This article is a response to Len Sperry's paper in which he lays out a compelling case and rationale—as well as the steps in a process—for helping Adlerian therapy to achieve the status of evidence-based practice. The pragmatic importance of Sperry's proposal cannot be ignored if the model is to survive in a clinical world largely controlled by managed-care systems, insurance, and government regulation. Still, the actual value of evidence-based practice for clients can easily be challenged, and as in other helping professions, a model for practice-based evidence might serve individual clients or single client units (e.g., couples, families, groups) much better.

The authors examine and discuss the application of Individual Psychology and Adlerian therapy in two Asian cultures. Starting with Chinese culture, they review characteristics of collectivist culture and how it functions in China. The compatibility of Adlerian psychotherapy in Chinese culture is examined in terms of their views on human nature, inferiority feeling and the inferiority complex, birth order, and therapeutic relationships. A case study is provided to illustrate the application of Adlerian psychotherapy in Chinese culture. The authors then examine South Korean culture in comparison to past histories and current experiences in China, and they describe one of the author's experiences of working cross-culturally.

Self-disclosure and storytelling have been part of Adlerian family therapy and counseling since Adler's public work with families and educators in Austria. The benefits of both—as well as the cautions for use—have been well documented in the literature. Still, those who are recently trained and/or new to the profession often seem reluctant to engage clients in the kind of human, person-to-person (and person-revealing) conversations that let clients know they are not alone in the world and that encourage them to be imperfectly human. The use of self-disclosure and storytelling occurs less in training programs that put a premium on "taking a professional stance" and with practicum/internship students who are still unsure of how to use themselves in the therapeutic process. The authors describe the purposes and constructions of effective self-disclosure and storytelling in Adlerian family therapy and suggest guidelines for therapeutic decision-making and use.

Book Summary: THEORY AND PRACTICE OF GROUP COUNSELING, 9th Edition, gives readers an in-depth overview of the eleven group counseling theories. In addition to illustrating how to put these theories into practice, this best-selling book guides readers in developing their own syntheses of various aspects of the theories. With Corey's clear, straightforward writing style, readers are able to grasp each theoretical concept and its relationship to group practice with ease.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 160-171). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Catherine Y. Chang, committee chair; Kenneth B. Matheny, Roy M. Kern, Catherine J. Brack, Brain J. Dew, committee members. Electronic text (74 p.) : digital, PDF file. Description based on contents viewed May 29, 2007. Includes bibliographical references (p. 66-74).

Psychobiographies examine an entire full life, from birth to death, with the aim of understanding the psychological development of that life. Psychobiographical research is a qualitative method of research, and is done by the use of both biography, and the application of relevant psychological theory. While the scientific merit of this type of research continues to be questioned and debated, interest in this area of research continues to grow on both a national, and international level. This particular research study aimed to explore the extraordinary and inspiring life of slave, dancer, singer, lover, soldier and mother, Josephine Baker (1906 – 1975), by applying Alfred Adler’s (1929) theory of personality namely, Individual Psychology. Josephine Baker was chosen by means of purposive sampling. The research study made use of a qualitative psychobiographical research method, which aimed to explore and describe the lived life and personality development of Josephine Baker, in terms of Alfred Adler’s (1929) theory of Individual Psychology. The data collection for this research study made use of a framework, as a means of selecting relevant data which formed a matrix, which in turn became a descriptive framework to organise and integrate the data (see Appendix A). The analysis thereof was done by the means of analytic generalisation (Yin, 1994). To assist in identifying salient data, analytical criteria namely, Alexander’s (1988) guidelines for the extraction of salient data were utilised (see Appendix B). This model also assisted in ensuring an accurate and complete description of Josephine Baker’s life in relation to the psychological theory used namely Alfred Adler’s theory of Individual Psychology. The findings of the study indicate that Josephine’s life paralleled Adler’s (1929) theory in many ways, and also indicated that the person she became was also strongly influenced by many familial, social, historical and cultural events of the time. This study has therefore shown that to date, there is still great value and relevance in Adler’s (1929) theory of Individual Psychology, even though it was proposed and developed almost a century ago. Consequently, recommendations regarding further psychiobiographical research in this area in the future have been made.

Martin Luther King Junior was an advocate of non-violent social change strategies; he was a pastor, an author, the first president of the southern Christian leadership conference, a speaker, a Nobel Prize winner, and a leader. Martin Luther King junior was transformed by his deep family roots in the African American Baptist church. His formative experiences in his hometown of Atlanta were his theological studies, his varied models of religious and political leadership and his extensive network of contacts in the peace and social justice movements of his time. Although only 39 at the time of his death, Martin Luther King juniors’ life was remarkable for the ways it reflected and inspired so many of the twentieth century’s major intellectual, cultural and political developments. The primary aim of this study was to explore and describe the psychological development across the lifespan of Martin Luther King junior, by applying Alfred Adler’s theory of individual psychology. Martin Luther King junior’s life was explored in this study through systematic collection, analysis and interpretation of the historic data on his life, which highlighted seven significant historical periods: (a) Childhood and adolescence (1929 – 1944), (b)The inevitable (1944 – 1948), (c) The Purpose in his Destiny (1948 – 1951), (d) Family and mission (1952 – 1959), (e) Movement against segregation (1960 – 1963), (f) History is made (1963 – 1967), and (g) Unfinished business (1968). Adler’s framework was used to recognize, convert and reconstruct his life into a coherent narrative of his psychological development throughout his life. Alexander’s guidelines for extracting salient data was utilised to ensure accurate description of Martin Luther King junior’s life. A conceptual framework that is the Adlerian Matrix was included in the study as guide in presenting the research discussion and findings in an illuminating and integrative manner. The research discussion and findings suggested that Adler’s theoretical framework considers the biopsychosocial, cultural and historic influences in Martin Luther King junior’s personality development. In taking the context into consideration, Adler’s individual psychology identified King junior with a social useful lifestyle because of his high social interest which influenced his striving for superiority. This lifestyle guided his fictional goal which was selfless and aimed at contributing to the wellbeing of others. The private logic about himself, others and the world, which is developed in early childhood, was a positive navigator for the development of his personality and lifestyle. Thus according to the Adlerian theory, King junior could positively balance the resolution of the life tasks of occupation, social and love & marriage. The study of King junior’s personality development has provided an affirmative demonstration of the value of Adler’s psychological theory to understand the process of personality development in an individual life. It has highlighted the value of studying an individual life taking his context, including early experiences, family environment and every action, into consideration to understand the uniqueness of responding to life tasks and his perceptions. Recommendations were made for future research undertakings using psychobiographical research design and methodology to reveal, illuminate and reconstruct the lives of historic personalities

This study aimed to explore the ability to capture the theoretical constructs of Adlerian crucial Cs (capable, connect, count, and courage) through creation of a self-report instrument for children. After following a four-phase process to develop the Crucial Cs Self Report (CCSR), including use of an expert panel, field reviews, preliminary testing, and final administration, the researcher utilized a series of exploratory factor analyses to explore the internal factor structure and relationships between items and resulting factors. The final EFA sample consisted of 112 children between the ages of 8 and 12 years recruited from various settings including three elementary schools, two mental health counseling clinics, and one private practice mental health agency. Exploratory factor analysis revealed a three-factor structure with 14 items. Refined model identified three factors later named count/significance, connect/belonging, and capable/striving. This initial exploration into the constructs of the Crucial Cs provides increased understanding of the widely used concepts. Further exploration and validation of the CCSR can help support parents and teachers in their efforts to foster healthy development of children as well as allow professionals and researchers to conceptualize progress and measure effectiveness of counseling intervention more accurately.

This study resulted in the development of the Discouragement Scale for Adults (DSA), an assessment instrument for the Adlerian construct of discouragement in adults more than 18 years of age. The DSA is a 60-item instrument that contains five sub-scales corresponding to five life tasks identified in Adlerian literature as work, love, society, self, and spirituality. Age, gender, and ethnicity norms were established for the DSA using a diverse sample (N=586). Additional normative data was developed with a presumed discouraged sample (N=47), and a special sample of traditional college students aged 18-27 years (N=531). Findings on the norm sample indicated that females are less discouraged than males on the Total DSA and on society and spirituality sub-scales. The 18-34 year old group was more discouraged than other age groups on the Total DSA and on work, society, and spirituality sub-scales. Presumed discouraged sample findings indicated that females were less discouraged than males on the society sub-scale. College student findings indicated that females were less discouraged than males on the Total DSA and sub-scales of love, society, spirituality, and work. A significant difference was found among ethnic groups in self sub-scales. Students with no absences per week were less discouraged than students with two absences per week. Students with lower grade point averages (GPA) were more discouraged on the Total DSA and work sub-scales. DSA internal consistency coefficients were .9392, .9496, and .9327 for norm, presumed discouraged, and college student samples respectively. Correlations between DSA and two social interest surveys reflect an inverse relationship between discouragement and social interest. Results indicate that the DSA is a useful assessment instrument for research and counseling purposes with college students. Further research should include greater geographical and ethnic diversity as well as validation among diverse college samples and non-traditional students. Additionally, a standard range of scores should be established to indicate varying levels of discouragement.