Understanding the goals behind behaviour and strategies that can be used to help support pupils effectively
Goals of Misbehaviour’ (Adler)
GUIDANCE ON PREVENTATIVE ACTION
The four main
goals of
misbehaviour
Attention
(To keep others
busy with him)
Power
(Seeks to be
boss)
Revenge
(Wants and tries
to get even)
Display of
Inadequacy
(Wants to be left
alone)
Childs’ Actions
Nuisance, show-off,
clown, lazy.
What the child is
saying with his/her
behaviour
How others feel
(e.g. parents)
Child’s reaction to
Reprimand
“I only count when I’m
being noticed or served”
“I want you to notice me,
do things for me, fuss
over me.”
“I going to keep you
busy”
“I only count when I am
dominating / when you do
what I want you to do.”
“I want to be boss”
“you can’t make me do
that”
“you can’t stop me”
Temporarily stops
disturbing action when
given attention then
repeats action.
Retreats further.
Becomes more
passive.
No reaction, little if any
eye contact.
Hurtful (physically or
verbally)
Defiant, sullen, negative
attitude.
Kicks, bites scratches.
Steals, sore loser, calls
names, swears,
destructive, vicious.
“I can’t be liked”
“I don’t have power, but
I’ll count if I hurt others as
I am hurt by them”
“I feel hurt and I’m going
to pay you back”
Irritated, annoyed,
Thinks: “he occupies too
much of my time.”
Reminds often, coaxes
Delighted with ‘good’
child, “I have to do it for
him/her”
Feels threatened or
provoked.
Thinks “she can’t do this
to me…I’ll make him/her
do it.
Determined to control the
childs behaviour
“I can’t get her to”
Feel deeply hurt and
angry;
Thinks “how can he/she
do this to me”
Dislikes child
Retaliates.
A loner.
Feels hopeless;
“Stupid” actions feels
inferior.
Gives up easily;
Rarely participates;
Doesn’t try.
“I can’t do anything right
so I won’t do anything at
all”
“ I am no good so leave
me alone”
“I give up. Make no
demands”
Feels extremely helpless
and discouraged.
Thinks “I give up -I don’t
know what to do
anymore”
Despair
Throws up hands
Puts others in his service.
Pesters, whining, noisy,
interrupting
Does little or no work.
Stubborn, argues, temper
tantrums, tells lies,
disobedient. Does the
opposite of what he/she
is told. Devious, bossy,
uncooperative.
Intensifies action when
reprimanded. Child
wants to win, to be
boss.
Feels he has won when
others get upset.
Refuses to co-operate.
Smiles to self
Wants to get even,
retaliates.
Makes self-disliked.
Hurts others.
Appropriate Procedures
Preventative
Action
Consequences
Give lots of positive
attention at more
appropriate times.
Make a contract. Look
at your own behaviour
and its effects on child
Identify alternatives.
Avoid power struggles
by offering choices.
Provide situations
where he can use
power productively.
State rules ahead of
time. Mutual respect.
Solicit his help.
Take time and effort to
help her
Enlist the aid of a friend
of the him
Encouragement from
the group.
Build upon his
strengths.
Ignore / walk away when
attention is demanded.
Follow through on
contract and apply logical
consequences; Avoid
negative attention.
Encourage childs to
try..Minimise mistakes;
have faith in the childs
ability; become a friend;
trust with small
responsibilities ; avoid
giving choices initially;
demonstrate the desired
behaviour.
Remain unemotional.
Be firm without
dominating.
Remove yourself from the
area.
Act don’t talk.
Provide for cooling off
period.
Avoid retaliation.
Do the unexpected.
Remove yourself from the
conflict.
Maintain order with a
minimum of restraint.
For damage / stealing
ensure reparation.
Avoid moralising.
Don’t expect immediate
results.
Emphasise success.
Give recognition at
unexpected times.