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 2 Understanding Students’ Basic Psychological Needs

2. Theoretical Perspectives Personal Need Theories Abraham Maslow Rudolf Dreikurs William Glasser Stanley Coopersmith Human Development Theory Erik Erikson Social Factors Theory David Elkind Joan Lipsitz

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

5. Self-respect

6. Belongingness and affection

7. Safety and security

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

13. Attention Getting: A child deprived of the opportunity to gain “status” through personal contributions will seek proof of this status though getting attention Power: 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 Goals Dreikurs described four goals associated with students’ disruptive behavior:

14. Theoretical Perspectives William Glasser Glasser espoused the human need for a sense of efficacy (i.e., produce effects) and power. He identified five basic needs: To survive and reproduce To belong and love To gain power To be free To 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)

17. competence – ability to perform a socially valued task

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

20. Theoretical Perspectives Erik Erikson Erikson identified eight stages of human psychosocial development: Stage 1: Infancy : Children develop a sense of trust Trust and hope vs. mistrust and despair Does 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 Perspectives Stage 2: Early Childhood (toddler): Children develop a sense of autonomy autonomy vs. shame and doubt Is 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 Perspectives Stage 3: Initiative vs. Guilt (kindergarten): Children begin to utilize that sense of independence Can the child plan to do things on him own? The child should not feel guilty about making his or her own choices.

23. Theoretical Perspectives Stage 4: Industry vs. inferiority (age 6 to puberty): Children begin compare their self-worth to that of others Does 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 Perspectives Stage 5: Identity vs. role confusion (teenager): Children begin to seek identity They 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 Perspectives Stage 6: Intimacy vs. isolation (young adult): The development of intimate relationships and choices begins Will I date? Will I get married? Stage 7: Generativity vs. stagnation (mid-life crisis): Adults begin to measure accomplishments/failures What 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 Perspectives David Elkind Elkind 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 Perspectives Joan Lipsitz Lipsitz researched the needs of early adolescence. She emphasized the importance of schools meeting the following young adolescents’ needs: Diversity Opportunities for self-exploration and self-definition Meaningful participation in school and community Positive social interaction with peers and adults Physical activity Competence and achievement Structure and clear limits

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