This document discusses several theories related to understanding students' basic psychological needs. It covers Maslow's hierarchy of needs, Dreikurs' four goals of misbehavior, Glasser's five basic needs, and Coopersmith's needs for significance, competence and power. Erikson's stages of psychosocial development and the work of Elkind and Lipsitz on social factors are also summarized. The document concludes by listing factors that can put students at risk for school failure if their needs are not adequately met.

1. Chapter 2Understanding Students’ Basic Psychological Needs

2. Theoretical PerspectivesPersonal Need TheoriesAbraham MaslowRudolf DreikursWilliam GlasserStanley CoopersmithHuman Development TheoryErik EriksonSocial Factors TheoryDavid ElkindJoan Lipsitz

3. Personal Needs Theorists- In order for students to perform adequately, their basic personal needs must be met

4. Theoretical PerspectivesAbraham MaslowMaslow is considered the founder of humanistic psychology. His position is that people have a need to be both competent and accepted.Hierarchy of Needs Self-actualization

5. Self-respect

6. Belongingness and affection

7. Safety and security

8. Physiological needsAbraham Maslow Hierarchy of Needs Physiological Needs: characteristic of the normal human functioning or survival (examples: water, sleep, food, clothing, shelter)

9. Safety Needs: Injustice and inconsistency are under control and the unfamiliar rare (examples: personal security, financial security, health and well-being, safety against accidents/illness)

10. Love/Belonging Needs: need for emotionally-based relationships (friendship, intimacy, a supportive family)

11. Esteem Needs: need for respect, acceptance and value by others

12. Self-Actualization: need to take risks, learn, and attain one’s fullest potential Theoretical PerspectivesRudolf DreikursDreikurs theorized that the basic need of all humans is to be socially accepted.“We should realize that a misbehaving child is only a discouraged child trying to find his place; he is acting on the faulty logic that his misbehavior will give him the social acceptance which he desires.”

13. Attention Getting: A child deprived of the opportunity to gain “status” through personal contributions will seek proof of this status though getting attentionPower: If adults did not respond to these attention getting tactics, the student will seek power.Revenge: If an adult counters with “greater” power, the student will seek revenge.Displays of Inadequacy: A child who has sought attention, power and revenge, to no avail, will eventually loose hope and come to expect failure and defeat.Rudolf Dreikurs’ Four GoalsDreikurs described four goals associated with students’ disruptive behavior:

14. Theoretical PerspectivesWilliam GlasserGlasser espoused the human need for a sense of efficacy (i.e., produce effects) and power. He identified five basic needs:To survive and reproduceTo belong and loveTo gain powerTo be freeTo have fun

15. “For workers, including students, to do quality work, they must be managed in a way that convinces them that the work they are asked to do satisfies their needs. The more it does, the harder they will work.” Glasser (1990)

16. Theoretical PerspectivesStanley CoopersmithIndividuals need to experience a sense of significance, competence, and power.significance – value from a positive two-way relationship

17. competence – ability to perform a socially valued task

18. power – ability to understand and control one’s environmentStudents Who Bully- Indication of social/emotional issues underlying behaviorReactive BulliesStrong responses to perceived threatening situationsLack positive relationships with adultsAre remorseful after violent behavior toward othersProactive Bullies Behavior is calculated and plannedBehavior is a component of their identityDevelop a sense of security and power relating to their behaviorIntentionally choose students who are emotionally and/or physically weaker and easily controlled

19. Human Development Theorists- In order for students to perform adequately, they must fully develop at each stage of life

20. Theoretical PerspectivesErik EriksonErikson identified eight stages of human psychosocial development:Stage 1: Infancy : Children develop a sense of trustTrust and hope vs. mistrust and despairDoes the child feel that he can rely on caregivers, if needed? “Children who have been abused, abandoned, or ignored” may be reluctant to rely on others for support.

21. Theoretical PerspectivesStage 2: Early Childhood (toddler): Children develop a sense of autonomyautonomy vs. shame and doubtIs the child given an opportunity to “test himself” (i.e., explore the word), with support?Without these opportunities, children may develop a sense of shame. Support is key. Parents cannot be too smothering or too neglectful.Children develop a sense of independence.

22. Theoretical PerspectivesStage 3: Initiative vs. Guilt (kindergarten): Children begin to utilize that sense of independenceCan the child plan to do things on him own?The child should not feel guilty about making his or her own choices.

23. Theoretical PerspectivesStage 4: Industry vs. inferiority (age 6 to puberty): Children begin compare their self-worth to that of othersDoes the child realize that some people are better at some things than others or does the child focus on his disparities?The child should not feel inferior.

24. Theoretical PerspectivesStage 5: Identity vs. role confusion (teenager): Children begin to seek identityThey may begin to question themselves:How do I fit in? Where am I going in life?Are children given an opportunity to explore or are they pushed to conform to adult views?The child will discover his identify, if given the opportunity.

25. Theoretical PerspectivesStage 6: Intimacy vs. isolation (young adult): The development of intimate relationships and choices beginsWill I date? Will I get married?Stage 7: Generativity vs. stagnation (mid-life crisis): Adults begin to measure accomplishments/failuresWhat have I accomplished in life? How might I help the next generation?Stage 8: Ego integrity vs. despair (old age): Satisfaction or dissatisfaction with accomplishments begins* Reflection on the past begins, and the conclusion is either satisfaction or despair.

26. Social Factor Theorists- In order for students to perform adequately, they must have positive interactions with others

27. Theoretical PerspectivesDavid ElkindElkind stated that relationships between children and adults involve ever changing patterns (i.e., implicit contracts) of dealing with each other.Basic Contracts:Responsibility-freedom (adults monitor child’s development to provide freedoms that ultimately lead to responsibility)Achievement-support (adults expect children to achieve and consequently lends support for the accomplishment of goals)Loyalty-commitment (adults expect children will respond with acceptance since they (i.e., the adults) lend support to the children)

28. Theoretical PerspectivesJoan LipsitzLipsitz researched the needs of early adolescence.She emphasized the importance of schools meeting the following young adolescents’ needs:DiversityOpportunities for self-exploration and self-definitionMeaningful participation in school and communityPositive social interaction with peers and adultsPhysical activityCompetence and achievementStructure and clear limits

29. Students At Risk for School FailureA student may be at risk because: His/her personal or developmental needs were not met prior to entering the classroom

30. There are few educators within the school system from the student’s social/cultural group

31. The school system provides a curriculum that fails to validate the student’s cultural background

32. The teaching strategies are not aligned with the student’s learning style

33. The student has limited English proficiency

34. The student has a disability (special needs)

35. The student has limited support for success outside of the school setting

36. The student has limited time for educational-related tasks outside of the school setting

37. The student does not see a positive correlation between school-based learning and his/her future