Abstract
An original new psychology, intrapsychic humanism, offers a synthesis of research findings about children labeled hyperactive and principles for understanding and helping hyperactive children in classroom settings. Clinical and educational experience has shown that the intrapsychic humanism approach is an effective alternative to stimulant drugs and behaviorism—without negative side effects, it strengthens children's autonomous capacity to form constructive relationships and to enjoy learning. Based on recognizing the different motives children experience in learning, the intrapsychic humanism approach helps teachers regulate children's unwanted behaviors in a compassionate way, while also improving the children's learning ability. The data draw from the author's consultation with teachers, psychotherapy with children, and counseling with parents.
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