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Viguier, Régis. "L'Originalité de la pensée d'Alfred Adler." Lille 3 : ANRT, 1989. http://catalogue.bnf.fr/ark:/12148/cb37610635w.
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Pfammatter-Brugger, Johanna. "Das Frauenbild bei Alfred Adler und seine pädagogischen Konsequenzen /." Bern : P. Haupt, 1997. http://catalogue.bnf.fr/ark:/12148/cb375321686.
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Nadaud, Lionel. "Actualité de la pensée d'Alfred Adler." Paris 5, 1990. http://www.theses.fr/1990PA05H018.
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Ce travail etudie e qui, de nos jours, dans le developpement tant des theories que des pratiques en psychologie, en psychopedagogie, et dans d'autres domaines voisins, correspond a des conceptions mises en avant par alfred adler. Apres une breve biographie de ce psychotherapeute, les bases de la psychologie, de la psychopedagogie et de la psychotherapie adleriennes, sont exposees sommairement. Sont ensuite passees en revue dans un deuxieme chapitre, les comparaisons sur: - l'evolution des conceptions sur les fondements philosophiques de la psychologie, et la position d'alfred adler sur ce point. - le cote social de la psychologie adlerienne, et la psychologie economique et sociale. - les apports de l'anthropologie et de l'ethologie, et la vision evolutionniste d'alfred adler. - les roles de la mere dans la petite enfance, vus par alfred adler, spitz, bowlby, et des contemporaines. - les indications d'alfred adler sur l'education et la prophylaxie des maladies mentales. - les conceptions de divers psychologues ou psychopedagogues, et les positions d'alfred adler sur des aspects theoriques et pratiques qui paraissent proches. Enfin un troisieme chapitre resume ce qui a ete dit, et tente de faire le point sur l'actualite des concepts adlerien et de leur mise en pratiqueThis work is a study of what, in the theories and practices development of to day, concerning psychology, psychopedagogy, psychotherapy and other connected areas, corresponds to conceptions developped by alfred adler. After a short biography of alfred adler, the bases of his psychology, psychotherapy, psychopedagogy, are briefly set out. Then, a second chapter, goes through comparisons about: - the evolution of ideas about the philosophical foundations of psychology and alfred adler's opinion on this point. - the social approach of adlerian psychology and economical and social psychology. - the anthropological and ethological contributions and the evolutionary vision of alfred adler. - the role of the mother in infancy seen by alfred adler, spitz, bowlby, and o- ther contemporary psychologists. - alfred adler's indications on education and mental illness prophylaxis. - the ideas of various psychologists and psychology teaching specialists and a. Adler's conceptions of theorical and practical aspects which seem close. At last, a thrid chapter sums up what has been said previously, makes the syn- thesis of it, and tries to take stock of adlerian theory and practice nowadays
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Highland, Richard A. "Murderers and nonviolent offenders a comparison of lifestyle, pampering, and early recollections /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-12102007-141709/.
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Thesis (Ph. D.)--Georgia State University, 2008.Title from file title page. Roger O. Weed, committee chair; JoAnna F. White, Roy M. Kern, William L. Curlette, Dean A. Dabney, committee members. Electronic text (121 p. : ill.) : digital, PDF file. Description based on contents viewed Aug. 5, 2008. Includes bibliographical references.
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Shapiro, David Steven. "Study of self appraisal and social orientation using questionnaire and early recollection data /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Zambelli, Alessandra. "Adler face à Freud : une différence à sauvegarder." Paris 7, 2007. https://eu03.alma.exlibrisgroup.com/view/uresolver/33UFC_INST/openurl?u.ignore_date_coverage=true&portfolio_pid=53186720550006657&Force_direct=true.
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La thèse chercher à éclaircir la différence fondamentale entre deux fondateurs de la psychanalyse: Sigmund Freud et Alfred Adler et, ainsi, à rétablir un dialogue interrompu Elle valorise l'hétérogénéité épistémologique des deux pensées pour apprendre à les écouter. Dès 1911, Adler trouve sa théorie en s'inspirant du philosophe néo-kantien et pragmatiste Hans Vaihinger. Son œuvre conduit Adler à remodeler l'univers de l'inconscient et des pulsions selon le système téléologique des fictions. Le premier chapitre, «Paradigmes du corps, paradigmes de l'esprit», décrit la formation d'Alfred Adler, sa rencontre avec Freud, et leur séparation. On y trouve la comparaison du paradigme corporel adlérien avec celui de Maurice Merleau-Ponty. La thèse s'appuie sur les analyses de Jean Laplanche pour accéder à la dimension épistémologique du schisme. Elle considère, dans le deuxième chapitre, la thématique de l'angoisse et son impact sur la théorie des pulsions, dans le cas notamment de la structuration du surmoi. Par la suite elle analyse les structures de l'inconscient freudienne et adlérienne, en suivant l'analyse du narcissisme jusqu'à la pulsion de mort, la théorie de la sexualité infantile et de la libido. La relation à l'autre devient la pierre angulaire de la différence entre les deux psychanalyses. Une théorie de la douleur est formuler comme hypothèse théorique implicite à la base du système psychologique adlérien. ^quatrième chapitre, propose la description exhaustive du système adlérien, à partir de sa racine kantienne jusqu'au changement décisif paradigmatique du 1911, lié à Vaihinger. La notion de Gemeinschaftsgefuhl (sentiment d'appartenance, sentiment de communauté), est située au cœur même de son système fïctionnel et téléologique. Le cinquième chapitre, présente autant le schéma classique de la thérapie adlérienne commentée par la pratique contemporaine, que le débat actuel interne à la IAIP (International association of Individual Psychology)Our thesis attempts to put into clear in what fundamentally differ two founders of Psychoanalysis, Sigmund Freud et Alfred Adler, and to restate a possible dialogue between them. Since 1911, Adler reaches the essentiels of its own theory by inspiring himself to Hans Vaihinger, a neo-Kantian and pragmatist philosopher. Vahinger's work led Adler to reshape the realm of the Unconscious and unconscious drives through the teleological System of fictions. This thesis relies upon the analyses of Jean Laplanche in order to gain access to the epistemological dimension of Freud's and Adler's schism. A very detailed analysis is supplied of the main subjects and themes on which they split apart (on the matter of anguish, drives, super-ego, narcissism, death-instinct, children sexuality, libido). But the corner-stone of our study consists in the relationship-to-the-Other as established by Adler and as missing in Freud. Our thesis centres upon the relevance of philosophy for any general approach to psyco-analytical problems. We have indeed devoted a large amount of our inquiry to definite aspects of philosophers like Merleau-Ponty, Michel Henry and Heidegger. But truly to the core of our subject, the Kantian and Vahingerian genesis of Adler's own concept of Gemeinschaftsgefühl (feeling of belonging, community-feeling, social feeling), has been located at the very heart of his fictive and teleological System. We have finally tried to reflect upon the place that Adler's psychoanalysis occupies today within the IAIP (International Association of Individual Psychology)
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Williams, Ursula Hertha 1942. "Early papers of Alfred Adler: The physician as educator and sexual problems in child rearing." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291703.
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The first article, The Physician as Educator (1904), discusses the misconception parents and educators hold regarding child-rearing practices. Both believe they must continually try to mold a child according to their perceived ideal. Alfred Adler discusses the futility of such a notion and emphasizes that parents and educators can only develop or hamper children's natural tendencies, or better yet, direct them toward cultural goals. Adler feels that only the educator or physician, who has overcome his/her own shortcomings will be capable of developing the child's potential and reveal the healing power in the patient. The second article, The Sexual Problem in Child Rearing (1905), points to the importance of using children's sexual awakening for educational purposes. He warns of the dangers of sexual precocity and perversity caused by faulty upbringing, but states that sexual perversity can be cured through love.
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Bitter, James Robert. "On the Essence and Origin of Character: An Introduction." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5227.
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Book Summary: Alfred Adler was one of the most influential thinkers in psychotherapy – a physician, psychiatrist, author, and professor who wanted to answer the questions that plagued people during a significant time in history. His original ideas serve as a foundation for most modern theories of counseling and psychotherapy, ideas and writings that are brought back to life in this volume. Within, contemporary experts comment and introduce Adler's work through the lens of the 21st century. In doing so, they pay tribute to, analyze, and disseminate his classic, seminal papers that have significantly impacted the therapy field. The 23 papers included were chosen because of their relevance to today's issues, and their importance in Adlerian theory and practice. They detail the core elements of his theory, the tactics he used to advocate change in individuals and systems, and emphasize how contemporary his ideas are. Alfred Adler Revisited not only plays homage to a great professional, it revives his ideas and encourages debate over fundamental human issues.
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Cannon, Silva E. "Die Erziehung der Erzieker : ein Vergleich zwischen lernthesretischen Ansätzten und der Individualpsychologie /." Karlsruhe : S. Cannon, 1985. http://catalogue.bnf.fr/ark:/12148/cb348876903.
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Hölzer, Klaus. "Geistige Produktivität in Leben und Werk tiefenpsychologischer Forscher." Berlin Verl. für Tiefenpsychologie, 2009. http://d-nb.info/997846666/04.
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Butler, Traci Lynn 1962. "Children of trauma: Adlerian personality characteristics." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/291898.
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This study examines in terms of Adlerian Life Style as revealed through Early Recollections, actual and perceived Birth Order, and Family Atmosphere the personality characteristics of adolescent males who have experienced some form of abuse and/or neglect. As part of the study, each subject participated in a structured, tape-recorded interview and each subject reported six early recollections, dreams, or made-up memories. Transcripts of these interviews were given to a panel of Adlerian psychologists who collectively analyzed and interpreted the subjects' information. They formulated a life style summary for each subject and combined common themes and personality characteristics to formulate a composite life style summary. Results indicate that Adlerian judges were able to identify several common life style themes and personality characteristics. The most commonly shared attributes were expecting bad things to happen, wanting to be special, and feeling out of control.
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Chernin, Jeffrey N. "Development of a Discouragement Scale for Adults with Normative Data for Gay Males." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277855/.
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According to Alfred Adler, founder of Individual Psychology, a feeling of inferiority is in some degree common to all people. People who are unable to overcome these inferiority feelings by striving for cooperation may become discouraged. Although there are three scales to measure social interest, no scales measuring discouragement for adults was found. Additionally, Adler held basic assumptions regarding homosexuality, and the findings suggest that the assumptions should be reexamined.
The purpose of this study was twofold. First, three University of North Texas candidates developed a discouragement scale for adults 18 years of age and older, known as the Discouragement Scale for Adults (DSA). Discouragement was examined relative to the five life tasks. Second, this candidate normed the instrument for the scores of gay male subjects and compared it to the scores of the other subject groups. Since the emphasis was on developing the instrument and norming it for various subject groups, no hypothesis was developed.
Data was collected on three subject groups, known as the general norm subjects, the discouraged subjects, and the gay male subjects. Analyses were performed on the scores. Among the analyses, it was found that gay male subjects were slightly more discouraged than the general norm subjects, and the discouraged subjects were far greater discouraged than the other two subject groups.
Initial reliability and validity was found to be high, offering support that the DSA is a reliable and valid instrument. The recommendations for further research include cultural and gender studies, predicting behavior, counseling intervention, and exploring the relationship between discouragement and stressors, such as the Human Immunodeficiency Virus (HIV).
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Batista, Anelice da Silva. ""Cada ser, em si, carrega o dom de ser capaz de ser feliz" : um estudo de caso baseado em Alfred Adler, Lev Vigotski e González Rey." reponame:Repositório Institucional da UnB, 2011. http://repositorio.unb.br/handle/10482/8708.
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As crianças que apresentam qualquer marca em seu desenvolvimento, seja um defeito físico, ausência sensorial ou, até mesmo comportamento de maior ou menor agitação, com regularidade têm as dificuldades, fato comum no processo de aprender, justificadas pela escola por uma provável incompetência cognitiva. A diversidade ganha realce de diferença e esta fica evidenciada por um diagnóstico que marca o sujeito como menos do que os seus companheiros. É nesse cenário que ouvimos os professores descreverem suas turmas como sendo compostas por um número “X” de alunos mais dois TDAH ou Dmu. A criança tem sua identidade ocultada pela deficiência, que, por sua vez, ganha status de sujeito. Em decorrência desse equívoco, à criança é oferecido menos em termos de conteúdo, pois acredita-se que ela possa menos, com base na certeza de sua insuficiência cognitiva. E como numa profecia, ela de fato responde com um rendimento abaixo do apresentado pelos colegas, confirmando a suposta incapacidade. No âmbito desse trabalho, procuramos identificar e refazer os caminhos que levam a criança à condição de inferioridade, na tentativa de realizarmos uma intervenção que fosse capaz de fazer o caminho de volta, ou seja, que devolvesse, ou ajudasse a criança a reencontrar a sua condição de eficiência, a sua identidade. Participaram da pesquisa duas crianças, uma menina e um menino, com nove e catorze anos de idade, alunos de escolas públicas de Goiás e do Distrito Federal, respectivamente. Ambos em processo de investigação de deficiência intelectual, embora com origens biológicas diferentes. A epistemologia qualitativa ofereceu suporte à compreensão dos fenômenos estudados e que foram compreendidos por meio de uma análise construtivo-interpretativa. A pesquisa, contou com os aportes teóricos da Psicologia Individual de Alfred Adler, da Psicologia Histórico Cultural de Lev Vigotski e da Teoria da Subjetividade, de González Rey. _________________________________________________________________________________ ABSTRACT
Children that show evidence of physical disabilities, sensorial absence, higher or lower agitation behavior, regularly, present learning difficulties. That is common in the learning process and is sometimes justified by the school as a possible cognitive incompetence. Diversity starts to be seen as difference and the latter is defined by a diagnosis that places the subject as less than one’s fellows. In such a confuse environment, it is very common to listen to teachers describing their groups as composed by an indefinite number of students with Attention-deficit and hyperactivity disorder or multiple disabilities. The child has its own identity hidden by a disability that gains the status of subject. Consequently, since there is a belief on the child’s cognitive insufficiency, fewer contents are offered. In addition, as in a prophecy, the result is an average lower than the other students’ grades, confirming the kid’s hypothetical inferiority. The aim of this work is to identify and reconstruct the path that takes a child to the condition of inferiority as well as make an intervention capable of bringing the kid back, able to recover or – at least – help the child regain the condition of efficient, an original identity. Took part in the research two children, a boy and a girl, age 9 and 14 respectively, both public school students. In spite of having different biological origins, the two of them are part of an intellectual deficiency diagnosis. So as to support the comprehension of the phenomena studied, qualitative epistemology and constructive-interpretation were used. The research is based on the Individual Psychology of Alfred Adler, the Historic Cultural Psychology of Lev Vygotsky and the Subjectivity Theory of González Rey.
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Stiles, Kathleen Ellis. "Identification of the Adlerian Life Style: Development of an Instrument for Children." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332676/.
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Alfred Adler's Individual Psychology emphasizes the uniqueness of individuals and describes the life style, or personality, as the unique and characteristic pattern of coping with and solving problems and interacting with other people. The purpose of this study was the development of a similar instrument that would quantitatively identify life styles in children.
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Preiss, Amy E. "The Development of a Management Training Program Using Adlerian Theoretical Principles." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278373/.
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This study was designed to determine whether participation in an eight hour training program based on Adlerian theoretical principles would influence managerial attitudes. The effects of the training curriculum on three attitudinal dimensions were investigated: leadership style, acceptance of self and others and level of dogmatism. It was hypothesized that Adlerian training would increase the development of managerial human relations competence. Eighty-one managers participated in the study. The experimental group, comprised of 40 line managers, received eight hours of Adlerian training conducted in two one-half day sessions. The training was both didactic and experiential in content and contained modules on lifestyles/management styles, conflict resolution, effective communication strategies and understanding personality dynamics. The control group, comprised of 41 managers, did not receive training but participated in the pre-testing and post-testing process. Managers completed The Leadership Opinion Questionnaire, The Acceptance of Self and Others Questionnaire, and The Rokeach Dogmatism Scale, prior to the first training session and again two weeks after the final training session. A one-way analysis of covariance revealed a significant difference between the experimental and control groups on both the Consideration and Structure dimensions of the Leadership Opinion Questionnaire. This suggests that managers in the experimental group demonstrated a more participative and less authoritarian management style two weeks after training was completed. No significant differences were found between the two groups on managers' level of dogmatism or acceptance of self and others.
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Urban, Toni Ann. "A Case Study of the Effects of an Adlerian Parent Education Program on Parent Attitudes and Child Rearing Techniques." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc278390/.
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The effects of an Adlerian-based parent education program on parents' attitudes toward their children's behavior and techniques used in child rearing were examined in this study. Parents in one primary elementary school were invited by letter to participate in a parent education program.
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Kottman, Terry. "An Ethnographic Study of an Adlerian Play Therapy Training Program." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332041/.
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This study utilized ethnomethodology to provide a description of the process and the effect of training counselors to incorporate the concepts and techniques of Individual Psychology into play therapy. Transcripts of the training program and of three individual interviews with the nine counselors who participated in the training were made. These transcripts and the journals in which the subjects were asked to chronicle their personal experiences and reactions to the training were qualitatively analyzed. This analysis indicated that most of the subjects reported that their attitudes toward play therapy, toward themselves as play therapists, and toward their play therapy clients had changed after their participation in the Adlerian play therapy training. The majority of subjects also reported that they perceived that their behavior in their play therapy sessions had changed, frequently in the direction of including more creative and active techniques. Qualitative analysis of the transcripts made from videotaped play therapy sessions by the researcher and an outside evaluator indicated that, while some of the counselors' behaviors seemed to have changed after the training, many of the counselors' behaviors did not appear to have been affected by their participation in the training. Possible explanations of the discrepancy between the counselors' perceptions of their behavior and the researcher's and outside evaluator's perceptions of the counselors' behaviors were discussed. Other areas considered as worthy of in-depth examination were: (a) possible influences on the changes in the counselors' attitudes toward play therapy, toward themselves as play therapists, and toward their play therapy clients; (b) several factors involved in training counselor education students; (c) elements which may have affected the counselors' receptivity to learning a new method of conducting play therapy; (d) implications for the future adaptation of the Adlerian play therapy training program; and (f) potential avenues for future research.
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Doss, Carol Rose. "Adlerian Life Style and the Myers-Briggs Type Indicator." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279344/.
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The possibility of a relationship between Adlerian life style, as measured by the Life Style Personality Inventory (LSPI), and the Myers-Briggs Type Indicator (MBTI) was examined by this research. The goal of this study was to clarify the relationship between these instruments to broaden the applicability of both instruments for both research and clinical endeavors. Life style is a concept which is vital to therapeutic intervention from an Adlerian frame of reference. Assessment of life style typically involves lengthy therapist interviews. Both the LSPI and the MBTI are questionnaires designed to measure personality variables. The 117 subjects for this study were solicited from individuals seeking counseling from an urban community counseling center. The individuals served by this agency are primarily those diagnosed with Adjustment Disorders. The LSPI and the MBTI were administered individually to each subject. Means and standard deviations were computed for the seven LSPI themes and the MBTI total. Due to a lack of research support for Theme 4 by the LSPI author, the data for this theme were disregarded. The same research indicated a strong bipolar relationship for Themes 7 and 8 (Displaying Inadequacy and Social Interest), which prompted the inclusion of Theme 8 in subsequent data analysis. A correlation analysis was developed. Using the correlation matrix, a factor analysis program was run using the SPSS-X statistical package. The principal components analysis extracted three factors which were refined by a factor rotation using the varimax rotation option. To clarify Factor 3, further analysis was performed with the MBTI data divided by continuum and a second factor analysis was run. Four factors emerged from the data with Factors 1 and 2 remaining unchanged. Factor 1 (Emotional Focusing) and Factor 2 (Confrontation) were loaded with the LSPI themes. Factor 3 (Temperament) and Factor 4 (External-Internal) were loaded with the MBTI scores. This study found that no apparent relationship exists between the variables measured by the LSPI and the MBTI. Questions were raised regarding the descriptive versus pathology-assessing nature of the themes on LSPI. Further research is suggested to define the focus of this instrument.
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Brinkmann, Oliver. "Konzept eines delinquenten Lebensstils kriminologische Aspekte in Alfred Adlers Individualpsychologie." Berlin Münster Lit, 2008. http://d-nb.info/994910312/04.
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Eldridge, Connie. "Developing Social Interest in Juvenile Delinquents." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331687/.
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Male youths ages 13-18 incarcerated at two minimum security detention facilities participated in a program to determine if Alfred Adler's concept of social interest could be developed through group interactions led by non-professionals.
The youths answered a self-report attitudinal scale, the Sulliman Scale of Social Interest and were rated by their classroom teachers on the Behavior Dimensions Rating Scale as pre-test measures. Volunteers from a liberal arts college sociology classes were randomly assigned to work in male-female pairs over a ten week period of time with the experimental population. These pairs led their constant group of incarcerated youths in ninety minute discussion sessions once per week for the duration of the program. Structured human relations exercises specifically designed to encourage elements of social interest; belonging, cooperation, and significance were assigned for each of the sessions. At the end of ten weeks, the youths in the experimental groups and the control population were tested again on the two scales.
The results of Pearson Product Moment Correlations Test indicated no relationship between attitude and behavior for either the experimental or control groups on the pre-test and the post-test.
A Mann Whitney U t-test indicated a highly significant increase in the social interest of the experimental group at the end of the program. While the control group showed no change over the course of the ten weeks, those who participated in the developmental groups increased their scores on the Sulliman Scale of Social Interest by an average of 12 points. Another Mann Whitney U t-test indicated that there was no difference between the social interest of Caucasian and non-Caucasian youths.
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Stecklina, Gerd. "Otto Rühle und die Sozialpädagogik." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2002. http://nbn-resolving.de/urn:nbn:de:swb:14-1037083957334-72355.
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Die sozialpädagogischen Diskussionen im Kaiserreich und der Weimarer Republik wurden disziplinübergreifend geführt, waren nicht auf den akademischen diskursiven Zusammenhang beschränkt und wurden im Kontext der Lösung der sozialen Frage gesehen. Dies wurde bisher in der sozialpädagogischen Geschichtsschreibung weitgehend ausgeblendet. Mit den hier vorliegenden Darstellungen zur Biografie und den sozialpädagogischen Anteilen im Schrifttum von Otto Rühle (1874-1943) soll deshalb die enge Verbindung von zeitgenössischer Sozialpädagogik, Sozialpolitik und sozialer Frage aufgezeigt werden. Die vorliegenden Erarbeitungen beziehen sich thematisch auf seine materialistisch-pragmatische Erziehungskonzeption, die er sie im Kaiserreich entworfen hat sowie deren Verbindung mit der Individualpsychologie von Alfred Adler in den 20er Jahren des 20. Jahrhunderts.
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Hubner, Michael. "Eigenverantwortlichkeit in der Individualpsychologie Alfred Adlers untersucht für die Verantwortungsseelsorge des TS-Institutes, Neuendettelsau in Deutschland." Thesis, 2008. http://hdl.handle.net/10500/2879.
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Summary in German and EnglishThis paper examines responsibility in the counselling field as practised in therapeutic counselling at the TS Institute in Neuendettelsau with the help of the applied individual psychology of Alfred Adler. Against the background of the historical development of poimenics and the correlational approach of Paul Tillich, it will prove that counselling can benefit from psychology. The main elements of the paper then deal with the question of whether the personal responsibility of the individual is suitable as the basis of individual psychology in Christian counselling. The definition of and thinking behind responsibility have changed: Behind the apparently ethical and noble pretence of bearing self-responsibility, ‘personal responsibility’, which requires interaction between oneself and the other, pales. Due to advancing individualism, people seem to feel overloaded and seek relief in determinative or ‘causalmechanistic’ thinking. In contrast, Adler largely distanced himself from determinism in his ‘applied psychology’. The basis of his thinking is evidenced in a conclusion on his philosophical research into Husserl and Vaihinger, as well as those he draws from the teaching of psychoanalysis and evolution. The theological debates surrounding the change in self-responsibility focus on the definitions of the ethics of conviction and responsibility introduced into the discussion by Max Weber. Whilst Adler did not intend to consciously integrate Christian thinking into his therapy, this study shows that, against the background of Genesis 2 and the theologians Bonhoeffer, Pannenberg and Brunner, it demonstrates a clear analogy with biblical- Christian thinking. Personal responsibility can therefore be regarded as suitable for the poimenics in applied individual psychology. This is demonstrated by examples of responsibility counselling in today’s penal system.
Diese Arbeit untersucht die Verantwortung in der Seelsorge, wie sie in der Therapeutischen Seelsorge des TS-Institutes Neuendettelsau mithilfe der angewandten Individualpsychologie Alfred Adlers praktiziert wird. Auf dem Hintergrund der geschichtlichen Entwicklung der Poimenik wird mithilfe des korrelationalen Ansatzes Paul Tillichs belegt, dass Seelsorge von der Psychologie profitieren kann. Die Hauptteile der Arbeit befassen sich dann mit der Frage, ob die Eigenverantwortung des Individuums als Basis der Individualpsychologie für die christliche Seelsorge geeignet ist. Begriff und Verständnis von Verantwortung haben sich gewandelt: Unter dem scheinbar ethisch edlen Vorwand „Selbstverantwortung“ zu tragen, verblasst die Eigenverantwortung, die wesenhaft einem Du die Antwort schuldet. Infolge fortschreitendem Individualismus scheint der Mensch sich überfordert zu fühlen und sich mithilfe determinierenden oder kausalmechanistischen Denkens zu entlasten. Im Kontrast dazu ist Adler in seiner Gebrauchspsychologie weitgehend vom Determinismus abgerückt. Die Grundlagen seines Denkens werden nachgewiesen in einer Konklusion seiner philosophischen Forschungen über Husserl und Vaihinger, seinen Schlüssen aus den Lehren der Psychoanalyse und der Evolution. Die Theologischen Auseinandersetzungen um die Veränderung eigenverantwortlichen Handelns fokussieren die von Max Weber in die Diskussion eingebrachten Begriffe der Gesinnungs- und Verantwortungsethik. Obwohl Adler nicht bewusst christliches Denken in seine Therapie integrieren wollte, wird auf diesem Hintergrund mit Genesis 2 und den Theologen Bonhoeffer, Pannenberg und Brunner ganzheitliche Verantwortung deutlich und eine Nähe zu biblisch-christlichem Denken aufgezeigt. Damit kann die Eigenverantwortung in der angewandten Individualpsychologie für die Poimenik als geeignet gelten. Dies wird an Beispielen der Verantwortungsseelsorge im aktuellen Vollzug dargestellt.
Practical Theology
D. Th. (Practical Theology)
23
Human, Samantha. "Winston Churchill’s ‘Black Dog’: a psychobiographical case study for depressive realism." Diss., 2015. http://hdl.handle.net/10500/18837.
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Text in EnglishThis qualitative psychobiographical study sets out to explore and describe the life of Sir Winston Churchill within the context of his lifelong experience with depression, his ‘Black Dog’. The aim of the research is to present a case for depressive realism with Churchill as the single case study. The reconstruction of Churchill’s life as a psychological narrative is contextualised within the theoretical framework of Alfred Adler’s Theory of Individual Psychology. Data was collated via biographical and life history material. Data was analysed by means of thematic analysis. Data trustworthiness and ethical considerations were adhered to. The findings of this study reveal that Churchill’s depression had positive gains of him striving to contribute to society, potentially demonstrating that depressive realism exists as a side-effect of depression. The significance of which, conceivably substantiates the idea that positive aspects of depression do exist, enabling a potentially more encouraging and constructive outlook for individuals suffering from depression.
Psychology
M.A. (Psychology)
24
Mokoena, Marshal Buti. "Improving the lifestyles of previously disadvantaged individuals through a personal life planning programme." Thesis, 2006. http://hdl.handle.net/10500/1752.
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There is scant research concerning youth development programmes specifically from Adler's (1968) Individual Psychology perspective. Current programmes seem to be void of critical issues that are important in the local context because of their having a strong bias towards the Western perspective. Thus, the present research project sought firstly to assist the Previously Disadvantaged Youth (PDY) to develop constructive lifestyles characterised by self-mastery, encouragement, creativity and social interest. Secondly, it aimed to obtain specific local African input that would help expand the current Personal Life Planning Programme (PLPP) to one that addresses the unique needs and circumstances confronting South African PDYs today. Finally, it attempted to test the validity, scope and merit of Adler's theoretical assertion, within the context of the previously disadvantaged communities in South Africa, that all humans are engaged in a lifelong striving for superiority to overcome perpetual feelings of inferiority and life tasks. The latter objectives were addressed through the implementation of the PLPP. The study, as well as the related PLPP, is strongly founded on Adler's Individual Psychology (Adler, 1968; Ansbacher & Ansbacher 1956; Corsini & Wedding, 2005; Meyer et al., 2003; Prochaska & Narcross cited in Osborn, 2001). The relevant data were collected from a sample of matriculants from the PDY population living in a black township near Pretoria. The information was collected by means of the PLPP workbook; semi structured interviews, as well as, audiovisual equipment. A combination of a "Pre-structured Case Outline" and the related "Sequential Analysis" (Miles & Huberman, 1994, p. 85) was adopted, with the researcher undertaking the entire data management process. In addition to confirming the applicability of Adler's theory within the PDY context, the findings suggest that the research objectives were significantly met, i.e. the participants reported and displayed marked lifestyle improvements along with specific life skills development needs related to their deprivation.Psychology
D. Litt. et Phil. (Psychology)
25
Martella, Annekathrin Hannelore. "Reinhold Ruthe und sein Beitrag fur eine "Biblisch Therapeutische Seelsorge" in Deutschland." Diss., 2015. http://hdl.handle.net/10500/21627.
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Die vorliegende Masterarbeit ist ein erster Versuch, den Beitrag Reinhold Ruthes für die biblisch therapeutische Seelsorge in Deutschland wissenschaftlich zu untersuchen. Sie erforscht, wie der christliche Psychotherapeut Reinhold Ruthe in deutschen protestantischen Gemeinden prägte.
In seinem integrativen und zugleich selektiven Ansatz macht Ruthe Erkenntnisse aus der Individualpsychologie und weiterer psychologischer Schulen für die christliche Seelsorge fruchtbar. Diese Quellen werden vorgestellt.
Um seine Person und sein Werk besser zu verstehen, untersucht diese Arbeit Ruthes Biografie und zeigt den zeitgeschichtlichen Kontext auf. Dies wird durch ein Interview ergänzt, das Ruthe selbst zu Wort kommen lässt. Ein Überblick seiner Publikationen wird durch die Analyse ausgewählter Werke erweitert. Neben seiner Tätigkeit als Autor, prägte Ruthe die Seelsorgepraxis durch seinen Dienst als Lehrer und Seelsorger sowie indirekt durch seine Schüler. Aus all dem stellt diese Arbeit den besonderen Beitrag von Reinhold Ruthe für die Laienseelsorge und die Integration von Psychologie und Seelsorge im Gemeindealltag heraus
This master dissertation is the first attempt to academically investigate Reinhold Ruthe’s shaping and influence on biblical therapeutical counseling in Germany. It explores how the Christian psychotherapist Reinhold Ruthe shaped German Protestant churches.
Through his integrative and at the same time selective approach, Ruthe identifies insights, which he obtained from the individual psychology and other psychological schools, and makes them fruitful for Christian counseling. Such sources are presented.
In order to better understand his person and his work, the dissertation examines Ruthe's biography, also giving insights on his historical context. This is enriched by an interview, which gives voice to Ruthe himself. An overview of his publications is also enhanced by the analysis of selected works. Besides his work as an author, Ruthe shaped the practice of pastoral care through his activities as teacher and counsellor and indirectly through his students. The dissertation presents through all this Reinhold Ruthe’s peculiar contribution for the laymen counseling and his efforts in the integration of psychology and pastoral care in daily church lifeThis master dissertation is the first attempt to academically investigate Reinhold Ruthe’s shaping and influence on biblical therapeutical counseling in Germany. It explores how the Christian psychotherapist Reinhold Ruthe shaped German Protestant churches. Through his integrative and at the same time selective approach, Ruthe identifies insights, which he obtained from the individual psychology and other psychological schools, and makes them fruitful for Christian counseling. Such sources are presented. In order to better understand his person and his work, the dissertation examines Ruthe's biography, also giving insights on his historical context. This is enriched by an interview, which gives voice to Ruthe himself. An overview of his publications is also enhanced by the analysis of selected works. Besides his work as an author, Ruthe shaped the practice of pastoral care through his activities as teacher and counsellor and indirectly through his students. The dissertation presents through all this Reinhold Ruthe’s peculiar contribution for the laymen counseling and his efforts in the integration of psychology and pastoral care in daily church life
Practical Theology
M. Th. (Pastoral Theology)
26
Stecklina, Gerd. "Otto Rühle und die Sozialpädagogik: ein biografisch-sozialwissenschaftlicher Zugang." Doctoral thesis, 2001. https://tud.qucosa.de/id/qucosa%3A24182.
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Die sozialpädagogischen Diskussionen im Kaiserreich und der Weimarer Republik wurden disziplinübergreifend geführt, waren nicht auf den akademischen diskursiven Zusammenhang beschränkt und wurden im Kontext der Lösung der sozialen Frage gesehen. Dies wurde bisher in der sozialpädagogischen Geschichtsschreibung weitgehend ausgeblendet. Mit den hier vorliegenden Darstellungen zur Biografie und den sozialpädagogischen Anteilen im Schrifttum von Otto Rühle (1874-1943) soll deshalb die enge Verbindung von zeitgenössischer Sozialpädagogik, Sozialpolitik und sozialer Frage aufgezeigt werden. Die vorliegenden Erarbeitungen beziehen sich thematisch auf seine materialistisch-pragmatische Erziehungskonzeption, die er sie im Kaiserreich entworfen hat sowie deren Verbindung mit der Individualpsychologie von Alfred Adler in den 20er Jahren des 20. Jahrhunderts.