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Counseling & Student Affairs Faculty Publications Counseling and Student Affairs

Fall 2009

Using Reality Therapy in Schools: Its Potential

Impact on the Effectiveness of the ASCA National
Model
Dr. Cynthia Palmer Mason
Western Kentucky University, [email protected]

Dr. Jill D. Duba

Western Kentucky University, [email protected]

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Mason, Dr. Cynthia Palmer and Duba, Dr. Jill D.. (2009). Using Reality Therapy in Schools: Its Potential Impact on the Effectiveness
of the ASCA National Model. International Journal of Reality Therapy, 29 (2), 5-12.
Available at: http://digitalcommons.wku.edu/csa_fac_pub/33

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 Using Reality Therapy in Schools: Its Potential Impact on the
Effectiveness of the ASCA National Model
Cynthia Palmer Mason and Jill D. Duba
Both authors are on the faculty of the Department of Counseling and Student Affairs at
Western Kentucky University, Bowling Green, KY

ABSTRACT ten by an advisory committee composed of administrators,

counselors, teachers, parents and community leaders. The
The primary purpose of this manuscript is to examine
Mission Statement and the Rationale Statement are in this
the application of Reality Therapy in schools. The basic
element. The Mission Statement outlines the purpose of
components of the American School Counseling
the program. This narrative includes a set of principles
Association's National Model and also the core tenets of
which guides the development, implementation, and eval-
Reality Therapy are reviewed in terms of pertinent litera-
uation of the entire program. Following the writing of the
ture. This is followed by a focus on the delivery system of
Mission Statement, the advisory committee develops the
the national model. Lastly, specific emphasis will be placed
Rationale Statement. This document clearly presents the
on the potential impact Reality Therapy can have on
reasons for having a comprehensive, developmental coun-
student academic achievement, personal/social develop-
seling program in place. It also explains how the program
ment, and career decision-making skills when applied to
will benefit the students, the faculty, the parents, and the
each program component.
specific community being served. The Program
In 2003, the American School Counselor Association Components of the ASCA National Model will be
(ASCA) published the ASCA National Model: A reviewed in the paragraphs that follow.
Framework for School Counseling Programs (Wittmer &
All activities that counselors perform to deliver the
Clark, 2007). Using the best practices over the last fifty
ASCA National Model are framed within four program
years, the national model was developed during a summit
components (guidance curriculum, individual planning,
in 2001 by the leadership of ASCA, national school coun-
responsive services, and system support). Each component
seling leaders, school counselor educators, practicing
makes specific contributions to enhance academic
school counselors, state guidance coordinators, school
achievement, career decision-making, and personal/social
district guidance coordinators, and representatives from
development for students (Gysbers & Henderson, 2006).
the Education Trust. Much of the work incorporated in the
For instance, the Guidance Curriculum complements the
framework was previously done by Drs. Norm Gysbers, C.
academic curriculum. Its purpose is to provide preventive,
D. Johnson, Sharon Johnson, and Robert Myrick
proactive lessons to promote positive mental health and
(Wittmer & Clark, 2007).
enhanced academic achievement for all students.
This model provides a foundation, a delivery system, a Guidance lessons and activities that focus on relationships,
management system, and an accountability system for integrity, self-esteem, self-discipline, goal-setting, study
professional school counselors (Wittmer & Clark, 2007). skills, time management, anger management, careers,
The ASCA National Model's framework includes the decision-making, and the importance of acquiring a qual-
three domains of academic achievement, career decision- ity education support and enhance the school instruction
making, and personal/social development. Perhaps the program.
most significant change for school.counselors in the 21st
Century has been the expectation for them to spend a The Individual Planning component consists of activi-
larger percentage of their time in the classroom using ties that help students to plan, monitor, and manage their
developmental guidance lessons to support and enhance own learning and personal career development. Within
academic achievement. In fact, because of the need for this element, students explore and evaluate their educa-
counselors to impact academic achievement, university tion, career options, and personal goals. School counselors
training programs have changed from a theory based work closely with students on an individual basis and
preparation to an education based preparation (House & update their files after each intervention.
Martin, 1998). The Responsive Services component provides individ-
ual counseling, small group counseling, consultations, and
Effective school counseling programs have structural
referrals to meet the immediate needs and concerns of
components and program components (Wittmer & Clark,
students. This element of the counseling program is avail-
2007). The structural components provide the ideological
able to all students and is often initiated by students.
underpinnings for the entire program, and should be writ-

International Journal of Reality Therapy • Fall 2009 • Vol.XXIX, number 1 • 5

 Services provided in this component help students to theory explains that everything we do is chosen and every
resolve personal concerns that could possibly impede their behavior is our best attempt to get what we want to satisfy
academic concentration and achievement if left unat- our needs (Glasser).
tended.
A basic goal of Reality Therapy is to help clients learn
The System Support component provides management better ways of fulfilling their needs. The procedures that
activities that support the total school counseling program. lead to change are based on two specific assumptions
These elements include professional development, staff (Glasser, 1992). The first assumption is that their present
and community relations, consultations with teachers and behavior is not getting them what they want; the second
parents, program management, advisory council activities, assumption is that humans are motivated to change when
and research and development. they believe they can choose other behaviors that will get
them closer to what they want.
Effective school counseling programs are 100%
programs with all counselor activities fitting into one of Reality Therapy emphasizes the importance of the
the four program components. Counselors at each level therapeutic relationship which is the foundation for effec-
must consider the specifics of their particular school tive counseling outcomes (Wubbolding & Brickell, 1999).
setting and decide the percentage of time to devote to each Counselors are able to develop positive relationships with
program component (Wittmer & Clark, 2007). The focus clients when they possess the personal qualities of warmth,
of ASCA National Model school counseling programs is sincerity, congruence, understanding, acceptance, concern,
clearly on the academic achievement, personal well-being, openness, respect for the client and the willingness to be
and equity of opportunity for all students. Now that the challenged by others (Corey, 2009). These characteristics
basic components of the ASCA National Model have been allow school counselors to function as advocates who are
reviewed, the following paragraphs will address the core able to instill a sense of hope in students. Qnce the thera-
tenets of Reality Therapy. peutic relationship has been established, the counselor
assists students in gaining a deeper understanding of the
Reality Therapy is a method of counseling and consequences of their current behavior. At this point,
psychotherapy that was developed by William Glasser students are helped to understand that they are not at the
(1965). Validated by research studies, this theoretical mercy of others, are not victims, and that they have a
approach has been successfully taught and practiced in the range of options to choose from.
United States, Canada, Korea, Japan, Singapore, the
United Kingdom, Norway, Israel, Ireland, Germany, Reality Therapy provides the delivery system for help-
Spain, Slovenia, Croatia, Italy, Colombia, Kuwait, Russia, ing individuals take more effective control of their lives.
Australia, New Zealand, and Hong Kong (Wubbolding, The acronym WDEP is used to describe the basic proce-
2000). In addition to other areas. Reality Therapy has dures of Reality Therapy. Each letter refers to a cluster of
been effectively applied to schools (Glasser, 1990, 1993), strategies that are designed to promote change: W=wants
parenting (Glasser, 2002), and counseling and therapy and needs; D=direction and doing; E=self-evaluation; and
(Wubbolding, 2000, 2004; Wubbolding & Brickell, 1999). P=planning (Wubbolding, 2000). The following para-
graphs will focus on the delivery system of the ASCA
Choice Theory is the underlying theoretical basis for
national model which includes the activities, interactions,
Reality Therapy. According to Choice Theory, all human
and areas in which counselors work to enhance the lives of
beings are motivated by five genetically encoded needs -
boys and girls. Within the delivery system there are four
survival, love and belonging, power or achievement, free-
program components: school counseling curriculum, indi-
dom or independence, and fun - that drive us all our lives
vidual student planning, responsive services, and system
(Glasser, 1998). Glasser believes the need to love and
support (Gysbers & Henderson, 2006). Specific emphasis
belong is the primary need and also the most difficult need
will be placed on the potential impact Reality Therapy can
to satisfy because the involvement of another individual is
have on student academic achievement, personal/social
required to meet this desire.
development, and career decision-making skills when
Choice Theory emphasizes that beginning shortly after applied to each program component.
birth and continuing all through life, individuals store
School Counseling Curriculum
information inside their minds and build a file of wants
called the Quality World. The Quality World consists of The School Counseling Curriculum program compo-
people, activities, events, beliefs, possessions, and situa- nent is used to impart guidance and counseling content to
tions that fill personal needs (Wubbolding, 2000). People students in a systematic way. Activities in this component
are the most important component of each Quality World focus on student's study and test-taking skills, post-second-
and these are the individuals clients care about and want ary planning, understanding of self and others, peer
most to connect with. For therapy to be successful, a ther- relationships, substance abuse education, diversity aware-
apist must be the kind of person the client would consider ness, coping strategies and career planning (ASCA, 2006).
putting in his/her quality world (Glasser, 2001). Choice Guidance lessons are usually presented to students in

6 • International Journal of Reality Therapy • Fall 2009 • Vol.XXIX, number 1

regular classroom settings. School counselors work with tive their choices are with regard to their personal goals
the Steering Committee and the School Community for academic achievement, personal/social adjustment and
Advisory Committee to decide on the competencies career development. After class discussions, students are
(knowledge and skills) students should acquire at each taught to make better choices -choices that will help them
grade level (Gysbers & Henderson, 2006). This curriculum to meet their needs in more effective ways as they strive to
allows counselors to be proactive rather than reactive in develop better relationships, increased happiness and a
their attempt to meet student needs. sense of inner control of their lives (Wubbolding, 1988).
School counselors are actually responsible for the Individual Student Planning
development and organization of the school counseling
curriculum (Wittmer & Clark, 2007); however, the cooper- When this program component is properly imple-
ation and support of the faculty, staff, parents and mented, P-12 school students will graduate from their
guardians are necessary for its successful implementation. respective secondary schools with more reahstic plans for
This is one of the reasons why Reahty Therapy practition- the future. This is a service whereby counselors focus on
ers can be most effective in schools. Reality Therapy goal setting, academic planning, career planning, problem
emphasizes the importance of the personal quahties of solving and an understanding of self (ASCA, 2006). Each
warmth, sincerity, congruence, understanding, acceptance, school year, counselors at all levels should schedule at least
concern, openness and respect for each individual that one individual planning session with each student in their
therapists must possess. These characteristics that pave the assigned group. It is important for parents to be invited to
way for school counselors to develop positive therapeutic attend these sessions as their involvement and support are
relationships with students also help them to gain respect, vital for student motivation. This cycle of counseling
cooperation, and support from parents, guardians and begins with the counselor's efforts to create a positive
those who work within the schools. working relationship with each student. The personal
characteristics of each counselor are assets as he/she works
When deciding on specific lessons and activities for the to develop a meaningful therapeutic relationship with
school counseling curriculum at each grade level. Reality each counselee. When this relationship is an understand-
Therapy practitioners consider the five basic needs that all ing and supportive one, it provides a foundation for
humans possess (survival, love and belonging, power or effective outcomes. Client involvement is important.
achievement, freedom or independence, and fun). Special Reality therapy practitioners use attending behaviors,
attention is always given to love and belonging which hstening skills, suspension of client judgment, facultative
Glasser (1998) believes is the primary need. These basic self-disclosure, summarizing and focusing to create the
needs make up the Quahty World for each individual. This type of climate that leads to client participation. Once the
personal world consists of specific images of people, activ- involvement has been estabUshed, counselors focus on the
ities, events, beliefs, possessions and situations that fulfill specific procedures that lead to change in behavior.
individual needs (Wubbolding, 2000). People are the most
important component of the QuaUty World. For a success- The cycle of counseling proceeds with the employment
ful therapeutic outcome, the counselor must be the kind of of the WDEP system. Students are encouraged to explore
person a client would consider putting in his/her Quality their wants, needs and perceptions in the areas of
World. As Reality Therapy practitioners interact with academic achievement, personal/social adjustment and
students, their personal characteristics enable them to career development. This is followed by an exploration of
appeal to one or more of each student's basic needs. their total behavior in each of these areas and their
personal evaluations of how effective they are in moving
Before focusing on the importance of academic toward what they actually want. Students are asked if their
achievement, personal/social development and career present behavior has a reasonable chance of getting them
information; Reality Therapy practitioners work at involv- what they want now, and if they believe it is taking them in
ing, encouraging and supporting all students to help them the direction they want to go (Wubbolding, 2000).
feel that they are cared for and actually belong to this
Standardized test scores, semester grades, and
specific group and this particular school. This interaction
personal preferences are considered as student goals are
helps to build trust. It is through this relationship with the
reviewed. According to Glasser (1992), individuals are
therapist that clients begin to focus and learn from them.
motivated to change when they are convinced that their
As guidance lessons are presented from the structured present behavior is not getting them what they want and
curriculum, school counselors at each grade level focus on also when they believe they can choose other behaviors
the underlying characteristics of reality therapy (Corey, that will get them closer to what they want. When students
2009). They begin by emphasizing choice and responsibil- decide to change, this is their choice. When they deter-
ity. Students are taught that they choose all that they do mine what they want to change. Reality Therapy
and are responsible for what they choose. Reality thera- practitioners are able to help them formulate structured
pists challenge students to examine and evaluate their own plans for change. Wubbolding (2000) uses the acronym
behavior. Students are encouraged to consider how effec- S AMIG to capture the essence of an effective plan: simple.

International Journal of Reality Therapy • Fall 2009 • Vol.XXIX, number 1

 attainable, measureable, immediate, committed to and a. Survival and Health (physiological needs). Mental
controlled by the planner. and emotional Stressors are directly linked to organic
responses within the body.
Individual student planning sessions usually end with a
summary of what has been agreed upon during the inter- i. Teach students stress and relaxation coping mecha-
view. Two copies are made of student plans when they are nisms as a part of the health education curriculum
revised; one copy is placed in the student's folder and the
other copy is given to the student. Unless a definite date ii. Lead students through brief relaxation techniques
has been scheduled for the next meeting, counselees are prior to all examinations
encouraged to consult with counselors as needed during iii . Teach appropriate thought reframing and cognitive
the remainder of the school year. restructuring, and its relation to pulse rate and the
body's stress response
Responsive Services
b. Love and Belonging
School counselors are called to respond to the immedi-
ate needs and concerns of their students. Such responses i. Hold multiple small and large group parties, cele-
may include the provision of information, peer mediation, brations, and groups in order to solidify
referrals, counseling, or consultation. Further, the ASCA relationships; goal of groups can be learning the 14
National Model provides specific criteria or objectives of habits (See Rapport, 2007)
Responsive Services. Such objectives can be met through
the use of basic Choice Theory concepts. ii. Use basic counseling skills so that they are better
able to relate to students on an intimate and
Prevention Edncation to Address Life Choices friendly level
The first criterion of Responsive Services states, iii. Teach students basic counseling skills so they are
"Every student K-12 receives prevention education to better able to relate to others
address life choices in academic, career, and
personal/social development" (ASCA, 2003, p. 114). How iv. Develop partnerships among students (account-
can a school counselor provide prevention education ability, studying)
through a Choice Theory lens? Dr. Glasser writes, c. Self-Worth/Power
"Education is not acquiring knowledge; it is best defined
as using knowledge" (1998, p. 238). Further, the value lies i. Set up activities so that all students can achieve.
in applying what has been learned, rather than collecting a Encourage the use of open book tests
mental cabinet of knowledge and data. So perhaps the ii. Provide flexible learning activities so that all
initial step is re-thinking about what is important to teach. students can be empowered
From a Choice Theory perspective, there are two essential
elements or questions. First, how can school counselors iii. Encourage leadership positions among all students
provide opportunities for students to address life choices in (see Fox & Delgado, 2008, Secret Agents' Club).
various areas in real time? Second, how will the counselor Students who appear introverted and withdrawn
provide good experiences for students as they learn how to should be sought to serve in such positions.
address life choices? d. Freedom
The opportunities are endless depending on how i. Teach the students the WDEP system. Help them
creative one is. However, for the purpose of brevity, ideas use it.
for Choice Theory based opportunities are outlined below
specifically as they relate to a school counselor's call to ii. Curriculum, Reading: Students can select from a
list of books as required reading
provide responsive services to all students in the areas of
academic achievement, career development, and iii. Curriculum, Math: Set up role-play scenarios that
personal/social adjustment. In addition, these opportuni- would encourage students to use math abilities
ties are meant to set the context for enjoyable experiences (i.e., paying at a restaurant, figuring the tip for any
for all involved, teachers and students alike. given service, developing a budget based on career
choice)
Academic development. The opportunities suggested
are based upon the assumption that if one of the five basic e. Fun: All of the exercises above could include
needs is not being satisfied, misery will follow (Glasser, elements of fun depending on the attitudes of all
1998). In a school system, misery is typically related to participating.
academic difficulties, a lack of interest and motivation, and
failure. Consequently, school counselors are urged to Career development. All students should be tutored
consider the uniqueness of each student, while providing and encouraged to complete the Choice Theory Career
opportunities that serve to meet all five of the Basic Needs. Rating Scale, Figure 1 (based off of Glasser's Choice

8 • International Journal of Reality Therapy • Fall 2009 • Vol.XXiX, number 1

Theory Needs Rating Scale). Group discussions and indi- more satisfied with making friends and being a friend?"
vidual sessions should be available for students to talk This is one way in which the Choice Theory Needs Rating
about how their career choices meet their Basic Needs. Scale can provide a context for conversation with students
Another option is holding an annual career fair. about their desired personal and social development, as
Employees from the community can serve as representa- well as what they are currently doing to meet related goals.
tives of any given career. While there are plenty of
opportunities for students to learn from these representa- System Support
tions, students also are put in a place where they can School counselors are called to manage activities
practice relationship skills as they inquire about their within the school that serve to establish, enhance, and
careers of interest. maintain the total counseling program. This involves
After such a fair, students can be encouraged to choose collaborating with colleagues, as well as providing profes-
one particular career. The following outline serves as a sional development opportunities to staff. From a Choice
method of encouraging awareness about how one's career Theory perspective, the heart of successful collaboration
choice will impact flexibility in choices and options on a includes good, healthy, and effective relationships among
day to day schedule. those collaborating. Healthy relationships are possible
because there are healthy and happy people in them.
1. Students are asked to review career choice in terms
of potential salary, schedule, and training. Glasser (1998) asserts that there are particular charac-
teristics of people who can maintain healthy relationships.
2. Various cases will be distributed related to potential First, people in such relationships are healthy and happy
circumstances that could arise in adulthood such as a individuals. That is, they understand that the only behav-
need for a new car, personal or family illness, ior they can control is their own (so they are not using
marriage, family obligations, etc. Students will need what Glasser refers to as External Control Psychology).
to consider how their chosen line of work and job They do not experience misery because they are not
either poses challenges when such personal issues involved in blaming others for their feelings or in the busi-
arise or allows for flexibility. ness of trying to control or manipulate others to think or
3. Students take the Choice Theory Career Rating act in certain ways (Glasser, 1998, p. 19). Further, they take
Scale for Children and Adolescents to evaluate if responsibihty for their feelings. Healthy people do not
such a career choice fits their needs. blame others when they are feeling upset, dismissed, or
misunderstood. More specifically, positive behaviors are
This is only one example of how creativity can be used that include choosing to care, support, listen, negoti-
applied within a Choice Theory framework. Counselors ate, befriend, love, encourage, trust, accept, esteem, and
and teachers are encouraged to consider others. welcome while refraining from destructive ones such as
choosing to coerce, compel, force, reward, punish, boss,
Personal/Social Development. The authors suggest the
manipulate, criticize, motivate, blame, complain, badger,
use of the Choice Theory Needs Rating Scale. School coun-
nag, rate, rank or withdraw (Glasser, 1998, p. 21). In order
selors can use this as a back-drop for discussing personal
to maintain and encourage such healthy relationships,
and social matters. For example, if a student is struggling
school counselors might consider conducting a brief pres-
with making friends, one would investigate where the
entation to staff related to the harms of External Control
student's need strength falls within the Love and
Psychology in relationships, as well as what behaviors
Belonging scale. Next, the student would be asked to rate
contribute to healthy collégial relationships.
his or her present need satisfaction within this scale.
(Given the presenting problem, we could assume that In addition to upholding the above mentioned healthy
one's need satisfaction rating is going to be less than the behaviors, school counselors who are required to establish
rating given for the need strength on this given scale.) The and maintain system support within the school are encour-
counselor could inquire about what steps would be impor- aged to do so within a Lead Management framework. By
tant and essential in moving the client's need satisfaction following the four essential principles of Lead
rating up closer to the need strength rating. For example, Management, school counselors can provide an enjoyable
let's say the student's need strength rating for Love and system of collaboration that only serves to enhance rela-
Belonging was a 10, however the student's need satisfac- tionships among everyone in the school system.
tion rating on the same scale was a 4. The counselor might
respond, "No wonder you are not feeling so good about 1. The school counselor engages all colleagues in an
making friends. You really want to have more friends; ongoing honest discussion of both the cost of the
however, that is not working out so well for you. You are work and the quality that is needed for the system
not very satisfied with the situation right now. Let's say support to be successful. In other words, all stake-
that next week, instead of being satisfied at a number 4, holders (members of the system support team) are
you moved up to a 5. So you were a bit more satisfied. invited to contribute their ideas without pressure to
What would you have done that week in order to feel conform. All members of the team are educated on

International Journal of Reality Therapy • Fall 2009 • Vol.XXIX, number 1 • 9

 the elements of healthy relationships and the above Reality Therapy practitioners have the potential to impact
mentioned positive, as well as destructive behaviors. student academic achievement, career decision-making,
and personal/social development most effectively for two
2. The school counselor models the job so that all specific reasons. First, Reality Therapy training empha-
stakeholders can see what she/he expects. One way sizes the importance of the personal qualities of warmth,
of assuring this is by involving oneself in an intro- sincerity, congruence, understanding, acceptance, concern,
spective process. For example, this might include openness, and respect for the individual. These character-
asking oneself the following questions: (a) is my
istics help school counselors to build trust and develop
counseling with students based within a Choice
positive therapeutic relationships with students. This is
Theory framework; (b) are my one-on-one relation-
vital. Second, Reality Therapy practitioners understand
ships with colleagues consistent with what I am
and are able to teach students the basic principles of
expecting within this system; (c) am I open to feed-
Choice Theory, Basic Needs, and the Quality World. This
back about how I am leading the group, as well as
feedback regarding the struggles of the stakeholders. knowledge will provide an added sense of self-esteem,
self-worth, inner peace, and self confidence.
3. The school counselor does not micro-manage but We have outlined a number of activities Reality
believes that all stakeholders are responsible for Therapy practitioners could use in all four program
evaluating how they are contributing to the system components to enhance academic achievement, career
support. Stakeholders feel welcome to voice their decision-making, and personal/social development. Also,
concerns and struggles to the school counselor. we developed a Choice Theory Career Rating Scale for
4. The school counselor accepts every opportunity to Children and Adolescents. Counselors can use this scale as
teach that the quality of the school system support is a guide for discussing career interest as well as personal
based on continual improvement. That is, the road and social matters.
towards quality is a journey rather than a destina- Effective school counselors and school counseling
tion. Consequently, the school counselor remains programs are vital to our society. We recommend that
focused and hopeful at all times. school districts purchase copies of The Quality School
Please see Glasser, 1998, chapter 11 for an exhausted (Glasser, 1990) and The Quality School Teacher (1993) for
explanation of this concept. all administrators and members of the faculty We also
recommend that school districts incorporate Reality
Therapy training as a part of the required professional
DISCUSSION
development for all school personnel. These efforts could
The United States spends more money on education move school counseling from the periphery of school
than other major countries, but failed in 2000 to rank programs to a position of leadership in all areas that
among the top ten countries for student performance in impact student growth and development (Education
mathematics, science, and reading (Feller, 2003). Also, Trust, 2003).
current trends in youth related issues include increased
dishonesty; a growing disrespect for parents, teachers, and
other authority figures; increased cruelty; a rise in preju-
dice and hate crimes; a decline in the work ethic; increased
self-destructive behaviors which involve premature sexual
activity, substance abuse, and suicidal tendencies; and a
decline in the perception of importance of personal and
civic responsibility (Wittmer & Clark, 2007). These data
are indicative of a need for a transformed perspective.
The ASCA National Model: A Framework for School
Counseling Programs was developed by state and national
school counseling leaders. It includes the three domains of
academic achievement, career decision-making, and
personal/social development. All activities that counselors
perform to deliver the ASCA National Model are framed
within four program components (guidance curriculum,
individual student planning, responsive services, and
system support). This model is both comprehensive and
developmental.
The school counseling program is important and so are
the counselors who will implement it. We believe that

10 • International Journal of Reality Therapy • Fall 2009 • Vol.XXIX, number 1

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The first author may be contacted

at [email protected]

International Journal of Reality Therapy • Fall 2009 • Vol.XXIX, number I'll

 Needs and their Definitions STRENGTH AND SATISFACTION
RATING SCALE

Love and Belonging: Need Strength

The need for interpersonal contact, working

together with others, and the potential for 0 1 2 3 4 5 6 7 8 9 10
developing long term relationships and friendships.
Need Satisfaction
To feel wanted and approved of by classmates, as
well as by authorities.
0 1 2 3 4 5 6 7 8 9 10

Self Worth/Power: Need Strength

The need for a sense of empowerment,

competence, and opportunities for personal 0 1 2 3 4 5 6 7 8 9 10
effectiveness in the school environment. A
Need Satisfaction
connection between one's personal sense of
achievement and worthiness with similar
experiences in the home, school, and community. 0 1 2 3 4 5 6 7 8 9 10
Opportunities for leadership and management
roles.

Freedom: Need Strength

The need for autonomy, independence, and limited

restrictions in the school environment and in the 0 1 2 3 4 5 6 7 8 9 10
home. Opportunities for spontaneity and change in
Need Satisfaction
all areas of one's life.

0 1 2 3 4 5 6 7 8 9 10

Fun and Enjoyment: Need Strength

The need for balance between work and pleasure.

Sufficient opportunities for enjoyable and fun 0 1 2 3 4 5 6 7 8 9 10
experiences within the context of school, home,
and community. Need Satisfaction

0 1 2 3 4 5 6 7 8 9 10

Survival & Health: Need Strength

Safe physical environment at home and school. An

environment that is a supportive context for one's 0 1 2 3 4 5 6 7 8 9 10
mental and emotional health. Family income that
adequately provides for enhanced educational Need Satisfaction
opportunities, personal self-care, leisure activities,
and vacations. 0 1 2 3 4 5 6 7 8 9 10

12 • International Journal of Reality Therapy • Fall 2009 • Vol.XXIX, number 1