Welcome to the Connection
December 2021 Issue
Letter from the Editor
Hi NASAP family!
I hope that you have thoroughly enjoyed the beginnings of the various holidays one celebrates this time of year! I have enjoyed some time with family for the past couple of weeks. It is the first time in just over 7 years we have been with extended family for a holiday. It has been absolutely lovely!
Speaking of lovely family time, this is my last Editor’s letter to my NASAP family. I would like to send a great big THANK YOU and virtual hugs to everyone who has helped build this newsletter into the beautiful edition you now enjoy!
When I began this journey, we had a PDF newsletter that was emailed out twice yearly, with 3-4 consistent (and VERY much appreciated!!!) authors. I had a large learning curve, little direction or tips on how to run the NASAP newsletter, and lots of bumps in the road. I also had an immense amount of support from Tim and the BOD - THANK YOU! I knew when I took over, I wanted to create a more updated, accessible, and user-friendly newsletter. I also knew that I COULD NOT make my ambitious thoughts come to fruition without the cooperative help of courageous and useful Adlerian colleagues. So, I formed a team of courageous and faithful individuals, and we began to plan our launch of a bi-montly newsletter in January of 2020 (about 6 months after I took over as head editor). This was the beginning of our current newsletter. Since launching, we have moved from bi-monthly to monthly submissions, kept our consistent foundational authors, and included many new names and faces to the submissions. We have updated guideline submissions, included creative contributions, and spotlighted some of our fabulous Adlerian colleagues. Additionally, we finally launched our “Interviews with Adlerians” (a desire of mine since I took over almost 2.5 years ago). I am ELATED how this has turned out! Jess Minkley got our website up and running and new design editors have taken over to carry on the current design and beautiful art you see in each month’s edition. Rather than having a singular newsletter editor, we now have a team that includes a head editor and many co-editors who provide APA feedback, create digital images, place the content onto the webpage, among other roles. We have, together, planned a monthly newsletter, based upon monthly themes. The themes have helped us target spotlights and interviews and created an easy way for Adlerian members to find articles or Adlerian spotlights, once the newsletter is archived. I hope you have enjoyed the changes made, since I have been head editor of the NASAP newsletter. I also hope that you offer Caroline the same grace and support you afforded me! Caroline has been doing a large amount of work on the last couple of newsletters to ease her into the role of head editor. I have no doubt she is going to do a FABULOUS job putting her own creative mark on the new newsletter format!
Enough about my changes and sentimental public display of gratitude. Now, onto what you would really like to know: This month’s theme is “FAMILY.” We have some lovely articles by various talented and creative authors. We have an intriguing interview with Alyson Schafer! Additionally, we bear heavy hearts as Adlerian friends of Joyce McKay offer a tribute to her beautiful life. We collectively grieve the loss of yet another beloved Adlerian friend, mentor, and family member.
Our newsletter theme for January is “early recollections” with a submission due date of December 15th. We look forward to your unique submissions! In the January edition we will release the themes for the next several months as to provide enough time for those interested to submit to the newsletter.
A final word to honor all of those we have loved and lost over the past year:
We Remember Them
At the rising sun and at its going down; We remember them.
At the blowing of the wind and in the chill of winter; We remember them.
At the opening of the buds and in the rebirth of spring; We remember them.
At the blueness of the skies and in the warmth of summer; We remember them.
At the rustling of the leaves and in the beauty of the autumn; We remember them.
At the beginning of the year and when it ends; We remember them.
As long as we live, they too will live, for they are now a part of us as We remember them.
When we are weary and in need of strength; We remember them.
When we are lost and sick at heart; We remember them.
When we have decisions that are difficult to make; We remember them.
When we have joy we crave to share; We remember them.
When we have achievements that are based on theirs; We remember them.
For as long as we live, they too will live, for they are now a part of us as, We remember them.
by Sylvan Kamens & Jack Riemer
Sending warm holiday wishes, big hugs, and a heart of gratitude for all my Adlerian family! Until we meet again!
Kind Regards,
Candace
President’s Address
“…Essentially, family is a way of talking about relationships and a sense of being related to one another...”
Tim Hartshorne, President
Greetings Adlerians!
The topic for The Connection this month is Family. I have often posed the question to my students “What is a family?” The answer they generally come up with is family is a group of people who describe themselves as a family. Family therapists talk about families in terms of boundaries, subsystems, alignments, rules and roles, etc. But essentially, family is a way of talking about relationships and a sense of being related to one another.
I thought about this when I got the news that Joyce McKay had passed away. I last saw Joyce and briefly spoke with her at the 2019 conference in Tucson where she was honored. Joyce was a long-time member of NASAP, a past president, and served for many years as our conference coordinator. And she had an abiding interest in families as evidenced in her work with her husband Gary and the Dinkmeyers, Don Sr. and Don Jr., on the companion books for STEP Systematic Training for Effective Parenting. There are several tributes to Joyce in this newsletter.
I did not always see eye-to-eye or agree with Joyce on matters; but for the most part I did. I also always appreciated her preparation and hard work. She cared about NASAP. She and I built a relationship as she did with so many members. So, in so many ways she was family, as she was a part of the NASAP family. We don’t always agree with one another in this Adlerian family of ours. Some family members are more involved than others. Some feel closer to one another than do others- similar to real families.
I am pleased to see the focus on family in this issue of The Connection. Nothing is more central to Adlerian psychology. As we contemplate our connections of relationships in life, we move out from the nuclear family to all of the groups to which we belong and find our place, and to the extent we feel we make a contribution, we express our social interest.
Tim
Harold H. Mosak – Brief Sketch as an Adlerian and Past President of NASAP
By Vincent Spera
Harold H. Mosak served as past President of NASAP from 1967 to 1968. He was one of the founding members of NASAP in 1952, and a dedicated contributor to the field of Adlerian psychology. Dr. Mosak began his Adlerian journey by accident. He started at the University of Chicago, where he studied non-directive therapy with Carol Rogers and his group. After graduating with his doctoral degree at the University of Chicago, he received his first job opportunity with Adolf Meyer psychobiologists. It wasn’t until after these experiences he found Adlerian psychology, which he called, “congenial” to his own thinking. Once finding Adlerian psychology, he never turned away. Dr. Mosak was mentored by Dr. Rudolf Dreikurs and shared many co-authorships with Dr. Bernard H. Shulman. These three would found the Alfred Adler Institute (now Adler University). Between Mosak and Shulman, there are plenty of articles and books to be read to understand Individual Psychology from their perspective.
Dr. Mosak began his presidency with a focus on two objectives, involved memberships:, the first was engagement, and the second was growth. When Dr. Mosak took office, membership was low, and this theme of promoting Adlerian psychology through NASAP could be found in his lectures, administration, and teachings. He would leave membership applications after every lecture to get people to sign up when their spirits were high. There is no doubt, Dr. Mosak breathed the principles of Adlerian psychology and wanted others to share in this Adlerian Spirit of psychology together. In the execution of his engagement focus as the President of NASAP in 1967 to 1968, he instituted practical demonstrations that were applied by expert Adlerians, and charged participants of NASAP in conversations with senior Adlerians. In his quest to grow membership, he helped establish Adlerian societies in Cincinnati, Dayton, Toledo, Toronto, Montreal, and Minneapolis.
After his term, he would continue to contribute to NASAP through his writing. There are hundreds of articles and several books with Dr. Mosak’s signature, including, “Early Recollections: Interpretative Method and Application” co-authored with Dr. Roger Di Petro, “Manual for Life Style Assessment” co-authored with Dr. Bernard H. Shulman, “Tactics in Counseling and Psychotherapy” co-authored with Dr. Michael P. Maniacci, “Life Style: A Workbook” co-authored with Dr. Seymour Schneider and Lisa E. Mosak, “Primer of Adlerian Psychology” co-authored with Dr. Bernard H. Shulman, “On Purpose”, “Ha, Ha and Aha: The Role of Humor in Psychotherapy”, and “Alfred Adler: his influence on psychology today”. The breadth and depth of Dr. Mosak’s contributions cannot possibly be entirely captured here, but this brief list may provide insight and reference to follow Mosak’s work and how he worked with his fellow Adlerians to continue adding to the robust library of Adlerian artifacts.
Dr. Mosak, aside from his published work, also taught influential Adlerians like Powers, Griffith, Kopp, Gushurst, both Waltons, Croake, Maniacci, Corsini, Boldt, Bitter, Mozdzierz, Carlson, Sweeney, Dinkmeyer, both McKays, both Pancners, Rasumussen, and more. He spent a great deal of his time teaching at Adler University where he retired in 2015, and was honored as a Distinguished Service Professor. On June 1st at the age of 96, Harold H. Mosak died, leaving behind a legacy of Adlerians influenced by his dedication to the craft of Individual Psychology. There is no question he lived and breathed social interest at the core of his style. He once said in 2002, “On the personal level, social interest is not merely a good answer on an exam. For me it is a way of life, imperfectly as I may live it.” (Nystul, 2002).
Reference: Nystul, M. S. (2002). NASAP Presidential Interviews. The Journal of Individual Psychology, 58(3), 330-349.
An Ordinary Christmas is a Perfect Christmas
Tim Evans, PhD
Illustration © Callie Jo Barker-Grigaliunas, 2021
I once had a couple seek counseling because their marriage consisted of criticism and arguing over who was “right”. He was convinced there was a right way to decorate a Christmas tree, and this created great misery for all the family members. He had a theory on how the lights and ornaments are to go on the tree. His wife, of course, had her way of decorating the tree. It was an opportunity to cooperate, however they chose to be “right” and fight it out.
Sometimes the quest for significance consumes a person’s life. This is particularly true in the life of the perfectionist. For the perfectionist, it is imperative that whatever they have planned, even to the smallest dinner party, must go perfectly, without a hitch. They make lists upon list, over emphasize “getting it right”, to make sure whatever they do is flawless.
In general, people who strive for perfection unknowingly want to be the best. With everything they do there is an inner need to do an excellent job. They tend to be overly responsible and find it impossible to compromise the standards they have set for themselves and others. Whatever they do, it must be the best, not almost perfect, but perfectly perfect. Their unrealistic high standards often result in dissatisfaction with self or others. Everything looks perfect while everyone may feel miserable.
It is important the perfectionist comes to grips with the tremendous price they pay. The perfectionist will be over-involved, over-extended, bringing high levels of stress, and fatigue to their lives and those around them. For the perfectionist, they reason it is only human nature to “do your best.” The perfectionist has such standards they can never be happy, no matter how well things go.
Those who live and work with such a person often give up wanting to cooperate. They realize there is no way they can measure up to the high standards. Consequently, they may do nothing, and feel resentful of the perfectionist’s “goodness of excellence.”A healthier approach to finding significance is by having meaningful relationships and the courage to be imperfect. Instead of striving to do your best, simply function, contribute, and let the chips fall where they may. Learn to accept mistakes as a part of life. The only way not to make a mistake is to stay in bed all day, and after a while even this is a mistake. More damage to our self-worth is due to the interpretation of the mistake than the mistake itself. To make a mistake gracefully and without shame is an essential requirement for living.
Real happiness is not possible with unrealistic standards of self and others. When overly ambitious expectations of ourselves and others collide with the demands of reality, we end up feeling defeated and discouraged. There is no one right way to decorate a Christmas tree or for that matter anything else. In fact, doing it right could take away from the enjoyment of even having a Christmas tree. Anything we do can always be improved or made better.
To gain some sense of inner peace, we need to have a degree of self-acceptance. The most tortured and miserable human beings are those who strive to convince themselves and others that they are something other than themselves. They have no inner peace or satisfaction in life. They fail to realize that happiness lies in being ordinary, functioning, and contributing. Doing things “right” or being “perfect” is not about contributing to the welfare of others. It is really about your own status.
If you live long enough, trouble will reach you or a loved one. Some individuals experience more heartache than others. It is not equally distributed, but we are all going to have our fair share of trouble, and mistakes. These things are going to occur because we are human. Perfectionism will not prevent these bad things from happening, just like it could not prevent the Titanic from sinking. Perfectionism will create criticism and self-blame that leads to greater misery in the world. Human beings are hardwired for adversity and can manage imperfection.
My friend is convinced we can still have a perfect Christmas tree and be happy. She may be right. I guess it is approach the tree. Happy Holidays!
Perfection
Overemphasize the outcome
Overemphasize success or failure
Anticipating failures which creating paralyzing fear
Not deciding
Procrastinating
Limiting activities to only those things you do well
Unrealistic expectations on self and others
Only recognizing mistakes
Best or Nothing
Over emphasis being right
Image by Leslie Beattie, 2021 ©
Review of:
Adler, A. (1963). The Problem Child: The Life Style of the Difficult Child as Analyzed in Specific Cases. Trans. Guy Daniels. New York: Capricorn Books.
Die Seele des schwer erziehbaren Schulkindes was originally published in 1930 by Bergmann of Munich as volume two of Die Technik der Individualpsychologie. Currently, a facsimile reprint is published by Springer-Verlag, with the interesting comment that “this title was published before 1945 and is therefore not advertised by the publisher due to its political-ideological orientation typical of the time.”
In 1952, it was published in French, as:
Adler, A. (1952). Le psychologie de l’enfant difficile: technique de la Psychologie Individuelle Comparée. Trans. H. Schaffer. Paris: Payot.
Guy Daniels,who died in 1989, translated it into English from the French edition. Daniels was a poet, novelist, children’s author, and a well-known and experienced professional translator; he published more than forty volumes of translations from Russian and French into English, including the Complete Plays of Vladimir Mayakovsky and works by Gogol, Sakharov, Sartre, and Stendahl. He specialized in Soviet literature of dissent and many of his children’s books were based on Russian fairy tales. Regretfully, we can find no information regarding how he came to translate Le psychologie de l’enfant difficile into English.
In 1963, an article in review of The Problem Child appeared in the Journal of Individual Psychology (Sundberg, 1963). Although Sundberg gives considerable praise to the book, his conclusion is qualified by a wish that “The Problem Child had been more carefully constructed” (p. 229) to provide researchers with appropriate material for study. Also he is disappointed that no follow-up information is provided to check on diagnoses and effectiveness of advice. In addition, he feels that many of the statements in the book would provide stimulation for clinical research. We think that these conclusions rather miss the point of the book.
We notice a much shorter notice in which Dreikurs(1964) states: “Often Adler takes a written report about a child and discusses sentence by sentence, indicating the conclusions which one can draw from each” (p. 930), just as he does in The Case of Mrs. A. This method is the core of the book and what makes it worthy of study today.
Adler describes his method here in a much more thoughtful way than he does in The Case of Mrs A:
Pedagogical tact and artistic comprehension of problems are both social functions. Pedagogical tact signifies the attitude of one man [or woman] toward another, which is determined by a desire to raise the level of the others’ feeling in a kind manner. How can we explain this attitude? Briefly, one has to reproduce the same feeling in oneself, one has to establish contact with the other person. One must see with the other person’s eyes, hear with his [or her] ears, and feel with his [or her] heart: one must identify with him [or her]. . . . It is . . . a process . . . called “empathy” (pp.162-163). When I take up the artistic aspect of our work . . . I am aware that I am in the same position [in approaching a patient] as a painter or sculptor, who at the outset does whatever is suggested . . . by experience and skill. Only later on does he [or she] check [the] work, strengthening, softening and changing the features to bring out the correct image. (p.1)
The cases presented in The Problem Child show both pedagogical tact and artistic comprehension. But, as Adler often recommends we do with clients, let us ignore what Adler says he will do and see what he actually does with the cases presented in The Problem Child.
In “Exaggeration of Self-Importance”, he simply describes his method and applies it to a written report concerning a child—applying his artistic skills to form a picture. No pedagogic tact is required here. Likewise, in “A Student Repeats a Grade”, he discusses two young girls, displaying his artistic abilities and bringing considerable experience to bear in developing tentative pictures of the girls.
In “A Spoiled Youngest Child”, Adler uses written information concerning the child and the mother to draw a picture. In explaining how to be tactful, Adler clarifies, “It would be a mistake to reproach her [the child] with her faults. The thing to do is to begin a conversation with her in which her good qualities are mentioned” (p. 43). In addressing the mother, Adler points out the strengths of the child and of the mother. Further addressing the child herself, he indicates positive ways for her to meet her goal: “Don’t you think you could be one of the best in your class because of what you know?” (p. 51). We notice that he offers this suggestion tentatively, as a possibility, for the child to think about. In regard to “The Only Child”, Adler once again addresses the parents and the child with tact, recommending to the child positive ways to attain his goal and to feel as if he belongs. “One should think in terms of encouraging”(p. 63) the child.
It’s not necessary to belabour the point. Adler does as he says he does. He is quite clear that improvisation is the key:
We don’t have any rules for improving a child. Our treatment has a different effect on each child. The same measure can’t be applied all the time. . . . A feeling of belonging has a much more important effect [our emphasis]. . . . What we try to do above all, is to understand the child. (p. 59)
Additionally, we can point out that perhaps this book inspired Dreikurs ideas about the four goals of misbehaviour (Dreikurs, 1948, 1950). Chapter 4, “A Spoiled Youngest Child”, indicates what Dreikurs termed attention getting, Goal I. Chapter 15, “The Trouble-Maker”, illustrates Goal II, power seeking. Chapter 10, “The Rejected Child”, provides an example of power with revenge, Goal III. Chapter 7, “The Discouraged Youngest Child”, and Chapter 19, “Enuresis: A Means of Attachment”, illustrate Goal IV behaviour, in which the children are so discouraged that they have stopped trying. They just want to be left alone.
This is, in our minds, the best of Adler’s books in English. It makes us pause to think about how distant Individual Psychology has become from Adler’s thinking.
References:
Adler, A. (1963). The Problem Child: The Life Style of the Difficult Child as Analyzed in Specific Cases. Trans. Guy Daniels. New York: Capricorn Books.
Dreikurs, R. (1948). The Challenge of Parenthood. New York: Duell, Sloan, and Pearce.
Dreikurs, R. (1950). The Immediate Purpose of Children’s Misbehavior, Its Recognition and Correction. International Journal of Individual Psychology, 19, pp. 70-87.
Dreikurs, R. (1964). [Review of The Problem Child]. American Journal of Psychiatry, 120(9), p. 930.
Sundberg, N. D. (1963). Adler's Technique with Children: A Special Review Article. Journal of Individual Psychology, 19(2), pp. 226-231.
1* In 1967, James Croake asked Dreikurs when he first presented the four goals in the US. Dreikurs replied that when he came to the US from South America in 1937 the medical community was Freudian and wanted nothing to do with him, so beginning in 1938 he introduced the goals of misbehaviour to women’s groups and to social workers and residents of settlement houses for immigrants.
Authors:
Steve Slavik
#411 – 1044 Balmoral Road
Victoria, BC V8T 1A8
778-430-1353
Steve Slavik is a retired individual and marriage counsellor, presently devoting his time to reading, meditating, and repeating the sins of his past.
James Croake
437 5th Avenue South, 2B
Edmonds, Washington 98020
425-673-1105
jwcroake@gmail.com
James Croake is well-known as an Adlerian psychologist, author, and educator. He presently is semi-retired, seeing some couples, and living in Washington state.
A Tribute to Joyce L, McKay, ”The Little Engine That Did"
by Lois G. Marecek
Some of you may be familiar with the children’s book, “The Little Engine That Could”. Long story short for those of you who are not, it’s about the persistence, perspective and optimism of a little blue engine. This engine chose to help young girls and boys. His persistence coupled with encouragement went from ‘could’ to ‘did’.
Joyce had a way of demonstrating the ‘did’ in whatever role she represented. It could be said that Joyce demonstrated an Adlerian ‘did’ by her enthusiasm, energy, persistence, and dedication as reflected in her various NASAP roles and as an author of educational programs encouraging parents and children.
My connection with Joyce began when she was a PhD. student at the University of Arizona as my Masters practicum supervisor in School Counseling. Both she and Oscar Christensen were my cheerleaders as I pursued my writing a column focusing on everyday life written from a narrative perspective called, ‘Wellness For Life’.
Often times, we would share things about raising our four legged and their various escapades. A twinkling in her eyes would form.
Our relationship grew from supervisor, to colleague, to friends, and sisters.
We rarely get the chance to say goodbye the way we want. We can honor her by continuing the work that makes a difference in the world.
Stay well and hydrated.
Warm Fuzzies,
Lois
Joyce McKay was an Adlerian through and through. She talked, walked and taught the philosophy, the principles and the teachings of Adler/Dreikurs throughout her long and Illustrious career.
Joyce’s greatest gift to the Adlerian community was her ability to put ideas into action. She accumulated a lifetime of accomplishments in her leadership roles ranging from introducing democratic principles to the Pima county school districts to her devoted and lengthy tenure as a leader and teacher at the helm of her beloved NASAP.
Although Joyce’s accomplishments will live on she herself will be sadly missed by all of us who had the good fortune of knowing her.
-Dan Dalton
Reminiscences of Dr Joyce McKay
Margaret Wadsley
When I have been asked about my friendship with Joyce, inevitably this brings back my vivid memory of meeting her in London, at an event Anthea arranged for UK Adlerians who shared her interest in parents and families. This happened in the summer of 1986. I had recently left Cambridgeshire in the South East of the UK, where I had first met Anthea and Sonste.
Being the mother of a bright, active two year old, I felt less than satisfied with my capabilities as a parent. Joyce “put her arm around me” during the lunch break when I sought her support and she reassured me. She also guided me to be encouraging toward my myself as well as my child. She shared her experience of doubting herself as a parent too. Over the years I heard her empathise with many others, as she had done with me.
That day in London became the first of a friendship lasting over 35 years. Not only did Joyce become my friend, but was also a friend to Phil, our children, Kirsty, Fergus and my brother, Mac (Malcolm) and his family. She took an active interest in the lives of my children and nieces ever since, by encouraging them.
My brother was the first family member she hosted in Tucson and at his first NASAP conference. All during the 1990s Joyce came to the UK, enjoying the cooler weather of a UK summer, with visits to friends and times spent at events like the one where first I met her. I remember when she led a session at the UK Adlerian Society Annual Weekend in Oxford. Those residential weekends brought together Adlerians from around the UK. In Joyce’s session she brought together those who had the same birth order. She processed the responses of the group with deep insight and a tinge of humour.
Joyce warm-hearted approach to social interest was expressed through annual trips to stay in our local vicinity. Along with times spent with our growing family, she visited schools where I was principal. These were followed by encouragement to travel to NASAP Conferences, beginning in in Vancouver, 2003. She was always sure to make me feel welcome and valued. I remember happy family meals, trips to places of interest, being introduced to other NASAP members and encouraging me to develop my knowledge of Adler and Dreikurs as well as applying Adler in my work.
2005 saw my family’s first trip to Tucson. Kirsty had visited on her own the year before, Joyce taking her under her wing and encouraging her and Fergus too. Joyce catered for social gatherings and opportunities to meet other Adlerians in Arizona. I received the Certificate of Study of Adlerian Psychology from NASAP in 2006, without Joyce’s encouragement I doubt this would have been possible, I would not have had the connections she opened for me.
After moving to Scotland in 2006, Joyce continued to get organised a head over with Gary for several more visits. We hosted a group at our home one evening where they introduced Adler to a number of local people who expressed their appreciation.
One of my lasting memories of our time together in Scotland was on a trip “Doon the Watter” as they say in Glasgow. We sailed on the Waverley, the last ocean going paddle steamer of its kind. I can see her taking a great interest in the company onboard, smiling her engaging smile and “blethering” with those who around her.
My final memory is the evening in 2019 when NASAP paid tribute to Joyce. She was so happy to be among her Adlerian friends once again. It meant the world to her. Thank you NASAP!
Margaret Wadsley November 2021
December’s Interview with an Adlerian!
To watch Caroline’s interview with Alyson Schafer and get some great tips on parenting during the holidays, click here!
Image by Callie Jo Barker-Grigaliunas, 2021 ©
The following members of the Adler Korea affiliate have earned the Certificate in Adlerian Studies
as well as the Certificate in Adlerian Psychotherapy. Congratulations to these members on their accomplishments!
Kim Sang Bok
Choi Young Eun
Cho Eun Jeong
Lee Kyung Sung
Shin Kyoung Ae
Lee Myung Ok
Kang Nami
Park Shin Yeon
Jang Kye Young
Kim Hyun Ju
Park Ju Young
Seol Yun Jung
Lee Yun Seo
Chang Jeong Soon
Lee Soon Hee
Lee You Me
Kim Young-joo
Yeo Hyun Joo
Jun Myong Nam
Park Yejin
"WHAT’S THE STORY?": LIFE STYLE NARRATIVES STUDY GROUP”
is looking for members!
We do not charge for membership.
CHECK US OUT!
https://www.whatsthestory.online/
NEXT ZOOM MEETING: SUNDAY, DECEMBER 12, 2021!
https://us02web.zoom.us/j/86299141664?pwd=dW4vcUFrc0Izc3BHVkZ0TnEyL3JhZz09
Passcode – if necessary: 121221
Essentially:
We’re a book club with a twist in which we read and interpret a person’s Early Recollections (ERs) as if, “strung together,” they compose a short story or literary text (our “reading”).
(For those of you wondering, “What about the Family Constellation?”, that section of the Life Style can be considered a kind of “Cast of Characters” as many of those described therein appear in the ERs.)
Applying interpretive and group Socraticgroup, Socratic methods that educational and literary institutions, such as The Great Books Foundation, endorse to promote a better or deeper comprehension of a text to the interpretation of one’s ERs or memories helps us to “mine” and compare any number of meanings … meanings … meanings!
Whatever your opinion was of the featured Life Style (our reading) at the start of a meeting will change by meeting’s end!
NEXT MEETING: SUNDAY, DECEMBER 12, 2021!
On our website you will find more of “what we’re about,” summaries of past meetings, fascinating free readings (to help you understand Adlerian Psychology easily and comprehensively), and MUCH, MUCH MORE!
We were quite active during the pandemic, meeting approximately every two months over zoom. However, with all the summer/fall zoom and/or in-person NASAP, ICASSI (Adlerian “summer school”) meetings (every two weeks!), and then the International (IAIP), and some of the larger affiliate conferences (e.g., Georgia, South Carolina), we scaled back.
Well, we are ready to resume!
OUR NEXT MEETING WILL BE SUNDAY, DECEMBER 12, 2021, 1:00 p.m. Central (1 ½ to 2 hours). https://us02web.zoom.us/j/86299141664?pwd=dW4vcUFrc0Izc3BHVkZ0TnEyL3JhZz09
(Passcode – if necessary: 121221)
Our meeting after that will be Sunday, February 6, 2022 – to celebrate Adler’s birthday (February 7)! (Last year, in 2021, we celebrated by reading, interpreting, and comparing the ERs of Adler, Freud, and Jung! How will we top that?!)
Check out our website https://www.whatsthestory.online/.
Email lesw@rcn.com for more information and/or if you would like to be put on our email list.
We are coming up with our schedule for the coming year!
Call for Proposals
Florida Adlerian Society Annual Conference
March 4 & 5, 2022
Safety Harbor Resorts, Clearwater, Florida
Deadline Date for Proposals: December 10, 2021
*Accepting proposals for 75 minutes or Full Day Workshop
Interested in submitting a proposal? Contact Timothy Evans for application at: Tim@evanstherapy.com OR submit proposal here.
NASAP Announcements
Discounts!
ALLMEMBERS is the promo code for current NASAP members to get free shipping from the NASAP teespring store.
NEWMEMBER is the promo code for brand new members and the discount is 10%. This is a one-time use code.
Here is the link to the store again: https://nasap.creator-spring.com/
-Susan Belangee
A Call for Taptalk Presenters:
If you would like to propose a TAP Talk, we would love to hear your ideas. Please complete the form at https://forms.gle/qYgt9Cqu1PenPSrT9
TAP Talks are presented several times each year as a way of keeping in contact with NASAP members and also a way of providing some continuing education hours to members of NASAP and the public at a reasonable price.
TAP Talks are hosted by the Theory, Research and Teaching Section of NASAP and the presenters are selected by the Sections of NASAP. Topics change each month. They are usually one hour.
If you have any questions, please reach out to us.
Kind regards,
Drs. Jennifer & Daniel Williamson
TRT Chairs
nasaptrt@gmail.com
CE Offerings
Offerings include two articles from the most recent JIP:
DeVoss, J., & Wadsley, M. The applicability of the crucial Cs across relational models in
developmental trauma. Journal of Individual Psychology, 77 (2), 165-178.
John, K., Austin, Z., Benford, J., Clark, K., Hewitt, E., Parker, C., & Tait, C. (2021).
Understanding basic psychological needs across the lifespan: The role of the crucial
Cs. Journal of Individual Psychology, 77 (2). 130-144.
As a reminder, here is how to access the CE offerings: https://docs.google.com/document/d/17iqcVsN5zhyhXIIwZeShSyOxUwoJHIXylp8qk4PNQKg/edit?usp=sharing
-Rocky Garrison