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The Strength-Based Model for Counseling At-Risk Youths

Marty Sapp

The author highlights how Adlerian theory, among other theories, can form a basis of applying a strengths-based perspective on counseling at-risk youths.  The definition of at-risk, including academically at-risk, and other forms of the definition of at-risk are identified to further connect theories to counseling practice.

1. Define phenomenology and explain how it can be described as subjective.
2. What is the definition of “soft-determinism” put forward in the article, and how does it apply to counseling at-risk youth?
3. The author cites a 4- phase model of using an Adlerian approach to work with at-risk youth.  What, in your opinion, is missing from the phases described in this model?

Deriving a Third Force Approach to Child Development From the Works of Alfred Adler

Eugene M. DeRobertis

The article examines Adler’s influence upon the field of humanistic psychology.  Specific attention is paid to child development, creativity, free will, and attachment.  The relevance of Adler’s contributions to current understanding of human development is described.

1. What is the role of a child’s creative process in the development of the child, according to the article?
2. Through statements in the article, evaluate how Adler would interpret a debate regarding whether nature or nurture is more influential in the development of a child.
3. How does the author describe Adler’s concept of social interest and what are the components of social interest?  In your opinion, what does a person’s social interest signify?