The third child of an eight-child Viennan family—six boys and two girls—is Alfred Adler. Rudolf, his brother, died at a young age. Early life for Adler was not happy because he had an unhealthy understanding of death, and at the age of four, he came dangerously close to passing away from pneumonia. Since then, Adler has wanted to become a doctor.
Hadler’s mother lavished him with care because he battled numerous illnesses in his early years. Later, after the birth of his younger brother, he fell out of favor with the family and was on the verge of being overthrown. It is known that he did not feel particularly close to his mother and that he developed a trusting relationship with his father. Throughout childhood and adolescence, his relationship with his younger sibling deteriorated due to jealousy of his older sibling. He battled childhood insecurities and inferiority complexes for the first few years of his life. It is obvious that the same experiences played a significant role in the development of his theory. He is depicted as an example of someone who shapes their own lives, as opposed to accepting this circumstance as his fate.
Adler struggled in school, and his teacher predicted to his father that Adler would only make a living as a cobbler. Adler achieved the top spot in his class after putting in a lot of effort. He pursued his medical education at the University of Vienna, initially enrolling in private ophthalmology classes before moving on to general medicine. As a result, pediatric diseases that are specialized and incurable attracted the attention of both neurology and psychiatry. Freud and Adler
When Adler accepted an invitation to join the Vienna Psychoanalytic Society in 1902, their association with renowned psychiatrist Sigmund Freud officially began. He went to the renowned “Wednesday Meetings” with Freud. Later, he rose to the position of president of the Vienna Psychoanalytic Institute. Although Adler is frequently referred to as Freud’s student, he was actually a very capable colleague. They disagreed with Freud on some points, even though they agreed with him on others. Adler held radically different opinions from Freud regarding sociology and psychology. Adler claimed that it was crucial in his aggression and acknowledged that he was a human being. Alfred Adler claimed that Freud overemphasized the idea of the “Oedipus Complex” and maintained that a person is fundamentally a social being. Adler’s 1911 Vienna Psychoanalysis Department, which was in response to social pressure. He resigned from his positions as editor and president of the Journal of Society as a result of the investigation. Personality Psychology
He quickly put together a new group of people around him and established his own institution in 1912, calling it “Individual Psychology.” This school was founded on the idea that a person’s connections to their community are an essential component of their individuality. The pursuit of superiority is the cornerstone of Adler’s theory. Every person, according to Adler, has a definite inferiority complex when they are born, and it takes them a lifetime to get over it. The “striving for superiority” theory became a popular term to describe it. The mission of Adler’s school was to identify this driving force in the formation of human behavior. Individual psychology, on the other hand, contends that people have the ability to alter their own lives, mental health, and general well-being, regardless of their experiences as children.
Adler had a reputation for being extremely ambitious. Adler trained teachers, sAlfred Adlerocial workers, doctors, and other professionals after serving as an officer in the First World War and founding 32 Child Guidance Clinics in Vienna Public Schools. Adler has led the way in educational techniques for his peers by engaging in live performances with parents and kids in front of sizable crowds. He worked tirelessly to spread his knowledge and demonstrate his method, and the clinics he founded increased in both number and popularity.
He has spent the majority of his life keeping his professional and personal lives apart. He began teaching in the United States in the mid-1920s and later made frequent visits and trips to this country. He persisted with his plan, which he had developed by going against his friends’ advice to slow down. On May 28, 1937, while walking to a conference in Scotland, he suffered a heart attack and passed away.
His Works During His Life:
1911’s “A Study on the Failure of Organs”
1912’s “On Neurotic Experience”
1914’s *Treatment and Education
Individual Psychology: Application and Theory, 1917
Understanding the Human, 1927
Individual Psychology Technique, first published in 1928, second published in 1930
Understanding Life, 1929
*Personal Psychology in the Classroom, 1929
Understanding Life, 1930
1919–1929: Psychotherapy and Education
1929’s The Neuroses
the homosexuality controversy of 1930
Education of children, 1930
1930’s “Shaping Life”
*Psychotherapy and Education II – 1929 – 1932
1933’s “The Meaning of Life”
*Education and Psychotherapy III: 1933–1937.