CHAPTER THREE Carl Jung: Analytical Psychology LEARNING OBJECTIVES Review the life of Jung. Explain the systems of personality according to Jung. Describe Jung’s theory on the development of personality. Explain the use of word association, symptom analysis, and dream analysis for assessment. Outline the usefulness of the Myers-Briggs Type Indicator for assessment of personality. Detail research in Jung’s theory. OUTLINE The Neopsychoanalytic Approach - Jung Analytical Psychology Freud perceived Carl Jung as the spiritual heir for his perception of psychoanalysis. However, Jung went on to develop a theory of personality that deviated from Freud. Jung called his theory analytical psychology. Jung disagreed with Freud’s emphasis on the role of sexuality. Jung also believed the libido should be defined by psychic energy rather than always rooted in sexual themes. Jung believed that human beings are shaped by our future as well as our past. Jung added a new dimension to the unconscious: the inherited experiences of human and prehuman species. The Life of Jung Jung was born in Switzerland into a family that included nine clergymen. Jung experienced an unhappy childhood, with a relationship with his father that was close, but who was perceived as weak and moody by Jung. Jung’s mother was more controlling, but emotionally unstable. Jung became wary of women, based on the odd character of his mother. Jung isolated himself from his family by withdrawing into a world of fantasies and dreams. These dreams, from a very early age, would shape his theory of personality. To Jung, the interpreting of dreams allowed for the exploration of the unconscious. Jung’s theory reflects his life and how he would avoid other children. His loneliness is reflected in his theory, which focuses on the inner growth of the individual rather than on relationships with other people. Jung studied medicine at the University of Basel with a specialty in psychiatry. Jung later developed a private practice in Zurich and conducted research using his word-association test to investigate the emotional reactions of his patients. After developing a significant reputation on his own, Jung met Freud in 1907. They became close friends and Freud literally “adopted” Jung as a son and heir to Freud’s ideas of psychoanalysis. Freud and Jung went to the United States where Freud received an honorary doctorate. Eventually, Jung had his own ideas and unique view of personality, which conflicted with the views of Freud. Jung believed that middle age was a time of great crisis in personality development, not childhood. Jung’s theory was more rational and used data provided by his patients to reinforce his theories. Jung explored different cultures to broaden his understanding of human nature. By the time he was 86, Jung was popular for his analytical approach to psychology and many of his works became known in the United States. Psychic Energy: Opposites, Equivalence, and Entropy Jung used the term libido in two ways: first, as a diffuse and general life energy, and second, for a perspective similar to Freud’s, as a narrower psychic energy that fuels the work of the personality which he called the psyche. Drawing his ideas from physics, Jung proposed three basic principles: opposites, equivalence, and entropy. The principal of opposites is a conflict of polarities and becomes the primary motivator of behavior and the generator of energy. Jung also believed in the principal of equivalence where he stated that energy expended in bringing about some condition is not lost but rather is shifted to another part of the personality. The principle of entropy, (which comes from physics); refers to equalization of energy differences. Jung believed these laws of psychic energy gave a human being balance or equilibrium in their personality. The Systems of Personality According to Jung, the ego is the center of the consciousness, the part of the psyche concerned with perceiving, thinking, feeling, and remembering. Jung believed that psychic energy could be channeled internally (introversion), or toward the outside world (extraversion). Extraverts are open, sociable, and socially assertive, while introverts tend to be withdrawn and are often shy. Jung also believed that everyone had the capacity for both attitudes, but only one would become dominant in the personality. Jung recognized eight different kinds of extraverts and introverts. These refer to different and opposing psychological functions of sensing, intuiting, thinking, and feeling. The personal unconscious in Jung’s system is similar to Freud’s conception of the preconscious. This is stored information which may have been forgotten or suppressed because it was trivial or disturbing. A person is able to retrieve this material readily from memory and then return it at a later period in time. As we file more and more of these experiences, we begin to put them in groups. These groups are called complexes. A complex is a core or pattern of emotions, memories, perceptions, and wishes organized around a common theme. These complexes may be conscious or unconscious, harmful, or useful. The deepest and least accessible level of the psyche is the collective unconscious. These are universal experiences inherited from previous ancestral generations. We inherit the potential to have fears, or are predisposed to behave and feel the same ways as generations of our ancestors have in their lives. Jung believed people have always had a mother figure who typically behaves in a nurturing and supportive manner. Jung discovered these concepts as he studied ancient cultures, both mythical and real. Jung also described how his patients, in their dreams and fantasies, recalled and described for him the same kinds of ancient symbols and themes which he believed was carried in each person’s unconscious mind. The ancient experiences contained in the collective unconscious are manifested by recurring themes or patterns Jung called archetypes. Jung proposed such archetypes as the hero, the mother, the child, God, death, power, and the wise old man. The persona archetype is a mask, a public face we wear to present ourselves as someone different from who we really are. The psyche of the woman contains masculine aspects (the animus archetype), and the psyche of the man contains feminine aspects (the anima archetype). Both of these archetypes should be expressed in men and women, or Jung believed one would be one-sided in their personality. The shadow was Jung’s most powerful archetype. The shadow contains the basic, primitive animal instincts and therefore has the deepest roots of all archetypes. The shadow is the source of evil which we are to overcome, but not totally suppress, or we would become dull and lifeless, according to Jung. The self-archetype represents the unity, integration, and harmony of the total personality. Jung believed that we must strive towards wholeness as the ultimate goal in life. This is most crucial in middle age as we make goals and plans for the future. The Development of the Personality Jung believed we develop and grow regardless of age and are always moving toward a more complete level of self-realization. The ego begins in early childhood, where a child is just a mere reflection of the parents. Parents urge or help a child to be an extension of themselves. When puberty comes, the psyche is marked by demands, difficulties, and the need to adapt. From the teenage years through young adulthood, they are concerned with education, a career, getting married, and starting a family. Middle age, according Jung; may be a time of personal crisis, where life may lose its meaning. This is an inevitable time of transition where a person goes through necessary and beneficial changes. Middle age is when we begin the process of realizing or actualizing the self. Individuation involves becoming an individual, fulfilling one’s capacities, and developing one’s self. To strive for individuation, middle-aged persons must abandon the behaviors and values that guided the first half of life and confront their unconscious, bringing it into conscious awareness and accepting what it tells them to do. The true self is revealed through this process. Once the psyche’s structures are individuated and acknowledged, transcendence can occur. Transcendence, according to Jung; is an innate tendency toward unity or wholeness in the personality, uniting all the opposing aspects within the psyche. Questions About Human Nature Jung believed the ultimate and necessary goal of life is the realization of the self. We rarely achieve this goal, but are highly motivated to strive for it. Jung’s theory is more positive and hopeful than Freud’s theories. Progress does not stop in childhood, but continues throughout life. Assessment in Jung’s Theory: Word Association, Symptom Analysis, and Dream Analysis Jung used both science and the supernatural in his assessment of personality. Jung formed his personality theory on the basis of his patient’s fantasies and dreams, his explorations of ancient languages, alchemy, and astrology. Jung believed his patient’s fantasies were real to them and accepted them at face value. Jung used the word-association test, where a subject responds to a stimulus word with whatever word came to mind. Jung used word association to uncover complexes in his patients. Symptom analysis focuses on the symptoms reported by the patient and is based on the person’s free associations to those symptoms, according to Jung. Jung was concerned with more than the causes of dreams in his use of dream analysis. Jung would work with a series of dreams, where he believed he could discover recurring themes, issues, and problems that persisted in the patient’s unconscious. An assessment instrument related to Jung’s personality theory is the Myers-Briggs Type Indicator (MBTI). The MBTI is widely used for research and applied purposes, especially employee selection and counseling. Research in Jung’s Theory Jung used the case study method as did Freud. Jung called his method life-history reconstruction. As with Freud, Jung’s data did not rely on objective observation and were not gathered in a controlled and systematic fashion. Jung did not keep verbatim records of his patient’s comments, nor did he attempt to verify the accuracy of his patient’s reports. Jung’s data was subjective and unreliable. His work has been criticized for the use of his own dreams and visions. Most of the research relates to the use of the MBTI in this section. When a subject scores high in extroversion, they tend to seek employment as police officers, while teachers and social work students in studies showed high levels of intuiting and feeling. Introverted thinking types remembered significant life experience when they were alone rather than events with others. Introverts were more likely to recall dreams and intuitive types remembered more archetypal dreams. As far as individuation in research, executives who looked within themselves and were more spontaneous were action-oriented rather than reacting to external forces and pressures. Research has also explored both male and female mid-life crisis. While traditionally the research has seen men more likely to have negative effects in this stage, women are now undergoing similar crises. Women in mid-life undergo intense self-reflection around the issues of having a successful career and perceived success in marriage and family. I. Reflections on Jung’s Theory 1. Jung has had an impact in a broad area of disciplines, including psychiatry, sociology, political science, philosophy, and history. Jung’s Word Association Test and variations are used in assessment. The Rorschach inkblot test was inspired by Jung’s theories and such ideas as extroversion, introversion and individuation are widely used today. However, Jungian concepts are complex, filled with mystical and supernatural explanations which are not considered as rational or reasonable scientific approaches to the study of personality. CLASS DISCUSSION TOPICS Lecture Topic 3.1 Have students interview a family member or survey friends that represent each of Jung’s three developmental stages found in Table 3.2 of your text. The interviewer is to devise three questions to ask those being interviewed. In the Childhood stage, the questions should be written as if the child being interviewed has become aware of what makes them different from other children or adults. The adolescent being interviewed would be asked questions such as “do you know what you want to study as a major in college,” or, “what career goals do you have?” These questions should be designed to illicit whether or not the adolescent’s decision making is reality based, which covers Jung’s stage from puberty to young adulthood. Finally, a middle aged person would be interviewed with three questions in regards to their transition from the external to the internal, and if this person perceives their life is in balance. The findings of these three surveys can be a point of group discussion at the next class meeting. The instructor may want each group to then share the findings of their interviews and surveys from people in each stage of development. Did this person successfully transition from one stage to the other? Give two examples of positive issues and/or negative problems in this person's transition through each of the three stages of life, according to Jung’s theory. Lecture Topic 3.2 With the use of Table 3.3 of your text, pair students and allow them to use the examples from Jung’s word association test. The student is then to perceive if this response would be characterized by Jung as a “normal” response or a “neurotic” response. Challenge the students to justify why this would be a normal or neurotic response. This could also be done as an oral exercise and as a written assignment after the responses are given to each student by the responder. A variation of this assignment may be to allow the students to develop ten stimulus words of their own to ask the other person. NOTE: The instructor may need to add parameters to this exercise, in not allowing degrading words or words which would be overly sensational or graphic, in content. STUDENT PROJECTS Student Project 3.1 Students will demonstrate an understanding of how a college student would view the theory of Jung’s life stages of childhood and puberty to young adulthood and then the transition that a student would need to make in college in order to succeed. Is the student aware of the need to develop good study habits? Does the student perceive a difference in how they study in college as to when they were (a) in grade school; and then, (b) in high school? Allow the student to read an article on study habits and make up a list of five personal study strategies in which they could improve as a mature college student, rather than as a child or adolescent. Student Project 3.2 Students are to apply their knowledge of Jung’s theory of introversion and extraversion and how this relates to critical thinking. Compare a person who may be diagnosed on the Myers-Briggs Type Indicator (MBTI) as an “introverted thinking” type with a person identified as an “introverted intuiting” psychological type? Explain which of these types would more readily identify with the need to develop critical thinking. Justify your answer. For more resources, click on: http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/ http://www.au.af.mil/au/awc/awcgate/awc-thkg.htm Student Project 3.3 Students may study the Myers-Briggs Type Indicator (MBTI). This instrument was developed in relationship to Jung’s psychological types of introversion and extraversion. The instructor may also provide vignettes outlining the eight different psychological types and allow the student to use this as either a study guide or as a student written exercise. The student would need to be able to identify and justify their choice of (a) psychological type, with what they perceive is the matching, (b) vignette. Internet Sites for Student Project 3.3: http://www.capt.org/mbti-assessment/home.htm http://www.personalitypathways.com/MBTI_intro.html Student Project 3.4 Jung’s theories have been controversial, concerning his combining the psychological and the mystical. The internet site below may help the student to understand an oppositional approach to the use of Jung’s theories in linkage with Christian ideology. The student may write a paper, using the internet resource below, comparing and contrasting the theory of Jung, the oppositional approach of this article, and the student’s agreement or disagreement with the articles’ approach to the theories of Jung. Which areas of Jung’s theory seem to be contrary to Christian ideology? Does the student agree or disagree with these stated views in light of their own moral or ethical foundation? Which areas of Jung’s theories, if any, does the student perceive as compatible with Christian ideology? Based on the student’s opinion and research, would Jung’s theories be compatible with other major religions; such as Buddhism, Hinduism, and/or Muslim beliefs? Internet sites for Student Project 3.4 http://www.psychoheresy-aware.org/jungleg.html Student Project 3.5 Student may be assigned outside readings for Jung or to write a critique. The following internet sites provide information concerning the present positions of Jungian theorists: http://www.junginla.org/ http://www.cgjungboston.com/ http://www.cgjunghouston.org/ ONLINE DISCUSSION BOARD CARL JUNG REVIEW 1. Differentiate and give an example of both introversion and extroversion. Which do you think you are, according to this model, and why? 1. Introversion and extroversion are two fundamental personality dimensions proposed by Carl Jung. Introversion refers to the tendency to focus inwardly, on one's own thoughts, feelings, and experiences. Introverts often recharge by spending time alone and prefer solitary activities. For example, an introverted person may enjoy reading a book at home rather than going to a party. Extroversion, on the other hand, involves directing one's energy outwardly towards the external world. Extroverts thrive in social situations, enjoy interacting with others, and gain energy from being around people. For instance, an extroverted individual may feel energized and engaged when attending a lively social gathering. 2. According to Jung's model, I would likely identify more with introversion. I tend to enjoy solitary activities such as reading, writing, and spending time in introspection. While I do appreciate social interactions and value meaningful connections with others, I find that I need regular periods of solitude to recharge and reflect. This aligns with the typical characteristics of introversion, where individuals derive energy from within and may feel drained by excessive social stimulation. 2. (A) Describe "life's goal" as Jung saw it. (B) What is your "life's goal”? (A) Carl Jung believed that the primary goal of life was the process of individuation. This concept refers to the journey towards self-realization, wholeness, and integration of the various aspects of the psyche. According to Jung, each individual possesses a unique unconscious potential that strives for expression and realization. Individuation involves exploring and integrating both the conscious and unconscious elements of the self, including the personal and collective unconscious, archetypes, and the shadow. It is a lifelong process of self-discovery, personal growth, and transformation, leading to a deeper understanding of oneself and one's place in the world. 3. (A) Summarize Jung's view of human nature. (B) What is your own personal, religious, and/or spiritual viewpoint of human nature? (A) Carl Jung's view of human nature was multifaceted and deeply rooted in his theories of the psyche. He believed that humans are inherently complex beings, composed of both conscious and unconscious elements. Jung proposed the existence of the collective unconscious, a reservoir of shared universal symbols, archetypes, and patterns inherited from ancestral experiences. He emphasized the importance of individuation, the process through which individuals strive for self-realization, integration, and wholeness by exploring and integrating their conscious and unconscious aspects. Jung also highlighted the significance of symbols, dreams, and myths as expressions of the unconscious and tools for understanding the deeper layers of the human psyche. Overall, Jung's view of human nature portrayed individuals as dynamic, evolving beings engaged in a lifelong journey of self-discovery and growth. (B). From a religious or spiritual standpoint, views of human nature can vary widely depending on the tradition. Some may see humans as inherently sinful and in need of redemption, while others may view humanity as inherently divine or possessing the potential for enlightenment. Ultimately, perspectives on human nature are influenced by cultural, philosophical, and religious beliefs, shaping how individuals perceive themselves and their place in the world. 4. Using Jung's concept of the "collective unconscious", explain in your own words the widespread appeal of music and/or competitive sports. Jung's concept of the collective unconscious suggests that there are universal symbols, archetypes, and patterns shared by all humans, inherited from our ancestral past. When we consider the widespread appeal of music and competitive sports through this lens, we can see how they tap into deep-seated aspects of the human psyche. Music, for instance, has a universal quality that transcends cultural and linguistic barriers. Certain melodies, rhythms, and harmonies evoke emotional responses that seem to resonate with people across different cultures and time periods. This suggests that music taps into archetypal elements stored within the collective unconscious. For example, the rhythm of a drumbeat may evoke primal instincts or the feeling of being connected to a larger community, while a melancholic melody might evoke feelings of longing or nostalgia. Similarly, competitive sports can also be understood through the lens of the collective unconscious. The thrill of competition, the desire for victory, and the camaraderie among teammates or fans all tap into deep-seated aspects of human nature. Archetypal themes such as heroism, struggle, and triumph are often played out in sports narratives, resonating with individuals on a subconscious level. Additionally, the physical exertion and adrenaline rush associated with sports can evoke primal instincts and a sense of vitality. In summary, the widespread appeal of music and competitive sports can be attributed, in part, to their ability to tap into universal aspects of the human psyche stored within the collective unconscious. They evoke emotional responses, primal instincts, and archetypal themes that resonate with individuals across diverse cultures and backgrounds. CHAPTER FOUR Alfred Adler: Individual Psychology LEARNING OBJECTIVES Review the life of Alfred Adler. Analyze Adler’s concept of inferiority feelings. Outline the striving for superiority, or perfection. Describe the styles of life, according to Adler. Compare and contrast Adler’s ideas on birth order. Evaluate assessment in Adler’s theory. Evaluate research in Adler’s theory. OUTLINE Alfred Adler The Life of Adler Adler called his approach to human nature individual psychology, which focused on the uniqueness of each person and denied the universality of biological motives and goals. Adler suffered from illness in early childhood, was near death from pneumonia and experienced isolation from other children because of his illnesses. Because of his frailty, Alfred felt inferior to his healthy brother and to other neighborhood children. However, Adler worked hard to overcome these problems and achieved a sense of self-esteem and social acceptance from others. Therefore, Adler felt childhood relationships with other children and siblings were much more important in personality development than did Freud. Adler received a medical degree in Vienna and chose to specialize in neurology and psychiatry. Adler associated with Freud for nine years, but eventually became a critic of Freud and his psychoanalytic theory. Adler went on to found the Society for Individual Psychology in 1912. Adler was active in organizing government-sponsored child counseling clinics and introduced group training and guidance procedures. In 1929, Adler moved to the U.S. where he wrote books and lectured, while becoming America’s first popular psychologist. Inferiority Feelings: The Source of Human Striving Adler believed that inferiority feelings were common for humans to feel and the source of all human striving. Compensation is the drive we need to overcome this sense of inferiority and to strive for increasingly higher levels of development. This process begins in infancy, when the infant is aware of his or her parents’ greater power and strength, and the hopelessness of overcoming this power. This becomes an environment of helplessness and dependency on adults. For a child, an inability to overcome inferiority feelings intensifies them, leading to the development of an inferiority complex. Adler perceived that many adults who came to him for treatment, had this complex. Adler used his theory to explain how neglected, unwanted, and rejected children can develop an inferiority complex. The superiority complex involves an exaggerated opinion of one’s abilities and accomplishments. A person may feel such a need and work to become extremely successful; or, the person may feel superior and self-satisfied and have no need to demonstrate his or her accomplishments. Striving for Superiority, or Perfection Adler described a drive for perfection as a striving for superiority. We strive for superiority in an effort to perfect ourselves, to make ourselves complete or whole. Adler believed we live our lives around ideals such as the belief that people are basically good. These beliefs influence the ways we perceive and interact with people. Adler formalized this concept as fictional finalism, the notion that fictional ideas guide our behavior as we strive toward a complete or whole state of being. The Style of Life According to Adler, we develop a unique or distinct character, or style of life. In an attempt at compensation, children acquire a set of behaviors. These behaviors become part of the style of life, a pattern of behaviors designed to compensate for inferiority. This style of life becomes the guiding framework for all later behaviors. The concept of the creative power of self, is what Adler believed creates the style of life. We are not passively shaped by childhood experiences. Adler argued for the existence of free will. Adler proposed four basic styles of life for dealing with problems involving our behavior, problems of occupation, and problems of love: (a) the dominant type who displays a dominant ruling attitude with little social awareness; (b) the getting type which is the most common, where a person expects to receive satisfaction from other people and so becomes dependent on them; (c) the avoiding type is a person who avoids any possibility of failure; and (d) the socially useful type who cooperates with others and acts in accordance with their needs. Social Interest To Adler, social interest is defined as the individual’s innate potential to cooperate with other people to achieve personal and societal goals. We depend on our early social experiences to realize our innate potential. The mother’s role becomes vital in developing the child’s social interest or can thwart the development of this potential. The mother must teach the child cooperation, companionship, and courage. Adler believed the evils we have in this world stem from a lack of community feeling in people. Birth Order Adler viewed a person’s birth order as a major influence in childhood. Even though siblings have the same parents and live in the same house, they do not have identical social environments. The first-born child gets the full and undivided attention of the parents. As a result, first-borns have a secure, happy existence, until the second-born appears. First-borns may become stubborn, ill-behaved, and destructive as they try to regain their former position in the family. They may blame any discipline on the parents’ love for the other child, who the first-born perceives is the cause of the problem. The advantages of being the oldest child include playing the role of teacher, tutor, leader, and disciplinarian, when helping with the younger children. With the second-born child, the parents are less concerned and anxious about their own behavior and may be more relaxed in their approach with the second child. Competition with the first-born may motivate the second-born. They become more optimistic about the future and may even excel in sports or scholarship. However, if the second-born feels they can not surpass the first-born, they may become an underachiever, performing below their ability. The youngest child is driven to surpass all the older children and learn at a fast rate, even into adulthood. However, the youngest can be excessively pampered and come to believe they need not learn anything, therefore, they may become helpless and dependent as adults. The only child remains the focus and the center of attention. The only child spends more of their time with adults and may mature faster than others. Only children experience difficulties when they find they are not the center of attention. They may not have learned to compete, and if their abilities do not bring them sufficient recognition or attention, they are likely to feel keenly disappointed. Questions About Human Nature Adler saw each person as striving to achieve perfection. Although some aspects of one’s personality are innate, such as the potential for social interest and the striving for perfection, Adler believed a person has free will to construct their own unique lifestyle. Adler was a devoted socialist and was involved in school guidance clinics and prison reform, and had an optimistic view of expressing his beliefs in the creative power of the individual. Assessment in Adler’s Theory Adler assessed the personalities of his patients by observing everything about them, such as the way they walked or sat, the manner of shaking hands, even the choice of chair they sat in. A person’s body language indicates something of our style of life, according to Adler. Our early recollections indicate the style of life that characterizes us as adults. Each memory was to be interpreted within the context of the patient’s style of life, whether these early recollections were real or fantasy, did not matter to Adler. Although Adler agreed with Freud about the value of dreams in studying personality, Adler disagreed on the way the dreams should be interpreted. To Adler, dreams involve our feelings about a current problem and what we intend to do about the problem. The dream is unique to the individual, but some dreams have common interpretations. For example, flying is an attitude of striving upward, while falling indicates a person’s emotional view involves a demotion or loss, such as a fear of losing self-esteem or prestige. Adler supported the use of tests of memory and intelligence, but could not agree with the use of psychological tests to assess personality. Psychologists have developed tests to measure Adler’s concept of social interest. One such test is The Social Interest Scale (SIS) which consists of pairs of adjectives, where the participant chooses the best word from the pair of words to describe their degree of social interest. I. Research on Adler’s Theory 1. Adler’s primary research method was the case study, though very few records of his cases have survived. As with Freud and Jung, Adler can be criticized, because his observations cannot be repeated or duplicated, nor were they conducted in a controlled and systematic fashion. Adler did not attempt to verify the accuracy of his patient’s reports or explain the procedures he used to analyze his data. Although most of Adler’s propositions have resisted attempts at scientific validation, several topics have been the subject of research. These include dreams, inferiority complexes, early recollections, memories of neglect in early childhood, social interest, and order of birth. According to Adler, some studies show that overindulgence in childhood can lead to entitlement and manipulative behavior on the part of the child. Studies have shown that first-borns score higher in intelligence, complete more formal education, and work in more executive or prestigious occupations than later-borns. First-borns tend to be more dependent and suggestible. Studies have shown higher rates of alcoholism in last-borns than first-borns. Finally, only-borns have reported higher levels of achievement, initiative, aspiration, industriousness, and self-esteem in a meta-analysis of 115 studies. Reflections on Adler’s Theory 1. Adler has influenced many other psychologists, such as Karen Horney and Gordon Allport, especially in the area of how social forces influence personality. These prominent Neo-Freudians promoted the importance of the study of psychosomatic illnesses, the inferiority complex, compensation, and birth order. Although Adler was criticized for his position on determinism and was vague in his specific formulation of style of life, his theories are used and usually accepted today with the issues of rearing children and family birth order. Lecture Topics Lecture Topic 4.1 Give a brief description of two real-life examples of (a) a person with an inferiority complex and (b) a person with a superiority complex. You may use someone that is famous in politics, entertainment, or sports. You may also have the students illustrate and list their own feelings of inferiority and superiority. Now, have students list three traits or characteristics for each of these people. Another variation would be to divide the class in half and give each a role of being either ”superior” or ”inferior” and role playing a situation where a person might strive to be superior or have a tendency to put themselves down. Internet Site for Adler's viewpoints: http://talentdevelop.com/articles/LSAFOI.html Lecture Topic 4.2 Have each students illustrate on a drawing, their “family table” when they were (a) six years old, (b) thirteen years old, and (c) at their present age. Each student is to draw a diagram of these three tables as if they were looking down from the ceiling. The students are to describe and analyze the dynamics of the interactions of the “family table” in terms of Adler’s order of birth. Which family members interacted the most with each other? Which family members interacted the least? In relation to Adler’s order of birth and his characteristics for first-born, second-born, youngest child, and the only child, which characteristics do you identify with in order of birth? Do you agree with Adler on order of birth, in relation to your own family at these three different times in life? This is a "Sociogram." For a look at more information on Sociograms, click on the site below. Internet Site for Student Project 3.2 http://www.scribd.com/doc/80319315/2/Sociograms Lecture Topic 4.3 As far as gender roles, ask students to speculate on how hard or easy it might be for them to reverse “traditional” roles (i.e. the woman stays home with the children and manages the home, while the man goes to work). What issues of inferiority and superiority may occur for a mother and a father who have reversed their roles? Internet Site for Adler's viewpoints: http://www.adlerian.us/theoprac.htm STUDENT PROJECTS Student Project 4.1 Students can compare and contrast Adler’s order of birth with their own birth order and with a classmate or friends. This could be an assignment to turn in or a classroom discussion with outside research into birth order. Internet Sites for Student Project 4.1 http://www.adlerian.us/birthord.htm http://photographybyar.hubpages.com/hub/How-Birth-Order-Plays-A-Part-In-A-Childs-Development Journal of Humanistic Counseling, Education and Development, Fall 2001 v40 i2 p243 (7) A visual encapsulation of Adlerian Theory: a tool for teaching and learning. (Alfred Adler and psychological theories of perception and future orientation) Cynthia J. Osborn. Record number A79744327 The Journal of Humanistic Psychology, Wntr 1998 v38 n1 p121 (7) Understanding children with emotional problems. Alfred Adler. Record number A20772170 Student Project 4.2 Students may desire to read the following web article on the summary findings of studies on order of birth. Student may use this site to receive ideas on papers, essays, and summary reports for class assignments: Internet Site for Student Project 4.2 http://www.littletree.com.au/birthorder.htm Student Project 4.3 The following sites give additional information of recent books on the subject of birth order and whether or not birth order really affects our personalities. Internet Sites for Student Project 4.3 www.romppel.de/birth-order/ http://carterandevans.com/portal/images/pdf/article11.pdf http://familyservices.us.com/pdf/A%20Review%20of%20200%20Birth-Order%20Studies-Lifestyle%20Characteristics.pdf Instructor Manual for Theories of Personality Duane P. Schultz , Sydney Ellen Schultz 9781111834531
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