Meaning, Identity and Social Connection

An Adlerian Approach to Protecting Mental Health in Youth During Covid

I watched my teenage son in the rear-view mirror of our family van as he struggled to drag heavy bins he had packaged at home to donate at the foodbank. I remained seated and let him figure it out, hoping the bins would not topple and spill. Eventually, he managed to reach the door, where he rang the bell and spoke confidently into the intercom to let the foodbank volunteers know he was there. He has been following this routine for several weeks now, with help from his sisters, who are also doing their own community outreach projects. The service projects have supplied both confidence and a sense of accomplishment. Both are a much-needed balance to the turbulence of the past year. 

Last spring, their world was turned upside down when the COVID-19 pandemic stopped their typical routines. I knew it would be an ongoing challenge to create or cultivate a connection to the community beyond our home, especially for my oldest three children. They are at a salient period of development that should involve exploring the greater world and taking strides towards independence. 

The current research echoes my concerns for this age group and the need to stay socially engaged as a protective approach to good mental health (Orben, Tomova & Blakemore, 2020). Emerging data has shown that a lack of social interaction due to the pandemic coincides with decreased access to counseling services and a rising prevalence of depression, anxiety, and eating disorders among teens and young adults (Courtney et al., 2020; Cooper et al., 2020). The long-term impact on mental health will not become apparent for quite some time.  

It is clear that because youth have lost or limited access to many activities that provided a sense of community and structure, they have also experienced a loss of meaning, identity, and social connection. Over a prolonged time, it appears these losses contribute to further social withdrawal. While simultaneously for some youth, it can also lead to a shift from pre-existing anxious preoccupations with higher-order needs, such as self-esteem and expression, to basic needs like food, shelter, and physical safety (Courtney et al., 2020). Resilience is a concept applied liberally during this time. Parents and caregivers are being encouraged to model and instill resilience in their children. It is important to remember, resilience is a process of adaptation used to respond to challenges rather than an inherent trait. Alfred Adler believed the fundamental and inherent need of every human being is to belong and contribute to society (Adler, 1927; as cited in Belangee, 2012). A sense of belonging can provide a protective mechanism against distress and psychological problems. The challenge that caregivers and mental health providers now face is how to help youth maintain this sense of belonging during the socially isolating pandemic.

While Adler believed feelings of inferiority could lead an individual to strive for superiority, he also believed that feelings of inferiority could lead a person to overcome obstacles. Looking through the lens of Adler, caregivers, and counselors can guide youth to interpret their striving as a quest for one's true potential. According to Adler, the most ideal of striving is that of social interest, as he believed people are social beings and that in order to achieve a deeper understanding of ourselves, we need to examine our relationships with others and the sociocultural context in which we exist (Stoykova, 2013).  

One of the theory's foundational concepts known as Gemeinschaftsgefuhl, or social interest, is an aspect of mental health wellness that allows an individual to focus on others in positive ways. Individuals concentrate less on their own issues or even heal from symptoms that can arise from being overly centered on themselves. Even with the restrictions and barriers to social connection caused by the pandemic, an Adlerian perspective is helpful for those in the position of supporting or mentoring young people. 

Adler emphasized that "mental health is epitomized by our connection to others and our supportive contributions to society" (Belangee, 2012, p.50). Cooperating, experiencing, and being helpful to others creates lasting and genuine feelings of worthiness. Increasing a sense of community and focusing on incorporating empathy and a connection to others will remind youth of their strengths and assets and, ultimately, their value in the world.  As the restrictions lift, schools re-open, and businesses are re-established, the impact of the pandemic will continue to manifest. Suppose community engagement and volunteer opportunities continue to be encouraged in youth. In that case, it can provide a buffer through the post-Covid transition period, when a sense of identity may still be vulnerable.

Adler believed the concept of community feeling connects one's psychic experience to a sense of being in the world. This sense of belonging allows an individual to plan the next steps calmly rather than stay in a mindset that solely focuses on personal survival (Adler, 1956; as cited in Bitter & Carlson, 2017). Community interactions remind youth of their inherent strengths and abilities. It also provides a vehicle for counselors, parents, and caregivers to guide struggling youth through the pandemic towards adaptive behaviors, which reduce feelings of inferiority. A possible benefit is leading youth to new goals that benefit themselves and a community that needs compassion.  

When the door opened, and the bins accepted with gratitude and some words of encouragement, I watched my son stand taller. As he turned back to return to the car, I could see the squint of his eyes from the smile that hid beneath his mask. He made a difference for someone else by helping, and by doing so, he helped himself, too. 

Louise Gleeson is a Master's of Counseling Psychology student at Yorkville University. 

References

Belangee, S.E. (2012). Individual psychology: relevant techniques for today's counselor. Counseling Today, 55(1), 48-51.

Bitter, J.R. & Carlson, J. (2017). Adlerian brief therapy with individuals: process and practice. Journal of Individual Psychology, 56, 31-44.

Cooper, M., Reilly, E.E., Siegel, J.A., Coniglio, K., Sadeh-Sharvit, S., Pisetsky, E.M., Anderson, L.M. (2020). Eating disorders during the Covid-19 pandemic and quarantine: an overview of risks and recommendations for treatment and early intervention. Eating Disorders, 1-23. 

Courtney, D., Watson, P. Battaglia, M. (2020). Covid-19 impacts on child and youth anxiety and depression: challenges and opportunities. The Canadian Journal of Psychiatry, 65(10), 688-691.

Orben, A., Tomova, L. & Blakemore, S-J. (2020). The effects of social deprivation on adolescent development and mental health. The Lancet Child & Adolescent Health, 4(8), 634-640.

Stoykova Z. (2013). Social interest and motivation. Trakia Journal of Sciences, 3, 286-290.