Rudolph Dreikurs’

1. Rudolph Dreikurs’ Four Goals of Misbehavior

2. Introduction • Educators need to clearly understand the motivation behind student’s behavior. • Dreikurs (1971) describes the four goals of misbehavior as: attention getting, power, revenge and displays of inadequacy. • The following presentation will describe the characteristics of each behavior, which will include four specific management strategies in response to each goal. • Further examples of interventions utilized with a particular student will be provided.

3. Attention Seeking • The student wants to establish her identity through useful contributions. • The student will first attempt productive measures. • If her teachers and peers do not recognize this, the student will seek further proof of self-reliance and meaningfulness.

4. Attention Seeking • At this point, the student will try a variety of measures to get attention and ultimately be noticed. • Some typical behaviors displayed include, showing off, crying, speaking loudly, using charm, keeping the teacher busy, constantly asking questions (pretending not to understand) and responding overly sensitive to situations (drama queen).

5. Attention Seeking • Teachers find themselves frequently reminding and redirecting these attention- orientated students. • After a while, the teacher is consumed by the student’s misbehavior and feels frustrated. • The teacher begins to feel resentment toward the student because valuable teaching time is lost. • The student has met her goal of having the teacher’s undivided attention by way of unproductive means.

6. Management Strategies ~ Attention Seeking Student • Try to make connections with the student throughout the day during non-instructional times. This is particularly important at the start of the day, as this will help to establish a healthy tone. • During instructional times, • get the student involved at the start of the lesson. • greet the student as soon as she enters the room. • engage the student in quick small talk. • Try to provide the student with a responsibility, like handing out materials.

7. Management Strategies ~ Attention Seeking Student • Whenever possible, especially when the student is exhibiting an escalation in attention getting behavior, arrange for one-on-one time with the student. This may be during recess time to assist the with work or you may invite the student to eat lunch in the classroom with a friend. • Always make sure to reinforce appropriate behaviors and redirect or ignore negatives ones. For example, if the student enters the classroom without announcing his arrival, you may thank him for coming into the classroom quietly. Remind him that this is helpful for those who are working and need to concentrate.

8. Seeking Power / Control • The goal of the power-seeking student is to have complete control over his environment, thus challenging any authority. • These students feel an overwhelming need to be self-sufficient. • These types of students are often described as “having their own set of rules”. • The student typically refuses to recognize the classroom rules and procedures.

9. Seeking Power / Control • When the teacher redirects or reminds the student to follow teacher requests, the student is quick to exhibit his power. • The control-oriented student will engage is several types of behaviors in order to reach his goal, such as; stubbornness, argumentative, lies, cheats, must win, must be in charge of every situation, disobedient, refusal to conformity of classroom rules, etc.

10. Seeking Power / Control • Teachers often feel threatened and emotionally get involved. • This leads into some of the basic assumptions shared by many teachers; teachers need to be in control, establish authority, and must not allow students to get away with this type of behavior, especially in front of other students. • Teachers try to control the child, which most likely will lead to a power struggle. • This type of engaging response locks the teacher and student into the “conflict cycle”.

11. Useful Management Strategies ~ Control Seeking Student • At all costs, avoid the trap of the dysfunctional power struggle and not giving in. • Try to help the student feel important without having to challenge authority. • Provide various responsibilities in the classroom on a rotating basis. This makes the student feel important without allowing him to become possessive of certain jobs.

12. Management Strategies ~ Control Seeking Student • Explicitly provide directions for a given task with specific consequences. • Say,” You may do any ten math problems on your own and then you may use a calculator for the remaining ten.” Or “You may do any ten math problems with at least 90% accuracy and then you may work 20 minutes with the janitor.” • Sometimes surprise the student and agree with him. You may say, Wow, I see what you mean, this social studies assignment does require a great deal of writing. I can see why your upset.”

13. Management Strategies ~ Control Seeking Student • Public praise may serve as a trigger to set this student off. • However, try to acknowledge and reinforce appropriate behaviors whenever possible. • Do this privately when the opportunity arises or leave a note for the student.

14. Revenge Seeking • The revenge-orientated student usually has a history of unsuccessful attempts of attention seeking behavior and power struggles with authority. • This type of student feels that he is treated unfairly and others are out to get him. • His goal is to seek revenge by getting back at them. • When he hurts others, his goal is accomplished and he actually feels better.

15. Revenge Seeking • This type of student may do several behaviors in order to obtain his goal, such as; lies, steals, hurts others physically or emotionally, destruction of property and blames others for treating him unfairly.

16. Revenge Seeking • Teachers have feeling of anger, hurt and frustration toward the student. • However, they must set emotions aside and generate an attitude of understanding, assistance and respect (unconditional positive regard). • Revengeful behavior usually takes a great deal of time and effort to change. • The goal is to help these students learn how to effectively cope and express with feelings of anger, frustration and disappointment.

17. Management Strategies ~Revenge Seeking • Conduct small group prosocial skills lessons in which the student participates but he is not singled out. • Make sure that these lessons are during times when the student is calm and in a good space (emotionally). • Establish a mutual contract with the student with the goal being to get along with others. • The student can earn certain reinforcements when positive interactions take place. • He can self-monitor his behavior as well.

18. Management Strategies ~Revenge Seeking • Make sure to be calm and matter of fact when issuing consequences for hurtful behavior. The consequences are clear and consistent. • Take every opportunity to catch this student while he is being good. Praise him privately as public praise may set him off. • Regardless of the severity of an episode, Treat each day as a fresh start.

19. Displays of Inadequacy / Assumed Disability • The goal of the student who displays inadequacy is to be left alone. • There are usually two different motivational factors contributing to this goal. • The first type is evident in the child who has failed at all attempts of attention, power and revenge seeking behavior. • Without gaining a place in the world, she is left with feelings of despair.

20. Displays of Inadequacy / Assumed Disability • The child, who has made the conclusion at a very young age, that he is worthless, exhibits the other type. • These children are very quiet and withdrawn. • They have a tendency to become even more withdrawn if attention is focused on them. • They exhibit an attitude of helplessness, gives up easily or won’t even attempt the task, wants to be left alone, set up for failure by placing unrealistic expectations of themselves and have on overall air of impending doom.

21. Displays of Inadequacy / Assumed Disability • Teachers often become frustrated with these students. • The goal of the teacher is to help the student learn to overcome feelings of discouragement.

22. Management Strategies ~ Inadequacy • When introducing new concepts, I make sure to start with an activity I know the student can be successful. This allows the student to warm-up and feels confident before meeting challenging work. This format also works well for assessments. • Call on this student when I know he can respond successfully. • Do not force the student to participate in group activities, especially those that are socially or academically challenging.

23. Management Strategies ~ Inadequacy • Allow the student to engage in fun learning activities with his peers. • Organize the groups to ensure that he can exhibit his strengths and assist others in the group. • Example, a student enjoys drawing. I helped develop an interest in comic book type art. This student now creates comic books as a hobby. I use this as a reinforcer at school.

24. References Dreikurs, R., Grunwald, B., & Pepper, F. (1971). Maintaining sanity in the classroom. New York: Harper Row.