Adlerian Approaches To – Test Questions & Answers | Ch5

CHAPTER 5: ADLERIAN APPROACHES TO COUNSELING IN SCHOOLS

Multiple Choice

1. Adler's theory is also known as:

1. Individual Psychiatry
2. Group Psychiatry
3. Group Psychology
4. Individual Psychology

2. Adler recommended four general stages of counseling that include all but what:

1. interpretation
2. development of the relationship
3. analysis and assessment
4. thought recording

3. During this stage, school counselors and psychologists consult with adults, talk with the children, and observe the children in a variety of contexts such as different classes, unstructured time, and group activities.

1. interpretation
2. development of the relationship
3. analysis and assessment
4. thought recording

4. The crucial Cs include all but what:

1. connection
2. counting
3. capability
4. correlation

5. These are defined as negative outcomes of an ill-advised behavior which follow without the intervention of another person:

1. natural consequences
2. unusual consequences
3. logical consequences
4. valid consequences

6. If a child is placed on restriction for a week for staying out past curfew this is an example of a(n) :

1. natural consequence
2. unusual consequence
3. logical consequence
4. valid consequence

7. Adler, emphasized the importance of:

1. self-esteem
2. encouragement
3. acceptance
4. love

8. This is usually directed at increasing insight:

1. interpretation
2. development of the relationship
3. analysis and assessment
4. reorientation

9. This is the “so what?” component of Individual Psychology; its purpose is to help clients use the insight to improve their life outside of the counseling sessions:

1. interpretation
2. development of the relationship
3. analysis and assessment
4. reorientation

10. This reinforces intrinsic motivation when it is communicated with sincerity and congruence:

1. encouragement
2. discouragement
3. attention
4. love

11. Identification of mistaken approaches to achieve goals and needs may render the actions unacceptable, which Adlerians often call the:

1. the “miracle questions” technique
2. the “spitting-in-the-soup” technique
3. the “thought-blocking” technique
4. the “empty chair” technique

12. Social interest is characterized by all but what:

1. respect for others
2. hanging out with friends weekly
3. concern for others
4. cooperation with others

13. Encouragement is given:

1. only prior to an activity
2. both prior to and during an activity
3. only after an activity is completed
4. only during an activity

14. Praise is given:

1. only prior to an activity
2. both prior to and during an activity
3. only after an activity is completed
4. only during an activity

15. When it appears that the child’s goal is_______, adults can ignore the inappropriate behavior when that is possible.

1. revenge
2. attention
3. power
4. inadequacy

16. When it appears that children are trying to gain___________, adults can intervene by withdrawing from conflicts, and avoiding power struggles

1. revenge
2. attention
3. power
4. inadequacy

17. Though it is difficult, adults are encouraged to take steps so they don't experience being hurt when it appears that __________ is the goal of misbehavior

1. revenge
2. attention
3. power
4. inadequacy

18. To counteract displays of ___________, it is important to avoid criticism, and temptations to become discouraged with the child.

1. revenge
2. attention
3. power
4. inadequacy

19. Adler suggested that children misbehave to all but what:

1. express revenge
2. achieve power
3. get undue attention
4. display adequacy

20. Adler suggested that this to be the primary measurement of mental health:

1. lifestyle
2. social interest
3. cognitive development
4. physical development

21. Dreikurs (1964) asserted that a misbehaving child is a:

1. discouraged child
2. bad child
3. disturbed child
4. spoiled child

22. If a child concludes that his/her significance or importance in a group can only be measured by the amount of attention they receive or the level of power they have this is referred to as:

1. a faulty principle
2. a mistaken belief
3. a failure
4. a correct belief

23. The sum total of all the individual's attitudes and aspirations, a striving which leads him in the direction toward his goal of believing he has significance in the eyes of others is referred to as:

1. inferiority
2. phenomenology
3. lifestyle
4. ontology

24. The concept that each human being’s experience is unique, and must be understood from his or her point of view is referred to as:

1. inferiority
2. phenomenology
3. lifestyle
4. ontology

25. Alfred Adler developed Individual Psychology as a reaction to:

1. existentialism
2. choice theory
3. psychoanalysis
4. logotherapy

True/False

1. Adlerian professionals structure the process of counseling and they often teach or provide psychoeducation.

2. . Even though the theory is called Individual psychology, Adler’s focus was contextual and holistic.

3. Adler did not believe that personal fulfillment is based on mastery of life tasks.

4. When working from Adler's theory mental health professionals respond to the unique needs of each student or adult.

5. Finding socially appropriate ways to overcome or cope with feelings of inferiority can contribute to bullying, manipulation, depression, and anxiety.

6. Many Adlerian interventions are based on the assumption that all behavior has purpose.

7. Empathy was central to Adler’s work with clients.

8. Proponents of Individual Psychology do not base much of their work on identifying and addressing the purposes of children's behavior.

9. Adler suggested that young children draw conclusions from their family experiences about themselves, men, women, and life.

10. Adlerian theorists are not directive.

Short Answer Essay

1. Discuss the concept of natural and logical consequences and give concrete examples of each.

• When logical or natural consequences are employed, children experience direct relationships between their behavior and the outcome. Therefore, they also have an opportunity to recognize that they are active decision makers who choose to avoid or experience a consequence.
• Natural consequences are "negative outcomes of an ill-advised behavior which follow without the intervention of another person". Although these consequences are not arranged by adults, adults can interfere with them. For example, if a child leaves his or her bicycle in the yard rather than in the garage where it is secure, the bicycle may be stolen or run over. Adults can interfere with the natural consequences by placing the bicycle in the garage for the child, or replacing a damaged or stolen bicycle, thereby interfering with the child's opportunity to learn to be responsible for his or her belongings.
• Of course, natural consequences have limitations. The bicycle may not be stolen or hit. Thus, adults design logical consequences to teach children how to be responsible.
• Effective logical consequences are age appropriate. The relationship between the behavior and the consequence should be clear, and the consequence should be consistently enforced. Logical consequences should be established and communicated prior to the infraction. A logical consequence for leaving a bicycle in the yard would be to have it restricted for a week. A logical consequence for failing to submit an assignment would be loss of free time (during which it can be completed).

2. Discuss the benefits and limitations of utilizing Adlerian theory with clients of non-Western ancestry.

• Respect for diverse backgrounds and circumstances is a hallmark of this approach. In fact, Adler was an advocate for marginalized groups and social equity long before professional groups called attention to culture and diversity. His theory reflects respect for cultural values and diverse members of society. The work is collaborative, action oriented, and flexible.
• Herring and Runion (1994) reviewed Individual Psychology’s relevance for working with students representing diverse ethnic groups, with specific references to Native Americans. The authors suggested that Adlerian concepts were particularly responsive to experiences of marginalization, educational inequities, and inappropriate cognitive assessment. Additionally, Adlerian professional helpers capitalize on cooperation, which is a value of many cultural groups.
• Mental health professionals who use the theory to its greatest advantage carefully consider what works with each student or client under what conditions. Thus, respecting and learning about each person’s unique perspectives (i.e. phenomenology) lays a foundation for intervention. Professional helpers consider and attend to social context, which includes culture and ethnicity, and opportunities to promote social interest. Student clients make decisions about changes they make; thus, their values and beliefs guide goals as well as strategies for their achievement.
• Cultural differences as well as implications of culture warrant cautious attention during any form assessment, particularly related to Adler’s notion of lifestyle. Many elements of Adlerian Psychology are based on western culture. Caution must be employed when drawing hypotheses and conclusions about lifestyle, goals of behavior, and so forth when working with students having non-Western ancestry.

3. Discuss the concept of asking “as if” and provide an example. How do you see yourself using this technique when working with clients?

• Adler often asked clients to select a portion of their week to act as if the presenting problem were alleviated.
• An example might be, "I'd like to ask you to do something that may seem strange. I'm wondering if you would be willing to pick two days this week when you will act as if you have found a way to get along with your social studies teacher, and that it works well."

4. Discuss the importance of encouragement and how it differs from praise. What are the advantages of using encouragement with clients?

• An integral aspect of Adlerian counseling is the skillful use of encouragement. In fact, Dinkmeyer and Dinkmeyer (1989) suggested that encouragement "is the most important technique for promotion of change".
• Encouragement reinforces intrinsic motivation when it is communicated with sincerity and congruence.
• Encouraging adults actively attend to children. However, encouragement is more than nonverbally attending or giving random praise. Effective encouragement is focused on behavior as well as effort, progress, or learning. Usually encouragement is given prior to or during an activity.
• On the other hand, praise is often given after performance of a task, and is focused on the product or outcome. Praise may be focused on broad, personal attributes.
• Encouragement offers several advantages. Students have clear information about what they have done that was useful or appreciated. Success is framed as a process rather than a single event. Encouragement also assists in the development of goals, desirable attitudes, and competence.