Biography of rudolf dreikurs

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Hidden categories: Articles with short description Short description is different from Wikidata Articles needing additional references from February All articles needing additional references Articles with hCards. She was then asked to teach her process to students at the Alfred Adler Institute. The Art Therapy Program continues today at the school and has maintained an Adlerian perspective originally developed by Tee Dreikurs.

Rudolf Dreikurs. Dreikurs' contributions to individual psychology and child guidance have had a profound impact on the field of psychology. His practical methods continue to be used by therapists and educators today. Contact About Privacy.

Biography of rudolf dreikurs

Some suggestions Dreikurs gives are reducing attention in favor of distracting the student and emphasizing appropriate behavior. Hal is the eldest of two children and a student in the teacher's eleventh grade English class. Hal's parents were divorced when he was eleven years old. His mother usually worked in the evenings leaving Hal and his brother on their own.

Hal seldom did the assignments, rarely participated in class discussions, and was often absent. Hal and two classmates were caught robbing a home and had succeeded in robberies before. Hal was the ring-leader. All three were put on probation. When at school, Hal appeared nervous and assumed everyone was out to get him. For example, if the teacher happened to look his way, Hal would respond, "What are you watching me for?

Hal is seeking revenge against a society in which he has no place Dreikurs,p. When studying drama, the teacher asked Hal to read for a part in a play. Hal did very well and was awarded a leading role on the condition that he keep up with classwork and attend all rehearsals. Dreikurs noted that Hal was ambitious and capable, as evidenced by his criminal activities.

By incorporating Hal into the framework of productive society, Hal could now use his talents appropriately. By taking a chance on Hal, the teacher facilitated a situation in which Hal gained confidence and cooperated throughout the biography of rudolf dreikurs of the school year. Dreikurs felt that it probably was not solely the play that was responsible for the changes in Hal.

Dreikurs adds the teacher must have employed a great deal of encouragement and understanding as well. This example of the Revenge goal illustrates how the strategy of acknowledging the student's power can be extremely effective. Hal sought status through his criminal activity. By achieving this recognition through more socially appropriate activities, such as starring in the school play, Hal's goals were met and the misbehavior was no longer necessary.

It was difficult to find scholarly articles that were supportive of Dreikurs's work and his educational theory. For example, these principles are used and taught in "child guidance", "parent education", and family therapy" situations at various centers. The Positive Discipline Association is a program that teaches young people to be "responsible, respectful and resourceful members of their communities Positive Discipline Association.

This Association provided one example of this approach working in a school setting. There was a 4-year study of classroom meetings, one technique promoted by Dreikurs, in a lower-income Sacramento elementary school. The study showed that during the four-year period, suspensions decreased from 64 per year to 4 per yearvandalism decreased from 24 occurrences to 2 and teachers reported an improvement in the classroom climate, behavior, and academic performance.

It was difficult to find scholarly articles that were critical of Dreikurs's work and his educational theory. Alfie Kohn is very critical of his work and theory, and Charles Wolfgang has some issues with the ability of teachers to determine a student's goal of misbehavior and use logical consequences, but little else, especially from psychologists, was found that did not support Dreikurs's theory.

Alfie Kohn, an author and lecturer who speaks widely on human behavior, education, and parenting, in an article entitled "Beyond Discipline" in Education Weekis skeptical of Dreikur's biographies of rudolf dreikurs of logical consequences. Kohn believes Dreikurs simply repackages punishment as logical consequences. As Kohn notes, "The student is still forced to do something undesirable or prevented from doing something desirablebut the tone of the interaction is supposed to be more reasonable and friendly, and the consequence itself must have some conceptual connection to the child's act.

A 2nd grade male student who talked out of turn, squirmed a lot, and so on was given the "logical consequence" of being taken from the classroom and told to spend some time back in kindergarten. According to Dreikurs, this is a logical or appropriate consequence as long as the teacher prefaces it with telling the student that she wonders if the student is ready to continue in the 2nd grade and suggesting that it might be better for him to go back to kindergarten.

Kohn also has an issue with Dreikurs's idea of democracy in the classroom. Kohn suspects that Dreikurs used classroom meetings and other "modern" techniques to get students to conform or do what they were told. Kohn quotes Dreikurs as writing, "It is autocratic to force, but democratic to induce compliance. Dreikurs et al. Obviously Kohn does not see Dreikurs's use of classroom meetings and other techniques as democratic because teachers still hold much of the power and students have no choice but to conform to what the teacher wants and thinks is best for the group.

Charles Wolfgang, the author of Solving Discipline and Classroom Management Problems: Methods and Models for Today's Teachersnotes that it may be difficult to determine which of the four goals of misbehavior a student is exhibiting. Wolfgang also mentions that it may be difficult for a teacher to determine what sort of logical consequences are appropriate to use.

In essence, Wolfgang is not necessarily criticizing Dreikurs's philosophy but is questioning the ease with which teachers and other adults can determine the particular goal of a misbehavior and use logical consequences. One point I found particularly interesting relates back to the second case study above involving Charles. During the time of writing these studies, corporal punishment was a prevalent and acceptable means of behavior management.

Dreikurs, however, felt that this type of punishment probably contributed to disruptive behavior.