Brian V. Smith
ECED 3271
DR. RUDOLF
DREIKURS:
LOGICAL CONSEQUENCES
THE GOOD DOCTOR?
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Rudolf Dreikurs was born in Chicago on February 8th
1897; Dr. Dreikurs was a psychiatrist and a teacher
during the educational reforms.
He was a close colleague and student to psychologist
Alfred Adler, who founded and began implementing the
school of “individual psychology”.
He is most well known for his simplification and
application of Adler's ideas for use by parents and
educators.
After Adler’s untimely demise, Dr. Dreikurs further
developed Adler’s system into a method of understanding
misbehavior in children, and for stimulating cooperative
behavior without punishment or reward. (Say What?!)
A “NOT SO HARRY WONG” THEORY
Alfred Adler’s “individual psychology” refers to
the psychological science of the human
personality.
 Breaking away from the psychoanalytic school
of Freud. (Environmental, not sexual).
 Holistic approach to studying characterSocietal, Love, and Vocational.
 Commonly known as “Differential Psychology”
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THEORY OVERVIEW
Dreikurs suggested that human misbehavior is the result of
not having one's basic need of belonging to, and contributing
to, a social group. Students would learn to cooperate
reasonably without being penalized or rewarded because they
would feel that they are valuable contributors to the classroom.
“Anticipation influences outcome—the fear of making a mistake
leads to mistakes. Anyone who can alter the expectations of
people can change their behavior.”
Encouragement is key to success.
-Dr. Rudolf Dreikus
STUDENT’S RESPONSIBILITIES
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Pre-adolescent students
should be responsive,
well-behaved, and work
adequately.
Defined Social Setting.
Meet Life’s challenges
in a constructive,
positive way.
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Behavior not pre-determined.
Lack of significance
Encouraged and positively supported
“All behavior has a purpose”
The Four Goals of Misbehavior
STUDENT’S ACTIONS
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Students have lack of social belonging, and present
problems.
Students resort to one of the Four Misbehavior Goals:
Attention, Power, Revenge, and Avoidance
1.) Misbehavior desires attention – if no attention is
received then they desire power.
2.) If power push is thwarted, then they seek
revenge.
3.) No Revenge, means no power or attention. The
student will withdraw from activities.
TEACHER’S RESPONSIBILITIES
Teachers must:
► Identify the mistaken
goal.
► Confront the mistaken
goal by providing an
explanation of it.
► Avoid power struggles
with students
► Encouragement and
support for even
minimal efforts
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Attention, Power,
Revenge, Avoidance
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Examine and Change
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Democratic Teaching
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Encourage Inadequacy
TEACHER’S ACTIONS The teacher is instructed to set up situations
where the students can exhibit talents and
strengths and ultimately experience
acceptance.
 Dr. Dreikus: Two Types of ConsequencesLogical and Natural
 Logical Consequence: reasonable results that
follow behaviors
 Natural Cons.: Naturally occurring results
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PROS AND CONS
CONS
PROS
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No Punishment? -Class
Corrected behavior of
Natural Consequences
Teachers avoid arguments
Students will feel
productive
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No Punishment? (Class)
No rewards means no
incentives for positive
behavior
What about students with
EBD?
Classroom Instability
More Teacher Needs/Stress
Social Significance not met
Training Problems
Punishment is not considered effective discipline. It is seen as an act of revenge to show
the students who is in charge. It is humiliating and offensive toward students.
VOCABULARY
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Individual Psychology- or differential
psych., Alfred Adler’s approach
regarding people as individuals who
are in need of harmony through
relationships with others.
Psychoanalytic- or psychoanalysis,
analyzation of the subconscious mind
after hearing or observing information
of personality functioning.
Democratic Teaching- Teachers
having students participate in
decision-making and direction of the
class in order to redirect students’
ambitions for power.