Choice Theory

JINGLES
&
KATY BAJORAS

A Brief History of Choice Theory

Originally called and referred to as Control Theory.
Evolved from Reality Theory.
William Glasser (1925-2013) was the pioneer behind

this theory.

William Glasser

William Glasser
Referred to himself as a psychiatrist by training, but

a counselor by choice (Glasser, 2010).

Never really diagnosed a mental illness from the
DSM IV (Diagnostic & Statistical Manual of Mental
Disorders) (Glasser, 2010).
Never prescribed a patient a psychiatric drug
(Glasser, 2010).
Believes that at the root of all people who seek
counseling is that they are unhappy (Glasser, 2010).
Author of Schools without Failure.

Choice Theory States That

all we do is behave
we are driven by our genes to satisfy five basic and

universal needs

survival
love and belonging
power
freedom
fun

love and belonging is the most vital need, because

relationships are essential to mental health and the

key to fulfilling all other needs

Choice Theory States That

almost all behavior is chosen
emotions are behaviors
the person is responsible for their own behaviors
behaviors can be changed
chosen behaviors are driven by the individuals wants to

fulfill needs
wants are the individuals view of how needs should be
met (quality world)
an individuals wants in their quality world do not always
align with reality and this is what causes pain,
depression, and overall unhappiness for which people
seek counseling

Satisfying Needs & Wants

each client is responsible to identify their individual

needs and wants and choose effective strategies to

satisfy these needs and wants realistically
this personal responsibility to meet the most
important need of love and belonging and fostering
positive relationships is outlined by fourteen traits;
seven habits that build relationships and seven
habits that destroy relationships

Satisfying Needs & Wants

building relationships that fulfill feeling loved and

belonged:
Habits That Build
Relationships

Habits That Destroy

Relationships

Caring

Criticizing

Listening

Blaming

Supporting

Complaining

Contributing

Nagging

Encouraging

Threatening

Trusting

Punishing

Befriending

Controlling with rewards

Choice Theory and the Client

Choice theory believes that the clients happiness

depends upon:

Personal choice of behaviors

Personal responsibility of behaviors
Personal transformation of behaviors

Choice theory is designed to stimulate a clients self-

evaluation and analysis of their own needs, wants,

and behaviors.

Choice Theory in Our Schools

Schools without Failure

Glasser challenged the educational philosophy of the 1960s by

making suggestions in his book that move schools toward an
interrelated program of involvement, relevance, and thinking
to provide the foundation needed for children to succeed
(Glasser, 1968).

Physhoeducational design make it relevant to school

counseling

Consultations with parents and educators

Climate in schools
Relationships within the classrooms

Reality Therapy
Glasser used the Choice Theory to develop reality

therapy.
The sequence of steps for reality therapy:

Making friends and asking, What do you want?

Asking, What are you doing now?
Asking, Is it helping? or Is it against the rules?
Making a plan
Committing to the plan

Reality Therapists approach: No excuses, no

punishment, no interference from consequences, no

giving up (client learns and deals with results of
undesired behavior).

Reality Therapy cont

The making friends stage allows for an assessment

of which needs are being satisfied.

Reality Therapists inquire about:

Relationships (love and belonging)

School or work performance (power and competence)
Ideas about limitations and opportunities (freedom)
leisure activities (fun)
Finally, finding a tangible goal(s)

Dissatisfaction with results become the focus of

change (Hess, 2012)

Modern Reality Therapy

Making Friends is still integral
Robert Wubbolding, Director of the Center for Reality

Therapy, has described a therapeutic environment

emphasizes trustworthy relationships between students and the

professional helpers/teachers.

Central attributes in creating the environment:

firmness, fairness, and friendliness (Hess, 2012)

Contributing factors: humor, listening, high expectations,
novelty, consequences, and opportunities for decisionmaking (Hess, 2012).
Positive relationships are ALWAYS encouraged and
supported

Modern Reality Therapy cont

Wubbolding created the WDEP System
Wants (goal)
Doing and Direction (current practice and results)
Evaluation (effectiveness)
Plan (identify steps to be more effective and achieve goals)
This system is cyclical, not necessarily sequential
Allow the student to dictate the pace, and needs
When developing rapport, reality therapists may

inquire about: hobbies and interests (fun & power),

friendships and family relationships (love and
belonging), dreams (freedom), and school (belonging
& power) (Hess, 2012).

Modern Reality Therapy cont

Tips for each stage:

Wants

Doing and Direction

focus on wants, needs, and perceptions (photo album)

Always make sure relationship is established before moving forward
Preach debilitating effects of negative self-talk, and coping options
Ask client to make predictions
Examine total behavior- physiology, feelings, cognition, & actions

Evaluation

GENTLY examine feasibility of wants (picture album)

Ask the question, What do you want right now?

Modern Reality Therapy cont

Plan

Assist in self-evaluation
Establish an agreement and accountability

Glasser Quality Schools

The success of any endeavor rests on people getting

along with each other (Hess, 2012, p. 180)

Students and Adults

Lead Management Teachers:

Always lead, never boss (Hess, 2012, p. 180)
Consistently demonstrate hard work, commitment, and caring
Establish relevance of content and express confidence in students
Facilitate cooperative learning and peer instruction
Hear student suggestions
Students assess own learning based on individualized calendar
Mastery is demanded before moving on; calendar doesnt dictate
curriculum

Glasser Quality Schools cont

Solve behavior issues with the WDEP framework:
What are you doing?
Is that school appropriate?
What can you do to get back on track?
How do we prevent this from happening again?
ALWAYS hold students responsible for actions
No excuses
No arguments
If they refuse to engage in the problem resolution process, they
wait in time out room until they are ready
Class Meetings, led by teachers in a Socratic Style,

allow students to voice opinions, identify needs, and

hear multiple perspectives (Hess, 2012)

Glasser Quality Schools cont

Studies have shown that implementation of the

Glasser Quality School philosophy contributes to

improved grades and diminished problems related to
disruptive behavior problems. (Hess, 2012, p. 182)

Pros of the Choice Theory and Reality Therapy

Studies conducted in individual counseling, school

counseling, and school climate settings revealed

positive results in areas of:

Self-esteem
Perceptions of self-control
Self-determination
School behavior
Quality of relationships

Learning about needs and wants, total behavior,

effects of thoughts and feelings, assertiveness, and

cooperation skills increase personal responsibility
and reduce victimization (Hess, 2012).

Role in Counseling
Yarbrough and Thompson (2002) used reality

therapy on students recommended by their teachers

based on a lack of performance (Hess, 2012).
By using a short-term, goal-oriented approach, they
found that the students:

Improved overall performance

Developed stronger on-task behaviors

School counselors using short-term reality therapy

instill the tools for academic success, including

progress monitoring (Hess, 2012).

Cultural Differences
Reality therapy thrives in situations with a variety of

groups.
Responsible reality therapists modify their approach
in response to cultural and personal differences.
Wubbolding believed that relationships (the focal
point of reality therapy) grew when a client had to
teach their professional about their culture (Hess,
2012, p. 182).

Conclusion
Choice Theory and Reality Therapy ask the

client/student to slow down and think of what they

are doing, and why?
These practices also puts the ball in their court
with clients and students (self-responsibility).
Choice Theory and Reality Therapy are ways of
breaking down situations that may be overwhelming
into simple logic-solved parts.

Reference
Glasser, W. (1968) Schools Without Failure.

Perennial Library Harper & Row; 1 edition.

Hess R., Manguson, S. & Beeler, L. (2012).
Counseling children and adolescents in schools. Los
Angeles, CA: Sage.
The Glasser Approach. Watch Dr. Glasser. (2010).
Retrieved February 8, 2015, from www.wglasser.com
The Glasser Approach. Choice Theory. (2010).
Retrieved February 8, 2015, from www.wglasser.com