The document provides a case conceptualization of the Bernard family from an Adlerian theoretical perspective. Key points include: - The family presents with stress and chaos and lacks social interest and positive functioning as a group. - A lifestyle assessment would examine family dynamics, roles, and convictions. - Treatment goals are to increase structure, decrease stress, and build coping skills through teaching consequences, encouraging positive attitudes, and monitoring progress.

1. Running head: BERNARD FAMILY CASE CONCEPTUALIZATION 1
Bernard Family Case Conceptualization
Ethan D. Bennett
Western Kentucky University

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Theoretical Perspective on Family Assessment, Intervention and Treatment
Summary of Theoretical Model
Adlerian or Individual Psychology is the theoretical lens through which the family will be
viewed. Adlerian Family Systems is based upon the same principles that drive Adler’s
Individual Psychology. Essentially, human behavior is purposeful and helps individuals
overcome feelings of inferiority (Grunwald & McAbee, 1999, p. 3). The goal is to achieve a
person’s self-ideal, a fictional state of perfection, and the person may not be aware of the goals
(Grunwald & McAbee, 1999, p. 4 & 5). Also, an individual can only be understood in
relationship to others (Grunwald & McAbee, 1999, p. 7). Another basic tenant of Individual
Psychology is the desire of all human beings to belong or to have an invested social interest
(Sperry, L., Carlson, Duba Sauerheber, & Sperry, J., 2014, p. 18). Social interest entails the
ability to overcome daily life tasks with courage and common sense (Sperry et al., 2014, p. 1).
Assessment
A counselor from the Adlerian approach would use a Lifestyle Assessment to better
understand a family. The Lifestyle Assessment consists of a family constellation, birth order,
lifestyle convictions, and achievement of life tasks. The family constellation provides the
foundation in which family member learn who they are, how they relate to others and how they
relate to the world (Grunwald & McAbee, 1999, p. 61). The birth order and family dynamics
revealed in a family constellation have a significant influence on how a child gains self-worth, a
sense of belonging, and a desire to contribute to others (Grunwald & McAbee, 1999, p. 61). The
convictions patterned by the family constellation either encourage or discourage individual
member to complete life tasks. Given the information, a counselor can assess a family for

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strengths that allow the family to flourish and weaknesses that hinder the family. Lastly, the
counselor must take culture into consideration because culture will influence the expression of
typical and atypical behavior.
Techniques and Interventions
A technique that is used during the first interview is the description of a typical day
(Grunwald & McAbee, 1999, p. 73). The typical day technique will uncover sources of
difficulty for the family, such as troublesome relationships, times of day, or events (Grunswald
& McAbee, 1999, p.73). Another technique, developed by Rudolf Dreikurs, is the Four Goals of
Misbehavior (Grunwald & McAbee, 1999, p. 73). The technique allows parents to identify,
understand, and respond appropriately to their children’s misbehavior (Grunwald & McAbee,
1999, p. 73). Lastly, the counselor should aim to encourage the family. Encouraging the family
inspires change and a desire to improve, so it is also important to teach the family members to
encourage each other (Grunwald & McAbee, 1999, p. 75). Again, the counselor must be
sensitive to cultural considerations because some clients may not agree with the techniques due
to deeply rooted cultural values, such as child rearing (Grunwald & McAbee, 1999, p. 102).
Therefore, the counselor may need to gently, carefully, and patiently reeducate the parents
(Grunwald & McAbee, 1999, p. 102).
Case Conceptualization
Identifying Family Characteristics
For the purpose of confidentiality, all names have been modified. Jack and Samantha are
married, although they separated for a period of 6 months and had relationships with other
people. Jack is 37 old. Samantha is 36 old. The entire family is Caucasian and lower-middle

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socio-economic status. Jack and Samantha have 6 children, one of whom no longer lives with
them because he is older and another that is just a baby. The children involved in family
counseling are Carl, a 14 year old boy, Mary, a 10 year old girl, Natalie, a 9 year old girl, and
Amy, a 5 year old girl. The family identifies as Christian, although the denomination is
unknown. Carl is separated from most of his family. Carl is frequently conflicted with his
parents. Jack is connected to his family. Samantha is enmeshed in the lives of her daughters.
Mary and Natalie are enmeshed with each other, but they are also conflicted. Amy is separated
from her family.
Problem Statement
The family defines their concern as stress-inducing chaos. While there are several other
concerns, the general consensus is that there is a lack of order. From the Adlerian perspective,
the family is having difficulty developing social interest in one another and that the individuals
within the family are lacking either the courage or techniques necessary to function positively as
a social group. Secondarily, an Adlerian might say that the individual members have values that
conflict with the values of their family system.
Theoretically based Manifestation of the Problem
The family’s presenting concern has been manifested and maintained primarily by a lack
of natural and logical consequences. Jack has an authoritarian style of parenting in which he
expects his children to listen to his command, because it is his command, and to listen the first
time. Jack has mentioned that he wants his children to trust him when he tells them to do
something. On the other hand, Samantha has a permissive style of parenting. She wants her
family to be happy, becomes overwhelmed, and thinks that her family does not listen to her, so

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she rarely asserts herself. Not only are the styles different, but there are no established rules.
Consequences and rules are given when the misbehavior arises. Thus, the children do not have
consistency, nor do they understand what is expected of them. The result is perpetual frustration
and chaos from both the parents and the children.
Assessment Summary
First of all, a Lifestyle Assessment would be useful to arrive at the clients’ attitudes and
convictions about themselves, the world, and others (Maniacci & Carlson, 1991, p. 239). The
Lifestyle Assessment can be gathered either by an intake form or through an initial interview
encompassing the family constellation, early recollections, and life tasks. Lifestyle Assessments
can help predict areas of contention (Maniacci & Carlson, 1991, p. 239). Another assessment,
according to Dinkmeyer and Dinkmeyer (1981), is evaluating psychological movement or “goal-
directed transactions between family members” because “behavior never lies” and indicates the
underlying purpose of the family member’s actions (p. 49). Myers and Croake, in agreement,
state that the therapist must understand each member’s pattern of movement directed by his
purposive goals and that empathy is the key to entering the family’s interpersonal realm (p. 51).
Lastly, the family members need to be assessed for encouragement or discouragement, inferiority
or superiority, and the pampering of children by using the Lifestyle Assessment and observations
of interpersonal relationships (Baideme, Kern, & Taffel-Cohen, 1979, p. 61).
Theoretically based Treatment and Intervention Considerations
Family strengths, resources, and liabilities. The family is fortunate to have many
strengths and resources. First of all, Samantha’s mother is a counselor, so she provides them
with knowledge for improving relationship skills and coping with anxiety. Secondly, it is

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evident that they have a loving family in which every member cares about the wellbeing of the
other members. Third, the family members are willing to change to improve their family
dynamics. Fourth, the family has a good sense of humor and can laugh with each other. Lastly,
each family member has friendships outside of the family that they rely on for support. The
family has relatively few liabilities. There are no known addictive behaviors, despite previous
marijuana use by both sons. There is no known suicide risk or domestic violence, despite violent
fits of anger. The liabilities present are financial difficulties, due to low income, and the
separation of the parents in which they sought other relationships and were emotionally less
available for their children.
Treatment goals and objectives. According to Baideme, et al. (1979), children may be
pampered by their parents, so the parents should be educated about proper parenting skills (p.
61). Furthermore, traditional methods of discipline are no longer effective, so there is a need for
open and honest communication about natural and logical consequences (Grunwald & McAbee,
1999, p. 119). Therefore, the first goal and objectives are as follows:
Goal I. Increase order/structure within home.
Objective I. Increase knowledge of natural and logical consequences.
Objective II. Increase parental communication regarding discipline.
According to Maniacci and Carlson (1991) Adler suggested compensating for tension or
stress by reducing environmental stressors, increasing tolerance for stress, and using medication
(p. 240). Dinkmeyer and Dinkmeyer (1981) stated that a primary objective of family therapy is
to elevate the client’s self-esteem (p. 45). Therefore, the second goal and objectives are as
follows:

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Goal II. Decrease frequency of feeling overwhelmed/stressed.
Objective I. Increase coping skills for stress.
Objective II. Increase frequency of leisurely activity.
Interventions. First of all, the parents must be taught that children learn by natural and
logical consequences (Grunwald & McAbee, 1999, p. 119). Natural consequences are those
such as being burned by a hot stove. Logical consequences are those such as a child losing a
bike because it was not locked up and having to wait until they earn and save enough money to
buy a new bike. Secondly, the parents must agree upon universal consequences to prevent power
struggles and to provide a cohesive expectation of the children and themselves (Grunwald &
McAbee, 1999, p. 125). Third, the parents should discuss the consequences and expectations
with their children to respect the children and allow them to give honest feedback (Grunwald &
McAbee, 1999, p. 123). The consequences must be applied with consistency if they are to be
effective (Grunwald & McAbee, 1999, p. 124). Then, the counselor may check in with the
parents to monitor the frequency of chaotic misbehavior and the frequency and consistency of
consequences. Lastly, each family member needs encouragement to change self-defeating
attitudes to more useful attitudes (Maniacci & Carlson, 1991, p. 239). As Dinkmeyer and
Dinkmeyer (1981) state, “encouragement is the process of increasing the individual’s feelings of
worth and self-esteem” and that is exactly what this family needs (p. 51). In fact, encouragement
is so important in Adlerian family therapy that both Myers and Croake (1984) and Baideme, et
al. (1979) used the technique in their case examples (p. 50; p. 67).

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References
Baideme, S. M., Kern, R. M., & Taffel-Cohen, S. (1979). The use of Adlerian family therapy in a
case of school phobia. Journal of Individual Psychology, 35(1), 58-69.
Dinkmeyer, D. & Dinkmeyer, D., Jr. (1981). Adlerian family therapy. The American Journal of
Family Therapy, 9(1), 45-52.
Grunwald, B.B. & McAbee, H.V. (1999). Guiding the family (2nd ed.). New York, NY:
Routledge.
Maniacci, M. P. & Carlson, J. (1991). A model for Adlerian family interventions with the
chronically mentally ill. The American Journal of Family Therapy, 19(3), 237-249.
Myers, K. M. & Croake, J. W. (1984) Adlerian and analytic theory: A case presentation. The
American Journal of Family Therapy, 12(1), 48-58.
Sperry, L., Carlson, J., Duba Sauerheber, J., & Sperry, J. (2014). Psychopathology and
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York, NY: Routledge.