Remembering Roy Kern Len Sperry, Kelly Gfroerer, Gary Bauman, Susan Belangee, Paul R. Peluso, Paul R. Rasmussen, and William Curlette Dr. Roy Kern: As I Remember Him -Len Sperry This special section recounts five decades of memories of Roy Kern, including remembrances of academic collaborations and personal time together. The section also highlights Dr. Kern’s major contributions to Adlerian psychology research and practice. My training at the adler institute of chicago began after i finished my PhD at Northwestern University and started an academic career. I was quite eager to connect with similar Adlerians in a university setting. Since the 1970s were the heyday in the United States of Adlerian psychology, it was not surprising that there were at least two dozen potential colleagues with similar interests. Of these, one name that stood out: that of a young Adlerian from a university in Atlanta, that is, Roy M. Kern, EdD. At the time I never would have imagined that our lives would have intersected as much as they did over the next 50 years. BEGINNINGS My first connection with Roy was in 1972 at the annual conference of Region III of the then American Society of Adlerian Psychology. For years this conference was held in Orlando, Florida, during February, and it attracted large numbers particularly snow-bound Northerners like me. On the first day of the conference, Jon Carlson and I were heading into a nearby restaurant for lunch just as an enthusiastic group was exiting. Jon said: “That’s Roy Kern from Georgia State University and that bevy of folks with him are his graduate students.” Needless to say, there was an engaging energy about Roy, an energy that persisted over the years. Later that day we formally met and conversed privately. After sharing our professional interests, we quickly found ourselves planning one of our first collaborations. Boy, I sure did not expect that! When I reflect on that day, the film Catch Me If You Can comes to mind. There is a scene in that movie in which Leonardo DiCaprio, dressed in [End Page 3] a captain’s uniform, leads a bevy of Pan American Airlines flight attendants through Miami International Airport and past the FBI team trying to apprehend him. I cannot help but recall Roy buoyantly emerging from that restaurant with his bevy of grad students. Of course, he was not using others or evading anyone at those meetings, but he sure got the attention of conference-goers and effectively advertised his university program. For his Georgia State program, Roy earned the reputation of attracting, mentoring, and graduating some of the best and brightest doctoral students. He valued professional organizations and expected his students to attend their conferences. Today, some professional organizations of psychologists and counselors give an award to the university and faculty member who brought the most graduate students to a conference. If there were such an award back then, Roy and Georgia State would have won it for every year of that Adlerian conference. COLLABORATIONS Some of the professional projects that we undertook together involved research, publications, and journal editing. We were both concerned about promoting Individual Psychology and knew that expanding empirical research was essential for that to happen. Because we both directed the research of master’s and doctoral students we could influence the quality of their research. Roy was planning his first book, A Case for Adlerian Counseling: Theory, Techniques, and Research Evidence (Kern et al., 1978) but was having difficulty finding authors to develop chapters for the book’s fourth part, “New Directions in Designing Counseling Research.” As research methodology was one of my areas, he persuaded me—gently, as I recall—to write a chapter on cutting-edge research methods useful in testing the constructs of the Adlerian approach. While that chapter was completed in 1975, it was not until 1978 that the book was published. To Roy’s credit, it was the first book on Adlerian outcome research and research methods. Our mutual interest in research continued over the years, and Roy often asked for my involvement in consulting on the dissertation research of his students and other students in his doctoral...

• Croake discusses a statement Adler often spoke but only, as far as can be determined, appeared once in writing until now. • Paige, DeVore, Chang, and Whisenhunt address the extent to which trauma competencies and training exist in the principles and practices of Individual Psychology. • Alizadeh, Ferguson, Murphy, and Soheili develop a new instrument for assessing social interest. • Ergüner-Tekinalp investigates E5 group counseling using a quasiexperimental design and finds a statistical significant difference on an important outcome variable. • Leal and Massimi present historical research that shows Individual Psychology’s influence on child-care clinics in Brazil during the 1930s.

NAPDS NINE ESSENTIALS ADDRESSED: 1. A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; 4. A shared commitment to innovative and reflective practice by all participants; 5. Engagement in and public sharing of the results of deliberate investigations of practice by respective participants 6. Work by college/university faculty and P–12 faculty in formal roles across institutional settings;

In Support of Empirical Research in Individual Psychology William L. Curlette and Roy M. Kern Notice of New Manuscript Submission and Review Procedure Before we discuss the contents of the current issue, we would like to call attention to the new system we have implemented for submitting, reviewing, and managing manuscripts for The Journal of Individual Psychology. The new online system is called Scholastica, and it will allow authors to track the progress of their manuscripts. We have also considered our reviewers in this upgrade, as the review process will also be easier and more streamlined. To upload a manuscript, visit https://submissions.scholasticahq.com/sites/journal-of-individual-psychology. If the Editorial Office receives manuscripts not submitted via Scholastica, we will notify the authors of the correct procedure. If you are unable to access the system, please email the Editorial Office at jip@gsu.edu. Editors’ Notes A common theme across all five articles in this issue is support for empirical research in Individual Psychology—either through a call for more empirical research in two articles or by applications of empirical methods in three articles. Of course, the contents of the articles encompass more than just the notion of empirical research and make contributions in their own ways. In most years, when we publish the Ansbacher Lecture, it is placed as the first article in the issue. Thus, this issue begins with Sperry’s Ansbacher Lecture delivered at the 2015 NASAP meeting in Philadelphia. Sperry begins his address by recounting some of his experiences with Heinz Ansbacher, [End Page 1] and then proceeds to fulfill a request for elaboration on his comments on Bitter’s 2006 Ansbacher Lecture. Bitter asked the following question: “Am I an Adlerian?” Sperry ties his multiple levels of being an Adlerian, which he presented in 2006, to the focus of his current Ansbacher Lecture on the need for accountability in therapy leading to an emphasis on more empirical research in Individual Psychology. Sperry proceeds to present the evidence-based treatment program at Florida Atlantic University, which could be called “Lifestyle-Focused Psychotherapy.” Another event at the 2015 NASAP meeting was an interview with Eva Dreikurs Ferguson conducted by Kern and Curlette between attended sessions. Among the areas she comments on in the interview are her experiences growing up, her training in experimental research, her insights on Ansbacher’s interpretation of Adler’s theory, her reemphasis that all goals are fictional due to private logic, and her thoughts on some needed directions for Adlerian Psychology which include experimental research. The next two articles extend the capability to measure lifestyle constructs with the BASIS-A Inventory through language translations for its use in more cultures. The first article by Chen, Huang, Tseng, Yang, Kern, and Stoltz is titled “Validity and Reliability of the Basic Adlerian Scales for Interpersonal Success–Adult Form in Taiwan.” Using a sample of 339 participants, they conducted a principal factors analysis and concluded that the five dimensions that underlie the five primary scales on the BASIS-A Inventory are essentially supported in the Taiwanese sample. To facilitate the use of the BASIS-A Inventory in Taiwan, they report the means and coefficient alpha reliabilities for a Taiwanese sample and compare them to a United States sample. Expanding the international use of Individual Psychology through the BASIS-A Inventory continues with the work of Mazahreh, Stoltz, Wolff, and Turnage-Butterbauh, as described in the article “Cultural Variables and Factor Analysis of BASIS-A Using a Jordanian Sample.” The English version of the BASIS-A Inventory was translated into Arabic and back translated for all items, and the translations were then discussed to obtain consensus on the meaning of the items. Based on a sample of 330 participants from Jordan, the Arabic version of the BASIS-A Inventory was subjected to a principal factors analysis. The authors state that “review of the rotated pattern and structure matrices showed appropriate loading(s) of the BSI (Belonging/Social Interest), TC (Taking Charge), and BC (Being Cautious) items on the original theorized factors with few exceptions.” They discuss the role that cultural differences, including the emphasis on the extended family in Arabic culture, may have played in...

Advocating for the Usefulness of Individual Psychology Roy M. Kern and William L. Curlette The lead article in this issue, “Parent Training and Cultural Considerations” by Aleksandrov, Bowen, and Colker, discusses a growing concern in parent education related to ethnicity and multicultural issues. The authors present the pros and cons of tailoring program materials to needs of parents from a multicultural perspective. They report some studies that support this approach as well as others that were nonsignificant. The editors were impressed with the extensive literature review the authors included to support their positions. The following two articles address topics relevant to counselors in academic settings. Yee, Stevens, and Schulz in their article “Exploring Master’s Students’ Social Justice Consciousness through Experiential Group: An Adlerian Approach,” focused on a group model to teach the construct of social justice to counseling students. The authors build the case that a number of Individual Psychology constructs are compatible with social justice principles leading to an experiential group counseling model from an Individual Psychology framework. The authors integrate social justice principles as a process variable related to the group counseling settings by using the conversations of the group members to help clarify the social justice principles. Another article with first year counseling students titled “Examining How the Adlerian Life Tasks Predict Anxiety in First-Year Counseling Students” by Foster, Steen, O’Ryan, and Nelson reported findings of a research study to assess anxiety related to performance on Adler’s life tasks. They associated six subscales of the Five-Factor Wellness Inventory as proxy variables for the five life tasks of Adlerian theory based on content descriptions of the scales and a logical analysis. Anxiety was measured by the Beck Anxiety Inventory (BAI) on the 183 entry-level counseling students in the study. Using multiple regression analysis, the authors related their measures of the [End Page 75] five life tasks to the BAI. They found statistically significant relationships to anxiety for all of the life tasks except spirituality. The next article in this issue, titled “Envy in Siblings-in-Law Relationships” by Dolev and Shifron, is a case study focusing on a middle age female. The authors provide a literature review on both envy and specific Adlerian techniques such as early recollections, dream analysis, family constellation, and lifestyle analysis. The article proceeds to provide the reader with a process analysis of the way these authors conceptualize the problem as well as case material related to the early recollections and lifestyle dynamics. Though this is a common topic with clients, it is rare that one can assess methods one might use with this type of client problem from an Individual Psychology perspective. The remaining two articles in this issue are invited speeches by Abramson at the Congress of the International Association of Individual Psychology (IAIP) in Paris and by Walton to the International Conference of the European Scientists’ Union in Stara Zagora, Bulgaria. Both articles provide interpretations of the theory of Individual Psychology. In the Abramson article, she explains why it doesn’t make sense for a person to be described as a “Psychoanalytic Individual Psychologist.” She takes the position that “the theories of Freud and Adler are two entirely different ways of thought, and their philosophical bases are in many ways contradictory.” She explores this topic because it has been a major area of disagreement within the Congresses for several years, with one camp at IAIP desiring to blend the two theories together and another group not wanting this to take place. Abramson cites, as one of the arguments for her position, the contrasting views of neurosis which were held by Adler and Freud. This article is a must read for all who struggle with the major differences in these two theories. Walton’s speech at the International Conference of the European Scientists’ Union in Stara Zagora, Bulgaria is the final article in this issue. The purpose of including this article is twofold. First, it is important for the reader to assess the way the author tones down the theory in a way that is understandable to a public who may not have heard of Adler. Second, it is helpful for future presenters to have an...

An Interview with Eva Dreikurs Ferguson:Reflections on a Lifetime of Individual Psychology Roy M. Kern and William L. Curlette During the NASAP conference at the DoubleTree Hotel on May 22, 2015, in Philadelphia, Pennsylvania, the co-editors of The Journal of Individual Psychology were honored to be able to conduct an hour-long interview with one of the most internationally recognized professors in the field of Individual Psychology, Eva Dreikurs Ferguson. A variety of topics were discussed in the following interview, including insights on what it was like growing up with her father (Rudolf Dreikurs), her educational experiences and research, and her experiences with a number of famous professionals with whom she has associated during her illustrious career. Interviewers: Roy Kern and William Curlette Bill: You have been one of the most influential professionals in the field of Individual Psychology. Yet, Roy and I know very little about how you began your career, and how your journey has brought you to this stage of professional expertise. Could you tell us a bit about your journey and life to this point? Eva: Sure. Actually, that would take a long time [laughs]. I wrote out some comments, because as I thought about it, I realized I did so many things it would take a long time to talk about it. But, let’s be brief. The first thing, as both of you probably remember, I lived in my dad’s house, and that provided a tremendous variety of experiences. It is important to note, not only that my dad talked about psychology and the philosophy that he had on a regular basis, it was part of the everyday conversation in our house. Also, he had many people that he had correspondence with. In some cases they became part of my life by the fact that either I got introduced to them or they were in the house. Do either of you remember the semanticist Hayakawa? Does that mean anything to you? Bill: No. Roy: Afraid not. [End Page 12] Eva: Ok, well, he came to dinner, for example. He was a very influential person in the field of semantics, in which he was trying to show the social meaning to communication. And then another time I was at an APA convention and my father introduced me to Abraham Maslow, who was at the time the president of APA. So these were just parts of my life—it’s not a normal family [laughs]. You have to remember I didn’t grow up in a normal household [collective laughter]. You know, I remember reading something from one of the Kennedy children about his mother, who was one of the Kennedy sisters, and she had developed the Special Olympics, and after her death, he wrote: “I just thought that everybody had hundreds of people coming to swim at the family pool. I thought that was normal.” Roy: So that’s what it was with you—these well-known people would just come into the house and you’d be introduced. Eva: Or they’d be part of my dad’s life. You need to remember that as a young person I heard my father talk about the conflict in physics, and the whole role of Neils Bohr, Einstein, and the one that my father was so strongly in favor of, Heisenberg, and his principle of uncertainty—I don’t how much you two know about that. Do you know anything about Heisenberg’s principle of uncertainty? Bill: Yes, I do. Eva: My first husband had a physics PhD colleague and I requested of him: “Please explain to me the way a physicist would talk about Heisenberg,” because my dad had talked about Heisenberg from a psychological point of view, not from the perspective of a physicist. My dad thought that the uncertainty principle was ”the answer to psychiatry.” I wanted to know how a physicist would explain the principle of indeterminism, which my dad considered basic to psychological life. A physicist’s explanation revolved around measurement confounding, but my dad interpreted the principle as a counter-argument to objective perception or apperception in psychological processes, that is, when you are a participant in...

Trauma from an Individual Psychology Perspective Roy M. Kern and William L. Curlette This special issue on trauma was organized by Paul Peluso and Kenneth McCurdy. The articles consist of the neurobiology and personality dynamics of trauma, first responders to public disaster, a conceptual model to address institutional and internalized racism, the challenges of introducing a trauma curriculum to counselors, and helping betrayed couples address the trauma of extramarital affairs. The lead article, “Trauma, Neurobiology, and Personality Dynamics: A Primer” by Len Sperry, was selected as the first article in this issue because it addresses the trauma response in the context of lifestyle dynamics in conjunction with the neurological functioning of the brain. The author’s knowledge of both provides a splendid conceptual base related to the interplay of lifestyle and trauma and, in particular, posttraumatic stress (PTSD). Sperry’s ability to address the complexity of the interplay of personality and neurological functioning is impressive. The next article, “The Private Traumas of First Responders” by Garner, Baker, and Hagelgans, brings awareness to the fact that firefighters, police, and other first responders are not immune to trauma or PTSD. The authors weave a convincing case with empirical findings, and a critical social variable, that first responders are impacted by trauma as much as the general population. The authors conclude with an Adlerian-based clinical case study of a firefighter with a diagnosis of PTSD. Lemberger and Lemberger-Truelove, for the first time in the history of Adlerian psychology as far as we know, have developed a model to explain to clinicians the impact of racial trauma from an Individual Psychology perspective. In their article “Using the Transcultural Adlerian Conceptualization and Therapy (TACT) Model to Depict the Influence of Race-Based Trauma,” they describe the evolution of race-based trauma from a historical perspective and then describe their theoretical approach, called TACT. They describe [End Page 159] how Individual Psychology can be used to explain institutional and internalized racism and the accompanying trauma. We found the article informative and useful for clinicians who may not be aware of these subtle biases in society. The Van Asselt, Soli, and Berry article, “Crisis Fearlessness: A Call for Trauma Competencies in Counselor Education,” explores through an Adlerian lens the hesitancy of counselor educators to make adjustments regarding crisis-based curricula for counselors-in-training. To assess such hesitancies, 17 counselor educators participated in an experiential activity at an Association for Counselor Education and Supervision (ACES) conference. The authors conducted a survey to identify reasons for participant hesitancy. Among the responses were concerns that curricula participants were not taught as graduate students, changing standards and curricula expectations, and lack of perceived pleasure or joy for the content. The concluding article provides ways of exploring the connection between traumatic stress and extramarital affairs. “A Trauma-based Physiological Approach: Helping Betrayed Partners Heal from Marital Infidelity” by Duba Sauerheber and Disque begins with a robust literature review of approaches for addressing marital infidelity. The authors present an applied counseling model with a number of techniques for use with betrayed partners during their healing processes, and encourage clinicians to further their studies of the various trauma-related references noted. Finally, the authors make a case for clinicians to explore how the trauma of an extramarital affair changes clients’ self-concepts and worldviews and how lifestyle influences their healing processes, noting that client experiences and healing processes will be as unique and varied as their lifestyles. [End Page 160] Copyright © 2016 University of Texas Press

Individual Psychology:From Empathy to Murderers Roy M. Kern and William L. Curlette The issue to follow includes a marvelous contribution by Arthur J. Clark related to empathy and Adler. Next are three articles related to working with children and youth, including an empirical article about children with Attention-Deficit/Hyperactivity Disorder. The last article addresses a forensic topic related to Adler’s theory on crime. The final contribution is a column by Allan Cox and Eva Dreikurs Ferguson related to lifestyles and organizational behavior. “Empathy and Alfred Adler: An Integral Perspective” by Clark may be one of the best articles in the literature integrating the construct of empathy with Adler’s work. The author begins with a thorough investigation of the construct of empathy and then goes on to justify the importance of empathy in the process of therapy. Of interest in this article is the way Clark uses a conceptual model to explain the various ways empathy can be viewed according to the therapeutic process. However, of most importance is the way the author explains how one can conceptualize the construct from an Individual Psychology perspective. Hamm, Carlson, and Erguner-Tekinalp describe in their article, “Adlerian-Based Positive Group Counseling Interventions with Emotionally Troubled Youth,” how positive psychology interventions can be merged easily with Individual Psychology. The coeditors of the Journal were impressed with how the writers provide a number of group interventions that can be used by others working with groups of youth. The third article, “The Courage to Be Imperfect: A Boy’s Journey Toward Becoming a Child,” by Akay-Sullivan, Sullivan, and Bratton, uses an Adlerian play therapy intervention with a child struggling with maladaptive perfectionism. The article will be of interest to those using Adlerian play therapy because the author integrates interventions within the framework of the four stages of counseling from an Adlerian perspective. In addition, the article [End Page 235] employs two very strong assessment tools to measure objectively the parents’ perception of child behavior. Continuing on the child theme of this issue is an international contribution by Alizadeh, Walton, and Soheili. Their article explores social interest of children with attention-deficit/hyperactivity disorders (ADHD), and their sample included a group of 41 Iranian children with the disorder and 45 children without the disorder. Results of the study as reported by parents of both groups on the Social Interest Scale for Iranian Children indicated the parents of children with the disability reported lower social interest scores on the instrument. This article has merit for several reasons: it is the first article reporting ADHD results with children from an international sample in the Journal; it provides the public with an Iranian-based social interest scale for children, which is important because it could lead to a similar instrument being developed in North America; and finally, the study validates again the importance of social interest as a construct. In the article by Shon, titled “Sampling Bias or Incomplete Application of His Own Theory of Crime?” the author believed that Adler, in his analysis of Konrad Kleinschrot, who murdered his own father, might have made a number of errors in his analysis due to the limited number of similar clients. Shon proposed that Kleinschrot is referred to a number of times by name and also by Mr K., which may lead the reader to believe that Adler worked with a number of cases. The author also builds the case, however, that Adler may have had limited exposure to murderers. From this position, the author then questions the fit of the theory within a forensic setting. He concludes, however, that Adler’s theory on crime was ahead of his time and goes on to explain a life-course model of criminal behavior that complements much of what Adler proposed many years ago. This article is informative from a forensic psychology perspective. The final content for this issue includes a business and organizations column. The article, “Corporate Style of Life: An Adlerian Conceptualization Told in a Personal Account,” by Cox and Ferguson, takes the reader on a personal journey whereby the first author takes time to understand his own lifestyle via his own early recollections. He labels...

In this article, the authors advocate for the use of current social network analysis methodology to contribute to research on the theory and practice of Individual Psychology. This can occur by focusing on the measures of the relationships within the groups themselves or by relating relationships between members of groups to characteristics of individuals in the group. To accomplish this, some of the applicable measures of social networks are centrality, transitivity, clustering, and diameter. Several examples are presented in which social network analysis can be applied in Individual Psychology, including a possible construct validity study for existing measures of dimensions within Gemeinschaftsgefühl .

Individual Psychology:The Sweet and Sour of the Human Condition Roy M. Kern and William L. Curlette A metaphor for this issue might be the confusing reaction of our taste buds when we consume a sweet-and-sour Chinese dish. The sweet is enjoyable, but the sour alters the taste of the ingredients. In this issue the sweetness is the wealth of scholarly contributions by authors who have shared their thoughts, ideas, and research findings. The sour part tempering these contributions is the recent death of Margot Adler, the granddaughter of Alfred Adler and daughter of Kurt Adler. The lead article in this issue is a lecture given by Alexandra Adler on behalf of her father; the lecture had been scheduled prior to Alfred Adler’s death in 1937. Addressing ideas related to alcoholism, substance abuse, suicide, and neurosis, the lecture is an insightful gem related to the use of hypnotism and anti-suggestion interventions. The discussion on the purpose-fulness of behavior of those clinical conditions, as well as the suggestions of the dos and don’ts for therapists working with such clients, are of most interest to us in this issue. The interview with Frank Walton conducted by Watkins and Lindquist is a complementary fit with the lecture by Alexandra Adler. Of all the current Adlerians who have attended conferences, seminars, and live demonstrations, there are few who would doubt the immense contribution of our dear friend, Frank Walton. The interview captures the man’s personal philosophy, his therapeutic gifts, and his overall ideas of his life as an Adlerian. He is the master of demonstrating live the principles of Individual Psychology. This interview was previously scheduled for the column “Psychological Strategies,” edited by Rachel Shifron, Paul Rasmussen, and Richard Watts. Through extended discussions with one of the column editors, however, we came to a consensus that Frank’s contribution would be more respectfully carried as one of the lead documents in the journal. [End Page 1] We continue the clinical perspective with an article by Pomeroy and Clark, titled “Self-Efficacy and Early Recollections in the Context of Adlerian and Wellness Theory.” The authors present a convincing case that the construct of self-efficacy is embedded in the Individual Psychology constructs of lifestyle, social interest, and holism, as well as several wellness theories that explain these constructs with different words. The authors propose the importance of assessing the self-efficacy component of the personality to help clinicians tailor their treatment strategies to be more specific to each client. The authors also include examples of early memories of some clients to demonstrate the principles discussed in their article. In addition to this article, a book review on Arthur J. Clark’s Dawn of Memories: The Meaning of Early Recollections in Life, by Leigh Johnson-Migalski, may provide supplemental insights into the use of the technique. Following Pomeroy and Clark’s contribution on early recollections is Barton-Bellessa, Lee, and Shon’s article, which explores the importance of degree of activity and criminal behavior as discussed by Adler. In an interesting article on the omission or underrepresentation of Adler’s theory in introductory textbooks on criminology, the authors support their assumptions with descriptive data and a review of the most used texts on the subject in university settings. From our own perspective as editors, we were particularly impressed with the authors’ systematic description of Adler’s views on criminology. A sophisticated empirical study by Leeman, Dispenza, and Chang reports results of a study that explored the perceived potential of growth related to trauma, personality, and stress coping. The authors investigated the relationship among the Belonging/Social Interest and Being Cautious scales from the Basic Adlerian Scales for Interpersonal Success–Adult Form (BASIS-A), the Coping Resources Inventory for Stress–Short Form (CRIS-SF), and the Posttraumatic Growth Inventory (PTGI). With a sample of 441 college students, the study examines the interrelatedness of personality themes, coping resources, and responses to a posttraumatic growth survey. The results of the hierarchal regression analyses determined that coping resources, belonging and/or social interest, and being cautious were significant predictors of perceived potential of growth. However, the research revealed some unexpected results related to...

Individual Psychology:The History of Adler’s Theory and Current Cultural Issues Roy M. Kern and William L. Curlette The lead article of this issue is “A Genealogy of Ideas in Adler’s Psychology” by Angioli and Kruger, in which the authors explore Individual Psychology’s development from a new perspective. Using genealogy as an approach for describing history based on the works of Nietzsche and Foucault, the authors describe the intricate social, political, and philosophical influences on Adler’s theory. The article brings forth Adler’s experiences and the various philosophers and scholars who helped shape many of the important constructs of Individual Psychology. From the foregoing theoretical base, the following articles in this issue address the use of the theory in relation to couples therapy, pornography, the psychometric application of a lifestyle instrument in Lithuania, sports participation, and a popular film. Many of these articles have underlying cultural components. Hendrix, Hunt, Luquet, and Carlson present a clinical piece, “Using the Imago Dialogue to Deepen Couples Therapy.” The authors argue that although the theory of Individual Psychology addresses the principle of equality in all relationships, it provides little direction on how a counselor or psychologist might develop this relationship of equality in therapy with couples. The authors propose that Imago Relationship Therapy can be used to foster equality through promoting skills with couples in the areas of connectedness, empathy, and what they refer to as “horizontal relationships.” In the next article, Fall and Howard demonstrate true courage in addressing a very real social but toxic problem in our society related to the use of Internet pornography. In their article, “An Adlerian Perspective on Problematic Internet Pornography Use,” they alert the reader to literature on the detrimental impact on adults, couples, and youth of the increased use of [End Page 231] pornography in our society. The authors include case studies and treatment strategies based on their therapeutic practice. They describe in detail the use of lifestyle assessment, psychological investigation, reorientation, and the ways that pornography may be employed as a safeguarding strategy to avoid life tasks. Another construct that is difficult to investigate, especially from a quantitative approach, are themes in the lifestyle construct in Individual Psychology. Measurement of themes was achieved by the development and validation of Basic Adlerian Scales for Interpersonal Success–Adult Form (BASIS-A) Inventory. Initial studies were conducted in the United States, but during the last 10 years studies have been carried out in many other countries. Recently, Gaubė, Kern, and Stoltz conducted a study on the norming of this instrument with a Lithuanian population. Their study, “The Psychometric Properties of the BASIS-ALt: Lithuanian Version,” describes the norming of the instrument as well as a validation study using a variation of the Big Five instrument. One of the findings is that culture does appear to impact some of the scales on the BASIS-A Inventory. Another study involving instrumentation through survey research examines one’s interest in sports from the perspective of Individual Psychology. In their article “Examining Early Influences of Sports and Outdoor Recreation on Individuals through the Lens of Adlerian Psychology,” Flood, Lawther, and Montandon examine how memories of participation in outdoor recreation and sports activities in childhood (ages 5 to 9) influence later adult decisions. Using qualitative and quantitative data, they conclude that participation in these activities appears to improve self-confidence for most people. They also found a differential effect between males and females, probably a result of a culture that provides more opportunities for boys than girls to participate in sports, thus supporting Adler’s “masculine protest.” The idea of culture can also be found in Culbreth and Huber’s article. The authors themselves demonstrate the use of their creative selves by conducting an analysis of the popular Pixar film, Cars, from an Adlerian perspective. When the movie starts, the main protagonist, Lightning McQueen, according to the authors, “lives in enemy territory, with little empathy, and has a fictional system that supports a useless striving for superiority.” The main focus of the article’s analysis is the evolution of Lightning McQueen, who is self-centered and narcissistic at the beginning but evolves into a socially interested individual with...

Clinical teaching employed through anchor action research (AAR) studies helps to evaluate teacher preparation efforts in professional development schools (PDSs) through K-12 student achievement. As a part of the teacher-intern-professor (TIP) group, the intern participates in the planning and delivery of a unit of instruction that uses a pretest and posttest as assessments. This study contributes a summary of 10 AAR studies in PDSs which overall have a statistically significant effect size for student achievement using meta-analysis. The results show that Cohen's d effect size between groups is .387 in favor of the PDS TIP Groups, which is typical of effect sizes of meta-syntheses of educational interventions. Thus, this study demonstrates a clinical approach to teaching combined with a statistical approach to overcome small sample sizes through meta-analysis to show student academic achievement gains in PDSs.

Improving the Functioning of Individuals Through Group Activities and an Article on the Inferiority Complex William L. Curlette and Roy M. Kern This issue begins with a memorial tribute to Leo Gold, a recipient of the North American Society of Adlerian Psychology’s Lifetime Achievement Award, written by Erik Mansager. Gold’s numerous accomplishments in many areas of Individual Psychology inspires us to pursue our work and our social connectedness even more. In the first research article Allen, El-Beshti, and Guin describe working with a parent group that serves only teenage parents. The authors created a teen parenting group, called the 4-H Very Important Parents program, with a grant from the federal government; this program addressed the need for a program specifically tailored to the teen parent population. They describe developing the 4-H VIP program using Adlerian parenting approaches as the primary underlying theory in addition to other theoretical approaches. The next article also shows the use of Individual Psychology to explain and support a program—in this case, Critical Friends Groups. Curlette and Granville employ the four Crucial Cs to elucidate the functioning of Critical Friends Groups (CFGs), a form of professional development for K–12 teachers and other education personnel. In particular they show how selected protocols in CFGs relate to the four Cs. Curlette and Granville conclude that the four Cs provide a theoretical basis for an increased understanding of CFGs, which can clarify areas for future development of protocols and can help educational personnel generalize the application of principles learned in a group situation to everyday activities. The following article also employs the four Crucial Cs as a framework to interpret group behavior. Rather than using the four Cs with groups of educational personnel, Garza, Kinsworthy, and Bennett employ the four Cs as a structure for obtaining deeper meaning in group play therapy with children. [End Page 1] They also believe that using the four Cs provides a common language for a supervisor and supervisee to use when interpreting the group dynamics of children at play. Group dynamics is a primary focus of the following article, in which Colker applies principles of open forum counseling to leadership development. The author cites Ferguson as providing “a window into the challenges of applying these ideas in a work setting.” On the basis of Colker’s experiences with the open forum model and as the chief learning officer in a large banking system, he believes that using this model increases a “sense of belonging, collaboration, and teamwork” and empowers employees at all levels of an organization via Adlerian democratic principles. Improving the functioning of people through wellness training is the topic of the article by Wolf, Thompson, Thompson, and Smith-Adcock. In particular, the authors discuss using a wellness model for counseling students based on Adlerian theory, which emphasizes the holistic indivisible self. Results from a pilot study conducted with 38 participants using both quantitative and qualitative research methods indicate that the students benefited from the wellness program. The last article in this issue is on Adler’s articulation of the inferiority complex, which Dodd refers to as the “golden complex” in his 1927 book by that name. In his review and commentary on the book, Stone provides quotes that show the far-reaching nature of the inferiority complex—hence the name golden complex. This complex even applies to groups, Dodd posits. In other words, Stone writes that “individuals, clubs, organizations, and sovereign states can mobilize around a perceived inferiority to justify their purpose and function.” This issue of the journal is focused on groups, thus it is somewhat ironic that a topic that may appear on the surface not to fit (because it is often associated with individuals) actually informs group functioning. In summary, this issue of Journal of Individual Psychology primarily focuses on ultimately improving the functioning of individuals in various types of groups by employing the principles of Individual Psychology. All authors found Individual Psychology helpful either in creating or explaining the group activities. [End Page 2] Copyright © 2014 University of Texas Press

Critical Friends Groups (CFGs) are examined through the lens of Bettner and Lew’s (1989) Crucial Cs: connect to feel belonging, capable to contribute, count to feel significance, and courage to meet the previous Cs in a positive and socially useful way. Critical Friends Groups are groups of approximately 10 teachers and other educational professionals who meet at least once a month to discuss professional issues. The group members use a structured approach, called protocols, to interact with one another, and protocols address both interpersonal and pedagogical topics. This article examines CFG processes and essential dispositions using the Crucial Cs. Insights from the Crucial Cs may help improve understanding of CFG functioning and outcomes. By demonstrating their application to the setting of teacher professional education, we present further multidisciplinary usefulness of the Crucial Cs.

Parenting from the Individual Psychology Perspective:Obstacles, Challenges, Culture, and Psychoeducational Programs Roy M. Kern, Paul R. Rasmussen, and William L. Curlette This is a special issue on parenting, for which Paul Rasmussen is the guest editor and solicited the majority of the articles. It includes five articles from a variety of perspectives, as well as a personal tribute to Daniel Eckstein, who passed away as the result of an unfortunate accident on September 9, 2013. The lead article by Paul Rasmussen, titled “The Task, Challenges, and Obstacles of Parenting” provides a valuable perspective on the importance of good child guidance models, which may originate from parents, caregivers, or professionals. The author weaves a sterling tapestry of words describing the way the Individual Psychology constructs of responsibility, cooperation, and respect are fundamental to the development of psychologically healthy children. In pursuing these Individual Psychology constructs in child rearing, he provides insights into the challenges and obstacles that may arise. The theme of obstacles and challenges of parenting is continued by Moore and McDowell, with a focus on the African American family. This article is a must-read for multicultural classes because it provides a scholarly historical perspective of the challenges of the African American parent. A first-person account provided by the African American authors is especially valuable. To build the case for some of the unique and significant challenges faced by this particular culture, one of the authors uses a narrative of parenting one of her own children; in this context she also presents perceptions of racism in the United States. The authors address the topic respectfully and effectively articulate an African American parent’s experience. Oryan’s qualitative study on the family council is interesting from a cultural perspective. His finding indicates that similar instruction on the family council intervention in parenting groups yielded different results when [End Page 87] presented to American and Israeli parents, respectively; this difference is related to different cultural perceptions between the two groups. The editors were particularly surprised with the way each group addressed conflict and implementation of the intervention. We believe that this article makes a significant contribution to the topic of cultural differences in the context of a family council intervention. Moving away from obstacles, challenges, and the impact of culture on the parenting process, the last two articles describe parent interventions currently used to address the needs of parents in parent education groups. “Modern Approaches to Modern Challenges: A Review of Widely Used Parenting Programs,” by Lindquist and Watkins, provides the reader with a variety of parent psychoeducational programs that practitioners can use with parents. The value of this article is that the authors reviewed both Adlerian and non-Adlerian programs. We appreciate the inclusion of studies that support each program’s efficacy. The final article is by Michael Popkin, whose psychoeducational program, Active Parenting, may be one of the top three parent education programs by sales in North America and internationally. From a historical perspective, Popkin is a true visionary with his ideas related to video-based programs. His was the first structured parent educational program in North America to use a video component. This article offers a personalized history of his journey of developing the Active Parenting program. Copyright © 2014 University of Texas Press

The purpose of this study was to determine if the use of the reading component of Ticket to Read®, a computer-based educational program, developed to improve hearing students’ fluency could improve deaf students’ fluency in order to improve comprehension. Fluency, the ability to read text accurately and automatically, forms a bridge from decoding to comprehension. This research is significant because the median reading level of deaf students who graduate high school has remained around a fourth grade level equivalent for the past thirty years, and there is a paucity of research that examines evidence-based practices to improve the reading performance of deaf students. There were 27 subjects in this study from an urban day school for the deaf. A dependent t-test was conducted using the subjects’ scores on a pretreatment and posttreatment reading assessment after nine weeks of treatment. No significant difference from pretreatment to posttreatment assessment was found, t(26) = 1.813, p .05. In addition, an exploratory analysis using treatment and control groups was conducted using a quasi-experimental design based on mean gain scores from a pretreatment and posttreatment reading assessment. Twenty-seven pairs of subjects were matched on ethnicity, gender, and grade level to determine the main effect of treatment, the interaction effect of treatment and gender, and the interaction effect of treatment and grade level. No significant difference was found for the main effect of treatment, F(1,42) = 1.989, p .05. Statistical significance was not found for the interaction between treatment and gender, F(1,50) = 1.209, p .05. Statistical significance was not found for the interaction between treatment and grade level, F(2,48) = .208, p .05. The results of this study have implications in the field of deaf education and are congruent with the findings of similar studies involving Repeated Readings to influence comprehension. Although significant tests were non-significant regarding students’ improvement on the reading assessment after the intervention, the direction and magnitude of the mean differences effect sizes for students in the treatment group support the need for further research regarding the evaluation of computer-based educational programs that can be used as effective educational strategies to improve deaf students’ reading performance.

Since the emergence of the professional development school (PDS) concept in the 1980s (Campoy, 2000; Holmes Group, 1986; Stallings & Kowalski, 1990) and the growing emphasis on university and public school collaborative efforts toward clinical teacher preparation and school reform into the new millennium (Darling-Hammond, 2006; NCATE, 2001), descriptions of the challenges encountered in establishing school partnerships have been pervasive in the literature. The importance and the difficulty of establishing trust (Darling-Hammond 2005; Ferguson, 1999; Robinson & Darling-Hammond 2005), of building relationships (Teitel, 2003), and of developing efficient and effective forms of communication (Robinson & Darling-Hammond, 2005) have been documented.Such issues become compounded when an urban university's overall approach to educator preparation, consisting of 59 initial and advanced programs across two colleges, commits to the adoption of a professional development school (PDS) model for clinical teacher education. The scope of such an effort necessitates the development of not just individual PDS sites for a select number of cohort programs, but rather the creation of a PDS network which encompasses multiple urban districts and school sites at the Pre-K, elementary, middle, and secondary levels, and collaboration with area two-year and four year institutions. In this chapter, we will introduce the reader to how we developed a metropolitan PDS collaborative network. Specifically, we will discuss the organizational structure, roles, and methods of communication which have evolved as we have worked to increase collaboration and participation across our many partners. This network serves as the context for the initiatives shared in this book. In the final section of the chapter we introduce the reader to the stories shared in individual chapters.