THE SOCIAL DISCIPLINE MODEL OF RUDOLF DREIKURS
Rudolf Dreikurs was the founder and the medical director of the Community Child Guidance Center of Chicago. He spent much of his life as a consultant in public schools explaining how his theories could be translated into practice for classroom management and discipline. Dreikursís writings were influenced by social pyschologist Alfred Adler. Adler believed that the central motivation of all humans is to belong and be accepted by others. First of all humans are social beings. Thus, all behavior, including misbehavior:
directed toward achieving social approval
Dreikurs suggested that a behavior is a result of individualís purposes. We do not simply react to forces that confront us from the outside world. Our behavior is the result of our own biased interpretations of the world. We do not act according to the reality that surrounds us, but rather according to our own subjective assessment of it. Dreikurs suggested that a behavior is a result of individualís purposes. We do not simply react to forces that confront us from the outside world. Our behavior is the result of our own biased interpretations of the world. We do not act according to the reality that surrounds us, but rather according to our own subjective assessment of it.Unfortunately, when situations are open to personal interpretations, individuals make unavoidable mistakes in perception. When we choose how to behave, we almost never have all the facts we need to make adequate choices.Therefore, our choices are subjective. Only a few people investigate the conditions present in particular situations. We make assumptions and believe that these assumptions are true. Human beings all have a need to belong and be accepted. When a student is unsuccessful in obtaining acceptance, a pattern of misbehavior begins. All misbehavior is the result of a childís mistaken assumption about how to find a place and gain status.
4) Helplessness or inadequacy
How does a teacher understand the goal of the misbehaving child?
If the teacher feels annoyed, then the childís goal is attention getting.
If the teacher feels beaten or intimidated, then the childís goal is power.
If the teacher feels hurt, then the childís goal is revenge.
If the teacher feels incapable, then
the childís goal is helplessness.Preventing discipline problems:
Dreikurs did not believe in the use of punishment, reinforcement or praise. Instead, he believes that natural/logical consequences and the process of encouragement are the most useful techniques for preventing discipline problems.Praise vs. Encouragement According to Dreikurs, encouragement is more important than any other aspect of child raising because a misbehaving child is a discouraged child. Encouragement corresponds so well to childrenís goals. Children seek approval and encouragement is a legitimate way to do it.Encouragement focuses on effort rather than achievement, so it gives positive feedback to children who are trying hard but may be unsuccessful. Encouragement motivates them to continue trying. Praise is very different from encouragement. It focuses on the level of achievement.