ADLERIAN THERAPY/COUNSELING APPROACH

The following are the key aspects of Adler’s counseling approach:

(i) Attention was paid to the way client perceived reality.
(ii) Client/counselor working relationship had to be collaborative.
(iii) Counselor had to teach or re-educate the client – to help h/her move away from
mistaken goals.
(iv) The client was helped to be aware of h/her faulty thinking – and change to a more
constructive way of thinking.
(v) Client was encouraged to develop social interests - so that attention was not just paid
to self.
(vi) Client was helped to change life-style to amore constructive way of life – according
to society standards or norms.
(vii) The client was helped to learn to relate with others effectively.
(viii) The counselor took into consideration the client’s position in the family.
(ix) The client was asked to complete a questionnaire – to know h/her position in the
family.
(x) Faulty thinking and irrational beliefs were identified and discussed.
(xi) Client was asked to recount dreams and they were interpreted and discussed during
the session.
(xii) Client’s priorities were considered,
Note: Adlerian counseling approach/model encouraged clients to think by
themselves.

Read: Case study of Sarah:

See Next: Further Psychodynamic Counseling Approaches

THE WORK OF ERIK ERIKSON – THE THEORIST

PSYCHO-SOCIAL STAGES OF DEVELOPMENT

IMPORTANT TO NOTE:
1. Erik Erikson’s work had roots in certain aspects of Freudian theory. Only differed
in a sense that “He” paid more attention to experiences that take place at all stages of early
and later life.
2. Erikson was referred to as “ego psychologist” – he wanted to describe a theory,
which would give greater prominence to the role of the ego in determining human behavior.

ERIKSON’S BACK GROUND

 Erik was born in German to Danish parents - who separated before his birth.
 When three years old, Erik’s mother was married to a Jewish man called Theodor
Homburger.
 Erik was raised in a Jewish tradition of his step father.
 But he was often rejected by the Jewish children.
 This experience and feelings of rejection later led him to develop the identity concept.
 Later in life, Erik moved to United States and changed his name from Homburger to Erikson.
 At the age of 25, Erik moved to Vienna to train as a teacher.
 As a result of his move, he became acquainted with Freud Sigmund.
 Also as a result of his interaction with Freud Sigmund, he became a member of the
psychoanalytic Institute.
 Further, Erikson became a practicing children’s analyst - and later a professor of psychology.

ERIKSON”S IDENTITY CRISIS

 In 1995, Erikson coined the phrase identity crisis - to describe the confusion which
accompanies the key development stages. He used it with special reference to the stage of
adolescence .
 To Erkson, this is a stage from 12 – 20 years when young people are saying good bye to
childhood - and searching for adult identity.
 Role confusion is a common experience at this stage.
 One has to forge links between the past and the future.
 Young people may also feel insecure about personal ability, skills attractiveness, sexual
identity and personal values.

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ERIKSON’S EIGHT PSYCHO-SOCIAL STAGES OF DEVELOPMENT
 Erik identified eight (8) critical stages of psycho-social development.
 He believed that the eight stages ran parallel to the psychological stages described by Freud
Sigmund.
 Erik discovered that a person’s psychological health depends on the way each critical stage of
development is negotiated or dealt with.
 Erik also believed that the eight stages are genetically determined and follow a ground plan -
which guides each person towards increasing social involvement, competence, intimacy,
knowledge and wisdom.

The eight psycho-social stages include the following:

Stage 1: Trust verses mistrust (from birth to one year)

 This stage corresponds with Freud’s Oral stage of development. When an infant’s first
experiences are positive and loving, self esteem, trust and confidence will develop.
 Also, when early experiences of caring are un satisfactory, feelings of anxiety, mistrust will
follow.
 Such negative feelings affect future development of the person.
 The quality of mother/child relationship is crucial at the early stage.
 It is through this early relationship that a sense of self develops.
See: The Case Study of Nial

Stage 2: Autonomy versus shame and doubt (from one to three years)
 This stage lasts from the end of the 1st year until the end of the third year. It corresponds with
Freud’s Anal stage of development.
 This stage is about the child’s need to develop autonomy and sense of control.
 The task for parents is to show tolerance and remaining firm.
 At this stage, there is often a running battle between parents and the child – much of it is
centered on toilet training.
 The dilemma for the child is whether, to give in to parents or defy them and retain feaces and
urine.

Stage 3: Initiative versus Guilt (from three to six years)

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 This stage corresponds with Freud’s Phallic stage of development.
 At this stage, the child’s physical, cognitive, language skills develop rapidly.
 Also, rules about that is permitted and not permitted are internalized.
 The child is able to think, imagine and do a range of things.
 Feelings of self-reliance, and purpose are fostered.
 A child however, develops feelings of guilt and unworthy when initiative and curiosity are
punished for.

Stage 4: Trust verses mistrust (from birth to one year)

 This stage corresponds with Freud’s latency stage of development.
 At this stage, children are pre-occupied with school experiences.
 A great deal of intense learning is taking place.
 They learn rules of behavior and how to become productive members of society.
 Any interference at this stage will lead to inability to take pleasure in work.
 Feelings of inferiority or inadequacy can also develop.

Stage 5: Identity versus role confusion (twelve to twenty four)

 This stage corresponds with Freud’s genital stage of development.
 This stage marks the close of childhood and beginning of adult life.
 This is the stage Erikson referred to as “identity crisis”
 The transition from childhood to adult life causes confusion and conflict among adolescents.
 Teenagers become excessively become excessively concerned about image and opinions of
peer – group members.
 Various roles are tried out leading to conflicts in families.
 There is self doubt.
Note: Young people at this stage need counseling.

Stage 6: Intimacy versus Isolation verses mistrust (25 -35 years – early
adulthood)
 At this stage a person can committed in a relationship.
 Intimacy requires a sense of personal autonomy and capacity to trust others.

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 If relationships have been unsatisfactory in childhood, a person is unable to form satisfactory
intimate bonds during early adulthood.
 There are also possibilities of withdrawal and isolation based on early unsatisfactory
experiences.
 Some people seek counseling at this stage- when they find difficulty in forming or
maintaining relationships. Or when they fail to make stable lasting commitment.
 According to Erikson, such people, have false intimacy, promiscuous and demonstrate other
forms of destructive behaviors such as addiction, eating disorders etc….

Stage 7: Generativity versus Stagnation (35-65 years–middle

adulthood)
 A ccording to Erikson, these are middle years of life.
 People are concerned with productivity and achievement.
 At this stage, people begin to access what they have achieved.
 At this stage people may feel that they have achieved little.
 Failure to achieve productivity may lead to boredom and stagnation.
 Individuals at this stage, need counseling.

Stage 8: Ego Integrity versus Dispair (65 years to death)

 This is the final life crisis.

 It is when the end of life becomes eminent.
 Old people begin to consolidate and make sense of all the experiences.
 Life is seen to make meaning and purpose.
 This is a stage of contentment – and a belief that one has achieved a great deal.
 There is self acceptance – with out wishing that things would have been different.
 To some people however, there is a strong feeling of loss, regret – which can lead to loss of
hope and despair.
 This can be followed by anger, fear of death and review of the past becomes painful.
 At this stage people need counseling.
ERIK’S THERAPY/COUNSELING APPROACH

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 Like Freud Sigmund, Erik believed in helping a client to bring the unconscious material to
conscious.
 Erik acknowledged the importance of transference and counter transference as source of
information.