Importance Of Self-determination Research Articles

Peer-Run Respite Approaches to Supporting People Experiencing an Emotional Crisis.

Research shows that guests experience peer-run respites as empowering and safe places where they feel more seen, heard, and respected than they do in conventional settings. This column describes the successful and unique processes of peer-run respites that support guests in emotional crisis and facilitate healing. In a discussion informed by their experiences and the literature, the authors examine how peer-run respites differ from conventional psychiatric crisis response services in their basic philosophy: how emotional crisis is understood, the goal of crisis response, how trauma is viewed, the importance of self-determination, power dynamics, and relationality.

UKRAINIAN AS A HERITAGE LANGUAGE: HOW TO KEEP LEARNERS MOTIVATED

The process of learning/acquiring Ukrainian as a heritage language is characterized by such factors as motivation, identity, and multilingualism. Motivation as a special concept of heritage language education is of great importance, and the quality and result of learning depends on its interpretation, awareness, and direct implementation in practice. The purpose of the article is to analyze different types of motivation as a fundamental concept that affects the process of teaching/learning/acquiring Ukrainian as a second language in children’s classrooms. Instrumental and integrative types of motivation can overlap or be specifically expressed concerning a new situation of learning a heritage language. It is also often the case that inheritors are motivated to learn an inherited language because of a connection (family, patriotism, and more and more often genetic, etc., the so-called heritage-related orientation). The intrinsic and extrinsic motivation of school-age students is interdependent, and for those who learn a heritage language, the model of distinguishing between language proficiency and the socio-psychological need for cultural identification is effective. Cultural identification is often a more important motivational factor and prevails. Language attitudes and the importance of self-determination within the community determine motivation, in particular for Ukrainian-Russian bilinguals who learn Ukrainian outside of Ukraine. The article offers ways to increase learners’ motivation and specific techniques for doing so (e.g., incorporating a socio-cultural component into classroom instruction; developing students’ intercultural awareness; helping students build on their successes in small steps; increasing students’ interest and engagement in tasks; increasing students’ sense of satisfaction), as well as tips for interpreting and addressing learners’ motivation in crises, including refugee situations. Motivation for learning a heritage language is a special complex concept, the consideration of which (by all involved (parents, students, teachers, community representatives) and the specifics of the situation (e.g., a refugee situation) determines the effectiveness of the learning process or its existence in general. Key words: motivation, Ukrainian as a heritage language, multilingualism, heritage language learner.

Precautionary planning at the end of life from a palliative care point of view

What happens when you are no longer able to make medical decisions yourself? The constant increase in the number of people in need of care has led to the concept of advance care planning (ACP). This is a forward-looking, ongoing, and constantly reflective process of discussion regarding preferences and values for future medical and nursing treatments. ACP can sustainably improve the medical and nursing landscape as well as psychosocial care, so that people are treated according to their wishes, even if they can no longer be asked about their treatment wishes. The implementation strategy is dependent on this, as presented in studies. This also includes the financial support of such implementation projects, because only the talks alone, which are exclusively refinanced by §132g SGB V, do not lead to a cultural change regarding the importance of self-determination and dealing with living wills, as well as an improvement in treatment, care, and support for people in the health system.

Moral motivation regarding dementia risk testing among affected persons in Germany and Israel

Recent advances in biomarkers may soon make it possible to identify persons at high risk for late-onset Alzheimer’s disease at a presymptomatic (preclinical) stage. Popular demand for testing is increasing...

활동보조서비스를 이용하는 성인 중도 뇌병변장애인의 AAC 사용 및 자기결정에 대한 경험 및 지원 요구

Background and Objective: This study investigated the experiences and perceptions of AAC use and self-determination among people with severe cerebral palsy, to examine their needs for support for improvement of self-determination and the direction of follow-up studies. Method: 4 persons with severe cerebral palsy using AAC and 4 personal assistants were individually interviewed. Results: As a result, 5 major topics and 16 subtopics were derived. Conclusion: Since self-determination ability is closely related to communication ability, support for AAC is essential for improving self-determination of people with severe cerebral palsy using AAC. So, education on the importance of self-determination is necessary.

Facilitating extrinsic motivation and autonomous support in advanced care planning: A case study

ABSTRACT Advanced care planning (ACP) is one area in which the importance of self-determination is highlighted during palliative care. Each client in end-of-life care can either resist, partially adopt, or deeply internalize values, goals, or belief systems. Two cases of extrinsic regulation, namely, identification, and introjection, which social workers can encounter in hospice care are described. The significant roles for social workers in facilitating autonomous support in ACP are discussed.

Perceptions of District- and School-Level Special Education Leaders on Guardianship and Adult Decision-Making Support

There are many known barriers facing youth with disabilities as they make the transition from high school to their adult lives. One potential barrier receiving increased attention over the last 5 years is guardianship, the court petition-driven process by which adults with disabilities are declared incapacitated (i.e., unable to make or communicate decisions regarding their affairs). The result of this process is the appointment of a surrogate decision-maker known as a guardian. Depending on the nature of the court order, some rights like entering into contracts might transfer to the guardian, other rights may be retained by the “ward,” and other rights like marrying might be removed altogether. Guardianship has been framed as antithetical to the aims of the Individuals with Disabilities Education Act and contrary to research demonstrating the importance of self-determination for young adults with disabilities. Few studies, however, have examined the perspectives of professionals in special education leadership roles on issues related to special education, guardianship, self-determination, and alternatives to guardianship. This study surveyed professionals in district- and school-level special education leadership roles ( N = 117) to examine their perspectives on what “should” be done and what is actually being done relative to issues surrounding guardianship in their district. Subsequent descriptive and inferential analyses show a stark incongruence between that which professionals value regarding this domain and the current reality of practice in their local areas. Salient findings with important implications for special education policy and future research are presented and discussed.

Nurses' provisions for self-determination when caring for clients with cognitive impairment who live in a residential aged care facility: a scoping review protocol.

The objective of this scoping review is to examine and map knowledge of nursing provisions for self-determination while providing care to clients with cognitive impairment in residential aged care facilities. Maintaining the ability to have choices and to make decisions about daily activities is important for older adults. In residential aged care facilities, nurses' can be challenged to preserve clients' self-determination in favor of ritualistic care routines and a perceived duty to care. Moreover, nurses may perceive that their professional responsibilities to protect clients requires them to guard against decisions that are considered unwise or pose a risk to clients' health or safety. Insight into how nurses negotiate choice with clients with cognitive impairment who are living in a residential care facility will provide an in-depth understanding of the role self-determination plays in clients' lives. The scoping review will consider research and narrative reports on nursing provisions for self-determination in clients with cognitive impairment who are living in a residential aged care facility. The concepts of interest are self-determination and nursing provisions. Self-determination is defined as client choice and nursing provisions are the intentional reactions to clients' expressed choices. This scoping review will aim to locate published and unpublished literature employing a three-step search strategy. Only papers published in English from 1995 onward will be included. Data extracted from included papers will outline details on the participants, context, strategy, activity, and outcomes. Extracted data will be reported in a tabular form and presented narratively to address the review objective.

Human security of the Sámi in the new Sámi Arctic Strategy

ABSTRACTRecent plans and enterprises of the Arctic States of Sweden, Norway and Finland – such as the Finnish plan to build a controversial rail line from Rovaniemi to Kirkenes in Norway, relocation of Swedish Kiruna (already in progress), building Markbydgen windfarm in Sweden or construction of a copper mine in Kvalsund, Norway - have put into question the human security of the Sámi. In this paper, the author examines the contents of the new document The Sámi Arctic Strategy. Securing enduring influence for the Sámi people in the Arctic through partnerships, education and advocacy adopted in 2019. Special emphasis is put on the reflections and references to human security of the Sámi. Then the author briefly examines the above examples and how they may or already affect human security of the Sámi. The research questions are: which parts of the new Sámi Arctic Strategy refer to human security? What is the importance of self-determination to human security of the Sámi? Could this Strategy facilitate implementation of the right of the Sámi to self-determination, and as a result improve their human security? The paper attempts to answer these questions in Concluding Remarks.

Mapping the Literature on the Essential Characteristics of Self-Determination

This study represents a map of the literature on the essential characteristics of self-determination (volitional action, agentic action, and action-control beliefs) to (a) identify how these characteristics have been theorized and examined in research with people with and without disabilities prior to and since the introduction of Causal Agency Theory, (b) discern any significant gaps in the knowledge base, and (c) serve as the basis for recommendations to the field for utilizing what is known about the essential characteristics of self-determination and expanding upon it in future research. A systematic search process was used to identify peer-reviewed articles meeting the inclusion criteria. A content analysis of the included articles was conducted. The search process yielded a total of 49 articles. Findings show volitional and agentic action have been consistently defined and described across disciplines, but limited research has addressed action-control beliefs. Gaps in the knowledge base relate to how the essential characteristics collectively relate to and characterize self-determined action and exploration of these characteristics from a life course perspective and when considering disability, diversity, and support needs. Overall, findings suggest the need for future research to examine understandings of self-determination across contexts and populations within the framework of Causal Agency Theory, given the critical importance of self-determination in the lives of people with and without disabilities and the increasing need for unifying theories that promote multidisciplinary work that can be used to create positive outcomes for all people in society across the life course.

EP.44Improving healthcare professionals' capacity for facilitating self-determination among children with neuromuscular conditions: assessing the need

Children with disabilities have few opportunities to develop self-determination (SD), the ability to make choices and have control over one's life. Secondary to advancements in the treatment of pediatric neuromuscular (NM) conditions, youth have opportunities and futures that were never considered previously and it is essential they have the skills to achieve that future. A needs assessment was completed using individual semi-structured interviews with health care professionals (HCPs) across Canadian NM clinics, youth with NM conditions and parents to understand how HCPs currently support SD development in clinic, understand the experiences of youth and parents with SD skill development in the context of HCP interactions and inform next steps. Thirteen clinicians (5 physicians, 3 nurses, 3 social workers, 1 exercise technician and 1 life skills coach), 9 youth (2 female and 7 male, age range 13-18 yrs) and 7 parents were interviewed. Most HCPs (12/13) could define SD, all indicated it was important and incorporated aspects in their clinical practice. However, time and knowledge were the most frequently identified barriers to promoting SD. All HCPs requested further resources including in person or interactive webinar training, simulations and a quick reference guide. Most youth (8/9) and parents (6/7) were able to describe SD, indicated this was important for them and identified HCP interactions were important to develop SD. Missed opportunities were starting too late in life, not revisiting previous goals which were generated when the child was younger (e.g. wearing braces), and educating parents regarding the importance of SD and how to incorporate SD skill development into their daily interactions. Findings from this needs assessment will be used to understand what knowledge and skills are needed by HCP to effectively support SD skill development.

METHODOLOGICAL TRAINING SYSTEM OF FUTURE TEACHERS FOR SPECIALIZED TEACHING AND ITS STRUCTURE

At present, the system of teacher training for future teachers being formed does not take into account the true nature of the methodological assistance that arises in the process of solving various practical tasks of the teacher. Our research is dedicated to form a methodological preparation system of future teachers for specialized teaching in curricular and extracurricular teaching processes. In the current paper we list the opportunities for learning, teaching and learning, as well as the presence of a leading contradiction between the unidentified functional features of the components that form the methodological system for the training of future teachers in curricula and outside the learning process. Thus, scientifically formulated methodological training allows future teachers to adapt to various changes in their professional assistance, skillfully apply teaching methods and use them by changing, using traditional and innovative approaches flexibly within their pedagogical "laboratory" framework to combine methodological knowledge and skills.Purpose of the study: To develop a system of methodological training of future professional education teachers in the process of study and out-of-class learning and to describe their functional components.Research Methods: studying of the mechanism of conditions in the field of globalization, preservation of the originality, cultural values, customs, traditions, expressing the importance of self-determination.Practical value: According to the system of methodological training provided, the future teacher develops methodological knowledge, business and skill based on subject and metaphorically developed functional character.

Assistive technology for students with learning disabilities: A glimpse of the livescribe pen and its impact on homework completion

This research investigated the effectiveness of an assistive technology tool, the Livescribe Pen (LSP), with an elementary student identified with dyslexia. Using interview and focus group methodologies over the span of one academic year, the study probed the perceptions of teachers, parent, and child. While the LSP was primarily utilized for curriculum accessibility and an audio tool to promote academic independence, the study’s findings reveal its impact as an assistive technology on both academic success for children with disabilities as well as non-academic gains. These included an increase in independence, more time for social activities, and the ability to develop strategies for homework success. Most importantly, the academic team and the parent reported a sense of higher aspirations for this student; ones they had not thought possible previously. Finally, the study revealed two elements critically important for students with disabilities. Those are the importance of fostering communities of support and the importance of self-determination.

Disability and Spirituality: Re-Membering Wholeness in Services and Supports

ABSTRACTSpirituality has received scant attention in scientific research, policy development, and service provision in relationship to intellectual and developmental disabilities, yet the importance of self-determination, community inclusion, and natural supports points to its importance as a component of holistic care, as well as a crucial component of cultural attitudes and values. The goal of this article, presented as a master lecture at the 2016 International Association for the Scientific Study of Intellectual and Developmental Disabilities Global Congress, Melbourne, Australia, is to demonstrate the foundational connections between disability and spirituality, summarize current research, and advocate for inclusive research and practice. Current definitions of disability lead into the core dimensions of personal and social constructs. To define spirituality, one ends up in the search for meaning in the face of limitations and vulnerability and in questions of identity, purpose, and community. Both paths lead to one another in theory and, as current research indicates, in practice and thus to a rationale for collaborative practice, policy, and research that leads to more effective and holistic supports and services. Ignoring spirituality is unscientific, and ignoring scientific perspectives is unfaithful.

Pedagogic Trifecta

This article explores how the experience of being a caregiver and service provider informs teaching disability studies to students who are also frontline workers in service agencies. I discuss my own history as a service provider and stepparent of an adult with disabilities who has a long history as a service recipient. The history of the City University of New York (CUNY) disability studies program and target student population is reviewed, enabling readers to understand that the approach CUNY takes may be different from that of other programs in the country. The article also describes frustrations students encounter as course readings emphasizing the social construction of disability and the importance of self-determination collide with students’ lived experiences of program structures and processes required by regulations and funding sources. Additional sources of tension for students who are frontline workers are the expectations of self-advocates and their parents, and the conflicts in values that may surface when serving a multicultural population in a large urban area. Disability studies courses provide a safe place for students to raise and examine these conflicts in the context of larger disability theory. I utilize my multiple roles and the perspectives they allow to deepen class discussions and offer a more nuanced reflection of disability theory as it is expressed in service praxis.

Long-Range Planning Attitude in a Declining Welfare: When Individual Behaviours Inhibit Retirement Voluntary Plans

Declining welfare systems increase the importance of self-determination in pension decisions. Thus, the stability of long-life consumptions markedly relies on the individual longrange planning attitude. Our paper investigates how behavioural components affect this attitude, by observing in which conditions individuals hold voluntary integrative pension schemes (VIPS). We find that psychological and psycho-physiological heterogeneity, together with saving/indebtedness behaviours, plays a relevant role in predicting the demand for VIPS, taking socio-demographical variables under control. Subjects with high degree of impulsivity, precisely a non-planning impulsiveness, and with high emotional arousal, in terms of somatic response to events, are less likely to demand for VIPS. Our results implicate that behavioural features might bring individuals to lack integrative resources able to maintain stable lifestyles in the long-range.

Teachers of the Deaf and Hard of Hearing

Seventy-six teachers of the deaf and hard of hearing within a western state of the United States were surveyed to explore their perceptions of the (a) importance of self-determination, (b) skills taught to students, (c) skills used by students, and (d) benefits associated with teaching self-determination. Results indicated that teachers believed self-determination to be important, however, may not intentionally teach those identified skills. For example, 96% reported that problem solving was an important component of self-determination, 87% taught this skill to students, and 74% observed students using problem solving in the classroom. Basic statistics (frequencies, medians, means, and standard deviations) were used to analyze how participants responded and aided in establishing an overall picture of teachers’ perceptions. Reliabilities were established in the design of the instrument. Finally, multiple response items were analyzed using cross-tabulations presented as percentages. Findings suggest that more investigation is needed regarding the discrepancies among self-determination skills identified, taught, and used.

Psychiatric rehabilitation education for physicians.

As part of a rapidly spreading reform toward recovery-oriented services, mental health care systems are adopting Psychiatric/Psychosocial Rehabilitation (PSR). Accordingly, PSR education and training programs are now available and accessible. Although psychiatrists and sometimes other physicians (such as family physicians) provide important services to people with serious mental illnesses and may, therefore, need knowledge and skill in PSR, it seems that the medical profession has been slow to participate in PSR education. Based on our experience working in Canada as academic psychiatrists who are also Certified Psychiatric Rehabilitation Practitioners (CPRPs), we offer descriptions of several Canadian initiatives that involve physicians in PSR education. Multiple frameworks guide PSR education for physicians. First, guidance is provided by published PSR principles, such as the importance of self-determination (www.psrrpscanada.ca). Second, guidance is provided by adult education (andragogy) principles, emphasizing the importance of addressing attitudes in addition to knowledge and skills (Knowles, Holton, & Swanson, 2011). Third, guidance in Canada is provided by Canadian Medical Education Directives for Specialists (CanMEDS) principles, which delineate the multiple roles of physicians beyond that of medical expert (Frank, 2005) and have recently been adopted in Australia (Boyce, Spratt, Davies, & McEvoy, 2011).

The Re-emergence of the Liberal-Communitarian Debate in Bioethics: Exercising Self-Determination and Participation in Biomedical Research

Biomedical research has brought to the fore the issue of which rights and duties we have to each other and society. Several scholars have advocated reframing the notion of participation, arguing that we have a moral duty to participate in research from which we all benefit. However, less attention has been paid to how we justify and defend the concept of self-determination and what the implications are in a biomedical setting. The author discusses the value and importance of self-determination on the basis of the framework of the liberal-communitarian debate. Biobank research is used as an example of a project wherein, through our participation, we confirm our sense of belonging to society and acknowledge our mutual dependence on each other. We need a richer concept of self-determination that encompasses both liberal and communitarian insights in order to make sense of the value we attach to self-determination.

Experiences of College Students With Disabilities and the Importance of Self-Determination in Higher Education Settings

Although the literature is clear that self-determination is an important component of the transition planning process for students with disabilities preparing for postsecondary education, further studies are needed to explore what self-determination strategies these students use to remain in college and successfully meet the challenges in postsecondary education settings. This article describes a study conducted with postsecondary education students in 2- and 4-year college settings to (a) identify skills that effective self-advocates use to ensure they stay in college and obtain needed supports and (b) identify the essential self-determination skills needed to remain and persist in college. Findings from the study and implications for postsecondary education and secondary education are discussed.