Dr. William GlasserReality Therapy &

Control Theory

Presentation By Sarah Newman

Who is Dr. William Glasser?

• Chemical Engineer

• Board Certified Psychiatrist

• Author of several books

• Founder of the Institute for Reality Therapy

which services thousands of people

worldwide, teaching them how to apply Dr.

Glasser’s principles to their lives.

The Basics of Glasser’s model

Control Theory (Choice Theory) Reality Therapy

• All we do is behave

• Almost all behavior is chosen

• The only person you can control is yourself

• We are driven by our genes to satisfy our five basic needs:

1. Survival2. Love and belonging3. Power4. Freedom5. Fun

• Is based on choice theory

• Focus on the present, not the past

• Avoid the Seven Deadly Habits

• All excuses (legitimate or not) stand in the

way of making connections

• Focus on what you can do (think and act)

• Be patient and supportive

The Basics of Glasser’s model Cont’d

Seven Caring Habits

1. Supporting

2. Encouraging

3. Listening

4. Accepting

5. Trusting

6. Respecting

7. Negotiating Differences

Seven Deadly Habits

1. Criticizing

2. Blaming

3. Complaining

4. Nagging

5. Threatening

6. Punishing

7. Bribing, rewarding to control

Teacher Responsibilities

• Teach students to make good choices, increasing good behavior

• Create an environment where children can experience a sense of belonging

• Help students to evaluate and correct their own behavior by using a nine-step

questioning process (listed on the following page)

• Hold students accountable for their choices: Accept NO EXCUSES

• Help students to understand that their actions affect others

• Openly recognize students who follow the rules and display appropriate behavior

• Provide support and encouragement

The Nine Steps in Glasser’s Reality Therapy Model

1. The Student is confronted and told to stop the misbehavior.

2. The student is then asked to explain the behavior that was occurring. The teacher

uses “What” questions, not “Why”. This prevents the student from finding

excuses.

3. If the rule-breaking behavior continues, step 2 is repeated, adding the question,

“Is it against the rules?”

4. The teacher asks the student to make a plan or commitment to find alternatives.

The Nine Steps in Glasser’s Reality Therapy Model

5. Sometimes the students may be asked to go to the “castle” until the problem is

resolved.

6. If the rule-breaking behavior still persists, steps 2-5 are repeated but the teacher

indicates that support will be provided. The teacher arranges specific time and

location in the near future to help in the development of the plan and to provide

encouragement for it to work.

The Nine Steps in Glasser’s Reality Therapy Model

7. If the student fails to fulfill his or her commitment and plan, the next step is

isolation to a designated room (Principals office or Special Isolation Room).

8. Finally, if the student is out of control, the parents are notified and asked to

collect the student immediately. The student may return to the school when he or

she obeys the rules.

9. If all else fails, the parents and students are referred to an outside agency to

“work it out.”

Throughout this process, the focus is on the student’s BEHAVIOR, not

the STUDENT.

Student Responsibilities

• Actively participate in all classroom activities

• Work as a class to create a set of rules and consequences for when those rules are

broken.

• Learn to work in groups of students with varying levels of skills and abilities.

• Recognize and self-correct inappropriate behaviors

• Accept responsibility for their actions and know the consequences of those

actions.

Pros & Cons

• Students learn to think about their actions and to take responsibility for them.

• Students learn to work in groups and with students who are on different levels of learning than themselves.

• Students enjoy teaching their peers and learning from them.

• Students are not dependent on the teacher for everything.

• The students needs of survival, belonging, power, fun, and freedom, are met.

• The teacher’s sense of control can be threatened.

• It is difficult for teachers to give responses without encouraging students to make excuses for their behavior.

• The teacher may not be able to fully apply Glasser’s model due to circumstances beyond his/her control.

• Class meetings may consume more time than is desirable.

• Is not proven to entirely eliminate misbehavior.