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INTERPERSONAL APPROACHES
While some analytic approaches place too much emphasis on unconscious control of behavior,
interpersonal approach places some responsibility for control of behavior on social influences
ADLER: Individual Psychology
The principles, which make Individual Psychology unique from other approaches, are described in Adlerian psychology as purposiveness, social interest, and holism.
Adler denied the influence of instincts in control of behavior
accepted the idea of unconscious portion of personality but believed that both conscious and unconscious act in concert toward the same ends
holistic view of personality
everyone has a way of looking at the world - a lifestyle - which is formed early in life and involves some purpose
Basic Concepts
concept of fictional finalism: people behave according to certain expectations of the future
e.g. concept of "bad boy" - formed early (around 3 years)
"bad boy" life concept leads to "bad boy" lifestyle
boy behaves "as if" the idea were true
We create ideas and lifestyles because of a social motive (cooperation, interpersonal relations, group identification, etc.)
this gives the same effect as Freud's libido does to behavior - it "motivates" behavior
Guiding principles:
Striving for Superiority:
will to power or perfection
this will can be demonstrated in various ways (intellect vs. physical accomplishments)
Sensitivity to inferiority - created because of the striving for superiority
creates compensation for real or imagined inferiorities
(e.g. Napoleon complex - overcompensation)
repression is where people pursue certain lifestyles without knowing why
Creative self - prime determinant of personality structure
the individual is master of his/her own fate
Developmental Theory
behavioral effects of birth order:
firstborn is an extension of parental authority
middleborn has a lot of drive but less respect for authority
youngest born is the baby, expecting others to do things for him/her
parenting seen to be a relationship of social trust: be neither authoritarian nor smothering
believed that occupational problems were foremost during adolescence
Individual Difference Types
SULLIVAN: INTERPERSONAL THEORY
One can either be an optimist or a pessimist (maybe due to an inferiority complex)
children who are likely to overcompensate:
those with imperfect organs
those who have been raised with little affection
those who are pampered
four approaches to reality which can be taken by individuals:
ruling approach: telling others what to do
getting approach: always trying to get something
avoiding approach: i.e. all challenge or responsibility
socially useful approach: caring and working for others
believed the interpersonal situation to be the basic unit of personality
Basic Concepts
dynamism: relatively enduring pattern of energy transformation
zonal dynamism: physical activities involved with eating, sex, drinking, etc.
interpersonal dynamism: behaviors relating to self-system and groups of others
we behave as we see ourselves (e.g. from reflected appraisals of important others)
personifications: the images an individual has of him/herself or of others (similar to Adler's prototypes)
eidetic people: made in the exact image of something in our past
anthropomorphism: giving animals/fictional people personal qualities
cognitive processes:
prototaxic: experience of physiological reactions
parataxic: basic ability to communicate with others (intuitition, superstition)
syntaxic: language
Defense Mechanisms
anxiety causes selective inattention (e.g. Freud's repression)
substitution of socially acceptable behavior for one which creates anxiety
Developmental Theory
infancy:
birth to maturation of language
zonal dynamisms, oral needs
childhood:
language use, need for playmates
development of empathy
juvenile:
need for close friend
development of competition
pre-adolescence:
from same-sex "chum" to opposite sex love
early adolescence:
forming of distinction between lust and love
adolescence and maturity:
expansion of syntaxic mode
need for intimacy for at least one other individual
since the child forms his/her views of self within certain family patterns of behavior, it is important to note that these views of self (i.e. dynamisms) may not be appropriate in the world at large.
http://danielson.laurentian.ca/drdnotes/4226_biel_ch03.htm
http://academic.udayton.edu/JohnKorte/361-handout-Adler.htm
http://www.carterandevans.com/portal/index.php/adlerian-theory/69-adlerian-theory
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