We shall follow the development of couplehood, 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.

Learning objectives:

1. Be able to 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. Practice eliciting the hidden Psychological contract of a couple, using a specific technique.

3. Identify three typical situations in which the original contract of couples often does not work any more.

4. Be able to apply principles of bringing the relationship back with a new contract based on more equality.

5. Professionals will be able to create a therapeutic relationship with both partners even when they are involved in a power struggle.

6. Through demonstrations participants will analyze the structure of couple therapy.

7. Lay people will be able to understand their own relationship in terms of their contract.

8. Lay people will be able to improve their couple relation

This course is designed to assist participants to identify and explore the losses and gains inherent in major life transitions, (e.g. aging, career change, retirement, graduation, marriage/partnership, empty family nest, separation/divorce). Through the use of early recollections, anniversary dates and the exploration of life tasks, participants will gain increased insight and strategies to manage major life transitions.

Learning objectives:

Participants will be able to:

1. Explain that individuals live in constant transitions.

2. describe their current personal transitions within the five life task areas.

3. discuss the three stages of the transition process.

4. demonstrate examples of current personal transitions.

5. plan steps to manage each transition effectively.

6. write their first experience in childhood of managing a life transition.

7. compare their childhood and present-day examples and look for similarities and differences in coping strategies.

8. compile examples of past successful transitions and apply them to present transitions.

Research evidence links metaphors and neurocognitive processes in the brain, particularly the sensorimotor area, extending to a demonstrated possibility of activation of these areas using client-generated metaphors. This course focuses on enhanced use of metaphors in therapeutic interventions for a variety of clinical issues faced by individuals, couples, and families across cultures.

Learning objectives:

1. Distinguish metaphorical language from linear language

2. Name advantages of metaphorical language

3. Identify clichés (dry metaphors) in everyday life

4. Practice creating unique new metaphors

5. Link their metaphors to special characteristics of their psychological movement

6. Identity 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:

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 performance.
8. Participants will practice looking for ways that workplace problems can be solved well.
   

Whether a manager, supervisor, teacher, facilitator, counselor, or therapist, demonstrating personal and professional integrity, optimism, and inspiring and consulting with others, are essential to democratic leadership. Through examining birth order, early recollections, cooperating in teams and psychodrama, participants will assess leadership attitudes, strengths, skills, and styles, and gain insight into themselves and others, and how to be strong, compassionate role models, and leaders.

Learning objectives:

1. Identify own and others’ leadership strengths and skills.
2. Assess own & others’ leadership behaviors and team members’ responses.
3. Analyze own and others’ early recollections and family constellation material and how these relate to attitudes, responses, and approaches to leadership
4. Interpret observations of own and others’ team performance with reference to theories and research regarding leadership effectiveness.
5. Apply Dreikurs’ Goals of Behavior, Bettner and Lew’s Crucial Cs and Deci and Ryan’s Self-Determination Theory in assessing democratic leadership strategies and outcomes.
6. Explain how different leadership challenges lead to different leadership responses / styles.
7. Describe 4 different ways that unacknowledged group dynamics lead to group dysfunction.
8. Apply leadership learning to help others resolve leadership dilemmas.
   

In families, community or professional settings, people meet problems. This course will explore family influences on problem solving and offer practical ways of helping each other in finding encouraging solutions to problems. Language in problem situations 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. Tell a classmate about your family climate
2. Describe your behaviour when you see a problem
3. Describe your behaviour when you have a problem
4. Apply reflective listening
5. Apply respectful messages in problem situations
6. Demonstrate the incident method
7. Present a problem for the group
8. Facilitate a group using the incident method
   

This course is for participants who have taken prior art therapy courses and look for an opportunity to enhance creative skills. Within the framework of Adlerian theory and by means of directed art activities, participants can increase personal self-awareness and learn how to interpret the art pieces of others. Based on Sadie Tee Dreikurs methods.

Learning objectives:

1. to increase own creative skills
2. to encourage the creative efforts of others
3. to apply the Adlerian Art Language
4. to identify aspects of lifestyle through interpreting art work
5. to be able to use art methods in own counseling work
6. to be creative to develop suitable methods in own work
7. to be able to connect Adlerian theory and art work
8. to utilize Adlerian art work for interpreting Adlerian theory.
   

Sometimes it seems like a complete mystery! The five ‘secrets’ covered in this workshop (clear communication, understanding basic needs, understanding behavior, discipline, and encouragement) can quickly help bring clarity, calm and encouragement to parent-child interactions. Understanding how these elements work together means we can provide children with opportunities to learn how to become responsible, contributing members of our family and the wider community.

Learning objectives:

1. List 5 qualities and skills children need to develop for adulthood
2. Describe messages implied by different parenting styles as described by Baumrind (1966)
3. Discuss the basic needs of children
4. Analyze the purpose of children’s behaviours and link to needs
5. Describe the difference between natural and logical consequences
6. Analyze current methods of discipline and apply choices and consequences
7. Describe two differences between praise and encouragement
8. List 5 ways to encourage children and self.
   

This course provides an introduction to the basic tenets of Adlerian Psychology and is targeted both to newcomers to IP and to people who already have some theoretical or practical background. Participants will be presented a systematic overview, accompanied by practical and experiential exercises intended to consolidate the learning outcomes. Participants will also be invited to relate these concepts to their personal life.

Learning objectives:

1. describe the basic notions of Adlerian Psychology
2. identify and discuss their previous knowledge of IP or lack thereof with others
3. identify the differences between Individual Psychology and other psychological approaches, especially Psychoanalysis
4. relate the basic notions of IP to their personal development in the life tasks
5. assess the usefulness of IP in their professional practice
6. identify the basic notions of IP within the context of other ICASSI workshops
7. incorporate and use some of the Adlerian concepts in their professional practice
8. use some concepts for personal growth
   

Using Adlerian-Dreikursian principles of understanding adolescents we will explore private logic, behaviors and search for meaning. We will analyze typical modern challenges for adolescents like being independent, identity issues, social media, bullying (cyber bullying) and how to develop resilience in general. The theory and techniques will be taught by means of live demonstrations.

Learning objectives:

1. Explain how private logic operates at adolescents
2. Recognize and describe goals of behavior
3. Analyze how virtual life has a real impact on their life
4. Assess an identified client
5. Demonstrate effective strategies in winning the cooperation
6. Demonstrate effective strategies in winning the cooperation
7. Practice problem-solve at home, at school or in other social environment
8. Apply strategies to develop self-esteem, social interest and resilience
   

Wir beschäftigen uns in dem Kurs mit den zwei persönlichen Lebensaufgaben„gelungener Umgang mit sich selbst“ und„Kosmos/Sinnfrage“. Ein„guter Umgang mit mir selbst“ – warum gelingt es oft nicht und was können wir tun, damit es häufiger und besser gelingt? Den„guten Umgang mit mir selbst“ als Basis für die sozialen Lebensaufgaben verstehen und die Finalität im Umgang mit mir selbst erkennen. Die Bedeutung der Sinnfrage in der Individualpsychologie herausarbeiten. Den Sinn in der Erfüllung der Lebensaufgaben und im Entwickeln des Gemeinschaftsgefühls erkennen. Wir stellen uns die Frage der „Sinnverteilung“. Eine Würdigung an Dreikurs und Mosak

Learning objectives:

1. Die drei sozialen Lebensaufgaben nach Adler zu kennen.
2. Die zwei persönlichen Lebensaufgaben nach Dreikurs und Mosak zu kennen.
3. Die Bedeutung der zwei persönlichen Lebensaufgaben erfassen.
4. Die persönlichen Lebensaufgaben als Basis der sozialen Lebensaufgaben zu verstehen.
5. Methoden und Techniken der Verbesserung des Umgangs mit sich selbst lernen.
6. Die Bedeutung der Sinnfrage in der Individualpsychologie zu verstehen.
7. Den Zusammenhang zwischen der Sinnfrage und den Lebensaufgaben zu erkennen.
8. Die Frage nach der Sinnverteilung verstehen und beantworten können.
   

Adler identified that safe guarding is often the goal of various behaviors, symptoms, and emotions. This course will examine the conceptualization of mental health disorders and emotions from an Adlerian perspective. Assessment, conceptualization, and treatment implications of various symptoms and disorders will be reviewed.

Learning objectives:

1. Demonstrate an understanding of how the Adlerian model can be used to conceptualize DSM-5 disorders.

2. Analyze Adlerian theory and how it explains human suffering, emotions, and disorders.

3. Practice applying Adlerian theory with case vignettes of those suffering from various disorders.

4. Explain the function of DSM-5 symptoms from in a social context.

5. Assess bio-psycho-social elements of client’s current symptoms, needs, and resistance to change from an Adlerian Perspective.

6. Develop a treatment plan taking account of the client’s goals, beliefs, and purpose of symptoms.

7. Identify how best to engage clients in treatment, and work with resistance.

8. Predict the likely challenges of the reorientation phase of the therapy.

Adlerian Psychology views personal growth and development as tasks that we all face in dealing with the challenges of life. Throughout his writing Adler highlights striving to overcome a sense of inferiority. Identifying personal strengths and courage is therefore important for practitioners in helping people to achieve goals and handle challenges in developing choices and opportunities that in turn lead to an improved sense of well-being.

Learning objectives:

1. Practice creative approaches to aid personal growth and development
2. Be able to link growth to feelings of inferiority
3. Identify personal challenges and identify strengths to address these
4. Practice self-awareness to link growth to holistic self-understanding
5. Be able to help a co-student construct a personal growth plan
6. Be able to describe the importance of personal growth and creativity in Adlerian psychology and practice
7. Practice in pairs discussing Life Tasks and identify opportunities for personal growth
8. Identify where personal growth is encountered in case work (or personal situations, eg as parent or mentor) and how to develop working with this
   

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:

1. Practice creative approaches to aid personal growth and development
2. Be able to link growth to feelings of inferiority
3. Identify personal challenges and identify strengths to address these
4. Practice self-awareness to link growth to holistic self-understanding
5. Be able to help a co-student construct a personal growth plan
6. Be able to describe the importance of personal growth and creativity in Adlerian psychology and practice
7. Practice in pairs discussing Life Tasks and identify opportunities for personal growth
8. Identify where personal growth is encountered in case work (or personal situations, eg as parent or mentor) and how to develop working with this