Resource PageIt is the autocratic tradition that prevents even
the most liberal and democratic educator from realizing that
reward
and punishment are outdated... (Dinkmeyer & Dreikurs, 2000,
p118, Encouraging Children to Learn)
Lets Not Use Rewards
Rewards persist in being the main strategy used in our society
when attempting to motivate children, students or those in the
workplace. Sweets, grades, stars, money, and verbal praise are all
commonly used rewards, given with an expectation of motivating
compliance. Yet far from helping, there is a mass of research
evidence confirming that rewards actually hinder positive
motivation, restrict our creativity, and rupture relationships.
Fifty years ago, at a time when Behaviourism and use of rewards
in learning was reaching a peak, the renowned Adlerian, Rudolf
Dreikurs, wrote an important article describing not only the
detrimental effects of punishment, but also the diminishing effect
of rewards in a democratic culture. Dreikurs clarified that rewards
belong to an autocratic social system with an expectation of
compliancy to external control. In our developing democratic
society rewards no longer fit.
The behaviourist legacy remains in our society today and using
rewards can seem so natural, that it might seem strange to question
them. Yet the theory behind rewards misses the point that the
positive motivation to cooperate is already within us through our
innate potential for Social Interest.
Rewards may induce compliance or obedience through bribing and
threatening, relying on extrinsic motivation. But they do not
achieve long-term results or develop responsible self-directed
responses. This is because using rewards ignores our intrinsic
creativity and social motivation.
Similarly, rewards do nothing to boost performance or to promote
collaboration or a sense of community. They can actually interfere
with the natural potential of social interest. Also an impressive
amount of scientific research has shown that the more we reward
people for doing something the more they tend to lose interest in
whatever they had to do to get the reward.
So if rewards are ineffective, what is the alternative?
Encouragement is the answer. Unlike rewards, encouragement is non
evaluative, focusing on the deed, not the doer. It enables people
to face the consequences of their mistakes in a non-judgemental
way, and so create their own learning from the experience.
Encouragement is about identifying a persons strengths and
resources rather than his or her apparent difficulties and
reflecting carefully and sincerely about it rather than dishing out
the stars, sweets or praise without careful personalized
thought.
These more enabling, encouraging approaches require a shift from
autocratic to truly democratic living. In the West, our so-called
democratic society still has quite a way to go with this. However
we can all play a part in reducing the punishing effects of rewards
by implementing encouraging non-reward based approaches with our
children, students, colleagues, and with those in the community at
large.
over, please
March/April 2007 Volume 40, No. 2
Recommended Reading:
Dinkmeyer, D., Jr., & Dreikurs, R. (2000). Encouraging
Children to Learn. Philadelphia, PA: Brunner-Routledge.Dinkmeyer,
D., Jr., & Losoncy, L. (1992). The Encouragement Book. New
York: Simon & Schuster.
About the Author:
Anthea Millar is a Senior Registered Counselor and Senior Tutor/
Programme Coordinator of the Adlerian Counseling program in
Cambridgeshire UK. She is also a vice-president of the UK Adlerian
Society, and a co-editor of the ASIIP UK journal.
NASAPNorth American Society of Adlerian Psychology
614 Old W. Chocolate Avenue, Hershey, PA 17033Phone: (717)
579-8795
Fax: (717) 533-8616http://www.alfredadler.org Email:
[email protected]
Permission is granted to copy this Resource Page as long as all
of the information on both sides of the page is included. No part
of this handout may be used for commercial purposes.
This Resource Page is based on Adlerian Psychology theory,
principles, and methods. NASAP, the North American Society of
Adlerian Psychology, was founded in 1952 by a small group of
Adlerians under the leadership of Rudolf Dreikurs. The purpose of
NASAP is to promote the growth and understanding of Adlerian
Psychology and effective approaches to living based on Adlers
philosophy. As early as 1900, Adler began addressing such crucial
issues as equality, democracy, mutual respect, the influence of
birth order, and the holism of individuals. Today Adlerian concepts
are being used creatively in education, parenting, business and the
arts, research, as well as in counseling and therapy. NASAP
membership includes educators, psychologists, psychiatrists,
physicians, counselors, parents, business people, interested
individuals, and community organizations. If you are interested in
learning more about NASAP or Adlerian psychology, or would like to
connect with Adlerians in your area, please call or write we would
love to hear from you!
Rewards
Evaluative Given for completed achievement and success
Controlling given by people in authority Conditional on conforming
and meeting expectations Does not demand thoughtful focus on
individuals effort
Rewards result in:
Extrinsic motivation Decreased self-esteem Fear of failure and
comparison with others Ruptured relationships Reduction of
persistence and creativity Development of unrealistic standards of
perfection
Encouragement
Non evaluative Can be given at any time not just when there is
success Given freely with no conditions attached Recognises the
persons individual strengths and resources Careful thought and
sincerity behind it
Encouragement enables:
Intrinsic motivation Increased self-esteem Evaluation of own
progress Building cooperative relationships An increase in effort
and creativity Development of the courage to be imperfect
