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Week 1 – Type A Courses – Mornings (11:00-13:00)

Mornings (11:00 – 13:00)


A201, Alizadeh, Hamid – Applying Individual Psychology Principles in Schools
Teacher-student interaction is a crucial part of the classroom experience for all students. According to Individual Psychology principles, classroom is not only a setting of academic learning, it is also a unique opportunity to foster mutual respect, self-esteem, contribution and democratic relationship in students. Adlerian-Dreikursian classroom management skills and strategies enable teachers as a group leader to create an encouraging climate for establishing democratic relationship in the classroom in which they can grow. Participants are invited to discuss about their cases.

Learning Objectives:

  1. The participants will be able to describe Individual Psychology principles and how they relate with students’ behaviors
  2. The participants will be able to explain group rules and teacher-students interaction
  3. The participants will be able to discuss mistaken goals in the class
  4. The participants will be able to using Adlerian-Dreikursian techniques to recognize students’ mistaken goals
  5. The participants will be able to compare praise, punishment, natural and logical consequences
  6. The participants will be able to discuss the Adler-Dreikurs classroom management style
  7. The participants will be able to describe and utilize encouragement in the class
  8. The participants will be able to discuss Adlerian-Dreikursian techniques to improve teacher-student relationships

A202, Baumer, Gerhard – Traumarbeit (German)
In Träumen verarbeiten wir unsere täglichen Erlebnisse und unsere ungelösten vergangenen Konflikte entsprechend unseres Lebensstils. Träume benutzen Metaphern und Symbole, die, um verstanden zu werden, interpretiert werden müssen. Träume beeinflussen unsere Emotionen und unsere Erwartungen bezüglich der Zukunft, ähnlich wie frühe Kindheitserinnerungen. Wir wollen die Träume der Teilnehmer benutzen, um den großen Bedeutungsgehalt zu zeigen und wie wir sie in unserer Beratungsarbeit nutzen können. Der Kurs ist für Psychotherapeuten, Berater und für Menschen, die Träume in ihrer Profession nutzen wollen oder mehr Selbsterkenntnis durch Traumarbeit bekommen wollen.

Learning Objectives:

  1. participants will be able to name 3 purposes for using dreams
  2. participants will be able to identify different qualities of dreams
  3. participants will be able to name similarities and differences between
  4. participants will be able to predict the unconscious goals of dreams
  5. participants will be able to combine dream contents and current situation
  6. participants will be able to identify feelings in dreams
  7. participants will be able to analyze his or her own dreams better
  8. participants will be able to understand and use dreams in his or her own practice

A203, Callus, Joyce – Working with Youth
Adolescence is one of the difficult transitions in life. During this workshop we will discuss what are the changes youth, family members and caregivers have to deal with at this time. The application of the concepts of Adler and Dreikurs (e.g., goals of behavior, encouragement, responsibility etc.) when parenting or working with youth may contribute towards a more effective outcome. This workshop provides a hands-on experience.

Learning Objectives

  1. What is Adolescence?
  2. Discuss appropriate approaches
  3. Apply IP Concepts- four goals
  4. Encouragement, Self Esteem
  5. Effective Communication
  6. Handling conflicts
  7. Enhancing family relationships-family meetings

A204, Echle, Erika – Managing Stress/Umgang mit Stress (English/ German)
The requirements of work life increase continuously. Stress management helps to deal with stress better – and achieve the professional goals successfully. Stress is a complex, important physical and psychological reaction. It ensures that we are alert and able to act on mental and physical challenges. Problems arise when the generated tension becomes a permanent condition, whether through challenges in the family or work setting or even through constant small annoyances. In this course we will be dealing with the questions of how to reduce burdens, relax, keep perspective, gain composure and find inner balance and to cope with stress through mindfulness.

Learning Objectives

  1. The participants analyze their own behavior
  2. You know at least 3 ways in which you can switch on a “break”
  3. You will look for positive experiences during the day
  4. You can voice your problem without making accusations
  5. You compare your views with the views of your counterpart without any judgment
  6. You will help each other better understand their problems
  7. You use a communication style that is encouraging.

A205, Ferguson, Eva Dreikurs – IP in the Workplace
Adlerian Psychology helps improve human relationships in all settings, including the workplace. Workplace solutions are also applicable to problems at home and at school. Participants’ own work problems are discussed. Work roles, conflict resolutions, group dynamics, and personality variables are viewed within the Adler-Dreikurs framework. (1+2)

Learning Objectives:

  1. Participants will practice understanding their own ‘private logic.
  2. Participants will come to understand other people’s ‘private logic.’
  3. Participants will practice understanding group dynamics.
  4. Participants will be able to identify ‘power’ motivation in the workplace. ​
  5. Participants will be able to identify how democratic relationships take place in the workplace.
  6. Participants will practice ‘stepping into another’s shoes.’
  7. Participants will practice understanding how the whole organization affects workplace

A206, Joosten, Theo – Cooperative Problem-solving
In families, community or professional settings, people meet problems. This course will explore practical ways of helping each other find encouraging solutions to these social challenges. The language and the incident method will get special attention. Participants will be able to apply the incident method. Case examples provided by the participants will be used.

Learning Objectives:

  1. Seeing problems as social problems
  2. Applying reflective listening
  3. Moderate the incident method

A207, Landscheidt, Uti – Art Therapy/ Kunsttherapie (English/ German)
This is an introductory course for participants who do not have much knowledge and experience in Individual Psychology and who look for an exciting and relaxing course to learn about lifestyle. It is based on Sadie Tee Dreikurs’ teaching and her book “Cows can be purple”. No prior experience in painting is necessary.

Learning Objectives:

  1. be able to name advantages of this group working
  2. be able to identify a composition of an artwork
  3. be able to identify symbols and their statement
  4. be able to identify colours and their statement
  5. be able to give feedback to a painting in an encouraging way
  6. be able to use one’s lifestyle glasses
  7. be able to name the connection of artwork and lifestyle
  8. be able to name lifestyle aspects based on artwork

A208, Millar, Anthea – Developing your Supervision Skills
Receiving regular and restorative supervision is a crucial aspect of being an effective professional. This practical and experiential class, for both new and experienced supervisors, will explore the multiple dynamics of supervision. It will identify how to build a supervisory relationship that combines equality, authority and encouragement, offer practice in giving supervisory feedback in complex situations, and introduce some creative methods.

Learning Objectives:

  1. Identify and apply the 7 ‘eyes’ (Hawkins and Shohet) and 3 tasks models of supervision
  2. Create a collaboratively developed supervision contract with a supervisee
  3. Recognise the presence of the parallel process in supervision
  4. Describe and use encouragement principles in supervisory feedback practice
  5. Practice the use of immediacy and Socratic questioning in supervision
  6. Apply the skills of combining support and challenge in a supervisory relationship
  7. Identify the impact of power, authority, difference and equality in supervision
  8. Practice creative supervision techniques in dyads

A209, Radu, Liliana – Encouraging Caregivers of Children Diagnosed with Autism
As the number of people diagnosed with autism increases, we need to develop new creative ways to understand and help them and their families. This course offers an Adlerian approach to what autism means to the individuals, their families and the community.

Learning Objectives:

  1. Discuss the physiological and neurological aspects of how developmental challenges can impact  the individual’s relationship with self, others and the world
  2. Discuss the psychological and sociological aspects of how developmental challenges impact the individual
  3. Developing empathy and understanding for improving communication and cooperation
  4. Explain how non-verbal behaviors affect the communication process and connection with other
  5. Identify ways to develop independence in daily life activities and feeling capable
  6. Explore ways to develop social interest of children with developmental challenges
  7. Develop self-care strategies for caregivers to deal with everyday challenges
  8. Discuss ways in which families, educators, therapists and other professionals can support progress

A210, Rasmussen, Paul – Adaptive Reorientation
In this course we discuss strategies for helping people to move forward in life most effectively and efficiently. Relying on concepts related to the Tasks of Life, Psychological Muscle and Crucial C’s, we will cover topics related to optimal living. Lifestyle investigation provides meaningful insights into the nature of one’s life orientation, including the identification of assets and liability. In this course we discuss how to make use of the assets and overcome the liabilities in order to create an optimal adaptive orientation to life and its challenges.

Learning Objectives:

Participants will be able to…
  1. Identify the three Tasks of Life and recognize the role they serve in mental and emotional health
  2. Understand the concept of Psychological Muscle and its connections with Life Tasks and its essential role in the promotion of mental health
  3. Understand the relationship between events, cognitive processed, emotional reactions and behavioral responses such that emotional intelligence will be enhanced and optimal responding promoting.
  4. Be able to understand the value of lifestyle investigation in uncovering maladaptive patterns of reactivity.
  5. Be able to make effective use of autobiographical memories in promoting personal understanding of lifestyle orientation.
  6. Be able articulate the major components of Adlerian theory in a comprehensive Fashion.

A211, Schläpfer, Christelle – Bullying & Cyberbullying/ Mobbing und Cybermobbing (English/ German)
Bullying and Cyberbullying are still big issues in many schools. Numerous affected students don’t get help because they fear the bullying situation could become worse. In this course we will see why the way of intervention is essential with bullying and cyberbullying and you will get a lot of resources for prevention and intervention.

Learning Objectives:

  1. Participants will be able to distinguish between Conflicts and Bullying and know why it is so important for the intervention to make this difference
  2. Participants will know the role’s goals in Bullying
  3. Participants will know the different stages and the consequences of Bullying
  4. Participants will know the different types of Bullying and of Cyberbullying
  5. Participants will be able to identify Bullying, if the children do not tell about
  6. Participants will know different intervention options depending on whether it is a Conflict, Bullying or Cyberbullying.
  7. Participants will know what there has strictly to be avoided in order to prevent a worsening of the Bullying situation
  8. Participants will know prevention tools against Bullying

A212, Shaked, Anabella -The Use of Creative Tools in Adlerian Practices
Adlerian interventions are designed to expand the client’s private logic and enable a more positive and flexible attitude towards life tasks and others. To achieve that, Adlerians use a variety of creative tools in their practices, because, as Dreikurs (1973) pointed out, “…sooner or later we arrive at a situation where the theoretical discussion of psychological problems fails to bring any further visible progress… Presentation of ideas and rationalization must be supplemented by vital experiences, by psychological action…the treatment must become (pp. 24-25). This course will teach five creative techniques to apply in Adlerian therapy, coaching or parent education.

Learning Objectives:

  1. To develop self-awareness through dramatic methods
  2. To develop spontaneity and creativity
  3. Using expressive methods in the therapeutic work
  4. To integrate different approaches to therapy
  5. To practice social interest in action through role reverse
  6. To practice new responses to old situations
  7. To learn how and when to apply a creative tool in therapy
  8. to utilize the Adlerian version of the magic shop technique

A213, Tate, Bruce – Creativity and Private Logic
The individual lifestyle is a key area for exploration in Adlerian therapy. Underlying this is our private logic or core assumptions about ourselves, others, the world around us and how we find a way to fit in. This is a personal set of beliefs and assumptions that we create in order to make sense of our place in our family, workplace and different situations. Some of these beliefs might have been established at a young age. Through developing self-awareness we are able to develop alternative choices and opportunities for the benefit of ourselves and others.

Learning Objectives:

  1. Be able to identify 3 ways of identifying private logic
  2. Be able to identify the components of syllogism and describe how to construct syllogisms
  3. To identify family values, significance of birth order and the personal meanings that link to these
  4. To work in pairs to make links between/contrasts with lifestyle convictions and present day situations
  5. To identify basic mistakes/mistaken beliefs in personal private logic and the consequences of these
  6. To state how insight gained from personal insight/awareness gained can be put to use in day-to-day life
  7. To summarise how creativity and private logic link to core Adlerian concepts (eg holism, purposeful behavior, inferiority dynamics, teleology, phenomenology and social embededness)
  8. To summarise how use might be made of identification of personal creativity and private logic in clinical work and personal growth

A214, Uzun, Bilge – Private Logic and Mindfulness
Mindfulness, the art of conscious living, is the ability to invite the mind to the current moment – here and now – without judging. In this workshop, the participants will briefly learn about some contemporary theories (e.g., DBT and ACT) that are considered as Neo-Adlerian Approaches. In addition, they will gain an understanding of mindfulness in conjunction with Adlerian concepts, specifically private logic, through individual practices.

Learning Objectives:

  1. To be able to define what mindfulness is and explain its three components
  2. To be able to describe benefits of mindfulness in mental health
  3. To be able to explain the neuroscience of mindfulness
  4. Acquire knowledge about mindfulness-based interventions (e.g. MBSR, MBCT, DBT, ACT)
  5. Critically understand the similarities between Adlerian therapy and mindfulness-based therapies (i.e. DBT, ACT)
  6. Critically understand the differences between Adlerian therapy and mindfulness-based therapies (i.e. DBT, ACT)
  7. Describe early recollections with mindfulness practices and how the practices helped personal well-being, if at all
  8. Apply mindfulness skills to explore the unique private logic of an individual through a holistic and creative manner.

 

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