The courageous person can look at a situation, a task, or an event in terms of possible actions and solutions rather than potential threats and dangers. Therefore, he can move without hesitation, persist without slackening, and proceed without withdrawing. (Dinkmeyer & Dreikurs, 2000, p. 32)
For Adler, courage meant the degree to which individuals are focused on the tasks which confront them, and are active in solving their problems (Ansbacher & Ansbacher, 1956). To possess this orientation is to have “ …the ability and willingness to accept anything that may come without feeling defeated and without giving up in despair…maintaining one's value and self-respect seem to be the outstanding features of a courageous person” (Dinkmeyer & Dreikurs, 2000, p. 33-34).
Adler believed that an encouraging manner must be a constant in a helping relationship (Ansbacher & Ansbacher, 1956), recognizing that failures of courage are in fact also failures of social interest and thus at the heart of neuroses. While Adler spoke primarily of therapeutic relationships, Dinkmeyer and Dreikurs (2000) dealt at length with the similar importance of encouragement in education.
Make a Connection
Consider the characteristics of encouragement and of praise as you see them. Is there a difference? Consult a text on child psychology for additional background if you are interested.
References
Ansbacher, H. L., & Ansbacher, R. R. (Eds.). (1956). The individual psychology of Alfred Adler. New York: HarperPerennial.
Dinkmeyer, D. C., & Dreikurs, R. (2000). Encouraging children to learn. Philadelphia: Brunner-Routledge.
Copyright © 2011 Leonard Snyder
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