ALBERT/DREIKURSS AND ADLERS SOCIAL THEORY Alfred Adler, an Austrian doctor and psychotherapist, is considered the forerunner of humanistic

psychology. His view on the study of human psychology put forth an all encompassing view of the human as a conscious being capable making decisions and taking actions based on a personal inner logic as seen in a social context; all things relevant are social in nature. Albert/Dreikurs instructed the teacher to use specific actions to redirect the childs misdirected goal. They directed the teacher to use strategies that personally combat the childs game and aim consciously to pull the group to her side. The teacher will arrange logical consequences for the offending student to experience. A logical consequence is a consequence that is related to the preceding misbehavior. Alfred Adler, a social psychologist believed that the central motivation of all humans is to belong and be accepted by others. In addition to this, all behavior, including misbehavior, is orderly, purposeful and directed toward achieving social recognition. Each misbehavior is therefore a result of an inner goal, which is manifested by an outward behavior. When a person is unsuccessful in obtaining social acceptance, a pattern of misbehavior begins. This person is left with the recourse of trying to fulfill inner needs by annoying, destructive, hostile or helpless behavior.

Subconscious goals that motivate misbehavior 1. Attention getting - evident when a person constantly looks to belong and be recognized 2. Power and Control - this is the goal for someone who feels inferior; someone who feels unable to measure up to the expectations of others or of self. 3. Revenge This is the goal for the student who feels unable to gain attention or power 4. Helplessness and inadequacy the person not only feels incapable of doing anything (either constructively or destructively), but has accepted the feeling of being a nobody and no longer cares to what will happen. Teacher behavior continuum The teacher must be able to identify and determine which of the four faulty goals is motivating the student. This involves a four-step process:

1. The teacher observes and collects information about the student in situations involving peers and family. 2. After gathering information about the student, the teacher can then hypothesize or guess which of the underlying goals is held by the student. 3. This goal can be verified by the teacher by reflecting on what feelings arise within the teacher as a result of the students behavior. Do I feel annoyed? Do I feel beaten or intimidated? Do I feel wronged or hurt? Do I feel incapable of reaching the child in any way?

4. Final verification is achieved by confronting the student with a series of four questions and looking for the students recognition reflex.