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Logical Consequences:
Rudolf Dreikurs Logical Consequences
• A key principle of logical consequences is that
children should be given a choice rather than
forced to behave as directed.
• Dreikurs believe that although some degree of
Lecture 10 & 11 force could be applied to children a generation
or two ago, current social conditions necessitate
use of more democratic procedures when
“Children need encouragement like a plant needs water.” dealing with children
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• When they sense rejection, they begin to withdraw • They may or may not feel successful in this
and experience even greater deprivation. attempt.
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• In large families, the effects of birth order extend • In many children the desire for attention goes
to group of siblings. unfulfilled.
• There may be a group of oldest children, a group
of middle children and a group of youngest • When children solicit recognition without success
children. they usually misbehave to gain it.
• Within these groups, there may be an oldest child,
a middle child and youngest child. • All misbehavior is the result of a child’s mistaken
• Knowing student’s place in the birth place helps assumption about how to find a place and gain
teachers better understand the basis for status.
development of the student’s personality and
lifestyle. • Parents and teachers need to be aware of what
children do to be recognized and appreciated so that
they can more fully accommodate them.
Gaining attention
Motives for Behavior cont’ • Attention is by far the most common goal for
most young children.
• Gaining attention • Children who seek excessive attention are often
a nuisance in class.
• Exercising power
• They distract their teachers by showing off,
being disruptive, being lazy, asking special
• Exacting revenge favors, needing extra help on assignments,
asking irrelevant questions, throwing things
• Displaying inadequacy around the room, crying, refusing to work
unless teachers is right there, or overly eager to
please
▫ Active-Constructive Behavior
▫ Passive-Constructive Behavior
▫ Active-Destructive Behavior
▫ Passive-Destructive Behavior
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Exercising Power
• When children fail to gain the attention they seek, Exacting Revenge
they often engage in a power struggle with parents • When children’s efforts at control are prevented,
and teachers. they usually claim to have been dealt unfairly.
• They believe that others have deliberately tried to
• Teachers should avoid putting pressure on these
children in an attempt to make them behave hurt them, and they attempt to get even.
properly because such pressure usually leads to a • Commonly they take out their revenge on anyone
power contest. around them.
• They are convinced that nobody likes them and
• As teachers apply pressure, they are likely only to create proof of this dislike by provoking others to
increase the frustrations of these children, which strike back.
in turn provokes even more irrational, power • These children lash out by tripping, hitting,,
seeking behavior in children.
kicking, or scratching others or by destroying
their property.
• Teachers almost never win in these power
contests
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Exacting Revenge
• They may knock books and supplies on the floor
• Teachers must realize that these children hurt
or scribble on classmates papers.
others because they feel hurt.
• They may seek revenge against teachers by
• Causing them more pain will only provoke more
marking teacher's desk, ripping pages from books,
revenge seeking behavior, instead teachers must
insulting the teacher publicly, or deliberately
offer understanding and assistance.
breaking equipment.
Displaying Inadequacy
• Children who fail to achieve a sense of self-worth • They attempt to retain what little self esteem
through attention, power or revenge often they have left by avoiding any kind of public
become so discouraged that they give up and display
seek to wrap themselves in a cloak of inadequacy.
• It is a last effort to reach the goal of being
• They conclude that they are not capable as others accepted for what one is even if one is
and so may give up. inadequate
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Permissive Democratic
• Ineffective when working with students • Provide firm guidance but do not promote rebellion.
• Fails to realize how critical rules are in classroom • Students are allowed to participate in making decisions
• Don’t follow through on consequences. about what is studied as well as in making rules.
• Need for students to develop self discipline is • Help students understand that making decisions is
unimportant to them. firmly tied to responsibility.
• They allow their students to behave as they wish. • Students are allowed freedom, but they are expected to
assume responsibility for what they do.
• The result is general chaos and poor learning
atmosphere • Children in their classroom are free to explore,
discover, and choose their own way as they increasingly
assume personal responsibility.
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▫ Teachers fight back to avoid letting students get ▫ They can often avoid power struggles simply by
the best of them. refusing to play the role of authoritarian.
▫ Revenge is usually the motive in children who are ▫ Revenge seeking children are likely in the
convinced that they are right and can do whatever they beginning to be antagonistic in the face of
please. friendliness and kindness, even after trust
seems developing they may put everyone into
▫ They often try to hurt others and feel that those who test by doing something outrageous.
try to stop them are their enemies.
▫ It is difficult to reason with these children as they ▫ When they do children whose help has been
rarely accept the responsibility for the destructive seeked should be encouraged not to reject their
relationships they have with teachers and classmates revengeful peers and to not accept their
behaviours as well.
▫ Helping such children is a delicate matter. Teachers
can enlist the help of other class members, but they
should do so with care.
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• Must be explained, understood and agreed on by 3) If students disturb others, they maybe isolated from the
students. group until they agree to disturb the class no longer.
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Class Meetings
• Social Interest or Contribution
• Respectful Living, Equality and Natural Consequences
Cooperation
• Encouragement Logical Consequences
• Belonging
) “Abstract for Dreikurs” California State University Retrieved March 25, 2006
“Adlerian Psychology – A Holistic, Dynamic, and Family Systems Model.” Puget Sound Adlerian Society . www.calstatela.edu/faculty/jshindl/cm/dreikurs%abstract.htm
Retrieved March 25, 2006 http://psasadler.org/aph.htm
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