Rudolf Dreikurs (February 8, 1897 – May 25, 1972) was an American psychiatrist and educator who developed Alfred Adler's system of individual psychology into a pragmatic method for understanding the purposes of misbehavior in children and for stimulating cooperative behavior without punishment or reward. His primary focus was on pre-adolescents, and he reasoned that their problem behavior resulted from feelings of lack of significance in their social group. He described four "mistaken goals" that such children would resort to, and outlined the most effective ways teachers and parents can respond.
鲁道夫·德雷克斯（1897年2月8日–1972年5月25日）是一位美国精神病学家和教育家，他把阿尔弗雷德·阿德勒的个体心理学体系发展成为一种实用的方法，以了解儿童行为不端的目的，通过非惩罚或奖励的方式，鼓励儿童的合作行为。他主要关注的是青春期前的青少年，他推断他们的问题行为是由于他们对于社会群体缺乏归属感。他描述了这些孩子会采取的四个“错误目的”，并概述了教师和家长能够采取的最有效的应对方式。
He saw the family as the first social setting in which education takes place, with the school environment as an extension of the family. Thus, his techniques for preventing misbehavior and encouraging appropriate behavior could be applied equally in both settings. Dreikurs' work continues through the training centers he and his colleagues established to train counselors in addressing the social problems of youth.
他认为家庭是教育发生的第一个社会环境，学校环境是家庭的延伸。因此，他防止不良行为和鼓励适当行为的技术可以在两个环境下得到同等的应用。德雷克斯的工作通过他和他的同事建立的培训中心继续进行，这些培训中心旨在培训辅导员，以解决青年的社会问题。
Life and Work
生平与事业
Rudolf Dreikurs was born in Vienna, Austria, on February 8, 1897. He made numerous contributions to society until his death on May 25, 1972, in Chicago, Illinois.
鲁道夫·德雷克斯1897年2月8日出生于奥地利维也纳。1972年5月25日，他在伊利诺伊州芝加哥市去世，在此之前，他为社会做了许多贡献。
Rudolf Dreikurs was Alfred Adler's close colleague and student. Upon Adler's death in 1939, Dreikurs completed Adler's lecture tour in Scotland. Dreikurs then began his own mission to promote Adler's individual psychology through lectures in prisons, schools, and health care settings.
鲁道夫·德雷克斯是阿尔弗雷德·阿德勒的亲密同事和学生。阿德勒于1939年去世后，德雷克斯完成了阿德勒在苏格兰的巡回演讲。德雷克斯随后开始了他自己的使命，即通过监狱、学校和卫生保健机构的讲座来促进阿德勒的个体心理学推广。
Dreikurs continued the work that Adler had started, seeing the need for systematic organization and techniques of applications in order to teach others how to use Adlerian principles effectively in counseling, psychotherapy, parent education, and in the classroom. Dreikurs was often credited with "elaborating, building, and working out in a clear, systematic and logical form, the basic ideas of Individual Psychology." While most agree that his greatest contribution was in the application and practice of individual psychology, some felt he also contributed to the creation of the original theory. He is most well known for his simplification and application of Adler's ideas for use by parents and educators. In 1964, along with Vicki Soltz, he wrote Children: The Challenge, and in 1968, he and Loren Grey wrote A Parent's Guide to Child Discipline.
鲁道夫·德雷克斯继承了阿德勒已经开始的工作，认为有必要系统地组织和应用心理学技术，以便教会其他人如何在咨询、心理治疗、家长教育和课堂中有效地使用阿德勒心理学原则。德雷克斯通常被认为是“以清晰、系统和逻辑的形式阐述、构建和制定个体心理学的基本思想。”虽然大多数人认为他最大的贡献是在个体心理学的应用和实践上，但有些人认为他也为原创理论的创立做出了贡献。他最著名的是对阿德勒思想的简化和应用，供家长和教育工作者使用。1964年，他和维姬·索尔茨一起写了《儿童：挑战》。1968年，他和罗兰·格雷写了《父母的儿童管教指南》。
Adler and Dreikurs firmly believed that encouragement was essential to improvement of behavior and human relationships. Their basic assumption was that human behavior is not predetermined by genetics, or merely the result of outside forces beyond one's control. They argued that behavior is a result of a search for significance within a social setting. Dreikurs foreshadowed later cognitive theories on expectancy by declaring that people arrange to bring about what they expect. He said "anticipation influences outcome—the fear of making a mistake leads to mistakes. Anyone who can alter the expectations of people can change their behavior." Thereby encouragement and positive support have a direct correlation with improved behavior in others.
阿德勒和德雷克斯坚信，鼓励是改善行为和人际关系的关键方式。他们的基本假设是，人的行为不是由基因决定的，或者仅仅是由人们无法控制的外部力量造成的。他们认为，行为是在社会环境中寻求意义的结果。德雷克斯在后来的认知理论中预测了行为预期，他宣称人们会按照自己的期望行事。他说“预期影响结果——害怕犯错误会导致错误。任何能够改变自己期望的人都可以改变他们的行为。”因此，“鼓励和积极支持”与他人改善行为有直接关系。
Adlerian Parent Education aims to give children the skills to meet life challenges in a constructive, positive way and the courage to circumvent the many pitfalls and dangers that confront children in society. It supports parents by providing them with tools to ease and handle the stress of being a parent, and to raise children with courage and compassion.
阿德勒的家长教育旨在让孩子们掌握以建设性、积极的方式迎接生活挑战的技能，以及绕过社会中儿童所面临的许多陷阱和危险的勇气。它通过为父母们提供减轻和处理压力的工具，帮助并支持父母，让他们有勇气和同情心养育子女。
Dreikurs believed that "all behavior has a purpose." He constructed what is often considered the most effective tool in helping to understand children's behavior: The Four Goals of Misbehavior and the techniques of effectively revealing these to a misbehaving child. The development of the system of natural and logical consequences, and the application of these techniques, may well be Dreikurs' finest contribution to the betterment of human society.
德雷克斯认为，“一切行为都有目的。”他构建了一个常常被认为是帮助理解儿童行为的最有效的工具：不良行为的四个目的，以及如何有效地向不良行为的儿童揭示这些目标的技巧。自然和逻辑后果体系的发展，以及这些技术的应用，很可能是德雷克斯对人类社会进步的最大贡献。
Roots of misbehavior
不良行为的根源
Dreikurs suggested that human misbehavior is the result of not having one's basic need of belonging to, and contributing to, a social group. The child then resorts to one of four mistaken goals: Attention, power, revenge, and avoidance of failure.
德雷克斯认为，人类的不良行为是由于一个人没有基本的归属感和缺乏对社会团体的贡献的需要所导致的结果。于是，孩子会转化为以下四个错误目的之一：注意力、权力、复仇和避免失败。
Dreikurs' main theory dealt with misbehavior of pre-adolescents. He reasoned that these students will “act out” based on these four, principled "mistaken goals." The first reason for their misbehavior is that they desire attention. If they do not receive the attention they crave through their actions (good or bad, e.g. doing well on a paper or throwing a tantrum), they move onto seeking power (e.g. they may refuse to complete a paper). If their power struggle is thwarted, they seek revenge. If even revenge does not achieve the desired response, they begin to feel inadequate.
德雷克斯的主要理论是关于青春期前的不良行为。他推断，这些学生会根据这四个原则性的“错误目的”来“行动”。他们行为不端的第一个原因是他们想引起别人的注意。如果他们没有从他们的行为中得到他们所渴望的关注（好的或坏的，例如：在纸上表现好的或发脾气的），他们就会转向寻求权力（例如，他们可能拒绝完成一篇论文）。如果他们的权力斗争被挫败，他们就会寻求报复。即使复仇也达不到预期效果，他们开始感到力不从心。
His books list many ways to combat these behaviors. The first step is for teachers to identify the mistaken goal, noting their own response to the misbehavior, and observe the student's reactions. Secondly, a teacher should confront the mistaken goal by providing an explanation of it, together with a discussion of the faulty logic involved. By doing so, students are given an opportunity to examine and change their behavior. Thirdly, Dreikurs emphasized the importance of avoiding power struggles with students. One way is simply by withdrawing as an authority figure; teachers can also redirect students’ ambitions for power by having them participate in making decisions or giving directions. This was called "democratic teaching." Dreikurs also recommended taking positive steps against revenge seeking behavior. The teacher is instructed to set up situations where the students can exhibit talents and strengths and ultimately experience acceptance. Lastly, teachers should encourage students who display inadequacy, by offering these students encouragement and support for even minimal efforts. His overall goal was that students would learn to cooperate reasonably, without being penalized or rewarded, because they would feel that they are valuable contributors to the classroom.
他的书列出了许多改善这些不良行的方法。第一步是让教师识别错误的目的，注意他们自己对错误行为的反应，并观察学生的反应。其次，教师应该正视错误的目的，对其进行解释，并对其中的错误逻辑进行讨论。通过这样做，学生有机会检查和改变他们的行为。第三，德雷克斯强调了与学生避免权力斗争的重要性。一种方法就是简单地从权威人物中退出；教师也可以通过让学生参与决策或给出指示来重新引导学生的权力野心。这就是所谓的“民主教育”。德雷克斯还建议采取积极的措施来应对报复性的寻仇行为。教师被要求设置情境，让学生展示才能和长处，并最终体验接受。最后，老师应该鼓励表现欠佳的学生，给他们鼓励和支持，即使他们付出了最少的努力。他的总体目标是，在不受到惩罚或奖励的情况下，帮助学生学会合理地合作，这样他们会觉得自己是对课堂有价值的贡献者。
Logical and natural consequences
逻辑后果与自然后果
Dreikurs described two types of consequences: Logical and natural. Logical consequences referred to “reasonable results that follow behavior either desirable or non-desirable.” They typically require students to make right of what they have done wrong. For example, if students do not complete their work during class, they are required to do it for homework. In a democratic classroom, the students would know in advance the consequences of their misbehavior because as part of the classroom they helped formulate the consequences.
德雷克斯描述了两种类型的结果：逻辑的和自然的。逻辑后果指的是“遵循可取或不可取的行为的合理结果”。它们通常要求学生纠正自己的错误行为。例如，如果学生在课堂上没有完成他们的作业，他们将被要求做家庭作业。在一个民主的课堂上，学生们应当事先能够知道他们行为不端的后果，因为作为课堂的成员，他们有权力和义务帮助制定出“后果”。
Natural consequences differ from logical consequences in that the results following the behavior occur naturally. For example, if a student tips his chair backward and falls, leaving him hurt or embarrassed would be a natural consequence, because the hurt and embarrassment alone is sufficient consequence for his misbehavior.
自然后果不同于逻辑后果，因为行为之后的结果是自然发生的。例如，如果一个学生把椅子向后倾斜，让他摔倒，这将是一个自然的后果，因为伤害和尴尬本身就足以对他的不当行为产生影响。
Dreikurs did not consider punishment an effective method of discipline. He viewed punishment as an action taken by the teacher as an act of revenge and to show the students who is in charge. He believed that punishment was humiliating and offensive to students.
德雷克斯并不认为惩罚是一种有效的管教方法。他把惩罚看作是老师采取的一种报复行为，是为了让学生知道谁是负责人。他认为惩罚是对学生的侮辱和冒犯。
Dreikurs believed in prevention, and his main focus was on constructive behavior rather than coercive discipline. He recommended that teachers have a democratic classroom and teaching style, in order to help students gain a sense of belonging (genuine goal). In this manner students would have a social interest: A condition in which students would realize themselves that it is to their advantage to contribute to the welfare of a group. Therefore, to understand children, they must be observed in a social setting, in relationship to others, to discover the reasons for their behavior.
德雷克斯相信预防，他的重点是建设性的行为，而不是强制的纪律。他建议教师要有一个民主的课堂和教学风格，以帮助学生获得归属感（真正的目的）。在这种方式下，学生将具有社会贡献：学生会认识到，为一个群体的福利作出贡献，对他们是有利的。因此，要想理解孩子，必须在社会环境中观察他们与他人的关系，发现他们行为背后的原因。
Legacy
财富
In 1952, Dreikurs founded the Alfred Adler Institute, now called the Adler School of Professional Psychology, in Chicago. As part of the Institute's mission, Dreikurs and his colleagues traveled the United States and Canada, establishing Adlerian training programs. Today there are Adlerian schools, institutes, and associations throughout the United States and the world, most of which would not have existed without the inspiration and support of Rudolf Dreikurs.
1952年，德雷克斯在芝加哥建立了阿尔弗雷德·阿德勒学院，现称阿德勒职业心理学学院。作为该研究所使命的一部分，德雷克斯和他的同事走遍美国和加拿大，推广了阿德勒训练计划。今天，在美国和全世界都有阿德勒学派、研究所和协会，如果没有鲁道夫·德雷克斯的启蒙和支持，其中大多数都是不可能存在的。
Dreikurs' wife, Sadie "Tee" Dreikurs, combined her passions for art and Adlerian psychology and created one of the first art therapy training programs in the country. Her student, Judy Sutherland, took over the direction of the Adler School's Master of Arts program in art therapy, which became one of the school's most successful programs.
德雷克斯的妻子赛迪·“Tee”·德雷克斯将她对艺术的热爱和阿德勒式的心理学结合起来，创造了美国最早的艺术治疗培训项目之一。她的学生朱迪·萨瑟兰负责阿德勒学院艺术治疗硕士课程的方向，使之成为学校最成功的课程之一。
The Adler School has continued to apply Adler's principles and concepts in an attempt to solve social problems. The school's curricula prepare professionals to alleviate social and global concerns as well as to address the needs of marginalized and under served populations. The Dreikurs Center offers training to students, as well as providing services to the community through its Chicago Loop clinic, through prisons, schools, and other settings.
阿德勒学派继续发展阿德勒的原则和概念，试图解决各种社会问题。学校的课程设置使专业人员能够减轻社会和全球问题，并满足边缘化和服务不足人口的需要。德雷克斯中心为学生提供培训，并通过其芝加哥环路诊所、监狱、学校和其他场所向社区提供服务。
Dreikurs also established the first Adlerian Child Guidance Center in the United States and trained counselors from many countries, who subsequently established Adlerian-Dreikursian Family Centers in many parts of the world.
德雷克斯还在美国建立了第一个阿德勒儿童指导中心，并培训了来自许多国家的顾问，他们随后在世界许多地区建立了阿德勒-德雷克斯家庭中心。
References
Dreikurs, Rudolf. 1958.The Challenge of Parenthood.New York: Duell, Sloan and Peirce. ISBN 0801511836
Dreikurs, Rudolf. 1968.Psyhology in the Classroom.Harpercollins College Div. ISBN 0060417560
Dreikurs, Rudolf and Loren Grey. 1968.Logical Consequences: A New Approach to Discipline. Meredith Press
Dreikurs, Rudolf and Vicki Soltz. 1991.Children the Challenge. Plume. ISBN 0452266556
Dreikurs, Rudolf. 1998.The Challenge of Marriage. Taylor & Francis Group. ISBN 156032662X.
Dreikurs, Rudolf, Bernice Grunwald, and Floy Pepper. 1998.Maintaining Sanity in the Classroom: Illustrated Teaching Techniques. Rutledge. ISBN 1560327278
Dreikurs, Rudolf. 2000.Encouraging Children to Learn. Behavioral. ISBN 1583910824
Shulman, Bernard H. and Sadie Garland Dreikurs. 1974."The Contributions of Rudolf Dreikurs to the Theory and Practice of Individual Psychology."Journal of Individual Psychology Vol. 34 Issue 2, p.153.
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