Coaching practices for Three Rs Dreikurs

Describe almost anything you are working through and IX Coach finds the practices whose real-world fit is closest. For Three Rs Dreikurs, these are the strongest matches in the current practice library.

Does this sound like the set of challenges you might be facing?

  • Something just got to me in the middle of my day and I can feel myself reacting, but I’ve only got a couple of minutes before I have to keep going
  • Every week I hit the same walls and learn nothing
  • When I finally work through a hard feeling I rush straight back into doing and it all snaps shut again
  • Every time I manage to stop the bad habit I’m left with this empty restless gap and just slide right back into it

Practices that may help

  1. Mini-RAIN: a 2-minute version for mid-day use
    Apply the four steps rapidly in 2 minutes to break emotional reactivity in the middle of a difficult moment.
    RAIN Meditation: Tara Brach’s Four-Step Practice
  2. RAIN Meditation: Tara Brach’s Four-Step Practice
    RAIN is a four-step mindfulness practice developed by Tara Brach that stands for Recognize, Allow, Investigate, and Nurture. It is designed to meet difficult emotions — fear, shame, grief, anger — with mindful awareness rather than avoidance or overwhelm. The steps draw on mechanisms shared with acceptance-based therapies (ACT, MSC, MBCT); the RAIN sequence itself is practitioner-developed and not yet independently trialed as a protocol.
  3. The SQ3R Method for Active Reading
    SQ3R (Survey, Question, Read, Recite, Review) is a structured reading strategy developed by Francis Robinson in 1941. By turning passive reading into an active question-and-retrieval loop, it reliably improves comprehension and retention compared with straight linear reading — though it demands more time and deliberate effort.
  4. The Rule of Three for Productivity, Made Practical
    Chris Bailey’s Rule of Three is a simple planning practice: at the start of each day (and week), identify three outcomes you want to achieve — not a task list, but specific results. It is a practitioner system with no formal trials; its value comes from forcing a distinction between tasks and outcomes and reducing the cognitive overhead of open-ended planning. The number three is a heuristic aligned with working-memory research, not a precisely studied threshold.
  5. Natural and Logical Consequences (Rudolf Dreikurs)
    Rudolf Dreikurs distinguished natural consequences — what happens when nature takes its course (leaving a coat home on a cold day means being cold) — from logical consequences — adult-designed outcomes that are directly related, reasonable, and respectful (leaving toys on the stairs means toys are put away for the day). Both differ from punishment, which is unrelated to the behavior and relies on adult power. The approach has wide clinical adoption but limited controlled-trial evidence; its strength is in teaching responsibility through experience rather than fear.
  6. Habit Reversal Training, Made Practical
    Habit reversal training (HRT), developed by Nathan Azrin and Robert Nunn in the 1970s, is a behavioral therapy approach that combines awareness training and competing response practice to interrupt unwanted habitual behaviors. It has strong clinical evidence for tic disorders and body-focused repetitive behaviors, and the underlying principles apply broadly to habit change.
  7. Run a Friday Reflection
    Each Friday, review what you accomplished, what you learned, and what you would do differently.
    Getting Results the Agile Way (AGS), Made Practical
  8. After RAIN: resting in natural, open awareness
    After the four steps, rest in the open awareness that remains — not returning immediately to doing.
    RAIN Meditation: Tara Brach’s Four-Step Practice
  9. Post-session reflection
    Immediately after a learning session, evaluate what you learned, what strategies worked, and what to do next.
    Self-Regulated Learning: Taking Control of How You Learn
  10. Use differential reinforcement to increase desired behavior while reducing unwanted behavior
    Reinforce the behavior you want while withholding reinforcement from the one you don’t — at the same time.
    Operant Conditioning and Schedules of Reinforcement

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