The purpose of this paper is to describe and discuss the Adlerian-Dreikursian model (a therapeutic treatment model developed on the basis of the writings and research of Alfred Adler and Rudolf Dreikurs) of family therapy for children and adolescents. To this end, the paper focuses on the central components of the model such as the goals of children's misbehavior, the need for parental education, diagnostic and assessment issues, and so forth.
Adlerian-Dreikursian Model Of Family Therapy For Children
The Adlerian-Dreikursian model of family therapy emphasizes mental health obtained through fostering, in families, feelings of belonginess and a sense of contribution (Ionedes, 1989); also important to the development of mental health are said to be techniques that encourage cooperation and a spirit of democracy between family members (Croake, 1983).
The Adlerian-Dreikursian model has several premises, elements and components. One of the model's most important premise is that there are goals associated with children's misconduct and misbehavior. As noted by Ansbacher (1988), these goals are: (1) attention getting; (2) power; (3) revenge; and (4) demonstration of inadequacy.
Croake and Myers (1985) have pointed out that the goals of children's misbehavior are central to diagnosis in the Adlerian-Dreikursian model. Indeed, the authors state that crucial to both diagnosis and treatment is that the therapist observe actual demonstrations of the child's misconduct as well as parental reactions to the behaviors; this because it is both the behavior and the parental response to the behavior which allows for a determination of which goal the child is attempting to obtain. Moreover, therapists are also encouraged to talk with children about their goals as part of the diagnosis process.
With respect to diagnosis as delineated in the Adlerian-Dreikursian model of family therapy with children and adolescents, Andriessens (1987) h...