Question

Rudolf Dreikurs theory' "The SOCIAL DISCIPLINE MODEL"

1. describe history and origins of theory? minimum 500 words

2. discuss the major precepts of the theory with well supported accurate detail? minimun 500 words

3. discuss 4 ways the theory is applied in practice? minimum 550 words

Answer 1

Rudolf Dreikurs theory' "The SOCIAL DISCIPLINE MODEL":-

1. describe history and origins of theory?

Social psychologist Rudolf Dreikurs was born in Vienna, Austria on February 8, 1897. He graduated from the medical school of the University of Vienna before spending five years as an intern and resident in psychiatry. His exploration in the field of social psychiatry drove him to sort out the main Mental Hygiene Committee in Austria and to wind up intrigued by the lessons of social therapist Alfred Adler. As a chief of one of the tyke direction focuses in Vienna, he utilized Adler's techniques with families and classrooms.

In 1937, Dreikurs left Austria to avoid Nazi persecution and arrived in the U.S. He eventually moved to Chicago in 1939 and became a student and colleague of Adler, who believed that the main purpose of all humans was belonging and acceptance by others. The Encyclopædia Britannica depicts Dreikurs as an "American specialist and teacher who built up the Austrian analyst Alfred Adler's arrangement of individual brain research into a logical technique for understanding the reasons for indefensible conduct in kids and for invigorating helpful conduct without discipline or reward. " Dreikurs was Professor Emeritus of Psychiatry at the Chicago Medical School and the Director of the Alfred Adler Institute of Chicago. He also was editor of the Journal of Individual Psychology. He died in Chicago on May 25, 1972.

FUNDEMENTALS OF DREIKURS' SOCIAL DISCIPLINE MODEL

    1. Humans are social beings and their basic motivation is to belong

    2. All behavior has a purpose

    3. Humans are decision-making organisms

    4. Humans only perceive reality and this perception may be mistaken or biased

Dreikurs' instructive rationality "depends on the reasoning of majority rules system, with its inferred rule of human equity, and on the socio-teleological methodology of the brain research of Alfred Adler. In this casing of reference, man is perceived as a social being, his activities as purposive and coordinated toward an objective, his identity as a remarkable and unbreakable element" (Dreikurs, 1968, p. x). A socio-teleological methodology suggests the presence of God, a higher reason, and a characteristic request of things. Dreikurs trusted it was conceivable to comprehend youngsters' mischievous activities by perceiving the four fundamental purposes or objectives of the tyke. The four objectives of bad conduct are alluring, the challenge for power, looking for retribution, and showing deficiency. Dreikurs advanced the utilization of consolation and coherent (and regular) results as opposed to reward and discipline.

Essentially, every action of the child is grounded in the idea that he is seeking his place in the group. A well-adjusted child will conform to the requirements of the group by making valuable contributions. A child who misbehaves, on the other hand, will defy the needs of the group situation in order to maintain social status. Whichever of the aforementioned goals he chooses to employ, the child believes that this is the only way he can function within the group dynamic successfully. Dreikurs states that "his objective may once in a while change with the conditions: he may act to pull in consideration at one minute, and affirm his capacity or look for vengeance at another" (Dreikurs, 1968, p. 27). Notwithstanding if the youngster is composed or is acting mischievously, his fundamental reason will be social acknowledgment.

2. discuss the major precepts of the theory with well supported accurate detail?

It was difficult to find scholarly articles that were supportive of Dreikurs's work and his educational theory. However, a search on the Internet quickly showed that "Dreikursian" and "Alderian/Dreikursian" principles are used in different therapy and guidance situations throughout the country. For example, these principles are used and taught in "child guidance", "parent education", and family therapy" situations at various centers.

The accompanying case of how these Dreikursian" and "Alderian/Dreikursian" standards are utilized is from the Positive Discipline Association.

The Positive Discipline Association is a program that shows youngsters to be "capable, aware and creative individuals from their communities(Positive Discipline Association)." Their "Positive Discipline Parenting and Classroom Management Model" depends on Adler' and Dreikurs' work, especially their popularity based way to deal with instructing and child rearing. This Association gave one case of this methodology 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 year), vandalism decreased (from 24 occurrences to 2) and teachers reported an improvement in the classroom climate, behavior, and academic performance.

It was hard to discover academic articles that were incredulous of Dreikurs' work and his instructive hypothesis. Alfie Kohn is reproachful of his work and hypothesis, and Charles Wolfgang has a few issues with the capacity of educators to decide an understudy's objective of trouble making and utilize sensible results, however little else, particularly from clinicians, was discovered that did not bolster Dreikurs' hypothesis.

Alfie Kohn, an author and lecturer who speaks widely on human behavior, education, and parenting, in an article entitled "Beyond Discipline" in Education Week (1996), is skeptical of Dreikur's ideas 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 desirable), but 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.

" Kohn proceeds to depict a circumstance Dreikurs expounded on in his Logical Consequences: A New Approach to Discipline. A second grade male understudy who talked out of turn, squirmed a great deal, etc was given the "consistent result" of being taken from the classroom and advised to invest some energy back in kindergarten. As per Dreikurs, this is a sensible or fitting result as long as the educator preludes it with telling the understudy that she thinks about whether the understudy is prepared to proceed in the second grade and proposing that it may be better for him to return to kindergarten.

Kohn additionally has an issue with Dreikurs' concept of popular government in the classroom. Kohn suspects that Dreikurs utilized classroom gatherings and other "present day" systems to inspire understudies to adjust or do what they were told. Kohn cites Dreikurs as composing, "It is autocratic to force, but democratic to induce compliance." (R. Dreikurs et al., Maintaining Sanity in the Classroom, 2d ed. [New York: HarperCollins, 1982], page 67.) 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.

3. discuss 4 ways the theory is applied in practice?

We have summarized some actual case studies from Dreikurs' book entitled Psychology in the Classroom: A Manual for Teachers in hopes that these examples will be inspirational for use in your own classroom. These studies provide methods and strategies for dealing with the four goals of misbehavior: Attention Getting, Revenge, Power and Control, and Helplessness and Inadequacy.

While every methodology might be adjusted for the optional classroom, Dreikurs essential center was conduct the board at the rudimentary dimension. The creators have given precedents for rudimentary, middle school or center school, and secondary school levels. These contextual analyses originate from the educational system of Gary, Indiana in the 1950's.

Rudimentary Case Study

Bessie is rehashing the third grade. Her learning rate is most likely low. In math she will put anything down for an answer or she may put down no answer by any means. She appears to be hesitant to recount. Dreikurs presumes that the kid is working on a lower level than her capacity permits. Bessie's instructor has spoken with the class about the significance of being great audience members.  It was decided and agreed upon that while one student was reading aloud other students would wait to raise their hands until the teacher asked for input. This would encourage students like Bessie to recite without feeling nervous or interrupted. Dreikurs notes how this strategy was effective in inducing the whole class to give Bessie support and encouragement. The teacher also began giving Bessie more time to finish her work. By the next week, Bessie had improved a great deal. The teacher remarked that she was proud of Bessie, drew a smiling picture on her paper, and solicited encouragement from the principal as well. Bessie's teacher, by identifying Bessie's fear of failure during recital and removing pressure, allowed Bessie to discover that she could solve the problems. After this realization, Bessie was soon able to work at a faster pace. Furthermore, by encouraging Bessie, the teacher nurtured Bessie's pride in her accomplishments (Dreikurs, 1968, p. 178).

Middle School Case Study

Charles is fifteen years of age and in the seventh grade. In spite of the fact that he is three years more established than alternate understudies, he is little and slight. He originates from an expansive family with numerous more seasoned wedded kin. There is another infant at home. His sister, one year more youthful than him, is likewise in the class. The educator was doled out the class four months earlier after a substitute. He observed Charles to be troublesome and uncooperative. Charles would meander around the classroom and stand up of turn consistently. In spite of the fact that there were other problematic understudies in the class, Charles had a progressively noxious and haughty air. Dreikurs hypothesized that Charles looked for power and control and was maybe displaying components of vengeance. The teacher sought to diffuse the situation by being friendly and courteous, yet was at a loss for an effective strategy. A paddle was supplied by the administration, but the teacher declined this approach. Dreikurs felt that the paddle more than likely contributed to the disruptive situation in the classroom and appreciated the teacher's approach. The teacher found it difficult to maintain group discussions on discipline in the classroom due to disruptions. He observed that Charles migrated to the larger, more rugged boys in the class, often trading punches.  

Charles once showed a switchblade, which the instructor solidly requested that he leave at home. Dreikurs saw that the educator made the best decision in not seizing the blade since Charles regarded the instructor's guidelines and did not show the blade once more.

One day when the instructor watched Charles out of his seat once more, he asked Charles for what valid reason he was not situated. Charles reacted that he expected to discover his book. It had been fifteen minutes since the task requiring the book had started, so the educator answered that maybe Charles better take a seat before he lost his seat. This was welcomed with chuckling by the class. Driekurs clarified the fruitful technique of utilizing amusingness to prevail upon the class to his side. "Solitation of gathering weight is overall an amazing and successful strategy" (Dreikurs, 1968, p. 155). Charles never again held power and thus adjusted to the classroom desire for staying situated.

High School Case Study

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-pioneer. Each of the three were put on post trial supervision. At the point when at school, Hal seemed apprehensive and accepted everybody was out to get him. For instance, if the instructor happened to glance toward him, Hal would react, "What are you watching me for?" Dreikurs clarifies that Hal's guarded demeanor is an aftereffect of being pushed around and that on the grounds that Hal anticipates this treatment, he unexpectedly incites it. Hal is looking for vengeance against a general public in which he has no spot (Dreikurs, 1968, p. 172).

When contemplating dramatization, the educator approached Hal to peruse for a section in a play. Hal did great and was granted a main job relying on the prerequisite that he stay aware of classwork and go to all practices. Dreikurs noticed that Hal was aggressive and proficient, as confirm by his criminal exercises. By consolidating Hal into the structure of profitable society, Hal could now utilize his gifts suitably.