Chapter 2

1. Chapter 2 Understanding Students’ Basic Psychological Needs

2. Learning Goals • Several key concepts regarding students’ psychological needs that influence their behavior and success at school. • Which students may be at higher risk for having an unsuccessful school experience • Why the issues of power and caring are so important in a school setting

3. Why Do Students Misbehave?Teachers’ believe: • Poor home environment? • Poor attitude? • Lack of parental support? • Lower than average I.Q.? • Medical or emotional problems? • These beliefs absolve the teacher of responsibility

4. Personal Needs Theorists • Maslow • Dreikurs • Glasser • Coopersmith

5. Maslow’s Hierarchy of Needs • Self-actualization • Self-respect • Belongingness and affection • Safety and security • Physiological needs Piechura-Couture, 2005

6. Dreikurs’ four goals of misbehavior • Attention • Fear of Failure or inadequacy • Power • Revenge

7. Topper’s goals of misbehavior • Attention • Avoidance/Escape • Control • Revenge • Self-regulation/Coping • Play

8. Glasser • Five basic needs • To survive and reproduce • To belong and love • To gain power • To be free, and • To have fun

9. Coopersmith • In order to possess high self-esteem students need to experience • Significance-a sense of being valued • Competence-ability to perform a socially valued task • Power-ability to control one’s environment

10. What Students’ Need

11. What students’ say they want • Friends who care for you and you for them • Fun and challenging things to do • Having choices and learning how to make choices • A chance to master skills needed to pursue a dream, for self-advocacy, and cultural interdependence • Physical well-being • Status and a “cool” reputation • Unconditional love, someone who will always be your advocate • Chance to make a difference in someone’s life

12. Students Who Bully • There are two types of bullies • reactive bullies: • strong responses to what they perceive as threatening situations • lack positive relationships with adults • often are remorseful after • proactive bullies:

13. behavior is more calculating • viewed as a component of their identity • pick on students they view as physically or socially weaker • experience little remorse

14. The Issue of Self-Esteem • Seligman found • Self-Esteem involves both the components of • feeling good about oneself • performing well

15. Erikson • 8 stages of psychosocial development-five of which occur during school age years • trust vs. mistrust • autonomy vs. self doubt • initiative vs. guilt • industry vs. inferiority • identity vs. identity confusion

16. Influence of the students’ age on teacher belief and actions • Elementary teachers tend to be liberal progressives who develop close relationships with their students • Secondary teachers are more authoritarian/traditionalists who form more distant relationships. • Both are developmentally appropriate

17. Social Factors Theory • Elkind • Looked at patterns of social interactions • Lipsitz • Examined the needs of adolescents

18. Elkind • Three basic contracts between adults and children • Responsibility-freedom • Achievement-support • Loyalty-commitment

19. Lipsitz Adolescence needs include: • The need for diversity • The need for opportunities for self-exploration and self-definition • The need for meaningful participation in school and community • The need for positive social interaction with peers and adults • The need for physical activity • The need for competence and achievement • The need for structure and clear limits

20. 40 Developmental Assets • External • Support • Empowerment • Boundaries and expectations • Constructive use of time • Internal • Commitment to learning • Positive values • Social competencies • Positive identity

21. Students At-Risk • School climate fails to provide cultural models and/or culturally insensitive curriculum • Classroom environment and instructional approach are incongruent with how students’ learn. • Limited English proficiency makes learning difficult • Student have special needs or disabilities • Outside of school, the students has limited support for school success • The student has demands outside of school that limits time and energy for school related tasks • Lacks sense of hope that school will positively impact future success

22. Socio-cultural theories • Banks: students of color are more field dependent and group oriented • Gay: teachers, materials and environments that work well for Anglo students do now work for ethnic minorities

23. Issues of Order, Caring and Power • Safe environment • Supportive learning environments • Knowing and valuing students and relationships • Creating a community of care • Power equals opportunity to teach values not control

24. Unique Needs of Immigrant Children • Immigrant children believe they cannot accept their culture of origin but also feel unaccepted and alienated from USS. culture • Many times express loneliness and sadness and need to connect with someone who believes, cares and understands • Igoa: importance of validating and supporting the of origin of culture

25. Northwest Regional Educational Laboratory suggests • Background and reasons for immigrating • Immigrant or refugee status • Adjustment issues • Family and cultural supports • Cultural differences • Language issues • Economic status • Marketability of skills in U.S. economy • Acceptance by U.S. mainstream society • Generational issues

26. Issues of Order, Caring and Power • Safe environment • Supportive learning environments • Knowing and valuing students and relationships • Creating a community of care • Power equals opportunity to teach values not control

27. End of Chapter 2