Encyclopedia, Difference between revisions of "Rudolf Dreikurs" - New World
(→Work) |
(→Work) |
||
| Line 13: | Line 13: | ||
Rudolf Dreikurs was one of Alfred Adler's close colleague and student Upon Adler's death in 1939, Dreikur completed Adler's lecture tour in Scotland. Dreikurs then began his own mission to promote Adler's Individual Psychology through lectures in prisons, schools, and health care settings. Dreikurs believed that "all behavior has a purpose." Dreikurs simplified and applied many of Adler's ideas for use by parents and educators. In 1964, along with a nurse named Vicki Soltz, he wrote ''Children: The Challenge'', and in 1968, he and Loren Grey wrote ''A Parent's Guide to Child Discipline''. Dreikurs continued the work that Adler had started and saw the need for systematic oranization and techniques of applictions in order to teach others how to use Adlerian principles effectively in counseling, psychotherapy, parent education and in the classroom. He constructed what is often considered the most effective tool in helping to understand our children's behaviour: the Four Goals of Misbehavior and the techniques of effectively revealing these to a misbehaving child. The development of the system of natural and logical consequences and the application of these techniques may well be Dreikurs' finest contribution. | Rudolf Dreikurs was one of Alfred Adler's close colleague and student Upon Adler's death in 1939, Dreikur completed Adler's lecture tour in Scotland. Dreikurs then began his own mission to promote Adler's Individual Psychology through lectures in prisons, schools, and health care settings. Dreikurs believed that "all behavior has a purpose." Dreikurs simplified and applied many of Adler's ideas for use by parents and educators. In 1964, along with a nurse named Vicki Soltz, he wrote ''Children: The Challenge'', and in 1968, he and Loren Grey wrote ''A Parent's Guide to Child Discipline''. Dreikurs continued the work that Adler had started and saw the need for systematic oranization and techniques of applictions in order to teach others how to use Adlerian principles effectively in counseling, psychotherapy, parent education and in the classroom. He constructed what is often considered the most effective tool in helping to understand our children's behaviour: the Four Goals of Misbehavior and the techniques of effectively revealing these to a misbehaving child. The development of the system of natural and logical consequences and the application of these techniques may well be Dreikurs' finest contribution. | ||
| − | He suggested that human misbehavior is the result of not having one of four | + | He suggested that human misbehavior is the result of not having one's basic need of belonging and contributing as part of a social group. The child then resorts to one of four mistaken goals: power, attention, revenge and avoidance of failure. |
| − | Dreikurs' main theory dealt with misbehavior of pre-adolescents. He reasoned that these students will “act out” based on four, principled, "mistaken goals." The first reason for their misbehavior is that they desire attention. If they do not receive the attention they crave through their actions (good or bad, e.g doing well on a paper or throwing a tantrum), they move onto seeking power (e.g. they may refuse to complete a paper). If their power struggle is thwarted, they try to get revenge. If even revenge does not get the desired response, they begin to feel inadequate. His books list many ways to combat these behaviors. His overall goal was that students would learn to cooperate reasonably without being penalized or rewarded because they would feel that they are valuable contributors to the classroom. | + | Dreikurs' main theory dealt with misbehavior of pre-adolescents. He reasoned that these students will “act out” based on four, principled, "mistaken goals." The first reason for their misbehavior is that they desire attention. If they do not receive the attention they crave through their actions (good or bad, e.g doing well on a paper or throwing a tantrum), they move onto seeking power (e.g. they may refuse to complete a paper). If their power struggle is thwarted, they try to get revenge. If even revenge does not get the desired response, they begin to feel inadequate. |
| + | |||
| + | His books list many ways to combat these behaviors. The first step is for teachers to identify the mistaken goal, noting their own response to the misbehavior, and observe the students reactions. Secondly a teacher should confront the mistaken goal by providing an explanation of it together with a discussion of the faulty logic involved. By doing so, students are given an opportuity to examine and change their behavior. Thirdly, Dreikurs emphasized the importance of avoiding power struggles with students. One way is simply by withdrawing as an authority figure; teachers can also redirect students’ ambitions for power by having them participate in making decisions or giving directions. This was called democratic teaching. Dreikurs recommended taking positive steps against revenge seeking behavior. The teacher is instructed to set up situations where the students can exhibit talents and strengths and ultimately experience acceptance. Lastly, teachers should encourage students who display inadequacy by offering these students encouragement and support for even minimal efforts. His overall goal was that students would learn to cooperate reasonably without being penalized or rewarded because they would feel that they are valuable contributors to the classroom. | ||
Adler and Dreikurs firmly believed that encouragement was essential to improvement of behavior and human relationships. Their basic assumption was that man's behavior is not predetermined by genetics, nor merely the result of outside forces beyond his control. Behavior is a result of a search for significance within a social setting. This approach contains the principles of discipline congruent with the democratic society. Therefore, to understand children,they must be observed in a social setting in relationship to others to discover the reasons for their behavior. Adlerian Parent Education aims to give children the skills to meet life challenges in a constructive positive way and the courage to circumvent the many pitfalls and dangers that confront children in our society of today. It supports parents by providing them with tools to ease and handle the stress of being a parent, and to raise children with courage and compassion. | Adler and Dreikurs firmly believed that encouragement was essential to improvement of behavior and human relationships. Their basic assumption was that man's behavior is not predetermined by genetics, nor merely the result of outside forces beyond his control. Behavior is a result of a search for significance within a social setting. This approach contains the principles of discipline congruent with the democratic society. Therefore, to understand children,they must be observed in a social setting in relationship to others to discover the reasons for their behavior. Adlerian Parent Education aims to give children the skills to meet life challenges in a constructive positive way and the courage to circumvent the many pitfalls and dangers that confront children in our society of today. It supports parents by providing them with tools to ease and handle the stress of being a parent, and to raise children with courage and compassion. | ||
Revision as of 20:22, 16 August 2006
Rudolf Dreikurs (February 8 1897, Vienna - May 25 1972, Chicago) was an American psychiatrist and educator who developed psychologist Alfred Adler's system of individual psychology into a pragmatic method for understanding the purposes of misbehavior in children and for stimulating cooperative behavior without punishment or reward.
Life
Work
Rudolf Dreikurs was one of Alfred Adler's close colleague and student Upon Adler's death in 1939, Dreikur completed Adler's lecture tour in Scotland. Dreikurs then began his own mission to promote Adler's Individual Psychology through lectures in prisons, schools, and health care settings. Dreikurs believed that "all behavior has a purpose." Dreikurs simplified and applied many of Adler's ideas for use by parents and educators. In 1964, along with a nurse named Vicki Soltz, he wrote Children: The Challenge, and in 1968, he and Loren Grey wrote A Parent's Guide to Child Discipline. Dreikurs continued the work that Adler had started and saw the need for systematic oranization and techniques of applictions in order to teach others how to use Adlerian principles effectively in counseling, psychotherapy, parent education and in the classroom. He constructed what is often considered the most effective tool in helping to understand our children's behaviour: the Four Goals of Misbehavior and the techniques of effectively revealing these to a misbehaving child. The development of the system of natural and logical consequences and the application of these techniques may well be Dreikurs' finest contribution.
He suggested that human misbehavior is the result of not having one's basic need of belonging and contributing as part of a social group. The child then resorts to one of four mistaken goals: power, attention, revenge and avoidance of failure. Dreikurs' main theory dealt with misbehavior of pre-adolescents. He reasoned that these students will “act out” based on four, principled, "mistaken goals." The first reason for their misbehavior is that they desire attention. If they do not receive the attention they crave through their actions (good or bad, e.g doing well on a paper or throwing a tantrum), they move onto seeking power (e.g. they may refuse to complete a paper). If their power struggle is thwarted, they try to get revenge. If even revenge does not get the desired response, they begin to feel inadequate.
His books list many ways to combat these behaviors. The first step is for teachers to identify the mistaken goal, noting their own response to the misbehavior, and observe the students reactions. Secondly a teacher should confront the mistaken goal by providing an explanation of it together with a discussion of the faulty logic involved. By doing so, students are given an opportuity to examine and change their behavior. Thirdly, Dreikurs emphasized the importance of avoiding power struggles with students. One way is simply by withdrawing as an authority figure; teachers can also redirect students’ ambitions for power by having them participate in making decisions or giving directions. This was called democratic teaching. Dreikurs recommended taking positive steps against revenge seeking behavior. The teacher is instructed to set up situations where the students can exhibit talents and strengths and ultimately experience acceptance. Lastly, teachers should encourage students who display inadequacy by offering these students encouragement and support for even minimal efforts. His overall goal was that students would learn to cooperate reasonably without being penalized or rewarded because they would feel that they are valuable contributors to the classroom.
Adler and Dreikurs firmly believed that encouragement was essential to improvement of behavior and human relationships. Their basic assumption was that man's behavior is not predetermined by genetics, nor merely the result of outside forces beyond his control. Behavior is a result of a search for significance within a social setting. This approach contains the principles of discipline congruent with the democratic society. Therefore, to understand children,they must be observed in a social setting in relationship to others to discover the reasons for their behavior. Adlerian Parent Education aims to give children the skills to meet life challenges in a constructive positive way and the courage to circumvent the many pitfalls and dangers that confront children in our society of today. It supports parents by providing them with tools to ease and handle the stress of being a parent, and to raise children with courage and compassion.
Publications
- Dreikurs, Rudolf. (1958). THE CHALLENGE OF PARENTHOOD. New York, Duell, Sloan and Peirce. ISBN 0801511836.
- Dreikurs, Rudolf. (June 1968). PSYCHOLOGY IN THE CLASSROOM. Publisher: Harpercollins College Div; 2nd edition. ISBN 0060417560.
- Dreikurs, Rudolf and Grey, Loren. (1968) LOGICAL CONSEQUENCES: A NEW APPROACH TO DISCIPLINE. Publisher: Meredith Press, 1st edition. ASIN B0006BW1PU.
- Dreikurs, Rudolf and Soltz, Vicki. (December 26, 1991). CHILDREN THE CHALLENGE. Plume; Reissue edition. ISBN 0452266556.
- Dreikurs, Rudolf, Grunwald, Bernice,, and Pepper, Floy. (February 1, 1998). MAINTAINING SANITY IN THE CLASSROOM: ILLUSTRATED TEACHING TECHNIQUES.. Publisher: Routledge; 2nd edition. ISBN 1560327278.
- Dreikurs, Rudolf. (November 1, 1998). The Challenge of Marriage. Publisher: Taylor & Francis Group, 3rd revised edition. ISBN 156032662X.
- Dreikurs, Rudolf. (July 28, 2000) Encouraging Children to Learn. Publisher: Behavioral, 1st edition. ISBN 1583910824.
Legacy
In 1952, Dreikurs founded the Alfred Adler Institute, now called the Adler School of Professional Psychology, in Chicago. As part of the Institute's mission, Dreikurs and his colleagues, including Bernard Shulman, M.D., Harold Mosak, Ph.D., and Robert Powers, traveled the United States and Canada and established Adlerian training that continues today. Dreikurs' wife, Sadie "Tee" Dreikurs, combined her passions for art and Adlerian psychology and created one of the first art therapy training programs in the country. Ms. Dreikurs' student, Judy Sutherland, Ph.D., now directs the Adler School's Master of Arts program in art therapy, which is one of the School's most successful programs today.
The Adler School continues to apply Adler's principles and concepts to attempt to solve today's social problems. The School's curricula prepare professionals to alleviate social and global concerns as well as to address the needs of marginalized and underserved populations. The Dreikurs Center offers training to students as well as provides services to the community through its Chicago Loop clinic, through prisons, schools, and other settings. He also established the first Adlerian Child Guidance Centre in the United States and trained counselors from many countries. Today, there are Adlerian-Dreikursian Family Centres in many parts of the world.
External links
Credits
New World Encyclopedia writers and editors rewrote and completed the Wikipedia article in accordance with New World Encyclopedia standards. This article abides by terms of the Creative Commons CC-by-sa 3.0 License (CC-by-sa), which may be used and disseminated with proper attribution. Credit is due under the terms of this license that can reference both the New World Encyclopedia contributors and the selfless volunteer contributors of the Wikimedia Foundation. To cite this article click here for a list of acceptable citing formats.The history of earlier contributions by wikipedians is accessible to researchers here:
The history of this article since it was imported to New World Encyclopedia:
Note: Some restrictions may apply to use of individual images which are separately licensed.
