The Redl and Wattenberg Model

1. The Redl and Wattenberg Model Presentation by: Jen Krill

2. Who are Redl and Wattenberg? Fritz Redl Born in Austria immigrated to United States in 1936 Professor of behavioral science at Wayne State University Focused on research, therapy and teaching Worked with deviant juveniles at State University of New York at Albany William Wattenberg Born in 1911 Received doctorate from Columbia University Specialized in educational psychology Professorships at Northwestern University, Chicago Teacher’s College and Wayne State University

3. Publications Redl Mental Hygiene in Teaching (1951, revised 1959) Controls from Within (1952) Discipline for Today’s Children (1956) When We Deal with Children (1972) Wattenberg Mental Hygiene in Teaching (1951, revised 1959) The Adolescent Years (1955) All Men Are Created Equal (1967)

4. Theory Prior to their contributions, teachers imposed rules and requirements on students. Redl and Wattenberg believed otherwise and believed in student self-discipline. Redl and Wattenberg’s theory is also built on the idea of students behaving differently in groups than as individuals.

5. Student Roles and Behaviors “A group creates conditions such that its members will behave in certain ways because they belong to it; at the same time, the manner in which the parts function affects the whole.” (p. 267) • Leaders • Same student isn’t always a leader in all situations • Above average intelligence, responsibility and social skills • Careful when appointing leaders • Clowns • Often to mask feelings of inferiority • Can be both beneficial or hinder group progress • Fall Guys • Takes blame and/or punishment to gain favor • Teachers need to look for instigators in these situations • Instigators • Cause trouble but make it appear they are not involved • Redl and Wattenberg suggest pointing out this role to the group to make sure they are aware of the possibility

6. Group Dynamics “Groups create their own psychological forces that strongly influence individuals” • Contagious Behavior • Scapegoating • Teachers’ Pets • Reactions to Strangers • Group Disintegration – when a formerly effective group begins to disintegrate • Are class activities becoming boring to the students? • Is there too much emphasis on competition among groups? • Have unexpected changes occurred in leadership roles, environment or schedules? • Are new class activities needed to stimulate and provoke thought? • Are students given ample opportunity to experience success, or are too many experiencing frustration and failure? • Has the classroom climate become threatening rather than supportive?

7. Psychological Roles of Teachers Representatives of society Judges Sources of Knowledge Helpers in learning Referees Detectives Models

8. Control Technique : Diagnostic Thinking Forming a first hunch Gathering facts Exploring hidden factors Taking action Remaining flexible

9. Control Technique: Influence Techniques 1. Supporting Self Control “…low key, they are not forceful, aggressive, or punitive but aim at helping students help themselves.” • Sending signals • Physical Proximity • Showing interest • Humor • Ignoring

10. Influence Techniques Cont’d… 2. Providing Situational Assistance “…the teacher should provide only the assistance needed to help students regain control.” Provide hurdle help Restructure or reschedule Establish routines Remove seductive objects Remove the student from the situation Use physical restraint

11. Influence Techniques Cont’d… 3. Appraising Reality “…having students examine a behavior situation, noting its underlying causes, and foreseeing its probably consequences.” Clearly make a frank appraisal Show encouragement Set clear, enforceable limits

12. Influence Techniques Cont’d… 4. Invoking the Pleasure-Pain Principle “…praise, rewards, and teacher promises can influence behavior for the better…” “…pain, when used to control misbehavior, most not be harsh punishment but rather simply consequences that are somewhat unpleasant to the student…” Punishment Punishment takes the form of revenge or release from tension Has detrimental effects on student self-concept and on relations with the teacher Reduces the likelihood that students will maintain self-control Students may endure punishment in order to elevate their status among peers Presents an undesirable model for solving problems Promises versus Threats