Chapter+4


 * MINI PRESENTATION**

Rudolf Dreikurs was born in Vienna, Austria. He began the practice of medicine in 1923 and came to the United States in 1937. Influenced by Alfred Adler and considered by many as a preeminent scholar of Adlerian psychotherapy, Dreikurs was the founder and medical director of the Community Child Guidance Center of Chicago. He spent most of his life as a consultant in public schools, explaining how his theories could be translated into practice for classroom management and discipline. Influential member of several mental health associations: American Society of Adlerian Psychology, American Psychiatric Association. Books: //Psychology in the Classroom, Children: The Challenge,// and //Encouraging Children to Learn.//

__KEY CONCEPTS:__
 * Mistaken Goals:** All misbehavior result when students have one of more of the following “mistaken goals” for their behavior; attention getting, power seeking, revenge, and helplessness (feelings of inadequacy).
 * Democratic Teaching:** Teachers should be democratic, rather than autocratic or permissive in their classroom procedures and social interactions with students.
 * Encouragement:** Teachers should encourage students rather than praise students.
 * Logical Consequences:** Teachers should establish classroom rules and implement logical consequences rather than punishments for broken rules and misbehavior. Punishment should seldom be used and, then, only when all logical consequences have been exhausted.

__Identifying and Addressing Mistaken Goals:__
 * Attention Getting:** A feeling of worthlessness, more dominant in young children who feel they have few opportunities to establish their social position through useful contributions or through socially accepted means. Students might prefer punishment to being ignored.
 * Power Seeking:** Only when they are the boss of a situation or controlling others will these students feel self-worth.
 * Revenge:** They want to hurt someone else and believe that revenge is important for their own self-esteem.
 * Feelings of Inadequacy:** This student harbors feelings of hopelessness and inferiority might be focused on the goal of inadequacy.

__Using Logical Consequences:__ Management Tip 4-2 page 69

__Using Encouragement Rather Than Praise:__ Promotes respect and communication among teachers and students Allows students to take responsibility for their own actions Logical consequences are a fair and basic element in a discipline plan Provides a caring classroom community __HOWEVER:__ It might be difficult for teachers to identify and understand students’ reasons for misbehaving. Additionally, even though teachers understand why students misbehave, they might not be able to respond properly and to provide logical consequences for all misbehaviors. Some deep emotional problems that lead to serious feelings of inadequacy or to elaborate plans for revenge might require professional skills beyond those held by classroom teachers or most school counselors and might need resources that are unavailable in many schools. Finally, teachers who are inherently autocratic or permissive might have difficulty adopting democratic perspectives. in the content of your new page here.
 * Encouragement:** To boost confidence and self-esteem.
 * Praise:** Students can become dependent on the praise, and may begin to think they are of less worth.
 * __Advantages and Disadvantages:__**