Week 3 Assignment 2

New Problems in Today's Technological Era: An Adlerian Case Example

Zachary D. Bloom and Dalena Dillman Taylor

Abstract

Adolescents' Internet use, when done properly, can be viewed as a healthy, appro­ priate way to facilitate social interest. However, without guidance, the Internet can create a variety of problems for adolescents and their families. The authors of this article contend that extreme stances regarding adolescent Internet use can negatively affect adolescent development. The authors present a case study in which Adlerian therapy was used to facilitate developmentally appropriate Internet use in a family that originally banned adolescents from using the Internet at home.

Keywords: Individual Psychology, Adler, adolescents, technology, Internet, pornography

Alfred Adler first presented Individual Psychology after the turn of the 20th century. Nearly a century later, one development that Adler could not imagine was the vast expansion of technology in the daily lives of in­ dividuals. In 2008, according to the National Campaign to Prevent Teen and Unplanned Pregnancy (NCPTU, 2008), 87% of adolescents had a cell phone, 79% of adolescents had a computer, and 33% had a web cam. The Internet's wealth of information, media, and social networking opportuni­ ties are available at the click of a button or the swipe of a finger. If Adler were still alive today, how would he address the technological advances in our society and their impact on human nature? We attempt to answer this question in the context of adolescent development through the use of a case study.

Adolescents on the Internet

In today's world, the coming-of-age experience for adolescents is dif­ ferent from that of past generations. It is estimated that 89% of adolescents have a profile on a social networking website (e.g., Facebook), and in 2008 between 78% and 80% of adolescents posted, sent, and received pictures and video on the Internet (NCPTU, 2008). Although many adolescents pri­ marily use this technology to benignly connect socially with others (Reich,

The Journal o f Individual Psychology, Vol. 71, No. 2, Summer 2015 ©2015 by the University of Texas Press

Editorial office located in the College of Education at Georgia State University. Published for the North American Society of Adlerian Psychology.

164 Zachary D. Bloom and Dalena Dillman Taylor

Subrahmanyam, & Espinoza, 2012), Internet use has been associated with various problems, including addiction, gambling, bullying, and stealing (Mitchell, Becker-Blease, & Finkelhor, 2005). In addition, perhaps because adolescence is a normative time for curiosity about sex (American Academy of Pediatrics, 2013; Berk, 2008), 18%-22% of male and female adolescents have used the Internet to share sexually provocative images of themselves, and 39% have used technology to send sexually provocative messages (NCPTU, 2008). Research has identified that these behaviors are correlated with multiple issues of concern to counselors, including impulsivity and substance abuse (Temple et al., 2014), legal problems (Mitchell, Finkelhor, Jones, & Wolak, 2012), and risky sexual practices (Rice et al., 2012).

With increased access to the Internet in affordable and anonymous ways (Cooper, 1998), adolescents are increasingly exposed to sexually explicit materials online, whether they pursue them purposely or encounter them accidentally (Weber, Quiring, & Daschmann, 2012). Despite some research that has failed to identify negative impacts on adults who use sexually explicit material (Poulsen, Busby, & Galovan, 2013), a variety of negative conse­ quences have been established for adolescents who use such material. The identified consequences include social isolation, symptoms of depression, conduct problems (Owens, Behun, Manning, & Reid, 2012), and risky sexual practices (Wright & Randall, 2012). Consequently, there is a call for thera­ pists to address the adverse effects related to adolescents' pornography use (Bloom & Hagedorn, 2015; Peter & Valkenburg, 2010; Weber et al., 2012).

With more than 1 billion active Facebook users who each month spend more than 640 million minutes online (Statistic Brain, 2014), Adler's social interest is actively demonstrated on a worldwide level in a drastically dif­ ferent realm from when the concept was first developed. Even though the world today is indeed different from the one Adler knew, Adlerian therapy is suited for it (Carlson, Watts, & Maniacci, 2006). A compelling compo­ nent of Adlerian theory is Adler's continual striving to perfect his theory, as evidenced through the maturity of the theory over time (Ansbacher & Ansbacher, 1956). In Adler's absence, practicing Adlerian therapists are compelled to adapt his theory to fit the evolving technological world.

Adolescent Development

Although some researchers believe that contemporary adolescence has extended into the mid-20s (Gallo & Gallo, 2011; National Institute of Mental Health, 2011), for the purpose of this discussion, we focus pri­ marily on early adolescence (11-13 years), the crux of the transition from

N ew Problems in Today's Technological Era 165

childhood to adulthood. During this crucial milestone between childhood and adulthood, adolescents enter a period of change that affects all lines of development: physical, sexual, social, emotional, and cognitive.

During early adolescence, beyond changes in physical maturity, in­ dividuals also begin to develop interest in sexual experiences and more intimate or romantic relationships with their peers (American Academy of Pediatrics, 2013). Although they develop strong relationships with both sexes during this time, adolescents often struggle with perceptions of body image and feelings of self-esteem because they are questioning their own development in comparison to their peers (Berk, 2008; Centers for Disease Control and Prevention, 2014). Adolescents tend to seek out independence from their parents while simultaneously spending significantly more time with peers, in an evolving effort to find their identity (American Academy of Pediatrics, 2013).

The transition from childhood into early adolescence shows changes in an individual's cognitive development. Children tend to be concrete in their thinking, often dichotomizing subjects into black or white categories while also beginning to develop an increased capacity for abstract thought (Berk, 2008; Centers for Disease Control and Prevention, 2014). Despite these changes in cognitive development, early adolescents focus more on the present because they struggle with an inability to consider the long­ term consequences of their actions (National Institute of Mental Health, 2011). Perhaps it is for this reason that between one and two of every five male and female adolescents have used technology to experiment sexually (NCPTU, 2008), without recognizing some of the consequences of their ac­ tions (Mitchell et al., 2012; Owens et al., 2012).

Developmental Implications

In our society, the Internet can play a supportive role in adolescents' pursuits of identity formation and social interest, if it is used in constructive and appropriate ways— yet it is crucial for parents to monitor adolescents' Internet activities to ensure their appropriate use (Wang, Bianchi, & Raley, 2005). Extreme stances toward Internet use (e.g., completely unrestricted access, absolutely restricted access) could impede an adolescent's develop­ ment of social interest in today's society (Wang et al., 2005). The following case study demonstrates the consequences of an extreme stance taken against Internet use.

The case example should illustrate the counseling process through an Adlerian lens, with a focus on developmental concerns in relation to today's technological world. The case example describes a typical clinical scenario and does not represent any real single case.

166 Zachary D. Bloom and Dalena Dillm an Taylor

Case: Identifying Features and Presenting Concerns

The client, David, a 13-year-old only child and Caucasian male, was brought to his initial intake session by his father, Mr. Smith. David reported on his experiences of sadness and isolation, particularly in response to be­ ing homeschooled and not having access to the Internet. David stated that his parents' ban on Internet use made it difficult to complete his homework and created a barrier between him and his peers at church, who were more involved with one another through their use of e-mail and social media. Further, David reported that his peers discussed mainstream media that David had never seen, which added to his feelings of isolation.

By the conclusion of the intake session, David reported that the "real reason" he was being "punished with counseling" was because he sneaked onto his father's computer to access pornography. Consequently, David reported that his father "screamed at him and grounded him indefinitely." David's father confirmed the story and added that he had forbidden David from masturbating— he viewed masturbating as a "sin"— and had hoped that not having any discussion about sexuality whatsoever would "preserve David's innocence."

Like many peers of his age, David appeared to struggle with body im­ age and self-esteem because of his lack of friendships and the tension in his relationship with his father. David's cognitive level— his focus on the present as opposed to future consequences of his actions— was also similar to that of his peers of his age. However, his emotional development appeared to be lagging behind, as evidenced by a lack of solid peer relationships and expressed role confusion.

Treatment Plan and Treatment

Adlerian theory emphasizes optimism, free w ill, and the subjective na­ ture of human beings (Ansbacher & Ansbacher, 1956). Because Adlerian theory is a wellness-oriented model, Adler proposed that all individuals are born with an innate ability to develop social interest. Adler also be­ lieved in the goodness of individuals, indicating that all people are socially embedded, holistic, creative, purposeful, goal oriented, unique, and sub­ jective (Ansbacher & Ansbacher, 1956; Dinkmeyer, Dinkmeyer, & Sperry, 1987). David's family was also approached as a whole, with an emphasis on finding significance and belonging in the family system and in society. The process of family counseling proceeded through the four phases of Adlerian theory: (a) establishing an egalitarian relationship, (b) investigating the life­ style, (c) gaining insight, and (d) reeducating and reorienting.

N ew Problems in Today's Technological Era 167

After the intake, it became apparent to the counselor that David's par­ ents were hesitant to get involved in therapy and that they viewed David as the "identified patient." A decision was made to see David in weekly indi­ vidual sessions and to conduct biweekly parent consultations to decrease the protective barrier and/or resistance between the parents and counselor.

Phase 1: Establishing an Egalitarian Relationship

In Phase 1 the counselor focuses on establishing a strong therapeutic alliance in which the counselor conveys and the client experiences trust, care, and acceptance (Kottman, 2003). The counselor creates an atmo­ sphere of warmth and trust by providing the client opportunities to share experience of self, others (e.g., parents), and the world by encouraging the client to present his or her needs, desires for the session, and thoughts re­ garding potential goals for therapy. The counselor, in turn, uses reflections on feeling and content and encouraging statements to communicate to the client that he or she is heard, understood, and considered an expert on his or her own experiences. By understanding the client's perceptions of the presenting issue and early life experiences, the counselor can begin to formulate hypotheses regarding the client's mistaken beliefs and lifestyle (Ansbacher & Ansbacher, 1956; Kottman, 2003). However, most of this in­ vestigation takes place in Phase 2, and thus is described in more depth in the following section.

Initially, David presented as discouraged by the pressure imposed on him by his father and his own limited capabilities, and as socially isolated, given that he was homeschooled and had minimal interactions with others outside his family. Because peers are crucial to adolescents' overall social and emotional development, David's feelings of isolation and loneliness were pronounced.

During initial parent consultations, the counselor provided the choice for David to participate in the conversation and encouraged him to volun­ teer information if his father or mother stated any events that he perceived as untrue. For the first two consultations, David, his mother, and his father were present. In these meetings, the father presented as loud, domineering, and distracted by his phone only when David would speak. During the con­ sultations, David's mother appeared to stay in the shadow of her husband. She spoke only when the counselor posted a question directly to her.

At the end of the first two parent consultations, the counselor encour­ aged the father to explore his own self-defeating beliefs, concluding that he might be more capable of accepting his son as he is and more open to al­ lowing his son more freedom to use the Internet in an appropriate way. The counselor feared that the father's ban on Internet use impaired David's ability to socially connect with others, particularly because of his already-isolated

168 Zachary D. Bloom and Dalena Dillman Taylor

environment. The counselor noted this hypothesis and decided to evaluate its validity when collecting evidence concerning David's, his mother's, and his father's lifestyles during the next phase of counseling.

Phase 2: Investigating the Lifestyle According to Dinkmeyer and Sperry (2000), counselors exhibit the tru­

est form of empathy when they fully understand the client's lifestyle. This allows the counselor to help clients modify their beliefs and adopt a more socially interested outlook on life. In this case, the counselor chose to con­ duct a genogram with the family to gain both a visual and verbal perspective on David's lifestyle and his parents' lifestyles. A brief synopsis for each member is presented in the following sections.

Father. Based on early life experiences, Mr. Smith found significance in controlling himself, others, and situations in order to feel safe in the world. Later in life, he stated that he found God and became a born-again Christian, which he reported as shifting his view on life. Yet it became apparent that his need to control is still present in his life, as evidenced by statements made in the intake session of verbal and emotional abuse toward his wife. His life­ style convictions indicated the following: "I must be in charge to feel safe," "I must protect my son from making my mistakes," "It's hopeless for me to change, but I can control my son's actions."

Mother. Mrs. Smith presented as stuck in life. She expressed a desire to divorce her husband because of his emotional abuse; however, she ap­ peared dependent on him financially and emotionally, and so she expressed feeling uncertain about leaving. Mrs. Smith found significance and belong­ ing in her family and the world by pleasing others. She identified her goals in consultations as wanting what is best for David. Her lifestyle convictions indicated "I am worthless and deserve to be hurt," and "If I please others, they won't hurt me; therefore, I must always please everyone."

David. At age 13, David presented as striving toward superiority. He needs to have control over his situation, and this is clear from power strug­ gles with his father. He exhibited symptoms of depression, as evidenced by sulking during family sessions and sharing feelings of isolation, helpless­ ness, and hopelessness. David's Internet activity could be a transgression against his father, and he was shamed for his curiosity. His lifestyle convic­ tions indicated "I am bad, others must punish me, the world is unsafe," and "M y needs are shameful, punishable, others correct me, tell me what to think and feel; therefore, I lack ability to control myself and my actions, and others must do it for me."

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The lifestyle investigation revealed that each member contributed to the underlying issues, but David's parents refused to participate in family inter­ ventions, and so David would be the only one returning for treatment.

Phase 3: Gaining Insight

In Phase 3, the counselor balances a nondirective and a directive role with adolescents to create an atmosphere of sharing power and to enable the client to gain awareness of the purposefulness of his or her responses to specific life situations (Dinkmeyer et al., 1987; Kottman, 2003). The focus in this phase was on understanding the client's current beliefs and goals that formulate one's private logic (Dinkmeyer et al., 1987), on sharing hypoth­ eses about the goals of the client's lifestyle, and on modeling social interest for the client. During Phase 3 with David, the counselor followed the family activity with processing and debriefing. In the family sessions, the coun­ selor had realized the lack of power David had in his family, his discomfort in vocalizing his thoughts and feelings in his family, and the overall sense of insecurity he felt when around his parents. The counselor focused on establishing a sense of safety in the counseling relationship by modeling a trusting relationship. David began to voice that he wanted his future family to be different than his current one. He set goals of owning a farm and hav­ ing his own family. Although David appeared motivated and was striving for superiority in most of his actions and behaviors, he was unaware of how these current goals fit into his current lifestyle.

In parent consultations, it was critical for Mr. Smith to gain insight into his views about self, others, and the world and the impact those views were having on his parenting and on David's view of self. Over the course of parent consultations, Mr. Smith began to make some progress in allowing himself to see the potential impact of his private logic on his own and his family life.

Mrs. Smith was present during these sessions as well. She appeared encouraged that Mr. Smith was gaining awareness about his actions and seemed as hopeful about his possible changes. The counselor also meta- communicated that her lack of involvement in the family was a clear message to David that Mr. Smith held all the power; therefore, Mrs. Smith was not a secure person to confide in for David. She appeared receptive to these hypotheses and eager to implement her insights to improve her ability to connect with and support David.

Phase 4: Reeducation and Reorientation

In the reorientation phase, the counselor helps clients implement so­ cially interested goals and behaviors (Dinkmeyer et al., 1987) in order to shift clients' private logic to a view of the world that encompasses a greater level of social interest. The counselor's role is as an active teacher

170 Zachary D. Bloom and Dalena Dillman Taylor

and encourager (Kottman, 2003), which helps clients establish realistic goals, develop problem-solving and decision-making skills, and find func­ tional alternatives.

During this phase, the counselor and David worked on establishing real­ istic goals and problem solving situations so as to meet his emotional needs. The counselor and David identified goals and various ways to socialize for David (i.e., he was allowed access to the library). In addition, incorporating more peers into his life helped David with his feelings of isolation.

The counselor also explored David's goals for his future family and real­ istically discussed his ability to achieve those goals while also encouraging his ability to note the differences between what he wants and does not want, and then implementing his view of self, others, and the world to create an optimal life for himself. Additionally, the counselor offered David psycho­ education about sex in individual sessions. The counselor normalized David's curiosity and worked with David to process some of the things he saw in por­ nography while using appropriate, professional (or educational) language.

Although most of this sex education and deconstruction of pornography occurred in individual sessions with David, a portion of it was conducted in the parent consultations with Mr. and Mrs. Smith—despite their hesitance to participate in therapy. By this time, having participated in Phase 3, Mr. Smith had already gained some awareness of the thoughts and behaviors that af­ fected his family and, therefore, was open to discussing his son's sexual curiosity in parent consultations, especially once he had come to view his son's sexuality as a normal and healthy part of adolescent development. The counselor worked with Mr. Smith to set realistic goals for his son, and the counselor encouraged Mr. Smith to see the intention in his son's use of pornography before shaming him first. The counselor held two family ses­ sions toward the end of treatment to achieve attainable goals for both David and his parents.

David and his parents worked to find common ground in discussing issues related to sexuality, and David gained valuable information about himself and his family that he could use to make more informed deci­ sions regarding his behaviors as he thought about his future. David's shift in present thinking to considering long-term consequences indicated that he increased his overall cognitive development so that it came to match age-related developmental expectations. The counselor mediated discus­ sions regarding healthy Internet use, limitations on computer use, parental involvement in sex education, and discussing appropriate social activities or hobbies (i.e., volunteering at church)— all the things that David could do to increase healthy peer relationships. Both David's self-confidence and his parents' ability to hear David and appropriately respond to his wants increased. David's overall increase in healthy peer relationships and his in­ creased self-confidence gave a boost to his emotional maturity.

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Conclusion

Use of the Internet enables billions of people to access information, view media, and connect with others in previously unfathomable ways. As such, the contemporary world is different from the world in which Adler lived and developed his theory and practice. However, the major tenets that drove Adlerian therapy in the past are still viable for today's counseling clientele (Carlson et al., 2006). During the transition from childhood to adolescence, it becomes especially important for individuals to strive toward significance and belonging. The Internet (and social media especially) offers the tools to foster those developmental needs in adolescents. However, Internet use has been linked to various interpersonal problems for some of its users. If Adler were alive today, he would have embraced technological advances, but he would have been most concerned about the widespread availabil­ ity and ease of access to pornographic materials for adolescents (see Adler, 1931). Adler believed that parents should create space for and respond to an adolescent's questions about sex rather than preemptively shunning an adolescent's sexual curiosity. Adler would have promoted and encouraged parents and other adults to have open conversations with their adolescents about sexuality. He would have also encouraged parents to collaborate with their adolescents in finding a balance of Internet use as one means of striv­ ing for significance and belonging during this developmental stage.

While establishing fair and appropriate boundaries around adolescent Internet use might be an intimidating subject for parents, engaged parental involvement with adolescents about their online activities can foster trust and communication in the family system, thus potentially eliminating the condi­ tions that contribute to extreme parental stances on adolescent Internet use and the resultant negative emotional and behavioral consequences. With open dialogue and involved parenting, parents and guardians put themselves in an empowered position to assist their children's continuous development of social interest as they move from childhood into adolescence.

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Zachary D. Bloom (zbloom@knights.ucf.edu), MA, RMHCI, RMFTI, is a doc­ toral student in the Counselor Education Program at the University of Central Florida. W hile com pleting his doctoral degree, Bloom has been working w ith individuals, couples, and families at the university's Comm unity Coun­ seling and Research Center. His primary research interests include trauma, human sexuality, and the impact of technology on individuals and families.

Dalena Dillman Taylor (dalena.taylor@ucf.edu), PhD, LPC, RPT, is assistant professor at the University of Central Florida, past president of the North Texas Association for Play Therapy (2013-2014), and the play therapy certificate coordinator at UCF. D illm an Taylor is a trained Adlerian play ther­ apist and focuses her research on the effectiveness of Adlerian play therapy w ith children and adolescents who demonstrate disruptive behaviors or aca­ demic difficulties in the classroom and at home.

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