Using a Relational-Cultural and Adlerian Framework to Enhance Multicultural Pedagogy

Counselor education (CE) programs are expected to provide counselors-in-training (CITs) with a diversity-infused curriculum. Throughout the CE literature, there are many available methods to accomplish this goal, yet trainees have reported a lack of self-efficacy in essential multicultural competencies before entering clinical work. Graduates of CE programs have also noted feeling unprepared when working with culturally diverse clients. The integration of culturally responsive models in CE programs is limited, and methods to decolonize current educational practices remain sparse. To address these gaps, we propose a culturally responsive and decolonizing framework grounded in the extant research that integrates relational-cultural theory (RCT) and Adlerian theory principles. The Relational-Cultural and Adlerian Multicultural Framework (RAMF) is intended to be a new pedagogical approach to enhance multicultural education across CE programs. By integrating RCT and Adlerian theory frameworks, the RAMF may offer a more comprehensive lens to view multicultural and social justice issues.

Peculiarities of superiority and inferiority complexes of Ukrainians

Introduction: The central concept of the Adlerian theory of personality is the feeling of inferiority, which main function is to activate compensatory processes that make a person want to improve, grow and overcome their perceived weakness (Adler, 1989). The evidence of such processes is the life choices of people in the sphere of education and occupation. Purpose: The main purpose of the present work is to highlight the study results of inferiority and superiority complexes peculiarities of Ukrainians, their relation to the education and occupation choices. Methodology: The study sample included 449 subjects (282 females, 168 male) between 17 and 85 years old (M=32,96, SD = 13.299). Subjects were recruited from the general population by students who participated in the data collection. Participation in the study was voluntary and anonymous. Inferiority and superiority complexes were assessed using Adlerian inferiority (COMPIN) and superiority (SUCOMP) complex shortened scales (Čekrlija et al., 2017); socio-demographic variables such as gender, age, education and occupation were included. Results: Results show that approximately 70% of respondents have an average level of inferiority and superiority complexes. There is no significant correlation between the mentioned complexes and gender, but there is a negative correlation between the inferiority complex and age (r=.187). The younger Ukrainians are the more intensive inferiority complex they have. Occupation correlates negatively with the inferiority complex (r=.-120) and positively with the superiority complex (r=. 119). The more intensive superiority complex is, the higher positions occupy the respondents. Only inferiority complex correlates negatively with a level of education (r=.-160). People with higher education have less intensive inferiority complex. Conclusion: In sum, it is peculiar to Ukrainians to overcome inferiority complex with age. The intensity of their inferiority and superiority complexes doesn’t depend on gender. Ukrainians who occupy the high positions have a lower inferiority complex and higher superiority complex. People with low educational level have inferiority complex propensity