We shall follow the development of couple relationships, beginning with the partners’ choice of each other, understanding their “hidden contract”, continuing with the conflicts they get into, and showing the way they can resolve these conflicts and create a life-long satisfying new contract. The course will include lectures, discussions and demonstrations. (German translation by the instructor when necessary.)

Learning objectives
Participants will be able to:
1. Pinpoint the elements of the partners’ life styles that attracted them to each other. Lay people will be able to tell what attracted them to each other.
2. Learn a technique that will enable them to elicit the hidden Psychological contract of a couple.
3. Learn three typical situations in which the original contract of couples does not work anymore.
4. Learn principles of bringing the relationship back with a new contract based on more equality.
5. Learn how to create a therapeutic relationship with both partners even when they are involved in a power struggle.
6. Learn the structure of couple therapy.
7. Understand their own relationship in terms of their contract.
8. Improve their couple relation.

Metaphor is the heart of language and our communal existence on this planet. Metaphors help us to understand that heart and to live a richer life, by creating and enacting vivid images of what we would not be able to see, touch, smell, hear and taste without metaphors. In this course, participants will find new movement metaphors in their language, will ignite old metaphors, and will connect their unique metaphors to psychological movement in a direction of perfecting self and others.

Learning objectives 

Participants will be able to:
1. Distinguish metaphorical language from linear language.
2. Name advantages of metaphorical language.
3. Identify cliché (dry metaphors) metaphors in their everyday language.
4. Practice creating unique new metaphors.
5. Link their metaphors to special characteristics of their psychological movement.
6. Identify the ways in which metaphors and movement are neurocognitively connected.
7. Practice changing metaphors to ignite a more socially useful and healthier movement.
8. State how they will use metaphors in their lives and professional activities.

Adlerian psychology helps improve human relationships in all settings, including the workplace. Workplace solutions are applicable also to problems in the family and school. Participants’ own work problems are discussed. Work roles, conflict resolution, group dynamics, and personality variables are viewed within the Adler-Dreikurs framework. (1+2)

Learning objectives

Participants will be able to:
1. Identify goals of behavior, movement in life and early recollections related to workplace dilemmas.
2. Explain how private logic operates to create success and conflict in the workplace through lifestyle, private logic, and mistaken beliefs.
3. Discuss how your own workplace challenges and solutions differ from those of others, through Adler-Dreikurs frameworks, grounded in common sense and community feeling.
4. Identify goals of behavior and movement from live case examples by applying Adler-Dreikurs framework of teleology (goal-directedness) and Adlerian Law of Movement.
5. Analyze how your own workplace solutions reflect your unique goal-directed movement and how this may be perceived as different from the unique solutions of others in the class through the Adler-Dreikurs framework of teleology and phenomenology.
6. Assess how the group dynamics of the class discussions impact the creative workplace decision-making process through the Adlerian tenets of belongingness and cooperation as a prerequisite of successful survival.
7. Identify types of group dynamics and leadership styles, from an Adlerian perspective, focusing on Adler-Dreikurs tenets of striving, democratic relationships, Lifestyle, and belongingness.
8. Analyze the impact of leadership styles on workplace dynamics (conflict and conflict resolution) through case examples using Adler-Dreikurs framework of belongingness, cooperation, and democratic relationships, and design a plan to create a healthy workplace.
9. Assess ways in which workplace problems are community problems and ways in which workplace solutions should be community-based solutions within the Adler-Dreikurs framework of Social Interest and social field theory.
10. Demonstrate effective strategies for resolving common workplace problems as community problems through the Adler-Dreikurs framework of creative power of self and cooperation.

In diesem Kurs geht es unter anderem um die Analyse • der Relativität der eigenen Rolle in einem Beziehungsgeschehen, • den kausal-finalen Einsatz mehrerer projektiver Verfahren, • das Phänomen der Übertragung und Gegenübertragung, • die Ablauf-Choreografie der Analyse, • die grafische Aufbereitung der Methoden für den Klienten, • die ständige Selbstreflexion bei der Beratungsarbeit.

Learning objectives 

Participants will be able to:
1.  Einführung in die Systematik der dreidimensionalen Betrachtung der Persönlichkeit des Klienten 3-dimensional view on personality.
2. Effektive Diagnose des Problems effective Diagnosis of problems.
3. Stationen des Lebens: kausal und final analysiert stations of life: final analysis.
4. Eine neue Methode der Familienanalyse A new method of family-analysis.
5. Die Kreuzung: interaktive Gestaltung projektiver Materialien.
6. Fünf Projektions-Elemente in einem Verfahren. Ein neues „Tool“ zur effektiven Analyse der Persönlichkeits-Struktur.
7. Der „alte“ und der „modifizierte“ Stil des Denkens und Verhaltens auf einen Blick. Das Ergebnis von vierzig Jahren der Forschung an und mit IP-Methoden.

Promoting social equality within the workplace and in other contexts requires understanding and attending to group dynamics and group needs, as well as to individual needs and life style issues. In this interactive, experimental and experiential course, participants are invited to enact group experiences and scenarios in order to increase their effectiveness as group and team members, facilitators and leaders.

Learning objectives 

Participants will be able to:
1. Explain own and others’ democratic needs, rights, and responsibilities in terms of fundamental psychological needs, and self-determination theory and research.
2. Identify the links between different theories and frameworks regarding fundamental psychological needs and ‘mistaken’ goals of behavior when these are felt or not felt.
3. Analyze individual responses and group dynamics in relation to well-studied leadership approaches and behaviors.
4. Describe 4 different ways that unacknowledged group dynamics lead to group dysfunction and group members’ distress.
5. Describe own lifestyle and attitudes as they relate to accepting and exercising good authority and being able to provide safety and containment to group members.
6. Identify and analyze group dynamics in practice, identifying the behaviors and the unmet needs with which they are likely to be associated.
7. Contrast how own and others’ early memories   relate to attitudes towards authority and what gets in the way of exercising or accepting leadership / good authority.
8. Identify and develop strengths and skills in leading groups.

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 (introductory, intermediate) will be able to apply the incident method. Case examples provided by the participants will be used.

Learning objectives
Participants will be able to:
1. Relate family constellation to one’s attitude to problems.
2. Give 2 examples of this relation.
3. Demonstrate the use of I-messages.
4. Demonstrate the use of reflective listening.
5. Apply the aforementioned skills in a dyad.
6. Explain the stages of the incident method.
7. Moderate a session with the use of the incident method.
8. Explain the Adlerian based principles of this method.

In this fun, experiential workshop, you will be introduced to Adlerian play therapy, a method of integrating Individual Psychology with the practice of play therapy. You will learn skills and techniques for establishing relationships with clients, exploring clients’ lifestyles, helping clients gain insight into their lifestyles, and reorienting and reeducating clients. Dress comfortably and be prepared to PLAY!!

Learning objectives 

Participants will be able to:
1. Describe and demonstrate Adlerian play therapy skills and techniques for building relationships with play therapy clients.
2. Describe and demonstrate Adlerian play therapy skills and techniques for helping clients explore their lifestyle.
3. Describe and demonstrate Adlerian play therapy skills and techniques for helping clients gain insight into their lifestyle. Describe and demonstrate how to conceptualize clients in Adlerian play therapy.
4. Describe and demonstrate Adlerian play therapy skills and techniques for reorienting/reeducating clients.
5. Describe and demonstrate how to conceptualize clients in Adlerian play therapy.
6. Describe and demonstrate how to develop treatment plans in Adlerian play therapy.
7. Demonstrate your understanding of your own Crucial Cs and learn how they affect your relationships with clients in Adlerian play therapy.
8. Describe six play therapy strategies (adventure therapy; dance, movement, and music experiences; structured play activities; art activities; metaphors and storytelling; sand tray play therapy).

Art Therapy was developed by Sadie T. Dreikurs as a method to approach life style. This class is for beginners and advanced participants who wish to explore themselves in creative actions as well as for counselors working with groups and single clients who want to expand their repertoire. Working in the group we will discover aspects of our own life style as well as learning how to interpret the art of others. It will be exciting and relaxing.
Learning objectives 
Participants will be able to:
1. Discover one’s own creativity
2. Learn to interpret the art of others
3. Learn the basic principles of Adlerian art therapy as developed by Sadie T. Dreikurs
4. Interpret art according to Adlerian art therapy by choosing the artists’ perspective
5. Learn different techniques of creating art
6. Develop leadership skills to work in group processes
7. Increase one’s self awareness
8. Learn creative techniques to work with clients

Through the use of Lifestyle Assessment theory, techniques and experiential exercises participants will come to understand their personal leadership approach, as well as understand personal challenges to leadership. Participants will define a personal leadership vision and learn ways to become more effective leaders.

Learning objectives 

Participants will be able to:
1. Understand Adlerian theory as it relates to leadership approaches.
2. Identify and reconstruct their personal leadership style.
3. Assess effectiveness of personal leadership style based on insights gained.
4. Become aware of underlying beliefs that contribute to personal leadership challenges.
5. Understand the different parts of Lifestyle Assessment and how they contribute to the whole human being.
6. Understand how Early Recollections provide insight into the Leadership approach.
7. Become aware of the influence of Role Models and Guiding Lines on leadership approach.
8. Create a Vision, goals and Action Plan in an area they wish to lead  or lead more effectively.

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 intervention is essential with bullying and cyberbullying and you will get a lot of resources for prevention and intervention.

Learning objectives 

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

Group drumming and rhythm activities can assist individuals and groups to foster social interest and well- being. This course will review group drumming and rhythm activities that can be used for self-care and also in various settings (school, counseling, coaching, and organizational consulting). The format for this course will be highly experiential and will also include some brief lecture content.

Learning objectives 

Participants will be able to:
1. List the key theoretical principles of incorporating Individual Psychology-based group drumming activities in various settings.
2. List group drumming interventions that foster an increase in social interest and overall well-being among participants and clients.
3. List the key theoretical principles of incorporating group drumming for personal self-care.
4. Practice the community drumming activity in a group setting.
5. Practice the empathy training activity in a group setting.
6. Practice the social interest drumming activity in a group setting.
7. Practice the body drumming activity in a group setting.
8. Compare and contrast group drumming with the principles of Adlerian theory.

Early Recollections (ERs) play a central role in Adlerian therapy. In Early Recollections we uncover strengths and resources alongside nonverbal messages and descriptions of how we view ourselves, others and life. This course will introduce theory and also enable learners to develop practical skills to help them work with Early Recollections. The course will include experiential and creative elements.

Learning objectives 

Participants will be able to:
1. Explain three theoretical aspects of the importance of working with ERs in Adlerian therapy.
2. Describe the individual components within an ER.
3. Work in pairs as therapist and client to elicit ERs.
4. Identify strengths within an ER.
5. Elicit a key focus and associated feelings within an ER.
6. Identify the movement and social interest within an ER.
7. Work with the client to identify links to and contrasts with current life situations.
8. So summarize how to use or develop the use of ERs in clinical work.

The instructor will offer demonstrations and the participants will be invited to work in small groups. The objective will be to help one another increase the courage and love of self and others we manifest when we spot the disjunctive emotions and thoughts that set us against fellow human beings and replace them with emotions and thoughts that help us move toward one another.

Learning objectives 

Participants will be able to:
1. Observe demonstrations of holistic interpretations of information drawn from an adult in individual counseling.
2. List eight important questions that can be used to better understand an individual’s belief system.
3. Apply holistic interpretation of behavior observed in self and others in dyads.
4. Make use of principles of Adlerian psychology to hypothesize goals of behavior participant observes in his daily routine.
5. Critique his own use of emotions to explain what he is attempting to accomplish by use of the emotions.
6. Compare examples of behavior based upon private logic to assess extent to which behavior is congruent with common sense interpretation.
7. Analyze movement of himself and others to access the extent to which behavior is designed to move towards self-elevation or concealing feelings of inferiority, as contrasted with behavior designed to lend a hand to society.
8. Write an essay devoted to describing how you use aspects of your belief system or could use your belief system to make positive contributions in your life.  Also, cite aspect of your belief system that do or could influence you to behave in ways that are not in the interests of society.  When reading this essay focus upon one of more of the tasks of life that confronts each of us:  love, work, and friendships and community.