in her environment about how she is
very talented, communicative, ambitious, and so on. However, aside from her self-confidence, she
is afraid of not getting score in math which make her to perceive self as a bad daughter. She says
‘’ I have to be perfect, have to get good grade in Math’’. She feels a lot of responsibility on her
shoulders as the older child in the family. According to her’ I have to be very careful so I avoid
any mistake as I am a role model for the rest of the siblings. Sometimes I have to play the role of
a leader or bossy sister so that they listen me. Most of the time I have to share my things with
them’’ In past she participated in a project related to awareness of sign language in a private school

9
where she taught students the sign language. On the question of appearance according to her ‘’our
physical appearance such as clothing and our social appearance are very important. We need to
look brave so people should not bully us. Though she has good relationship with sister and siblings
but sometimes when she shares her achievement with them, they perceive her arrogant person.

Clues about the life style obtained through the Adlerian interview

Not getting good grade in one subject make her feels self as an incompetent daughter and to
overcome this feeling of inferiority she tries to be perfect. She is generally required to behave
better and do more for the family. However, one of the most positive experiences she receives as
a first born, is nurturing a younger sibling. This experience expands her ability to love and to be
sensitive to other people's needs. The way she connected self with the people of deaf and dumb,
spread the awareness about sign language showing her social interest and give her sense of being
a part of society and taking responsibility to improve it. However if we pay attention to the
parenting, her mother has more of a Perfectionistic style of parenting, she sets very high standards
which is impossible to achieve and lead client to live a mistaken style of life such as ‘’I have to be
perfect, I have to get good marks’’.

In four areas of Adler life style, she views self as a very caring, helpful and responsible person.
Her ideal self is to be perfect. What her view about world is that people judge you by your
appearance and they criticized you if you give appraisal to self. She gives more priority to the
value of being responsible. Her motivational force in life is striving for the perfection.

Early recollection

It is about her fake birthday party which she planned to arrange at her grandmother’s home. She
was 7 years old. She was wearing her favorite red frock. She loves such parties, after asking
permission from her grade mother, she invited her friends over there. She estimates that she was
around 7 years old in her recollection. In that memory her friends, aunt, younger sister and
grandmother were present but parents were not there. She cut the cake with her sister and they
enjoyed a lot.

Comparative analysis of the similarities between the early recollections and her life style

10
One of the interesting point is the recollection took place in her grandmother’s house. And her
both parents were not there. She identified her pattern in present life when she gets all good grades
except in one subject. She gives treat to herself in this occasion when her mother discourage her
of not getting good grade in math.

Case study 2

Nickname: M. Girl. She is 14 years old and the oldest daughter in the family. She has a sister who
is six years younger than her. She is a student of grade 9.

Summary of the information obtained through the Adlerian interview

She was focusing on telling about her family dynamics. Her family gone through a trauma after
the death of her father last year. Things got changed after that as a lot of responsibility came on
her in term of the way her father was doing a volunteer service in his spiritual institute, now she
performs on his behalf. She was interested in pursuing commerce but her mother refused.
Sometimes her mother gets harsh with her and give more attention to the younger sister which
affects her in term of her studies. She shared her thoughts which hamper her concentration in the
classroom like when teachers scold her, she sees the reflection of her mother in them, and if
teachers praise her friend, it reminds her about her younger sister. At home, most of things happen
according to the younger sister like most of the decision she takes. The thing which she likes about
self is helpful and hard working girl. She has volunteer in many of the school projects such as she
taught English to the junior of her grade in her break time and that’s make her feel good about self.
When she works on project in a group she completes major work and takes more responsibilities.

On the question of appearance taken from the “my strengths and qualities” worksheet, she replied
‘’ I like clothing and try to wear nice dress in my spiritual institute. I came from a poor family and
I don’t want to reveal that secret on people as they will laugh on me’’

Her relationship with sister is smooth but sometimes younger sister discourages her. One of the
event she shared where she received certificate of good volunteer work so her sister told’’ you
know that mother never likes your participation and they have given you certificate only to make
you feel happy not on your work’’ which make her think that her sister feels jealous from her.
Regardless of everything she cares, love her sister because she is younger.

11
The characteristics she has of being a first born child are helper, obeying the rules, caring, sharing,
hardworking and responsible.

Clues about the life style obtained through the Adlerian interview

Her mother’s inadequate emotional support make her feels inferior and to compensate with that
feeling she takes most of the responsibility to please her mother.
Her concerns toward the society and welfare of others, feels her proud on self. The drive and
motivation force behind her behaviors is masculine protest where she performs the duty of her
father. However if we pay attention to the parenting, her mother has more of a rejecting style of
parenting. She rejects most of her preferences even if she gets select in some volunteer work. Her
mother hardly agrees on that. She wanted to pursue commerce which her mother refused.
In four areas of Adler life style, she views self as a responsible daughter. However, her ideal self
is that she has to work hard in life. She sees the world is unfriendly as people laugh on if they knew
about her financial crises. Regardless of being the elder daughter, her self –perceived place in
family is third. Her mistaken style of life is getting leaning type where she passively adopts most
of the responsibilities from others

Early recollection

She was 2 and a half years old. Her parents were decorating home. I was sitting with my uncle in
his lap. My cousins came caring gifts for me because it was my birthday. I cut the cake in front of
everyone. My father distributed the cake to the guest. We all were enjoying and playing. My father
gave me beautiful cap. Later my parents got busy with guests while I was playing with my cousins.

Comparative analysis of the similarities between the early recollections and her life style

In her memory she was a birthday girl and around her family. It was difficult for her to see how it
reflects in her present life as her father died last year. However, in group after listening others’
stories she identified the last part of her memory is similar to the present pattern in life where her
parents were busy but even she enjoyed with others. She shared another earliest memory when her
parents forget about her birthday and they were out of home so she herself celebrated the birthday,

12
sung song for self. Even in present when mother ignores her achievement. Her usual response is
she cries first then she encourages and motivate self to do things for self.

Case study 3

Nickname: Z. Girl. She is 13 years old and she is the second of only two. She has an elder brother
she is a student of grade 9.

Summary of the information obtained through the Adlerian interview

She discussed more about her relationship with brother. She gets along well with brother and
parents. In general, she was cooperative, open and actively participated. She likes her family
environment, her parents are very supportive and balanced their attention among both children.
She is very easy going, generous, independent, secretive girl and good in negotiation. She values
trust and courage. She has also done volunteer work in school. When she was in grade 7, she
became a part of one project “sharing is caring’’ in which she collected all the previous course
book from the students which later were donated to other branch of the school. It was a previous
experience for her.

She believes of having all the characteristic of second born child. Though her relationship with
brother is smooth but she sometimes has huge arguments with him when he discounts her success
and says “All your certificates are useless and I have more than yours.’’ She feels frustrated about
that. Most of the time she responds by explaining him to convince about achievement.

Clues about the life style obtained through the Adlerian interview

She feels inferior when her brother discounts her academic achievement. She tries to prove self as
worthy person. Her helping attitude toward others showing her social interest. The drive and
motivation force behind her behaviors is masculine protest where she tries to compete her brother.
However if we pay attention to the parenting, her parents have more of democratic parenting where
both Children are seen as equal and consider to be an integrated part of family. We can see the
reflection of birth order how she tries to compare self with brother and making space for self in
family.

13
Early recollection

I was five years old in that memory when my family (parents, cousins, brother, and aunt) went to
zoo. I was very much attach to the animals. I was eating popcorn and offered one to the duck,
while eating popcorn, she bit on my finger. I was shocked and didn’t shouted for help. I suddenly
got faint. My uncle came and took my hand out. After sometime I again tried to feed another
animal in the same day.

Comparative analysis of the similarities between the early recollections and her life style

In present memory she was on trip with her family where an animal bite her while she was feeding.
Her primary social attitude was ‘’I’’. However the outcome of her behavior was, she again wanted
to feed the animal but her father refused her. She connected that past memory from present is when
she gets angry on friends. So she acts passively and usually ignores them but when their friends
are in trouble, she forgets everything and she helps them.

14
 DISCUSSION

Adler believed that birth order often can leave an everlasting impression on the individual's
lifestyle, which is a way of dealing with the friendship, love, and work. The present study
hypothesized that Birth order and early recollection have a significant influence on the style of life
among school’s adolescents. It was clearly noticed while assessing early recollection and birth
order. Listening to each individual’s sense of place in the family helped them to understand the
one’s overall sense of place in the world and reflected in their present style of life. It helped the
participants to understand regardless of as first born child how they were playing different roles in
life because of self -perceived position.

Adler (1930, 1938) noted that these early memories were self-selected, not by chance, but with
purpose. In group, participants identified their mistaken notion, strengths and assets of one’s life.
Adler predicted a relationship between individuals’ early recollections and their life style. It also
revealed parenting style. This is also corresponding to the research done by Azize (2016) to
explore the Compatibility of the Relationship of Early Recollections and Life Style with Parent
Schemas Obtained through Adlerian Interviews. In this study, the Adlerian Interview Form has
been used as a semi-structured, in-depth interview method to identify the experiences of six
participants regarding Adler’s concepts of early recollections and life style. The selected
recollections were investigated through narrative analysis as a qualitative research technique.
Structured analysis of the narration in the analysis was carried out using Labov’s narrative
technique, while the method of thematic analysis was used on the themes. Parent schemas as
perceived by the participants were identified with the Young Parenting Inventory (YPI), and
similarities between the perceived schemas and their early recollections and life styles were
determined within the context of the main themes established during the analyses. Analyses
revealed that their early recollections were compatible with their life styles, and the parenting roles
expressed in their recollection narratives were similar to the schemas identified in the Young
Parenting Inventory.

15
Group therapy itself became a therapeutic tool for addressing relationships. According to Adler In
a group, members can experiment with interactions and produce changes in the mistaken goals and
notions that an individual is pursuing such as in the group one member shared her opinion about
bullying that we suppose to raise our voice. However, other two members respond that we need to
avoid this behavior, reflecting their mistaken lifestyle. It was also observed that group itself
facilitated relationship such as in a group regardless of studying in the same section of the class,
two member never meet in a manner that they shared the same belief. When it was asked the group
members to briefly introduce themselves. They integrated their ideas. In the first session they were
feeling resistance to sit together.

Like all groups, therapeutic groups change and evolve over time. Understanding the group’s
developmental status may inform the therapist about the maturity of the group member’s
interaction, while clarifying the path needing to be taken to encourage greater levels of growth and
development as a group for members to benefit. Group development sequencing as defined by
Tuckman (1965) includes the five stages of forming, storming, norming, performing and
adjourning.

The period of forming was observed at the beginning of the session, where participants’
dependency on the group leader was high and they were establishing agreements. The group leader
moved through orientation successfully by providing clear guidelines, information, and structure.
Some resistance was observed among members as they shared limited information about self.

To grow from this stage to the next, storming stage was not as such witnessed. The reason might
be behind the skipping of this stage as they already familiar with the facilitator and the other
members in the group. Group cohesiveness was noticed numbers of time during the session such
as when member share the concern during the discussion and at the end of the session. When
participants exchanged feedback to each other.

Using norms that have been developed, there was a collaboration, collective decision making and
cooperation among members in performing stage. During working stage participants waited for
the group member even if they were done with task. However, in adjourning group members feel

16
relatively elated that they learnt new things about self and experienced more strong feelings about
the group.

Therapeutic factors are important components of group therapy which emerge during the group
process. Instillation of hope was observed during the end of first session when they were connected
birth order and their role with others.

Universalization results and becomes the cementing element in group cohesiveness which was
noticed in the beginning when members shared they all wanted to peruse commerce but
because of their family pressure, they adopted science field. Members also did catharsis and
shared their personal issues like one member discussed how after her father’s death, her life
suddenly changed which enhanced cohesiveness and social learning among members as
participants supported and encouraged her struggle in life.

The transference was positive and counter transference was proactive. Therapeutic alliance was
really good throughout the sessions.

CONCLUSION

Early recollection and birth order have a great impact on human behavior. Previous researches
have concluded the influences of birth order on human performance. The present study explored
the influence of birth order and early recollection on the style of life among school’s adolescents.
In early childhood firstborn infants are treated differently than their later born siblings. From an
Adlerian perspective, the concept of psychological birth order is critical in order to understand the
problems clients bring to therapy. It is very important, especially in a therapeutic situation, to
understand the individual from his or her own perceptions about family and sibling interactions.
The present study concluded that dealing with the life style that has been established based on
perceptions like early recollections, family life, and birth order in a therapeutic setting, as well as
creating treatment schedules formed on the power of this connection, can create rapid and
influential change.

17
LIMITATION AND RECOMMENDATION

It was not possible to generalize the results due to the concern of being speculative, because the
study had been conducted on a limited sampling group and analyzed only one earliest memory.
However, we hope that it will open the door for similar studies that can be supplemented with
quantitative data through more comprehensive and extensive sampling groups.

This study attempts to shed light on future studies that may be designed towards this purpose.
Future studies may include exploring the relationship of Adlerian concepts, such as early
recollections, life style, and birth order, with various concepts to test their effectiveness.

18
 REFERENCES

Adler, A. (1927). The practice and theory of individual psychology. New York: Harcourt, Brace.

Adler, A. (1957). Understanding human nature (W. B. Wolfe, Trans.). New York: Premier
Books. (Original work published 1927)

Adler, A. (1930). The science of living. London: George Allen & Unwin.

Adler, A. (1938). Social interest: The challenge to mankind. London: Faber & Faber

Ansbacher, H. L., & Ansbacher, R. R. (Eds.). The individual psychology of Alfred Adler . . New
York: Harper Torchbooks, 1956.

Barrett, D. (1980). The first memory as a predictor of personality traits. Journal of Individual
Psychology, 36(2), 136–49.

Bredin, Valerie and Rodney, Dawn, Birth Order: A Factor in Determining Parental Attention and
Academic
Achievement, A Research Paper, College of Lake County, 2002.

Canel, Azize Nilgün. “Compatibility of the Relationship of Early Recollections and Life Style
with Parent Schemas Obtained Through Adlerian Interviews.” Educational Sciences:
Theory & Practice 16, no. 3 (June 1, 2016): 891–914.
https://doi.org/10.12738/estp.2016.3.2886.

Eckstein, D., & Kern, R. M. (2002). Psychological fingerprints: Lifestyle assessments and
interventions(5thed.).Dubuque,IA:Kendall Hunt.

Galton F (1874) English Men of Science: Their Nature and Nurture (Thoemmes, Bristol, UK)

Herrera, N. Nicholas and Zajonc, R. Robert and Wieczorkowska, Grazyna and Cichomski,
Bogdan, Volume 85, Number 1, Pages 142-150, 2003.
“Beliefs about Birth Rank and their Reflection in Reality”, Journal of Personality and Social
Psychology,

19
Ha, Tshui Sun and Tam, Cai Lian, “A Study of Birth Order, Academic Performance, and
Personality”, International Proceedings of Economics Development and Research, Volume 5,
Number 1, Pages 28-32, 2011.

Hoffman, E. (1994). The drive for self: Alfred Adler and the founding of individual psychology.
Reading, MA: Addison Wesley.

Jones-Smith, E. (2014). Theories of counseling and psychotherapy: An integrative approach.

Thousand Oaks, Ca: Sage. Retrieved from http://www.sagepub.com/upm-data/40298_
Smith_(TCP)_03_watermarked.pdf

Kaplan, H. B. (1985). A method for the interpretation of early recollections and dreams.
Individual Psychology-The Journal of Adlerian Theory Research & Practice, 41(4), 525–532.

Maree, J. G. (2013) Counseling for career construction: Connecting life themes to construct life
portraits: Turning pain into hope. Rotterdam, Netherlands: Sense Publishers.

Murdock, N. L. (2012). Psikolojik danışma ve psikoterapi kuramları [Theories of counseling and

psychotherapy] (F. Akkoyun, Trans.). Ankara, Turkey: Nobel Yayınevi.

McGoldrick, M., Watson, M., & Benton, W. (1999). Siblings through the life cycle.

In B. Carter & M. & McGoldrick (Eds.), The expanded family life cycle: Individual, family, and
social perspectives (3rd ed., pp. 153–168). Boston: Allyn & Bacon.

Maree, J. G. (2013) Counseling for career construction: Connecting life themes to construct life
portraits: Turning pain into hope. Rotterdam, Netherlands: Sense Publishers.

Mosak, H. H., & Dreikurs, R. (1967). The life tasks III: The fifth life task. Individual
Psychologist, 5, 16–22.

20
Mosak, H. (1958). Early recollections as a projective technique. Journal of Projective
Techniques, 22, 302–311.

Polster, E., & Polster, M. (1973). Gestalt therapy integrated: Contours of theory and practice.
New York: Random House

Shulman, Bernard H., and Mosak, Harold. H., “Birth Order and Ordinal Position: Two
Adierian Views”, The Journal of Individual Psychology, Volume 33, Number 1, Pages 114-
121, 1977.

Shulman, B. H., & Mosak, H. H. (1977). Birth order and ordinal position:Two Adierian views.
The journal of Individual Psychology 33 114-121.

Sweeney, T. J. (1998). Adlerian counseling: A practitioner’s approach (4th ed.). Philadelphia:

Accelerated Development.

Zanab, Komal, Sidra Liaquat, and Dr A G Awan. “Birth Order as Determinant of Personality
Traits among Employees.” Advance in Life Science and Technology 37 (October 18,
2015).

21
 Appendices

Group counselling consent form

‘My Strengths and Qualities’ worksheet

22