The goal of power refers to children who misbehave to assert their control over a situation. These children may engage in disruptive or aggressive behaviors to feel a sense of control or authority over their peers or adults. They may struggle with feelings of inferiority and therefore seek to exert their dominance.


The goal of revenge is related to a desire to hurt or inflict harm on someone who has hurt the child. Such children may feel wronged or mistreated in some way and seek to retaliate through negative behaviors. They often feel that others around them are the cause of their pain or shame.


Finally, the goal of proving inadequacy refers to children who are lacking  of failure they choose to not participate or participate halfheartedly. These children may engage in disinterested behavior, avoid situations or tasks that they perceive as challenging, or lack motivation in their activities.


Understanding these goals of misbehavior is important in guiding preschool teachers to develop positive behavior interventions. By            situation, teachers can work together to develop effective strategies to address the behavior. For example, if a child is seeking attention, a strategy to strengthen positive behaviors can be deployed. For children who seek power, choice options that carry reasonable consequences or meaningful alternatives can be discussed. Similarly, for children with a goal of revenge, problem-solving strategies can be implemented to address the cause of their perceived injustice. Finally, for children with avoidance or inadequacy, activities that offer a certain level of steps towards mastery can be designed. By recognizing and addressing the underlying cause of misbehaviors, productive


solutions can


be implemented to help children regulate their behaviors and live 


The TCCT was developed to help preschool teachers better understand and help gain insight into their students through an Adlerian lens. Teachers trained in the TCCT will be able to use a variety of therapeutic skills to enhance children's well-being, promote their positive development, and prevent mental health challenges from escalating. In learning to connect with the children in a play-based setting, teachers can strengthen their understanding of troubled students and strengthen their relationship skills.


AdPT skills and concepts preschool teachers can contribute to the promotion of positive mental health in young children.


References American Psychological Association, Coalition for Psychology in          for early childhood teaching and learning. Retrieved from https:// www.apa.org/ed/schools/teaching-learning/top-twenty-early- childhood.pdf


                       Psychotherapeutic agents: New roles for non- professionals, parents and teachers


 a Head Start program. Children


             therapy with children: A meta-analytic review of treatment outcomes. Professional Psychology: Research and Practice, 36  


                     intervention with an at-risk population. International Journal of Group Psychotherapy, 


59  


 Psychology in the classroom: A manual for teachers 


   Play therapy: Basics and beyond. American Counseling Association.


   Teacher-Child Connection Training. [Unpublished manuscript].


      Partners in play   American Counseling Association. Lindo, N. A., Dillman Taylor, D., Meany-Walen, K. K., Purswell, K.,            agents: Perceptions of a school based mental health initiative.          


        Responsibility in the classroom  Adlerian counseling and psychotherapy 


                 The Journal       


             Play-based teacher consultation to promote the adjustment and achievement of discouraged students. Norcross, GA: KidChoice.


ABOUT THE AUTHOR Through understanding and utilizing these


Erica Wassenaar, MS, LMHC, RPT-S has  Therapy. She teaches for the League of Extraordinary Adlerian Play Therapists  EMDR, ACT, PCIT, TIR, and Critical Incident Stress Management. She works at Creative Living Center PC in Iowa and provides therapy services for children and their families. ericawassenaar23@gmail.com


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