newsletter nº 11 centro de estudios adlerianos

8/12/2019 Newsletter N 11 Centro de Estudios Adlerianos

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Newsletter

Centro de EstudiosAdlerianos

Publicado por / Published ByCentro de Estudios Adlerianos

www.centroadleriano.orgE-mail: [email protected]

REFERATO/ REFEREE:Y. Hazn - A. Buschiazzo y A. Yarza

Diseo / Designer: Carlo Pontti

Cada artculo es responsabilidad exclusiva de su autorEvery article is the sole responsability of the author

Copyright by Centro de Estudios AdlerianosMontevideo - Uruguay. ISSN: 1688-7948

Mayo 2014 May 2014 N 11

Psicologa Individual Individual Psycholog


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ndice / Index

2

De la motivacin / 3

About motivation / 7

Reflexiones sobre el pesimismo y su opuesto / 10Reflections on pessimism and its opposite / 13

Los traidores/ 16Traitors / 19

El nio con problemas de conducta:Por qu el enfoque Supernanny no funciona / 22The child wirh Behavior problems:Why the Supernanny approach does not really work / 26


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DE LA MOTIVACIN

3

Andrs Buschiazzo

l v o c a b l omotivacin esmejor conocidoE

en estos tiempos pors u o p u e s t o :desmotivacin, segni n v e s t i g a c i o n e srecientes, es unatendencia en alta.

Esta pandemia,c o m o a l g u n o sp s i c l o g o s l ad e n o m i n a n , s eexplica por la falta desentido (Adler, 1959)y la exacerbacin deestmulos exteriores.En una consulta sobrela temtica para unai n f o r m e s e n o s

pregunt dnde sev e a m s l adesmotivacin. A loque respondimos queno es un problema tancuantitativo comocualitativo. Primerohabra que hacer unaprecisin sobre quees la desmotivacin.Es como el desamor,

antes debi haberexistido amor parapoder apreciarlo. Conla motivacin ocurrealgo similar. Haygente que nuncaestuvo motivada ni enel trabajo, ni en lapareja. Veamos, porejemplo, alguien que

Primero habra que haceruna precisin sobre quees la desmotivacin. Escomo el desamor, antes

debi haber existido amorpara poder apreciarlo.

vive al margen de lasociedad y nunca vio asus padres trabajar.No va a estar motivadon i d e s m o t i v a d o(constructo vinculadocon la anomia deDurkheim). Es lo ques e l l a m a l a

d e s e s p e r a n z aaprendida, fenmenoque indica que dos o

tres generaciones noh a n l o g r a d oinsertarse en lasociedad y responderadecuadamente a lastareas de la vida:

amor, trabajo yr e l a c i o n e sinterpersonales.Con respecto a lapareja, qu modelode pareja se trae de lafamilia de origen y s s t a e s t e nconsonancia con elmodelo actual. En

general no, a mediaque la poblacin migraa las grandes ciudadesy se aleja de las reasr u r a l e s h a y u nincremento de lapsicosis.L o s i n g l e s e s yn o r t e a m e r i c a n o s

pasan dos aos de suv i d aaproximadamente

recluidos en una clnicap s i q u i t r i c a ( d eacuerdo con informe invoce realizado por unp s i q u i a t r aepidemiolgico en el

ltimo Congreso deSa lud Menta l deBuenos Aires) lasinternaciones sonhabituales. A estep r o b l e m a l o sa d l e r i a n o s l ollamamos: desaliento.En eso mismo, seinspir Enrique Pichon-

Rivire al decir que depresin est en lbase de todas lal l a m a d ae n f e r m e d a d ementales. El autor eun adleriano tcito, mejor an, crpticadleriano (porque s

i n i c i e n epsicoanlisis a partde la lectura de obra de Adler, sega f i r m a E m i l iRodrigu).El desaliento se dc o n m a y ofrecuencia pero nse ve cada vez mporque ocurre alg

muy grave qumuchos tcnicos nse han dado cuentas e e s tnaturalizando edesaliento y eshace que se crea quel malestar es lnormalidad y lsalud.El contexto no e

determinante, peri n f l u y e e n lpersonalidad. Freulleg a decir que eclima es importantp e r o n o le s t u d i a m o s T a m b i n eimpor tante lcondicin social, n


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4

es lo mismo que se meinunde la casa deverano que se meinunde mi nicavivienda.U n g r u p o d epsiclogos argentinosd e t e c t e n u n ainvestigacin que laspersonas ya no van ac o n s u l t a r p o rdisfunciones sexuales( a n o r g a s m i a ,eyaculacin precoz oimpotencia) sino por lafalta de deseo. Esotiene que ver con la

falta de sentido que esla raz de la depresin.Por eso Adler escribiun libro intitulado: Elsentido de la vida.El trmino motivacinderiva de motivo,cuya etimologa latinae s m o t u s /s u s t a n t i v o =movimiento, movere

/ verbo = mover. ElDiccionario Durvan dela Lengua espaola lodefine, entre otras,como la causai m p u l s i v a q u edetermina la voluntad.Es ineludible recodar aRank cuando nos diceque todo paciente queacude al anlisis es

porque ha dejadoderrumbar la voluntadpor tensiones, y am e n u d o s e h atrasformado en unamera chispa. El xitoteraputico dice, va C.Wilson, est en soplarsobre esta chispa paraque de nuevo se

convierta en fuego(131, 1979). EnNuevos derroterosen psicologa de C.Wilson afirma queRank declar que sudescubrimiento seencontraba a la mitadde camino entre lateora sexual deF r e u d s o b r e l a

neurosis y la teora de

la voluntad de poderde Adler (Ibdem). Esdable destacar que lapsicologa adlerianacomo teora orgnica,evolucion desde lapu ls in agres iva(voluntad de poder) als e n t i m i e n t o d ecomunidad, explicadopor el Prof. Paggani enDal Senso sociale alSentimento sociale:d a l l ' i s t i n t o d isopravvivenza albisogno d'affetto(2006).

L a t e o r a d em o t i v a c i n m sc o n o c i d a s efundamenta en una

escala jerrquica, quees la pirmide denecesidades bsicasde Maslow. En su libro M o t i v a c i n ypersonalidad (1954)

el autor plantea que elser humano tienenecesidades de ordeninferior y superior. Deacuerdo con esto,formul la siguiente

escala jerrquica de

necesidades humanas,a saber:(i) N ec es i d ad esfisiolgicas (hambre,sed, sueo)(ii) Necesidades deseguridad (ausenciasde daos)(iii) Necesidad deamor (aceptacin yreconocimiento)

(iv) Neces idad deautoestima (confianzae n l o s p r o p i o srecursos para lidiarcon el mundo exterior)(v) Necesi dad dea u t o r r e a l i z a c i n(expresin, creatividady equilibro con elmundo)

Las necesidades do r d e n i n f e r i od e b e n s esat isfechas courgencia, para luegbuscar y expresal a s d e o r d es u p e r i o r . E s tmodelo permitcomprender lad i f i cu l tades dalgunos nios quvan ha la escuela no aprenden. Lmismo sucede el a s c l n i c aa d l e r i a n adesarrolladas hact r e s a o s eUruguay, cuando sn o s p i d e u nevaluacin del niveinte lectua l coh e r r a m i e n t ad i a g n s t i c adescontextualizads, los resultadosiempre dan po

debajo de la mediaPor eso y para evital a a n g u s t i a f r u s t r a c i (frecuentementiatrognicamentecreadas), hemooptado por tcnicap s i c o m t r i c adonde el factocultural no incid

como por ejemplo lEscala Especial dRaven.Un nio maltratado abandonado, va tener escaso interen aprender. Lan e c e s i d a d efisiolgicas y dseguridades son e

Rank declar que sud e s c u b r i m i e n t o s e

encontraba a la mitad decamino entre la teorasexual de Freud sobre laneurosis y la teora de lavoluntad de poder de Adler


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prerrequisito paraque se produzca elaprendizaje, de locontrario estamosfallando en nuestralabor teraputica y eldocente fallar en sulabor pedaggica y lainstitucin en labors o c i a l i z a d o r a ycontinentadora.

O t r o s m o d e l o s ,expresan que hay unamotivacin intrnsecay otra extrnseca parael logro de objetivos.

La primera surge delinterior del sujetocomo la curiosidad, elinters y el disfrute deaprender nuevosc o n t e n i d o s , s i nnecesidad de queintervengan factoresexteriores. Es el casode un nio que lee ypractica ejercicios de

matemticas por smismo, disfrutandod e l p r o c e s o d ea p r e n d i z a j e . L asegunda proviene dec o n t i n g e n c i a sexteriores. El sujetorealiza una tareaparticular no por elhecho de aprender ens mismo sino por

quiere obtener unacalificacin alta o porla necesidad deagradar a alguien. Ela p r e n d i z a j e s econvierte en un mediopara obtener un fin. Sibien los los dosm o d e l o s , s e g ni n v e s t i g a c i o n e s

5

recientes, puedeni n t e r v e n i r e ncualquier actividad(Meece, J., 2001), sereconocen diferenciase n c u a n t o a l as e n s a c i n d ecompetencia y deautodeterminacin.Esto es explicable en

el caso del nio que leey practica para llevarbuenas notas a suc a s a , s ucomportamiento estsujeto a la valoracin,como si estuvierac o n t r o l a d o p o rfactores exgenos yno endgenos.

Desde el enfoqueconstructivista quecaracteriza nuestrapsicologa preferimoshablar en lugar demotivacin (inspiradaen la psicologa dela p r e n d i z a j e d e

Thorndike) por el deinters, ya que losprocesos internos sonms duraderos yestn vinculados almundo afectivo. El

nio en psicoterapiaadleriana es alentadop a r a l aresponsabilidad, la

colaboracin y laparticipacin en lacomunidad.Un discpulo de Adler,Drekurs redujo lasnecesidades a unasola: el deseo depertenecer, la deencontrar un lugar tild e n t r o d e l a

comunidad. SegnDreikurs Ferguson, alrealizar esto RudolfD r e i k u r s a p o r t nuevos insights a laPsicologa Individual(1999). Lo antedichose complementa demanera muy didcticapor Oberst cuandodiscrimina entre los

sentimientos di n f e r i o r i d an o r m a l e s neurticos (p. 262010).

Recordemos ufragmento de unsesin con el niFriedrich en quA d l e r a l i e n t(infunde nimos) nio utilizando uep i sod io de spropia vida. El nitena dificultades earitmtica, adem

de estar en unescuela especia(para nios codeficit intelectual) p a d e c e r dencopresis.

A . : Ytambin era malo earitmtica, entoncealguien me mostr

c m o shaca y luego fui unde los mejores. Qudira tu maestro llegaras a ser e

mejor alumnen aritmtica?

F.: Se pondrcontento.

A . : Tg u s t a r a v e r l

contento?F.: S!A.: Vuelve otr

v e z y n o tpreocupes si algn i o d i c e u ntontera. Sabes qu

d i c eesas cosas porquson muy tontosTampoco cuando t

D e s d e e l e n f o q u ec o n s t r u c t i v i s t a q u ecarac te r i za nues t ra

psicologa preferimoshablar en lugar demotivacin (inspirada enl a p s i c o l o g a d e la p r e n d i z a j e d eThorndike) por el de

inters


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66

critiquen en casadebes enojarte

en seguida y mojartel a r o p a . D e b e sayudarme. Puedoconfiar en t i ? (p .

130, 1957) En estaltima intervencin,A d l e r t a m b i nprevino el bullyingc om o fac t o r dedesaliento.

Este extracto esparadigmtico de unapieza que confirma de

manera precisa cmol o s a d l e r i a n o spodemos trabajar enl a s t r e s r a m a sespecificas de nuestrac o r r i e n t e :c o u n s e l l i n g ,p s i c o t e r a p i a ye d u c a c i n ,e x p l i c i t a d o p o rRovera en el 25

Congr e so de l aI n t e r n a t i o n a lA s s o c i a t i o n o fI n d i v i d u a lPsychology, en laUniversidad de Vienaen 2011.


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ABOUT MOTIVATION

7

Andrs Buschiazzo

First you have to make aclarification about which isdiscouragement. It is likeheartbreak before it must

have been love to beappreciated.

h e w o r dmotivation is bestTknown these days

f o r i t s o p p o s i t e :d i s c o u r a g e m e n t ,according to recentresearch, it is a "highertrend. This "pandemic"as some psychologists

call it, is explained by thelack of meaning (Adler,1959) and exacerbationof external stimuli.In a consultation on theissue for a report wewere asked where it isseen discouragement.more. To which weresponded that it is notsuch a quantitative andqualitative problem.First you have to make aclarification about whichis discouragement. It islike heartbreak before itmust have been love tobe appreciated. With themotivation happenssometh ing s im i la r .There are people whohave never motivatedneither at work, nor in

couples. Take, forexample, someone wholives outside of societyand never saw theirparents working. It willnot be motivated orunmotivated (constructlinked to the "anomie"Durkheim). It is what isc a l l e d l e a r n e d

h o p e l e s s n e s s , ap h e n o m e n o n t h a tindicates that two orthree generations havefailed to integrate intosociety and respondappropriately to the tasksof life: love, work andrelationships.

With respect to thecouple, what model

couple brings from thefami ly o r ig ins andwhether it is consistentwith the current model.Generally not, at thes a m e t i m e t h a tpopulation migrates to

large cities and awayfrom rural areas there isa increase of psychosis.T h e B r i t i s h a n dAmericans spend abouttwo years of his lifeconfined in a psychiatricclinic; (according toreport in epidemiologicalvoce by a psychiatrist in

the last Congress ofMental Health of BuenosAires) hospitalizationsare common. In thisproblem we call theA d l e r i a n s :discouragement.On this, Enrique Pichon-Rivire was inspired to

say that depression is thebasis of all named mentalillness. The author is atacit, or better yet, cryptic

Adlerian (that started inpsychoanalysis fromreading the work ofAd ler , says Emi l ioRodrigue).Discouragement occursmore frequently but isnot growing, becausesomething very serioushappens that manytechnicians do notrealize, is naturalizingdiscouragement and itmakes you believe thatthe discomfort is normaland health.The context is not

d e c i s i v e , b ui n f l u e n c e s t hpersonality. Freuwent on to say tha" t h e c l i m a t e iimportant but we dn o t s t u d y . A l simportant is the sociacondition, it is not th

same that I flooded thsummer house that flooded my only homeA group of Argentiniapsychologists found iresearch that peoplare not going tconsult for sexuad y s f u n c t i o( a n o r g a s m i apremature ejaculatioor impotence) but thlack of desire. Thahas to do with the lacof meaning that is throot of depression. SAdler wrote a booentitled DER SINDES LEBENS (Thmeaning of life).The term motivatioderives from motivew h o s e L a t i

etymology is "motus"n o u n = m o t i o"movere" / verb move . The DurvaDict ionary of thSpanish Languagd e f i n e s , a m o nothers, as "... thimpulsive cause whicdetermines the will.


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Rank said his discoverywas half way between the

sexual theory of neurosisand Freud 's theory ofAdler's will to power

Rank is inescapableremember when hesays that every patientwho comes to theanalysis is that the leftwill bring down tensions,

and often has beentransformed into a" m e r e s p a r k .Therapeutic successsays , via C. Wilson , isto "blow on that sparkagain to become fire"(131, 1979) In "Newpaths in psychology" byC. Wilson states that" R a n k s a i d h i s

discovery was half waybetween the sexualtheory of neurosis andFreud 's theory ofAdler's will to power"(ibid.) . It should bementioned that Adlerianp s y c h o l o g y a n dorganizational theory,e v o l v e d f r o m t h eaggressive drive (will topower) the sense ofcommunity, explainedProf. Paggani in "SensoD a l s o c i a l e t oSentimento sociale :d a l l ' i s t i n t o d is o p r a v v i v e n z a t obisogno d ' affetto(2006 ) .The best known theoryof motivation is basedon a hierarchical scale,

which is the "pyramid ofbasic needs" of Maslow.In his book "Motivationand Personality" (1954)the author states thatthe human beings haveneeds of lower andh i g h e r o r d e r .Accordingly, he made??the following hierarchy

o f h u m a n n e e d s ,namely:(i) Physiological needs(hunger, thirst, sleep)( i i ) S a f e t y n e e d s(absence of damage)

( i i i ) Need for love( a c c e p t a n c e a n drecognition)(iv) The need for self-esteem (confidence in

one's own resources todeal with the outsideworld)(v) Need for se l f -a c t u a l i z a t i o n(expression, creativityand balance with theworld)The lower needs mustbe satisfied urgently,and then f ind andexpress the higherorder . Th is mode lexplains the difficultiesthat some childrenattending school havenot learned. The same

applies to the AdlerianClinical developed threeyears ago in Uruguay,when asked to evaluatethe intellectual leveld i a g n o s t i c t o o l sd e c o n t e x t u a l i z e d ,always give resultsbelow the average. Forthis and to avoid anxiety

and frustration (ofteniatrogenicall" created),w e h a v e c h o s e np s y c h o m e t r i ctechniques where thecultural factor does notaffect such as theSpecial Scale fromRaven.An abused or neglectedchild will have littleinterest in learning.

P h y s i o l o g i c a l a n dsecurities needs areprerequisite for learningto occur otherwise we arefailing in our therapeutic

work and teachers fail inthe i r teach ing andsocializing institution andcomprehensive work.Other models, expressedthat there is anotherextrinsic and intrinsicmotivat ion to goalsachievements. The firstcomes from the inside ofthe person as curiosity,interest and enjoyment of

learning new content,without involving externalfactors. It is the case of achild reading and doingmath exercises practicedby him, enjoying thelearning process. Thesecond is from foreigncon t ingenc ies . Theperson pe r fo rms a

particular task not fothe sake of learninitself but he wants tget high, or for thn e e d t o p l e a ss o m e o n e r a t i n g

Learning becomes means to an endWhile the two modelsaccording to recenresearch, may binvolved in any activit(Meece, J., 2001) differences in thsense of competencand self-determinatioare recognized . This

understandable in thcase of child readinand practice to brinhome good gradesthe i r behav io r isubject of valuation, aif not controlled be x o g e n o u s a nendogenous factors.From the constructivisa p p r o a c h t h acharacter izes oupsychology we prefeto talk rather thamotivation (inspired bthe psychology olearning Thorndike) bthe interest, and thinternal processew h i c h a r e m o rdurable and are linketo the emotional worldThe child in Adleria

p sych o th e r a p y ie n c o u r a g e d ta c c o u n t a b i l i t yco l labora t ion anc o m m u n i tinvolvement.A disciple of AdleDrekurs reduced tsingle needs: thdesire to belong, tha


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From the constructivista p p r o a c h t h a tc h a r a c t e r i z e s o u rpsychology we prefer totalk rather than motivation( i n s p i r e d b y t h epsychology of learningThorndike) by the interest

of finding a useful placein the commun i ty .According to DreikursF e r g u s o n , R u d o l fDreikurs to do thisprovided new insights for

Individual Psychology(1999). The above is

complemented by a veryd idact ic way when

Oberst d iscr iminateb e t w e e n " n o r m a lfeelings of inferiority andneurotic" (p. 26, 2010).Let us remember afragment of a sessionwith the child "Friedrich"where Adler encourages(infused spirits) to thechild using an episode ofhis own life. The child

h a d d i f f i c u l t i e s i narithmetic, besides beingin a special school (forchildren with intellectualdeficit) and suffers fromencopresis.

"A.: I was also badat a r i thmet ic , thensomeone showed mehow it was done and

then I was one of thebest. What did yourteacher say if you willb e c o m e t h e b e s tstudent in arithmetic?

F.: he would be

happy.A: Would you like

to see him happy?F.: Yes!A.: Come again

and do not worry if achild says nonsense.You know they say thesethings because they areso stupid. Nor when youcriticize you should beangry at home soon andget wet clothes. Youmust help. Can I trustyou? (P. 130, 1957) in

this last speech Adleralso prevented the"b u l l y i n g a s adiscouragement.T h i s e x t r a c t i sparadigmatic from apiece that confirmsprecisely how Adlerianscan work on threespecific branches of our

tendency: counseling,psycho the rapy andeducation, made ??explicitby Rovera at the 25thC o n g r e s s o f t h eInternational Associationof Individual Psychology,University Vienna in2011.

B i b l i o g r a f a /References

Adler, Alfred: Guiando alnio, Paids, BuenosAires, 1957(Guiding the child on thePrinciples of IndividualPsychology [1930])

Adler, Alfred: El sentidode la vida, Lus Miracle,Barcelona, 1951

( D E R S I N N D E SLEBENS [1933])

Diccionario Durvan de laL e n g u a E s p a o l a ,Editor ial Marn SA,Bilbao, 1980

Dreikurs Ferguson, Eva:Adlerian Theory, AdlerSchool of ProfessionalPsychology, Chicago,1999

M a s l o w , A b r a h a m :M o t i v a c i n ypersonalidad, EdicionesDaz de Santos, Madrid,1991( M o t i v a t i o n a n dPersonality [1954])

Meece, L. JudithDesarrollo del nio de l ado lescen teS e c r e t a r a d eEducacin Pblica(SEP), Mexico, 200

(Child and AdolescenDe ve lo p me n t f oEducators [1997])

Oberst, Ursula: Etrastorno del nioconsentido. Manuap a r a p a d r e s m a e s t r od e s o r i e n t a d o sEdi to r ia l Mi len io

Espaa, 2010 (Et ras to rn de l neconsentir. Manual pea pares i mestredesorientats [2009])

Pagani, L. Piere: DaSenso socia le aSentimento socialed a l l ' i s t i n t o dsopravv ivenza abisogno d'affetto, RivPsicol. Indiv., n. 60: 536, Italia (2006)

Rodrigu, Emilio: El i b r o d e l as e p a r a c i o n e sS u d a m e r i c a n aBuenos Aires, 2000

Wilson Collin: Nuevod e r r o t e r o s e

psicologa, EditoriaDiana, Mxico, 1979(New Pathways iPsychology [1972])


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REFLEXIONES SOBRE

EL PESIMISMO Y SU OPUESTO

Cristian Dibot

Adler expresa que losPesimistas son aquellosque por las experienciase impresiones de suinfancia, han adquirido unintenso sentimiento deinferioridad () su ojosse acostumbrarn arecurrir siempre a los

aspectos sombros de lavida

L pesimismo esu n t r m i n oEut i l izado para

d e s i g n a r a q u e l l apercepcin negativa,descontenta del mundoy sus posibilidades. Unaacti tud frente a laexistencia, que vara ensu expresin.N o s e r e m i t eexclusivamente a laforma de actuar de unindividuo, o grupo, loe n c o n t r a m o si m p r e g n a d o e nconstrucciones tericas,como la filosofa y la

psicologa, con respectoa la sociedad y el mundocircundante.El origen potico deltrmino, atribuido aColeridge, quin acuoe s t a i d e a p a r ac o n t r a r r e s t a r e loptimismo filosfico deLeibniz.La retrospeccin a la

cultura griega, de la cualse conoce como elpesimismo griego, quepudo sobreponerse at r a v s d e l acontemplacin del arte,la tragedia, la lrica, suespritu dionisaco quepermita un camino reala la expresin de las

pasiones, el riesgo, laaccin en una expresine s t t i c a c o m osalvaguarda de supesimismo.Aqu se encuentrana l g u n a saprox imac iones a lhombre pesimista. Entrminos generales sedistingue por su actitudnegativa antes lossucesos venideros, porejemplo una eventualp s i c o t e r a p i a ,hostilmente ataca a suentorno y a l mismo.El sustrato psicolgico

podra rastrearse en unmarcado sentimiento deinferioridad, el cual porcaminos to r tuososintenta una protesta atravs de la crtica, pococonstructiva tanto paral, como para los que lorodean.La lneas en las que sedesenvuelve el carcter,

encontramos una lnear e c t a o c o n u n adesviacin para el logrode la meta ficticia. En elprimer caso el nior e a l i z a u n aaproximacin directa almaniqu, pero ocurreque ante las dificultades(que se traducen en

requisitos e ideales) en lavida, que se oponen en lacontinuidad de la lneadirectriz del nio, estoprovoca un rodeo paraconseguir efecto de las e g u r i d a d , q u edetermina los rasgos delcarcter, pesimista u

optimista.Por lo tanto, la bsquedade su origen en laa c t i v i d a d m e n t a l ,comprende la educacinen la infancia, como uno

d e s u s m a y o r eproblemas. Sobre espunto, Adler expresque los Pesimistason aquellos que polas experiencias impresiones de sinfancia, han adquiridun intenso sentimien

de inferioridad () sojos se acostumbrara recurrir siempre a loaspectos sombros dla vida. Adler, A(1948), pg. 50.Ha elegido el camin

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intil de la vida, la queja.A propsito, quedarfi jado a una quejaobsesiva, rumiante,donde el goce pareceestar, en encontrarle lon e g a t i v o , l o n osaludable, sus temas deconversacin giran entorno a esta negatividad,i n c a p a z d e p o d e rreflexionar o actuar, nologra poner esa energapor el camino til de lavida, una autoafirmacinn e g a t i v a , s uautovaloracin es muy

e s c a s a , a u n q u egeneralmente nunca sed cuenta de ello Adler,A. (1948), pg. 162.La queja, a diferencia dela crtica reflexiva oconstructiva, no producecambios, por el contrariomantiene al sujetosometido a ella. Paradesprenderse de sta,

es necesario tenercoraje, a ser imperfecto,el sujeto mismo y elreconocer lo imperfectodel mundo. El egosmo delneurtico, su envidia, suavaricia en muchoscasos consciente-, sutendencia a despreciarlos mritos de personasy cosas, tienen su base

en un sentimiento dei n s e g u r i d a d , yconst i tuyen mediosdefensivos para librarsede l. Adler, A. (1959)pg. 36.El hombre pesimista,con su forma de pensarruinosa y fatalista, unp e r e g r i n o d e l a

desesperanza que cona u g u r i o sdesafortunados, y malasnoticias, desarrolla eldisfrute de contagiar alos dems con su venenodifcil de extraer. Unav i s i n d e l m u n d of u n d a d a e n s ufrustracin, recopilaeventos desafortunadosde la experiencia deotros para fundamentarsus teoras, que lasexpresa como verdadesabsolutas, mejor dichoun impulso de odio

disfrazado de verdad.Adler, A. (1959) pg. 196.C o n u n a e n v i d i ac r e c i e n te h a c ia e lhombre de la accin,aquel que vive suspasiones, que buscasoluciones creativas yoptimistas, lleno decoraje frente a la vida.El hombre pesimista, que

se embandera con ladesesperanza , conrespuestas y valoresr a c i o n a l e s c o m or e p r e s e n t a c i nneoclsica del hombrecontemporneo. Miracon temor al romnticoenamorado de la vida dela actitud positiva yconstructiva del hacer.De su sepultura observa

aterrado al sujeto que seatreve a ser imperfecto.Estemos atentos a lodifuso, a lo imperfecto,donde se cue la laoportunidad. Desviemosla mirada de la bellezaracional de la ficcin deperfeccin.En la psicologa de Adler,

es importante el trabajocon los opuestos y alpesimismo hemos deoponer, el optimismo,que proviene del latnoptimum que significalo mejor, en el cual fueutilizado por Voltaire (deforma despectiva) parareferirse a las ideasfilosficas de Leibniz.En trminos generales,e s u t i l i z a d o p a r ad e s i g n a r a q u e l l a spersonas que tienen lacapacidad de ver el ellado positivo a las

cosas, un hombre concora je a enf ren tarobstculos, siempre conuna visin positiva sobree l f u t u r o y l aposibilidades en l.So b r e e l ca r c te roptimista, Adler hacereferencia con estaspalabras; Afrontanvalerosamente todas las

dificultades que la vidales ofrece y no se dejana m i l a n a r , p u e sconservan la fe en smismo y les es fcilha l l a r una ac t i tudfavorable. No exigendemas iado po rquetienen un conceptobastante justo de suvalor y no se sienteninsuficientes. Soportanlos aspectos dolorososde la vida con mayorfacilidad que otros queen cualquier cosa hallanu n m o t i v o p a r aconsiderarse dbiles eincapaces. Adler, A.(1948), pg. 144.La teora psicolgicadesarrollada por Adler,

es una psicologa dcarcter optimistas o r t e a n d o l op e s i m i s t ad i a g n s t i c o s et iquetas que naportan posibilidad dcambio al individuosino que lo somete s e r t a l o c u aenfermedad.Adler enseaba no partir de prejuicioy d i a g n s t i c opesimistas, en unvisin optimista, en laescuelas populare

adlerianas se podleer la idea, Nunces demasiado tardec o m o f o r m a daliento.Uno de los pilares dnuestra psicoterapiaes pa r t i r de lafortalezas del sujetob u s c apotencialidades y d

ah , a f ron ta r l ad i f i c u l t a d e s c ooptimismo, hacia f u t u r o , b a j o lpremisa, el pasado ylo perdiste ahora tqueda el futuro.Adler enseaba quhaba que dejar a ul a d o , d e f o r mp e r f e c t a m e n tc o n s c i e n t e

deliberada, cualquiediferencia de ordeg e n t i co q u e ed e s e s t i m a dmomentneamente, fin de mantener p r o b a b i l i d a d dm a n t e n e r uo p t i m i s mteraputico. Ah s

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encuentra el puntopsquico comn a partirdel cual resulta mssegura la probabilidadd e p s i c o t e r a p i a . Hazn, Y. & Titze, M.

(2011) pg. 108Es en virtud de una ideaexistencia l ista quet o d o s s o m o sr e s p o n s a b l e s d enuestros actos, y portanto elegimos serpesimistas u optimistas.D e n t r o d e l apsicoterapia es dabledistinguir aquellas que

presentan un carcterpesimistas que se valend e c r i t e r i o sdiagnsticos, los cualesno aportan al sujeto,sino que lo sumen enuna etiqueta pesimista,Siguiendo la idea, deh e r m a f r o d i t i s m opsquico y los pares deo p u e s t o s , l a sp s i c o t e r a p i a soptimistas, como lo esnuestra orientacin,basada en los estilos dev i d a - n o e n e ld i a g n s t i co - y supotencial de cambio enel futuro. Preocupadaen dar aliento y partir delas fortalezas.El avance tecnolgicoen la comunicacin y

expos ic in v i r tua l ,permite otro espaciop a r a e l h o m b r epesimista, desarrolles u s c o m e n t a r i o snegativos, maliciosos,que hoy l l egan amuchas pe rsonas,basta sentarse en frentea una computadora para

destilar comentarios yopiniones negativas ypoco constructivas parala sociedad.Parece encontrar en elhombre optimista, es

decir el hombre de laaccin, que no teme ale r r o r , e r r a r e shumano, tanto as, quese extraa de ste y sevuelve un ajeno, un no-yo, un extranjero aquien a travs de laq u e j a h a y q u eexterminar, incapacidadpara mostrar afecto a lo

diferente y sobre todo alanhelo de aquel quep u e d e , q u e s es o b r e p o n ecreativamente a la vida.El pesimismo al igualque el optimismo, sonrasgos atribuible a todap e r s o n a e n u n asituacin dada, esposible poner al serviciode la comunidad. Lautilidad personal env i r t u d d e e s t o ,e n c o n t r a m o s l o sgrandes eruditos, comoS c h o p e n h a u e r ,Nietzsche, Sartre yotros, en su filosofa sepuede observar untrasfondo pesimista,que de igual manerahan contr ibuido al

d e s a r r o l l o d e lp e n s a m i e n t ocontemporneo.No se trata de unp e s i m i s m o q u esojuzgue la razn crticareflexiva o un optimismoingenuo que niega laangustiosa existencia.Por el contrario se trata

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REFLECTIONS ON

PESSIMISM AND ITS OPPOSITE

Cristian Dibot

Adler says that the Pessimists are those bythe experiences andimpress ions o f h i schildhood , have acquiredan intense feeling oinferiority ( ... ) your eyeswill get used to alwaysturn to the darker aspects

of life

essimism is aterm used toPd e s i g n a t e

negative perception, theunhappy world and itspossibilities. An attitudeto life, which varies in itsexpression.Refers not only to themodus operandi of anindividual, or group, it isalso found impregnatedw i t h t h e o r e t i c a lconstructs, such asp h i l o s o p h y a n dpsychology, related tos o c i e t y a n d t h esurrounding wor ld.

The poetic origin of theterm, at t r ibuted toColeridge, who coinedthis idea to counter thephilosophical optimismof Leibniz.Hindsight to Greekculture, which is knowna s t h e " G r e e kpessimism" that couldovercome through the

contemplation of art,t r a g e d y , l y r i c , i t sDionysian spirit thatenabled a royal road tothe expression of thepassions the risk, theaction in an aesthetice x p r e s s i o n a s as a f e g u a r d o f h i spessimism.H e r e a r e s o m e

approaches to thep e s s i m i s t i c m a n .Broadly recognized byits negative attitudebefore coming events,for example a possiblepsychotherapy, hostileattacks his environmenta n d h i m s e l f .Psychological substratecould be traced to ama r ke d f e e l i n g o finferiority, which bywinding roads trying amanly protest throughc r i t i c i s m , s o m econstructive for both himand for those around

y o u .The lines in which thecharacter unfolds, wefind a straight or ad e v i a t i o n f o r t h eachievement of thefictional goal line. In thefirst case the child takesa direct approach to thedummy , but it happenst h a t t h e f a c e o f

d i f f icu l t ies ( whicht r a n s l a t e i n t orequirements and ideals) in life, who oppose thecontinuation of theguideline child , thiscauses a rodeo for thepurpose of security,w h i c h d e t e r m i n e sc h a r a c t e r t r a i t s ,pessimistic or optimistic .

Therefore, the search forits origin in mentalact iv i ty, compr isingeducation in childhood,as one of its majorproblems. On this point ,Adler says that the" Pessimists are those bythe experiences andimpressions o f h is

childhood , have acquiredan intense feeling ofinferiority ( ... ) your eyeswill get used to alwaysturn to the darker aspectsof life. Adler, A. (1948),pg. 50.He has chosen theuseless way of life, the

complaint. By the waset to be an obsessiv, ruminant complainwhere the enjoymenseems to be in find thnegative, unhealthy

t h e i r t o p i c s oconversation revolvaround this negativityunable to think or act

cannot put that energ

useful way of life, negative assertion, their self-esteem very low , but generalnever realize it " AdleA. (1948), pg. 162.The complaint, unlikr e f l e c t i v e oconstructive criticismproduces no change

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in contrast to the subjectundergoing maintains it.To get rid of this, it takescourage to be imperfect,the subject itself andrecognize the imperfect

w o r l d . . . . T h e n e u r o t i cselfishness, envy, greed- conscious in manycases, their tendency todismiss the merits ofpeople and things, arebased on a feeling ofinsecurity, and providedefensive means to getrid of him. Adler, A.

(1959) pg. 36. Thepessimistic man with histhinking ruinous andfatalistic, a pilgrim ofdespair that unluckyomens and bad news,develops the enjoymentof infecting others withhis poison difficult toextract. A worldviewbased on his frustration,collects unfortunateevents of the experienceof others to support theirt h e o r i e s , w h i c hexpresses as absolutetruths rather ... a boostof hatred disguised in thegarb of truth." Adler, A.( 1 9 5 9 ) p g . 1 9 6 .With a growing jealousytowards the man ofaction, who lives his

p a s s i o n s , s e e k i n gcreative and optimistic,full of courage towardsl i f e s o l u t i o n s .The pessimistic manwho embandera withdespair, with answersand rational values ??asn e o c l a s s i c a lr e p r e s e n t a t i o n o f

contemporary man.Look fear in love withthe romantic life of thep o s i t i v e a n dconstructive attitude ofdoing. From his grave

notes terrified the guywh o d a r e s t o b ei m p e r f e c t .Be attentive to thediffuse, the imperfect,where we school theopportunity . Drift awayfrom the gaze of therational beauty of fictionp e r f e c t i o n .In Adler's psychology, it

is important to work withopposi tes and weoppose pessimism,optimism, from the Latinoptimum"Which means "thebest, which was usedby Vo l ta i re ( i n aderogatory manner) tor e f e r t o t h ephilosophical ideas ofL e i b n i z .In general, it is used todesignate those whohave the ability to seethe positive side ofthings," a man withc o u r a g e t o f a c eobstacles, always witha positive vision of thefuture and possibilitiesi n i t .On the op t im is t i c

nature, Adler refers tothese words; They facebravely all difficultiesthat life offers them andnot let themselves beintimidated, becausethey retain faith in itselfand is easy to find themfavorab ly. Do notdemand too much

because they have apretty fair idea of theirvalue and do not feeli n a d e q u a t e . T h e yendure the painfu laspects of life more

easily than anythingother than a matter to beconsidered are weakand incapable. Adler, A.( 1 9 4 8 ) , p g . 1 4 4 .T h e p s y c h o l o g i c a ltheory developed byAdler, is an optimisticcharacter psychology ,avoiding pessimisticdiagnoses or labels that

do not provide possibilityto change the individual,but rather undergo " bethis or that disease."Adler taught " ... not fromp r e j u d i c e a n dpessimistic diagnosesin an optimistic view onthe Adlerian popularschools could read thethought, ... never toolate," as a form ofe n c o u r a g e m e n t .One of the pillars of ourpsychotherapy is basedon the strengths of thesubject, find potentialand hence, face thedifficulties with optimismto the future, under thepremise, missed thepast and now it is thef u t u r e . "

" Adler taught that youhad to put aside soperfectly conscious andd e l i b e r a te g e n e t i cdifference any orderb e i n g t e m p o r a r i l ydismissed, in order tokeep the probability ofm a i n t a i n i n g atherapeutic optimism.

There is the commopsychological poinf r o m w h i c h t hprobability is safep s y c h o t h e r a p yHazn, Y. & Titze, M(2011) pg. 108.I t i s u n d e r aexistentialist notiot h a t w e a r e aresponsible for ouactions, and thereforc h o o s e t o bp e s s i m i s t i c oo p t i m i s t i cWithin psychotherapi s p o s s i b l e t

distinguish those whhave a pessimistcharacter who usdiagnostic criteriaw h i c h d o n ocont r ibu te to thsubject, but rather join a pessimistic labeFollowing the idea op s y c h ihermaphroditism anthe pairs of oppositeo p t i m i s t ipsychotherapies, sucas our orientationbased on lifestyle -nod i a g n o s i s a npotential for change the future. Concernea b o u t g i v i nencouragement anfrom the fortressesT e c h n o l o g i c a

a d v a n c e s icommunication anvirtual exhibition spacallows another man tthe pessimist , develothe negative , snidcomments , now reacmany people , just sit ifront of a computer tdistill comments an

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negative reviews andunconst ruc t i ve fo rs o c i e t y .Seems to find in theoptimistic man, is theman of action, who isnot afraid to error, " err ishuman", so much so,that strange of this andbecomes an alien, non -self, or one alien whothrough the complaintmust be exterminated,i n a b i l i t y t o s h o waffection to the differentand particularly thedesire of him who can,

who overcomes lifec r e a t i v e l y .Pessimism as optimismare traits attributable toevery person in a givensituation, it may be ofs e r v i c e t o t h ecommunity. Personalincome under this, wefind the great scholarssuch as Schopenhauer,Nietzsche, Sartre andothers in his philosophycan be seen a gloomybackground, whichlikewise contributed tothe development ofcontemporary thought.There is a reflexivepessimism subduecritical reason or naiveoptimism that deniest h e h a r r o w i n g

existence. Rather it isthese attitudes areconstructive for theindividual.


A d l e r . A ( 1 9 4 8 )Knowledge of man.Buenos Aires: AustralCollection SpainAdler, A. (1959). Theneurotic character.Buenos Aires: PaidosHazn, Yar and Titze,Michael: Fundamentalsof depth psychologyteleological, EditorialPsicolibros University,Montevideo, (2011)

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LOS TRAIDORES

Yar Hazn

l ttulo de por sinquieta. QuinesEson los traidores

e s u n a p r e g u n t asiempre presente en lassociedades de hoy y deayer.

El traidor es alguien que

con intencionalidad haroto alguna regla oalgn cdigo con lafinalidad de obtenera l g n b e n e f i c i opersonal . Aqu seresponde a la preguntap o c o t i c a d eM a q u i a v e l o(Maquiavelo, 2010)Cul es el precio de

un hombre? Dandopor entendido que todohombre tiene un precio,la nica dificultad es darcon ese precio. Laafirmacin previa estrefutada por la muerte yla vida misma degrandes conductoresde la humanidad. Buda,

Jess y Mahoma sontentados a abandonarsu misin de solidaridadpletrica de sentimientod e c o m u n i d a d , acambio de riquezas ode reinos. Ellos no

tuvieron precio y por esarazn, mil lones depersonas en el mundosiguen confiando enellos.En los traidores noconfa nadie y en susoledad cada vez seapartan ms del sentidocomn y se sumergenen la lgica privada( A n s b a c h e r yAnsbacher, 1964).S i e v o c a m o s l o sorgenes, es decir la

e t i m o l o g a , n o sencontramos con quev i e n e d e l l a t nt rad i t i o / t rad i t i on is .Esto es lo mismo quetradicin algo que se dade una generacin aotra, mientras que en laevolucin del trmino,significa algo que se da

al bando contrario. Entrminos de PsicologaIndividual es dable decirque el traidor atentacontra el sentimiento decomunidad,T r a d i t o r / t r a d i t o r i s(traductor) t iene lamisma raz fontica, De

esto podramos hablarmucho, pero no es eltema de este artculo.Dante en La divinacomedia los sita en elNoveno Crculo delInfierno, donde en lugarde fuego hay hielo.Posiblemente el poetaq u i s o m o s t r a r l aausencia del fuego de lapasin y en su lugarpuso la frialdad delclculo. Estn muertosen vida le dice Virgilio aDante (Al l iegh iere ,

2013) cuando vio all aa l g u n o s d e s u scontemporneos.A l g u n o s d e l o spersonajes notorios song i g a n t e s , e s t nc o m p e n s a n d o s u

s e n t i m i e n t o dinferioridad como rana en la fbula dEsopo que se hinchtan to como pa rigualarse a un bueyQuiso ir de menos ms (hacer la protestviril) y el resultado fu

desastroso para ella.Botome (Botome1 9 5 2 ) h a c e eraconto de une x p e r i e n c iteraputica de Adledonde les deca a sup a c i e n t e s : P a ro b t e n e r a l g beneficio, el perrmordi al dueo, murel perro.L a t r a i c i n e s tvinculada al roboapropiarse de lo ajenporque se siente qu

falta. As lo muestrAdler (Adler 200p a g . 7 4 ) e n ucounselling de un hinico y donde como dcostumbre le restimportancia al sntommostrando que lo qurealmente busca eafecto.

En los traidores no confa

nadie y en su soledadcada vez se apartan msdel sentido comn y sesumergen en la lgicaprivada

La traicin est vinculadaal robo, apropiarse de loajeno porque se siente

que falta.

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La bigrafa de Adler nosha regalado un captuloilustrativo para todos lostiempos: El diablo en lacarbonera. All semuestra como; Hay un

diablo en la carbonerade muchos hombresilustres, y a veces unaserie de ellos en la vidad e l o s g r a n d e spsiclogos, ya quetienen que trabajar conneurticos (o ahora conlas prosaicas metforasde psicopatas y/o t r a s t o r n o s d e

personalidad, materialaltamente inflamable ypeligroso.Durante diez aos,hubo un diablo en lacarbonera de Adler, aquien los componentesd e s u c r c u l o l oc o n s i d e r a b a nresponsable de trgicasseparaciones.Adler perteneca a laestirpe de los cnicoscompasivos. Daba acada cua l l o quenecesitaba y quizsm s d e l o q u enecesitaba, ya que noconsideraba que ladistancia entre el ngely el demonio comoinfranqueable.El demonio que caus

la friccin entre Adler yalgunos de sus mejoresa m i g o s e r a u n apaciente que haba sidoun nio mimado y muyneurtico. La bigrafase extiende en lasmotivaciones de laenvidia y los celos, tanpropias de los hijos

nicos que a su vez sereproducen de la mismamanera. Ambos atentancontra el sentimiento decomunidad a cambio deuna pequea ventaja,

que pueden ser unospocos pesos. All esdonde atentan contra loq u e K u n k e l m u yacertadamente llam els e n t i m i e n t o d e lnosotros, uno de lostantos constructos queel terapeuta no debe

nombrar en vano(Kunkel, 1971).La deslealtad est en elorigen de todas lastraiciones y la ambicingermen de todas lasprepotencias. Paraqu se traiciona? Pararealizar una protestaque va del menos alms. Para salirse dels e n t i m i e n t o d einferioridad en un afnnunca resue l to depertenencia que vivenlos fracasados y creen

poder acercarse a otrosm e d i a n t e l amaledicencia y losencuentros fortuitos quet e r m i n a n s i e n d opblicos. Es patticoobservarlos entre los exterapeutas y los exdocentes que en suminusvala intelectual y

t i ca su f ren unadescompensacin quelos lleva a considerarseexcelentes, cuandotodos excepto ellos,s a b e n q u e s o ndeficientes. Pero hayque ser pacientes conellos porque quiz un dase vuelvan valientessegn Adler (Bottome,1952)Los traidores son no sonl o s c o n d e n a d o ssublimes. Pero si bien

me inclino antes ciertoscondenados, si ocurrecon Oscar Wilde, comocon el capitn AlfredDreyfus, por ejemploque el drama aureola a lavctima, he sentidosiempre, en cambio, unafuerte repulsin porcierta florecita azul delos infiernos (Coteau enPeyrefitte, 1990).Siempre me llam laatencin la vida de JulioC s a r q u i e n f u et ra ic ionado por su

protegido, Marcos Bruto.Segn cuenta la historiae i n m o r t a l i z a r aShakespeare, un grupode senadores rode alTribuno con puales, seempez a defender, perocuando vio a Bruto entrelos conjurados, se dejde defender y diciendo:

Tu quoque fili mihi (t tambin, hijo moconsider que no vall a p e n a s e g u iagonizando (luchanden griego) y se dejatravesar por 7pualadas. Lo irnicosi es que el trmincabe, es que estabpagando una culpa: tena un pacto coP o m p e y o y ltraicion, por eso en em o m e n t o d e smuerte cay a los piede la estatua d

Pompeyo.Es habitual traicionapara ser igual, pero siel costo del esfuerzoEs el lugar que sasigna el tramposque en buena lepierde un concurso recurre a espurios u b t e r f u g i o(arreglos) para qutener frente a sc o n c i e n c i a li n f e r i o r i d a d y lcerteza de que cadvez descender msSe le ha perdido lc o n f i a n z a . Udirigente poltico deportivo, sin analizala relacin entre lconfianza y la fe, decfrecuentemente qu

la confianza sube poescaleras y baja poascensor.El anverso de ltraicin es la lealtad su smil el constructa d l e r i a n o d e lresponsabilidad. Spuede ser desleal pofalta de coraje par

El anverso de la traicin esla lealtad y su smil elconstructo adleriano de laresponsabilidad.

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c o m p r o m e t e r s e(Servan- Schreiber,1988) La libertad escomo el dinero: de nadasirve si no se lo utiliza ono se lo invierte. El

protagonista de Laedad de la razn, deSartre rechaza todo tipode relacin, afiliacin ocompromiso con tal deconservar intacta sulibertad. El precio de lalibertad absoluta es elvaco absoluto.L a t r a i c i n ,frecuentemente est

v i n c u l a d a c o n l aperfidia, la prdida de fe,es un recurso de los quenos pueden confiar, quenos pueden creer, perotampoco pueden creeren las consecuencias.Eso implica que el daque se les desmorona laimpunidad no puedenconcurrir ms, no porvergenza porque no lat i e n e n , s i n o p o rcobarda, a ciertosl u g a r e s d o n d esimulaban pertenecer.El prototipo de la traicines Judas, pero segnlos Evangelios, despusde vender al Maestropor treinta monedas, fuecapaz de ir y ahorcarse.Hay un problema de

identidad: Una cosa eslamentar el destino deser y otra el lamentar elser en s mismo por msque ahora nos diganque la esencia y laexistencia son la mismacosa (Bosco, 1971).Esa autora se refieretambin a las Auto

t r a i c i o n e s ,argumentando Sartreha dicho: 'El infiernoson los otros'. Yoprefiero oponer a estafrase la aquel tan sabioy tan digno que fueScrates quien nuncadeleg en el otro sinoque refiri a uno mismolos poderes del cielo ydel infierno. Siguediciendo que el maestrode irona invitaba aconocernos, es decir aa n a l i z a r n o s y e lproblema de Judas es

que no se conoca bien.La t ra ic in es unproblema de estilo devida, de anlisis y decomunicacin. Kiplingsegn Barylko (Barilko,1991) Es su discpuloquien cambiar losm a n d a m i e n t o s , yd i v i d i r l a f e a f i r ma n d o q u e e lMaestro hubiera hecholo mismo

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TRAITORS

19

Yar Hazn

In the traitors do not trust

a n y o n e a n d h i slone l iness dev ia tesi n c r e a s i n g l y m o r ecommon sense andimmerse them in theprivate logic

Betrayal is linked torobbery appropriatingwhat belongs to others

because it feels that ismissing.

he t i t le i tselfrestless. Who areTthe traitors is an

ever present in thesocieties of today andyesterday's question.

The traitor is someonethat with intentionalityhas broken a rule or acode for the purpose ofpersonal gain. Hereanswers the unethicalquestion of Machiavelli(Machiavell i , 2010)"What is the price of am a n ? " G i v i n gunderstood that every

man has a price; theonly difficulty is to findthat price. The previousstatement is refuted bythe death and life ofg r e a t l e a d e r s o fmankind. Buddha,Jesus and Muhammadare tempted to abandontheir mission plethoric

sense of communitysolidarity in exchangefor wealth or kingdoms.They had no money andfor that reason, millionsof people worldwide still

rely on them.

In the traitors do not trusta n y o n e a n d h i slonel iness deviatesi n c r e a s i n g l y m o r ecommon sense andimmerse them in theprivate logic (Ansbacherand Ansbacher, 1964).If we recall the origins,i.e. the etymology, wefind that it comes from

the Latin tradit io /traditionis. This traditioni s t h e s a m e a ssomething given fromone genera t ion toanother , wh i le theevolution of the term,means something that isgiven to the opposings i d e . I n t e r m s o f

Individual Psychology isreasonable to say thatthe trai tor attendsagainst the sense ofcommunity.Traditor / traditoris(translator) has thesame phonics root, fromthis we could talk a lot,

but is not the subject ofthis article.Dante in "The DivineComedy" places themin the Ninth Circle ofHell, where instead offire there is ice. Possiblythe poet wanted to showthe absence of heat ofpassion and instead putthe coldness of thecalculation. "They're

living dead" Virgil tellsDante (Al l ieghiere,2013) when he sawthere some of his

contemporaries.Some of the notoriouscharacters are giants,are compensating fortheir inferiority like thefrog in the fable of Aesop

that was swelled tmatch as much as aox. He wanted to gfrom low to high (to dvirile protest) and thresult was disastroufor her.Bo tome (Bo tome1952) makes th

retells of a therapeutexper ience wherAdler told his patient"To get some benefthe dog bit the ownethe dog died."Betrayal is linked trobbery appropriatinwhat belongs to othebecause it feels that missing. This is showAdler (Adler 2005, 74) in a one-chicounseling and wheas usual downplaythe symptom showinthat what you real

want is affection.Adler's biography hasgiven us an illustrativechapter for all timeThe Devil in the coabin." It shows asthere's a devil in thec o a l o f m a n y


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The obverse of treason isloyalty and its simileAdlerian construct ofresponsibility.

illustrious men, andsometimes a number ofthem in the life of thegreat psychologists,and they have to workwith neurotic (or now

w i t h t h e p r o s a i cm e t a p h o r s o fpsychopathy "and / or"disorders personality,"highly flammable andhazardous materials.Over ten years, therewas a devil in the coalbin of Adler, to whomthe components of hiscircle considered him

responsible for thetragic separations.Adler belonged to thel ineage of cynicalcompassionate. Hegave each what heneeded and perhapsmore than he neededand he did not considertha t the d is tancebetween the angel andt h e d e v i l a sinsurmountable.The demon that causedfriction between Adlerand some of his bestfriends was a patientwho had been a spoiledchild and very neurotic." T h e b i o g r a p h ye x t e n d s o n t h emotivations of envy and

j e a l o u s y , s o

characteristic of onlychildren who in turn areplayed the same way.Both undermine thesense of community inexchange for a smalladvantage, which maybe a few pounds. That'swhere is underminingwhat Kunkel rightly

called "the feeling of us,"o n e o f t h e m a n yconstructs that thetherapist should notname in vain (Kunkel,1971).

Disloyalty is the origin ofall the betrayals and thegerm of all ambitionprepotency. For whatbetrays? To make aprotest that goes fromleast to most. To getaway from the feeling ofinferiority in an effort that

never met the belongingfrom those who liveunsuccessful ly andthink they can approachothers with defamationa n d t h e c h a n c emeetings that end upbeing released. It ispathetic to observea m o n g f o r m e rthe rap is ts and ext e a c h e r s i n t h e i rintellectual and ethicaldepreciation that theysuffer which leads tod e c o m p e n s a t i o n

considered excellentwhen all but they knowthat they are deficient.But "you have to bepa t ien t w i th thembecause maybe oneday become brave" asAdler (Bottome, 1952)The traitors are thesublime damned. But if I

bow before cer ta inconvicted, if it occurs withOscar Wilde, as CaptainAl f red Dreyfus, forexample, that the dramaaureole the victim, I

always felt, however, astrong repulsion forsome blue little flowerfrom Hel ls (CoteauPeyrefitte, 1990).A lwa ys ca u g h t myattention the life of JuliusC a e s a r w h o w a sbetrayed by his protgBrutus, Mark. As the

story and immortalizedby Shakespeare, ag roup o f sena to rssurrounded the tribunewith daggers, began to

defend, but when he sawBru tus among theconspirators, he stoppeddefending and saying,"Tu quoque fili mihi (andyo u t o o , my so n )considered not worthpursuing dying (fightingin Greek) and allowed togo through 73 stabwounds. Ironically, if the

term fits, is that I waspaying a fault: He had apact with Pompey andbetrayed him, so at thetime of his death he fell atthe feet of the statue ofPompey.It is customary betrayingto be the same, butwithout the cost of effort.

It is the place that thcheater that in fair laloses in a competitioand resorts to spurious u b t e r f u g(arrangements) to bagainst his consciencinferiority and certainthat increasingly mofall is assigned. She halost her confidence. politician and sporo f f i c i a l , w i t h o ua n a l y z i n g t hrelationship betweetrust and faith, oftesaid that "confidenc

goes up and down stailift.The obverse of treasois loyalty and its simiAdlerian construct responsibility. It may bunfa i r fo r lack oc o u r a g e t o bcommitment (ServaS c h r e i b e r , 1 9 8 8"Freedom is like moneit is useless if it is nused as it invests. Thstar of 'The Age Reason', Sartre rejeca n y r e l a t i o n s h i pa f f i l i a t i o n ocommitment such as preserve their freedomThe price of freedom the absolute emptinessBetrayal is often linketo perfidy, the loss

faith, is a resource thwe can trust, we cabelieve, but cannot thinof the consequenceThis means that the dathat impunity crumblecannot concur more, nfor shame because thedo not have, but fcowardice, to certa


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places that simulated tobelong.T h e p r o t o t y p e o fbetrayal is Judas, buta c c o r d i n g t o t h eGospels, after he sold

the Master for thirtypieces, was able to goand hang him. There is aproblem of identity:"One thing is regrettingthe fate of being andanother being the regretitself even though wen o w sa y t h a t t h eessence and existenceis the same thing"

(Bosco, 1971). Thisauthor also refers to theSelf betrayals, arguingSartre said:" Hell is otherpeople '. I prefer tooppose this phrase thatthe wise and so worthywhich was Socrateswho never delegated tothe other but talkedoneself the powers ofheaven and hell. "Keepsaying the master ofirony invited to know, i.e.to analyze ourselvesand the problem ofJudas is not well known.Treason is a matter oflifestyle, analysis andcommunication. Kiplingaccording to Barylko(Barilko, 1991) "It is hisdisciple who will change

the commandments,and divide the faith ...saying that the Masterwould have done thesame


Adler Alfred: CaseR e a d i n g s a n dDemonstrations TheProblem Child and ThePattern of Life, Edited byHenry Stein, Ph.D.2005, United States ofAmerica.Allieghieri, Dante: Ladivina ComediaAnsbacher Heinz andRowena Anbacher: TheIndividual Psychology of

Alfred Adler, HarperTorchbooks, Harper andRow, Publishers,NewYork, San Francisco,L o n d o n . 1 9 6 4(Copyright 1956 byBas ic Books, Inc .Printed in the UnitedStates of America)Barylko, Jaime: Cartas aun joven maestro,Muramar Ediciones S.A.Buenos Aires, 1891Bosco, Mara Anglica:Carta abierta a Judas,E d i t o r i a l E m e c ,Buenos Aires, 1971Bottome Phyllis: AlfredAdler apstol de lalibertad, Luis MiracleEditor, Barcelona, 1952Kunkel Fritz y GardnerR u t h : E l C o n s e j o

psicolgico, BibliotecaUn ive rsa l M i rac le ,Barcelona, 1971 (Whatdo you advise? A guidefor the art counseling -,Ives Washburn, Inc.New York)Maquiavelo, Nicols: Elprncipe, ColeccinEspasa Calpe, S.A.

Madrid, 2010Peyrefitte, Roger: Elexi l iado de Capri .E d i t o r i a lSudamericana, BuenosAires 1990 (L'exil de

Capri, Flammarion,Paris, 1959)Servan Schreiber,Jean Louis: El retornodel coraje; EditorialEmec, Buenos Aires,1988 (Le retour ducourage , L ib ra i r i eArthme Fajard, Pars,1986)


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si queremos fomentar el

sentimiento de comunidaden el nio y mejorar lasrelaciones familiares,tenemos que trabajar conobjetivos inconscientes yasuntos de estilo de vida

23

p o r q u e a l l s u scaprichos se satisfacenal ms mnimo signo demalestar. Para muchospadres es ms fcilceder cuando el nio se

rebela que imponer suautoridad. En muchoscasos, el problemasurge cuando el nioconsentido tiene quecompartir y participaren un grupo o clase,cuando este tipo depermisividad es niapropiado ni posible.Incluso cuando existe

cooperacin entreprofesores y padres,incluso cuando padrescon buena voluntadquieren mejorar sushabilidades educativasusando las pautasrecomendadas por ele s p e c i a l i s t a , e nmuchos casos vemosi m p o r t a n t e sdificultades en los

padres para cumplircon estas pautas. En lavariante medit ica(televisin) existenf i g u r a s c o m o l asupernanny, un o unaespecial ista de laeducacin o psicologa(supuestamente) quepone a tono a padresa p a r e n t e m e n t e

i n c o m p e t e n t e sdndoles pautas dem o d i f i c a c i n d econducta de cmotratar a sus hijos. Estet i p o d e p a u t a se d u c a t i v a s , q u epuedes ser ms omenos sofisticadas,pueden ser bastante

e f i c i e n t e s e ncontrolando la conductaperturbadora del nio,en casa o en el aula.Pero a veces, el adultodeja de usar estas

pautas al cabo de untiempo, las usa de formainapropiada o nuncarealmente empieza ausar las . En es tassituaciones, el problemar e a p a r e c e o s e

exacerba. Por qupasa esto?Alfred Adler fue uno delos primeros autores enreconocer que cadaindividuo aspira a teners i g n i f i c a d o y apertenecer, a otrapersona, a una familia, aun grupo, a toda lah u m a n i d a d . T o d a

conducta, hasta laconducta desadaptativao desviada, es unaexpresin del estilo devida del individuo [2], ypor eso, toda conductatiene un propsito, unobjetivo y un significados o c i a l . P o r e s o ,podemos interpretar

toda conducta, buena oma la , sa ludab le opatolgica, como unintento del individuo deencontrar su sitio en elcontexto social, desuperar sus dificultadesy de a lcanzar susobjetivos. Y en esteintento, la gente sep u e d e e q u i v o c a r .Rabietas fuertes, porejemplo, pueden ser unaconducta no deseada,

pero pueden tenersentido en un contextofamiliar en el cual lasnecesidades bsicas delnio no se satisfacen.A s ,independientemente deu n d i a g n s t i c op s i q u i t r i c o d e l aconducta disruptiva odesadaptativa del nio,

n o d e b e r a m o sin te r p r e ta r l a co mopatolgica, anormal omala, sino como laexpresin de una ideaer rnea y ob je t ivoequivocado que puedense r co r r e g id o s , s icomprendemos al nio eintentamos ayudarle.

Los cuatro objetivoe r r n e o s d e conducta perturbadoinfantil de Dreikurs

En una aplicacin denfoque teleolgico dAdler, Rudolf Dreikuformul en 1940 loc u a t r o o b j e t i v oe r r n e o s d e c o n d u c t a i n f a n tinapropiada como unforma de describir lamotivaciones para sua c c i o n e

perturbadoras: metai n m e d i a t a se s p e c f i c a s p r i n c i p a l m e n tinconscientes estn ela base de problemad e c o n d u c tpersistentes, debido las ideas errnea(inconscientes) qutiene el nio sobcomo interactuar con adulto, lo cual en m i s m o e s u ne x p r e s i n d e us e n t i m i e n t o dc o m u n i d ai n s u f i c i e n t e . Dacuerdo con Dreiku[3], el nio, con unconducta negativbusca uno entre cuatposib les objet ivo

equivocados: obtenatencin, consegupoder, tomar venganzo d e m o n s t r a r sincapacidad. Detectel objetivo inconsciendetrs de la conducmanifiesta permite los padres o profesoreusar intervencione


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ms adecuadas yefectivas y de resolverla situacin conflictivaconcreta.Basndose en estasideas, varios autores

d e s a r r o l l a r o np r o g r a m a s yescribieron manualespara entrenamiento dep a d r e s y / o d eprofesores, siendo losm s f a m o s o s eimportantes los deD r e i k u r s ycolaboradores [4,5] yD i n k m e y e r y

colaboradores [6,7]. EnEspaa, Oberst [1,8,9]desarroll Educacinpara la Convivencia(EDUCON). La mayorade estos programasestn diseados param e j o r a r e l e s t i l oe d u c a t i v o d e l o sadultos en general,pero algunos incluyenl a p o s i b i l i d a d d e

trabajar con familiasq u e t i e n e n n i o sdiagnosticados cont r a s t o r n o sc o n d u c t u a l e s , e nespecial TDA/H [10],argumentando queestas intervencionesdeberan incluir eld e s a r r o l l o d e ls e n t i m i e n t o d e

comunidad en estosn i o s , p o r q u ee x p e r i m e n t a ns e n t i m i e n t o s d eimpotencia, aislamientosocial, baja autoestima,pocas hab i l idadessociales, y que tienenun riesgo ms elevadod e d e s a r r o l l a rconductas agresivas y

delincuentes [11]. Sine m b a r g o , n odeberamos considerarlas manifestaciones delTDA/H como causadopor un estilo parental

c o n s e n t i d o r oi n c o n s e c u e n t e .Sabemos demasiadopoco sobre las causas yla etiologa de este tipode afectaciones. Unarelacin trastornadaentre padres e hijo o unaa tm s fe r a f a m i l i a rdisfuncional puede sertambin el resultado de

la convivencia con unnio que es ms difcilde criar [12,13]. Lospadres reaccionan deforma diferente a unrecin nacido con unpatrn regular de comery de dormir que a unocon un temperamentodifcil, y es posible quelos padres no sepancomo tratar con lasmanifestaciones de unbeb inquieto, puedeq u e m u e s t r e nreacciones nerviosas ei n c o n s e c u e n t e s ,causadas ms bien poruna falta de sueo quede hab i l idades decrianza. Esto lleva a uncrculo vicioso queempeora los problemas

del nio pequeo y, enltima instancia, puedeproducir el trastorno delnio consentido [1], yde esta manera, simplesv a r i a c i o n e s d e ldesarrollo infantil of e n m e n o s d emaduracin transitorios(como la etapa rebelde

de un nio de dos aos)pueden desembocar enun trastorno manifiesto.Adems, la forma en quelos padres afrontan lasdificultades que surgen

de la interaccin con unbeb ms difcil dependetambin de sus propiosestilos de vida. Comouna madre o un padreresponde a los retos deun nio difcil o como unprofesor reacciona anteun alumno ruidoso ymovido depende de supercepcin de estos

fenmenos, de suscreencias sobre comolos nios deben portarsey, en ltima instancia, desu estilo de vida [14]. Unn i o c o n u ntemperamento difcil,TDA/H u otro problemade conducta es un retopara todos los padres yprofesores, pero lospadres con un estilo devida disfuncional tienenms dificultades paraa f r o n t a r e s t o sproblemas. No slo losn ios, tambin losadu l tos t ienen susobjetivos y propsitosq u e m o t i v a n s u sprocesos conductualese n i n t e r a c c i o n e sd i s f u n c i o n a l e s

repetitivas, y estas metaspueden ser descritas enuna tipologa anloga al a q u e e s t a b l e c aDreikurs con la conductainfantil [15]. Estas dostipologas juntas puedenf a c i l i t a r u n m a p acognitivo-sistmico paraentender las relaciones

entre adulto y nioque puede ayudar profesional a entendelas ideas y objetivotanto en el adultcomo en el nio

cuando ambos este n z a r z a d o s ei n t e r a c c i o n ed i s f u n c i o n a l e s improductivas.

Y esta es la razporque el enfoqus u p e r n a n n y nfunciona (realmenteMuchos enfoque

c o g n i t i v oconductuales e inclusp s i c o d i n m i c otrabajan con padrep a r a q u e e s t omejoren su estilo dcrianza, y muchos destos profesionaleproporcionan buenoc o n s e j o s r e c o m e n d a m oestrategias no mudiferentes de aquellap r o p u e s t a s p oautores adlerianosPero cuando uni n t e r v e n c i n programa de parentinno tiene en cuenta loprocesos relacionaleinconscientes entradulto y nio, suobjetivos errneos

tienen ms riesgo dfracasar, porque lopadres podran no secumplidores cuando r e c o m e n d a c i contradice su estilo dv i d a u o b j e t i vinmediato. Cuando poejemplo la pauta Si shijo no quiero comer


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26

THE CHILD WITH BEHAVIOR PROBLEMS

WHY THE SUPERNANNY APPROACH

DOES NOT REALLY WORK

Alfred Adler was one of thef i r s t a u t h o r s t oacknowledge that everyhuman being aspires tohave meaning and to

belong, to another person,to a family, to a group, tothe whole mankind.

Ursula Oberst

ore and morechildren with

Mb e h a v i o rproblems are diagnosed

w i t h a n d r e c e i v ep h a r m a c o l o g i c a ltreatment for mentaldisturbances. They arelabeled with ADHD( A t t e n t i o nDeficit/HyperactivityDisorder), oppositionaldefiant disorder (ODD),c o n d u c t d i s o r d e r ,a u t i s m s p e c t r u mdisorder (ASD), bipolardisorder, or disruptivemood dysregulationdisorder (DMDD), thelatter being a newdiagnose incorporatedin the most recent issueo f the psych ia t r i cclassification manual,the DSM-V, in order to

describe severe andr e c u r r e n t t e m p e routbursts. Yet, there is acontroversial discussionamong mental healthprofessionals about thec o n v e n i e n c e t oconsider or not certainm a n i f e s t a t i o n s a sdisorder, especially

those of emotional orbehav io ra l na tu re ,

without taking into

a c c o u n t t h epsychosocial aspects,t h e p a r e n t - c h i l drelationship and thei n f l u e n c e o f t h e

environment. In theAdlerian view, some ofthese disorders arebetter understood as themanifestations of apampered childhoodand the result of aninadequate educationalstyle.Y e t , t h e u s e o f

psychopa tho log ica lexplanations of the

ch i ld 's behavior is

tempting for parents andteachers, because itrelieves the adult fromresponsibility and to dosomething to improvethe situation. On onehand, it is easier forparents to give the childmedication or take him toan educational specialistor a psychologist (whousua l ly works wi thc o g n i t i v e - b e h a v i o rtechniques to help thechild control his attention

shifts and impulsivreactions) than t

change the parentown reactions anstyles. On the othehand, teachers noonly complain of aincrease of difficuc h i l d r e n a nadolescents in theclassrooms but also a lack of parentcooperation [1]. Somparents even tend tdeny the existence obehavior problemarguing that the chinever misbehaves h o m e . F r o m aAdlerian viewpoint, wcan argue that in thosfamilies where thc h i l d d o e s n omisbehave at hom(but does in schoo

this is because therehis or her cravings anwhims are satisfied the least s ign odiscomfort. It is easiefor many parents tgive in when the chirebels than to impostheir authority. In mancases, the proble


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if we want to foster social

interest in the child, toimprove the relationship inthe family, we have towork with unconsciousgoals and lifestyle issues

a r i s e s w h e n t h epampered child has toshare and participate ina group or classroomsetting, where sucht o l e r a n c e a n d

pampering is neithera p p r o p r i a t e n o rpossible.Even when teachersand parents cooperate,even when parents withgood wi l l want toimprove their parentingskills by using the g u i d e l i n e s recommended by the

specialist, in manycases we see importantdifficulties for the parentto comply. In the media(TV) there are figureslike the supernanny,a n e d u c a t i o n a lspecialist (supposedly)who gets apparentlyincompetent parentsinto shape by givingt h e m b e h a v i o r

modification guidelineson of how to treat theirchildren. These kinds ofeducational guidelines,which may be more orless sophisticated, canbe very efficient incontrolling the child'smisbehavior, at home orin the classroom. Butsometimes, the adult

s t o p s u s i n g t h er e c o m m e n d e dguidelines after sometime, uses them in aninappropriate way oreven never really startusing them. In thesesituations, the problemsreappear or may evenworsen. Why is this so?

Alfred Adler was one ofthe first authors toacknowledge that everyhuman being aspires tohave meaning and tobelong, to another

person, to a family, to agroup, to the wholemankind. All behavior,even the maladaptive ordeviant behavior, is ane xp r e ss i o n o f t h eindividual's lifestyle [2],a n d t h e r e fo r e , a l l

behavior has a purpose,

a goal and a socialmeaning. Thus, we caninterpret all behavior,good or bad, healthy orpathological, as anattempt to find one'splace in the socialcontext, to overcomeone's difficulties and toreach one's goals. Anddoing so, people can bemistaken. Heavy tempertantrums for instance,may be an unwantedbehavior, but they maymake sense in a familycontext where the child'sbasic needs are not met.Thus, independently of apossible psychiatricdiagnose or the child'sm a l a d a p t i v e o r

disruptive behavior, weshould not interpret it aspathologic, abnormalor bad, but as theexpression of a mistakennotion and a mistakeng o a l t h a t c a n b ec o r r e c t e d , i f w eunderstand it and intendto help the child.

Dreikurs' four mistakengoals of the child'smisbehaviorIn an application of

Adler 's te leologicala p p r o a c h , R u d o l fD r e i k u r s i n 1 9 4 0formulated the four goalsof children's misbehavioras a means of describingtheir motivations ford is tu rb ing ac t ions :immediate, specific andmostly unconsciousg o a l s a c c o u n t f o r

consistent misbehavior,due to the ch i ld 's(unconscious) mistakenbeliefs about how tointeract with the adult,wh i ch i t se l f i s a nexpression of loweredsocial interest in thechi ld. According toDreikurs [3], the child,

when misbehavingseeks one out of fopossible erroneous om i s t a k e n g o a l sget t ing a t ten t ionseeking power, takin

revenge, or displayininadequacy. Detectinthis unconscious gob e h i n d d e o v ebehavior allows thparent or the teacheto use more adequata n d e f f e c t i vinterventions and tresolve the conflisituation.

Based on these ideaseveral authors havproposed programand written effectivmanuals for parentinor teacher training, thmost famous animportant being thoso f D r e i k u r s a ncolleagues [4,5] anD i n k m e y e r a ncolleagues [6,7]. Spain, Oberst [1,8,developed Educatiofor Living Togethe(Educacin para c o n v i v e n c i aEDUCON). Most othese programs ardesigned to improvparenting styles general, but some these intervention

include working wifamilies who havchildren diagnosewith behavior disordeespecially ADHD [10arguing that thesinterventions shoui n c l u d e t hdevelopment of sociin te rest in thes


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children, because theyexperience feelings ofhelplessness, socialisolation, poor self-image, less social skills,and they are more likelyto develop aggressiveand offender behavior[11] . However, wes h o u l d a v o i dc o n s i d e r i n g t h emanifestation of theADHD as being causedby a pampering orinconsequent parentingstyle. We know too littleabout the causes and

etiology of these kindso f a f fec ta t ions . Adisturbed relationshipbetween parents andt h e c h i l d o r adysfunctional familyatmosphere can also bethe consequence ofliving with a child that ismore difficult to raise[12, 13]. Parents reactdifferent to a newbornwith regular eating andsleeping pattern than toa newborn with difficulttemperament, and it ispossible that parents donot know how to dealwith the manifestationsof an uneasy baby, theymay show nervous andinconsequent reactions,more caused by lack of

sleep than by a lack ofparenting skills. Thislead to vicious circle thatworsens the youngchild's problems andultimately may produceto the pampered childdisorder [1], and thus,simple developmentalvariations or transitory

maturation phenomena(like the stubbornphase of a two-year-old) can lead into amanifest disorder.Furthermore, the waysp a r e n t s f a c e t h edifficulties that arisefrom a more challengingbaby depend also ontheir lifestyles. Howparents respond to thechallenges of a difficultchild or how teachersreact to noisy, fidgety orrebel l ious studentsd e p e n d o n t h e i r

perception of thesephenomena, on theirbe l ie fs about howchildren should behaveand ultimately, on theirown lifestyle [14]. A childw i t h a d i f f i c u l ttemperament, ADHD oro t h e r b e h a v i o r a lproblems is a challengeto all parents andteachers, but parentswi th dys func t iona llifestyles are less likelyto cope with thesei s s u e s . N o t o n l ychildren, but also adultsh a v e g o a l s a n dpurposes that motivatet h e i r b e h a v i o r a lprocesses in sustainedmistaken interactions,and these goals can be

described in a typologya n a l o g o u s t o t h eDreikursian approachwith children [15]. Thetwo typologies provide acognitive-systemic mapfor understanding adult-chi ld relat ionships,which can help thep r o f e s s i o n a l t o

understand the ideasand goals both in theadult and in the child,when both are engagedin useless and oftend y s f u n c t i o n a l

interactions.

And this is the reasonwhy the supernannyapproach does not(really) work. Manycognitive-behavioral andalso psychodynamicapproaches work withparents in order toimprove their parenting

s t y l e , a n d m a n yprofessionals give goodadvice and recommendstrategies not verydifferent from thoseproposed by Adlerianauthors. But when anintervention or parentingprogram does not takei n t o a c c o u n t t h eunconscious relationalprocesses between theadult and the child, theirmistaken goals, they aremore l ikely to fail,because parents mightnot be compliant whende recommendationcontradicts their lifestyleor immediate goal.When for instance theguideline If your sondoes not want to eat

what you have prepared,then keep the dish in thefridge and offer it to himagain for dinner doesnot work, because themother is unable to stayfirm in front of the boy'swhining and niggling,and therefore gives hima snack between hours,

it is useless to insist oto blame the motheWe have to inquirabout the motives oher non-complianceThe goal of the litt

gourmet is clear: hwants to have thpower of what to eaand when to eat. Buwhat is the goal of thmother? Perhaps shneeds to show thashe is a good motheand her belief systemimplies that a goomother does allow he

child being unhappy ohungry. Maybe in heown upbringing shhad issues with feelina c c e p t e d a nb e l o n g i n g , a ntherefore, she mighfear that her boy wstop loving her wheshe does not fulfill hw i s h e s . A nsuccessful program oin te r ve n t i o n w i tparents (and probabalso with teachersneeds to account fothese issues. We cau s e c o g n i t i v ebehavioral strategieto eliminate the childunwanted behaviobut if we want to fostesocial interest in th

child, to improve threlationship in thfamily, we have twork with unconsciougoals and lifestylissues.


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B i b l i o g r a f a /References[ 1 ] O b e r s t , U .(2010). El trastornodel nio consentido.Manual para padresy m a e s t r o sd e s o r i e n t a d o s .Lleida: Editor ialMilenio.[2] Ansbacher, H.L.& Ansbacher, R.R.(1956/1964). TheI n d i v i d u a lP s y c h o l o g y o fAl f red Ad ler . As y s t e m a t i c

p resen ta t ion inselections from hiswritings. New York:Harper and Row.[3] Dreikurs, R., &

Soltz, V. (1964).C h i l d r e n : T h echa l lenge. NewYork: Duell, Sloanand Pearce.[4] Dreikurs, R.,Grunwald, B. B., &P e p p e r , F . C .(1971). Maintainings a n i t y i n t h ec l a s s r o o m :Illustrated teachingtechniques. NewYork: Harper andRow.[5] Dreikurs, R.(1968). Psychologyin the classroom.

New York: Harperand Row[6] Dinkmeyer, D.,M c K a y , G . ,D i n k m e y e r J . ,M c K a y , J . , &Dinkmeyer D.Jr.(1997). Parentingyoung children from

STEP. Circle Pine, NM:American GuidanceService.[7] Dinkmeyer, D. Jr., &Carlson, J. (2001).Consultation: Creating

s c h o o l b a s e dinterventions. NewY o r k : B r u n n e rRoutledge.[ 8 ] Ob e r s t , U . &Company, R. (2013).Posar limits al nenco n se n t i t . L l e i d a :Pags Editors.[9] Oberst, U. (2009).Educating for social

responsibility. Journalo f I n d i v i d u a lPsychology, 65(4), 397-411.[10] Edwards, D.L. &Gfroerer, K.P. (2001).Adlerian school-basedi n t e r v e n t i o n s f o rchildren with attention-defici t /hyperact ivi tydisorder. Journal ofIndividual Psycholog,57(3), 210-223. [11] Walton, F.X.(2007). Understandingand helping childrenw h o m a n i f e s tsymptoms that meetthe criteria for thea t t e n t i o n -defici t /hyperact ivi tydisorder diagnosis.Journal of Individual

Psychology, 63(2), 235-240.[12] Ibaez, M. (2004).Psicoterapia individualteraputica de juego enla hiperactividad. En J.Toms (ed.), Trastornode dficit de atencincon hiperactividad.

[13] Oberst, U. (2012).Te r a p ia d e n i o s ,terapia de padres?Revista de Psicoterapia,90/91, 175-192.[ 1 4 ] K e r n , R . M . ,

E d w a r d s , D . ,Flowers,C., Lambert, R.& Belangee, S. (1999).Teachers' lifestyles andtheir perceptions ofstudents' behavior .Journal of IndividualPsychology, 55(4), 422-436.[15] Bitter, J. (2009). Themistaken notions of

parents with children.Journal of IndividualPsychology, 65(2), 135-155.

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