Candidates for Treasurer

Dinko S. Aleksandrov

I currently teach psychology in the PsyD program at Adler University. There are a total of five fully Adlerian courses in our curriculum, and I have taught all of them: Adlerian I, Adlerian II, Parenting Education, Neo-Adlerian Approaches, and Advanced Adlerian. Besides teaching, my other function, or shall I say “purpose” in the PsyD program, is to coordinate the Advanced Adlerian Psychotherapy concentration. This is a small program within the PsyD curriculum that some students choose to pursue when interested in training in Individual Psychology beyond what the classroom experience can offer them. The extra requirements involve attending Adlerian events and trainings (virtual or in-person) and incorporating the theory of Individual Psychology into their doctoral dissertation. Lastly, I serve on the advisory board of the Center for Adlerian Practice and Scholarship, which is an institute within Adler University whose mission is to disseminate knowledge and training in Individual Psychology.

When I was applying for graduate school in 2009, I narrowed down my options to only one – the Adler school in Chicago. I knew I wanted to pursue a PsyD degree, but my other purpose was to also receive specialized training, not a generic experience. Why Adlerian Psychology then? It resonated with me to a degree that no other theory did. I was already certified in a manualized CBT treatment at the time and had applied it in a clinical setting, but it was not as wholesome and effective; it didn’t feel true to me. When one of my professors showed us video tapes produced by Jon Carlson, it finally clicked for me. Jon presented as warm, kind, down-to-earth, and friendly. Although his approach may seem typical for most Adlerians, it was not how I was being trained back then. In particular, I was required to develop a poker face, to avoid smiling or laughing in session, and to keep my questions/statements to a minimum. It was either that or to “hammer” into clients what I believed they must do to get better. As a person, I didn’t resonate with either of these two therapeutic methods and, needless to say, felt discouraged to pursue clinical training despite it being my dream. Thus, watching Jon Carlson renewed my hope that I could become a psychotherapist and feel like an authentic person at the same time. 

Furthermore, as I began to research this unheard-of Adlerian Psychology, I discovered more and more that it spoke to my heart. For instance, it used very little psychological jargon; Adlerians took pride in being succinct and speaking to the point. And with English not being my first language, reading Adlerian material offered me an advantage that none of the other theories did. Additionally, Alfred Adler emphasized the importance of holism and the three (or five) life tasks, which further helped to comprehend my existence as both wholesome and structured at the same time. Moreover, when perusing the Adlerian journal for articles to read on my own, I stumbled on one titled “Where Have the Normal People Gone” by Harold Mosak. In it, he described the importance of being encouraging, supportive, hopeful; not pathologizing and demoralizing as a therapist. Much like watching Jon Carlson and reading Alfred Adler’s work, this article resonated with me, too. I felt it verbalized my views of the type of therapist I wanted to become. Therefore, the more I researched the Adlerian world, the more I fell in love with the theory and the training style. Consequently, I was fully committed to applying for the PsyD degree at the Adler school in Chicago. 

Once admitted, I actually did meet Harold Mosak, and he quickly became my professor, supervisor, and mentor. I took every course he offered and attended extra curricular meetings that he was a part of, just so I could learn more. I also spent a year training in his private practice in Chicago, sometimes observing him do therapy in-vivo. Additionally, Paul Rasmussen was hired as a full-time professor in the program at the same time, and he, too, became my professor, supervisor, and mentor. I worked with Paul for two years before he left the university and formed a long-lasting relationship with him, which continues to exist to this day. We recently co-authored a book chapter in an edited Adlerian book that is expected to be published this year. Lastly, while being a graduate student in Chicago, I also had the opportunity to work and study with Leigh Johnson-Migalski and Jay Colker. Observing them and

learning from them provided me with a different angle to the theory of Individual Psychology. As such, I felt happy, proud, and satisfied that my graduate school training involved learning from such big names in the Adlerian world in addition to all of this happening at a school that had been the mecca of Adlerian training in the whole world when Dreikurs was alive. I felt privileged that I had access to such amazing Adlerian resources; in fact, I still feel that way.

Currently, as a full-time professor in the same program, I am, in a way, making my dream come true by continuing to contribute to the training and dissemination of Individual Psychology. I take pride in being that professor whose office door is always open and who feels cheerful when an Adlerian student stops by without an appointment to discuss Adlerian matters. I am supervising the Adlerian Student Organization on our campus, which requires me to be even more closely involved with the student body. Therefore, as a board member of NASAP, I would like to create a stronger bridge between NASAP and students interested in Adlerian Psychology – not just the ones I encounter in Chicago, but also throughout North America. I believe a huge part of NASAP’s future necessitates working more closely with college and graduate students. I do not see as many when I attend NASAP’s events, and I would like to work towards improving this circumstance. Time and again, when my graduate students express interest in something Adlerian outside of the classroom, the usual obstacles I encounter are financial constraints, lacking professional connections, and being unaware of events/trainings that exist. I have worked hard in the past three years to minimize these obstacles, which I believe I have accomplished to a degree that surpassed the initial expectations, and I would like to corporate this approach into my contributions to NASAP. Consequently, being part of the board will help me take this goal a step further. Thank you for your time and consideration!

Corey Frantz

I am a doctoral candidate at Adler University in Chicago where my research focuses on Counselor Educator self-disclosure. I am also an adjunct professor at Adler and Northwestern University. Though much has been written about self-disclosure across psychotherapy and supervision, there is a gap within counselor education. I value my Adlerian lens as it has guided my values and ideas pertaining to self-disclosure.

I originally went to school to become a nurse in Illinois. However, I found that my interests did not align with nursing. I subsequently pursued a different route, in which I became more and more interested in psychology. I resonated strongly with psychodynamic theory the most and I ended up graduating with my bachelor’s in psychology. Curious and striving, I sought to pursue my master’s in clinical mental health counseling from Concordia University. Even as my knowledge and experiences accrued as a counselor, psychodynamic theory always guided my clinical work. In the years that followed, I devoted my life toward community building through community mental health and juvenile justice. Unbeknownst to me, each step of the way was pieces of Adlerian philosophy. I did not know at the time, but I would find a great community in Adlerian theory and NASAP that would shape my counselor identity. 

I enrolled in Adler University in 2019 because it was the only university in which the values aligned with that of my own. Seeing pictures of social justice and equality adoring the walls of the downtown campus made me feel a sense of pride I hadn’t had in a long time. During my first year, I remember the first time I learned about Adlerian theory more in depth. Marina hosted Susan to give a presentation. I became intrigued because up until then, I hadn’t encountered clinicians who were passionate about a specific theory. I was intrigued. Coincidentally, I reached out to NASAP as part of an assignment. I had applied to present at a conference and thus, my first steps of being involved in NASAP began. 

In the time that followed, I have been involved in many committees, taskforces, and now ultimately a section. I have drafted surveys, written business reports, given a tap talk, and presented at the conference. My article has been published in the journal through guidance of one of the many devoted members of NASAP. I have also led NASAP through difficult times and dialogue. Through these experiences within NASAP, I believe I am qualified to assume the role of treasurer. I take on roles and tasks so I can see NASAP continue to grow and evolve. I have seen the joy of community through conferences, while also understanding the difficulties with membership. As treasurer, I would have the confidence to lay out our options, provide critical feedback, and address areas that need tending to. As a former supervisor who built a clinical program out of nothing, I understand the challenges with making financial decisions while understanding the need to address those concerns. As treasurer, I would strive to make sure we can center the mission of our organization. I deeply value the members and I want to make sure that I uphold Adlerian values as an organization and a person.