Adlerian Psychology & Child Development
Exploring the legacy of Alfred Adler in modern parenting and education.
Introduction
Alfred Adler and the Origins of Individual Psychology
Alfred Adler’s Individual Psychology represented a significant shift in psychodynamic thought. Unlike Freud, who emphasised unconscious conflict, Adler focused on the individual within a social setting and argued that people are motivated by intentional, goal-oriented striving — primarily, a desire to overcome perceived inferiority and to belong and contribute within a community.
From early childhood, each person develops a unique “style of life”: a pattern of goals, attitudes, and behaviours shaped less by events themselves than by the subjective meaning a child assigns to them (Devlin, Birkey and Smith, 2023).
The Relevance of Adlerian Theory in Contemporary Child Development
Adler’s focus on social connectedness and individual effort continues to resonate with modern developmental science. Rather than viewing the child as an isolated entity, Individual Psychology considers development within interconnected systems such as family, school, and community.
Scope and Significance of Parenting and Education
Adlerian ideas translate directly into practical strategies for parents and educators by focusing on strengthening a child’s sense of competence, connection, and contribution. In classrooms and family life, Adlerian practice supports democratic relationships based on cooperation and mutual respect rather than authoritarian control.
Positive discipline, which helps children understand the logical consequences of their actions and encourages responsibility, fits comfortably with this approach.
Foundations and Key Concepts
Core Principles of Individual Psychology
Adler’s Individual Psychology is based on a few closely related ideas that, together, provide a straightforward way to understand human behaviour. At its centre is holism: people are best seen as integrated wholes rather than as collections of separate symptoms or drives.
The Holistic View of the Individual
Adler believed that individuals function as unified, integrated wholes, challenging the Cartesian view and rejecting simple mind/body divisions and reductionism. For practitioners, this means a single behaviour (for example, refusal or withdrawal) is best interpreted in relation to the child’s sense of self and their goals.
Striving for Significance and Social Interest
A central Adlerian idea is that people aim to overcome feelings of inferiority and become more complete, capable, and connected. This drive is inseparable from social interest (Gemeinschaftsgefühl): a sense of belonging and a willingness to cooperate for the common good.
Family Constellation
Adler paid special attention to the family as the crucible where a style of life is shaped. He highlighted psychological birth order (how a child perceives their position) over simple chronological order.
Comparisons and Evidence
Individual Psychology provides a unique perspective on child development, differing in key ways from earlier theories while sharing similarities with later ones.
Versus Freud
Focuses on conscious goals and social context rather than unconscious instinctual drives.
Humanistic Links
Aligns with Rogers and Maslow regarding growth, purpose, and human potential.
Neo-Adlerian Parenting Programmes
Contemporary programmes teach mutual respect and the use of logical consequences rather than punishment. Systematic reviews find that early parenting interventions produce measurable benefits for child development (Jeong et al., 2021).
Impact of Adlerian Psychology
Autonomy, Belonging, and Resilience
Adlerian psychology provides a clear framework for developing three key developmental assets. When children feel connected to family and school, their ability to manage stress improves and resilience increases.
"Adlerian methods aim to help children feel capable, helpful, and included — three elements that protect against adversity."
Addressing Contemporary Challenges
Because it emphasises the child’s subjective interpretation, Adlerian work is adaptable to various cultural settings and diverse family structures, including LGBTQIA+ families.
Practical Applications
Guidance for Parents
- Logical Consequences: Make consequences relevant to the behaviour.
- Family Meetings: Solve problems democratically to foster ownership.
- Encouragement vs Praise: Focus on effort and progress rather than just outcomes.
- Identify 'Mistaken Goals': Coach alternative ways to meet the need for belonging.
Strategies for Educators
- Class Meetings: Collaboratively create rules and solve problems.
- Social-Emotional Learning: Teach self-awareness and perspective-taking explicitly.
- Contribution Rotas: Give every pupil a purposeful role to improve belonging.
Quick Start Checklist
- ✔ Start small with one weekly meeting.
- ✔ Use scripted encouragement phrases.
- ✔ Ask: "What is this child trying to achieve with this behaviour?"
Conclusion
Alfred Adler’s message is clear yet profound: children thrive when they feel capable, connected, and useful. By shifting focus from what happened to a child to how the child makes meaning of those events, we foster hope and agency.
Mark Else
My experience ranges from running playgroups for pre-schoolers to managing complex safeguarding caseloads within both mainstream and SEMH provisions. In addition to having worked within the education sector since 2018, I am currently studying for a Level 6 Youth Work degree.
References
- Devlin, J.M., Birkey, J. and Smith, J. (2023) “Contemporary Adlerian Family Counseling,” The Family Journal. SAGE Publications. Available at: https://doi.org/10.1177/10664807231215431.
- Rafiyya, A. et al. (2024) “Early childhood social-emotional development: an impact on a developing country,” International Journal of Evaluation and Research in Education (IJERE). Institute of Advanced Engineering and Science. Available at: https://doi.org/10.11591/ijere.v13i5.29462.
- Jeong, J. et al. (2021) “Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis,” PLOS Medicine. Edited by L.Å. Persson. Public Library of Science (PLoS). Available at: https://doi.org/10.1371/journal.pmed.1003602.
- Korpershoek, H. et al. (2019) “The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review,” Research Papers in Education. Informa UK Limited. Available at: https://doi.org/10.1080/02671522.2019.1615116.
- Sturge‐Apple, M.L., Davies, P.T. and Cummings, E.M. (2010) “Typologies of Family Functioning and Children’s Adjustment During the Early School Years,” Child Development. Wiley. Available at: https://doi.org/10.1111/j.1467-8624.2010.01471.x.
- Londono Tobon, A. et al. (2020) “School age effects of Minding the Baby—An attachment-based home-visiting intervention—On parenting and child behaviors,” Development and Psychopathology. Cambridge University Press (CUP). Available at: https://doi.org/10.1017/s0954579420000905.
- Santamaría-Villar, M.B. et al. (2021) “Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools,” Frontiers in Psychology. Frontiers Media SA. Available at: https://doi.org/10.3389/fpsyg.2021.659348.
- Peddigrew, E. et al. (2022) “Mechanisms Supporting Students’ Social and Emotional Learning Development: Qualitative Findings from a Teacher-Led Intervention,” Canadian Journal of Community Mental Health. Canadian Periodical for Community Studies. Available at: https://doi.org/10.7870/cjcmh-2022-019.
- Ferreira, M., Martinsone, B. and Talić, S. (2020) “Promoting Sustainable Social Emotional Learning at School through Relationship-Centered Learning Environment, Teaching Methods and Formative Assessment,” Journal of Teacher Education for Sustainability. Walter de Gruyter GmbH. Available at: https://doi.org/10.2478/jtes-2020-0003.
- Zhang, L. and Han, W.-J. (2021) “Childhood deprivation experience, family pathways, and socioemotional functioning.,” Journal of Family Psychology. American Psychological Association (APA). Available at: https://doi.org/10.1037/fam0000811.
- Tommasi, M., Edo, M. and Thailinger, A. (2023) “Familia y desarrollo humano en el siglo XXI Revisión de la literatura internacional y apuntes para el caso argentino,” Desarrollo Económico. Revista de Ciencias Sociales. Instituto de Desarrollo Económico y Social. Available at: https://doi.org/10.59339/de.v62i238.532.
- Fang, Z. et al. (2023) “Parenting Interventions That Promote Child Protection and Development for Preschool-Age Children with Developmental Disabilities: A Global Systematic Review and Meta-Analysis,” Trauma, Violence, & Abuse. SAGE Publications. Available at: https://doi.org/10.1177/15248380231207965.
- Yan, Q. et al. (2025) “Efficacy of Supportive Care Interventions for Improving Posttraumatic Stress Symptoms and Resilience in Family Caregivers of Cancer‐Affected Children: A Meta‐Analysis of Randomized Controlled Trials,” Worldviews on Evidence-Based Nursing. Wiley. Available at: https://doi.org/10.1111/wvn.12764.