Promotion Of Self-determination Research Articles

The person first: reflections about reminiscence, decision and person-centered attention to reduce the psychological impact of losses in Residential Care Facilities (RCF ́s)

Background:Although the losses associated with aging activate additional psychological resilience resources, dependency settings, which often require admission to Residential Care Facilities (RCF's), need adequate care so that the person can maintain his/her dignity and quality of life. The activation of mechanisms for regulating losses and the preservation of the identity and autonomy of the person respecting his/her decision-making capacity are central for the preservation of the well-being of people with dependence. Portuguese RCF's are mainly based on care models that are opposed to the models of attention centered on the person, which value the person's potential and decision-making capacity. The COVID-19 pandemic has tested RCF's, highlighting their weaknesses and limitations.Objective:This study aimed to identify ways to improve the provision of care in RCF's during the pandemic.Method:This is a qualitative study, with data collection through an online questionnaire. Participants were invited to indicate strategies to improve the provision of care to elderly residents in RCF's. The study included 198 RCF ́s workers during the COVID-19 pandemic. Content analysis of the collected data was performed.Preliminary results on the ongoing study: The results indicate that the strategies that RCF´s workers consider most necessary are at the level of human resources, also highlighting the need for greater proximity, affection and attention to residents, the personalization of care and the valorization of the resident person and his/her opinions. These are considered by the participants as central strategies for the quality of care and satisfaction of RCF ́s workers.Conclusion:The needs identified are in line with the guiding principles of Person-Centered Care. The use of reminiscence as a strategy for valuing the person and his/her identity, as well as the promotion of self-determination, evaluating and allowing the person to make decisions may be central to meeting the needs identified at the level of care. The necessary transition from RCF's in Portugal to paradigms of centered care is thus reinforced by the results of this study.

Interventionist or internationalist? Coercion, self-determination, and humanitarianism in Third World practice

This article argues that contemporary debates around intervention, and especially humanitarian intervention, have misunderstood the meaning of these concepts in Cold War international society. By comparing a specific kind of humanitarian interventionism with a specific kind of internationalism, that of a revolutionist strain of Third World practice, it shows that existing studies have paid too little attention to discursive entanglements of coercion, self-determination, and humanitarianism. The Angola case provides a significant illustration: in 1975 the problem of intervention comes to be tied not just to dictatorial interference, but to a logic of self-determination, which is itself tied to causes of anticolonialism and anti-racism. It is too easy to say that the period’s rules of non-intervention precluded the legitimate coercive prevention of atrocities and related international crimes. Particular practices of internationalism, linked to the promotion of self-determination, provided a basis for enforcing international human rights treaties, including the Genocide Convention. All this seems very different from what we usually know of the legitimacy of saving strangers and the character of Third World organising in the mid-20th century.

Shaping health together: practice from the project I-CARE-SMART

Abstract Issue In Austria 28% of the total population are over 60 years. In 2050 this number will increase up to 34%. Considering the growth of the elderly population, their needs should be include in the development of products and services from the beginning using co-creation methods. In the ongoing EU-funded project I-CARE-SMART the aim is an implementation of co-creation in product and service development for elderly people. Therefore a service should be built in the region to support start-ups, companies and service providers using co-creation. This service will be validated collecting patterns of seniors needs that are the basis of regional pilot actions. Description The project worked with a mixed approach of qualitative and quantitative methods. The results from a literature research were used as a basis for a co-creation approach with seniors discussing their needs for a self-determined life by using the Value Proposition Canvas. Additionally, journal entries were used describing their daily challenges in living self-determined at home. All results were resumed in a Design Thinking Workshop with experts to define 4 use cases/personas describing specific needs of seniors for the regional pilot actions. Results The 4 use cases were used in a regional and international call for proposals for businesses, start-ups and service providers. The winners of the call are offered a platform to work on social innovation for and with elderly people in a ongoing co-creation process for several months from 04/2021 to 09/2021 to develop customer-oriented solutions. Lessons Effects that can be achieved by means of co-creation in public health should not be underestimated. Not only the promotion of self-determination and satisfaction, but also cost savings for the health care system have already been demonstrated. Co-creation should be part of public health, the development of assistive technologies for patients and seniors as well as in the further development of health services. Key messages Co-Creation services should be part of research, design and development of solutions for elderly people. The idea of co-creation in health care is by no means new, but it is definitely forward-looking and has experienced a new upswing with the movements around co-creation of health.

Persons With Intellectual and Developmental Disabilities in the Mental Health System: Part 1. Clinical Considerations.

Individuals with intellectual and developmental disabilities (IDD) are at high risk of co-occurring mental health conditions, including major depressive disorder, bipolar disorder, anxiety disorders, psychotic illnesses, impulse control disorders, and others. Because of symptoms associated with these illnesses and with the disabilities themselves, these individuals are often served in a mental health service system framework. However, treatment for them in these settings has typically not been sufficiently nimble, knowledgeable, or adept. Most mental health professionals receive little training about the needs of this population, and system structures typically bifurcate care, when, in reality, conditions can be complex and overlapping. In this first of two articles on care for persons with IDD in the mental health system, the authors provide a clinical overview of these neurodevelopmental disorders and of mental health and other conditions that co-occur with IDD. Considerations and challenges for treating this population in the mental health system include early recognition of mental health conditions, which often requires caregiver and family input, as well as information from a variety of additional collateral sources; the importance of trauma-informed and person-centered care; the promotion of self-determination through use of decision supports; use of approaches such as applied behavior analysis to develop a frame to address challenging behaviors; and the need to properly assess and provide thoughtful pharmacologic intervention when appropriate. The ability of individuals with IDD to thrive in a wide range of community integration opportunities depends on many factors, and clinicians must understand and use the available approaches for treating them.

Enhancing Secondary Students’ Goal Attainment and Self-Determination in General Education Mathematics Classes Using the Self-Determined Learning Model of Instruction

Almost every state includes content standards that are closely related to skills associated with self-determination (e.g., decision making, planning, problem solving, goal setting and attainment). Additionally, research in both general and special education has demonstrated a close relationship between the promotion of self-determination and positive school (e.g., academic goal attainment) and post-school (e.g., employment) outcomes. Therefore, this study examines implementation of an evidence-based intervention to promote self-determination in inclusive, general education classrooms. This study utilized multilevel linear modeling to examine changes in student self-determination in secondary mathematics classes after a year of exposure to The Self-Determined Learning Model of Instruction (SDLMI). Participants included were 81 students ranging from 10th to 12th grade learning in secondary mathematics classes (Algebra II, Pre-Calculus, and Advanced Placement Calculus). The findings demonstrated a small, positive effect on student self-determination and that goal attainment during the first semester predicted second semester goal attainment. Specifically, the inclusion of goal attainment as a predictor explained 10% of the variability in self-determination observed, corresponding to a small effect. Overall, students who attained at higher level of goal attainment had higher self-determination at the conclusion of the study and were expected to grow in their self-determination at a higher rate than those with lower levels of goal attainment. The results from this study suggest that implementing the SDLMI to support all students in secondary mathematics classes positively impacts student attainment of skills that impact self-determination and has the potential to impact mathematical learning in future research.

Self-determination and people with intellectual disability: a construct analysis from a professional perspective

ABSTRACT Research in the field of disability have stressed self-determination as a key construct, both at the individual level, because of its impact on quality of life, and at the organisational level, as it stands as a fundamental concept for programmes and services design. As the construct comprehension and attributed importance may influence professionals’ practices, this study aims to explore professionals’ beliefs and knowledge about self-determination, and align them with the newest theoretical framework. Four discussion groups were held with professionals (teachers and educators working with adults) that were analysed through thematic analysis, obtaining a total of 21 indicators. Results indicate that professionals are familiar with many of the more specific self-determination components. Professionals comprehension of the construct is fairly aligned with the newest theoretical framework, although greater abstraction is needed to embrace the whole model complexity. Finally, the implications raising how professionals’ perspectives contribute to the promotion of self-determination of people with intellectual disability are discussed, and future lines of research are outlined.

Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

Integrating Serious Games in the Educational Experience of Students with Intellectual Disabilities

The purpose of this paper is to present a series of observations made by researchers and educators on the integration of serious games in the educational experience of users with intellectual disabilities (ID). Data were gathered from four different studies and different games were used, in order to identify a successful model of games based learning application. Moreover, results that highlight the motivational importance of playful integration towards the promotion of self determination in students with ID, will be presented. According to the authors’ findings, special education can be benefited from the successful integration of digital games in the educational scenario, creating a safe and personalized educational environment for the students, as well as a valuable motivational tool for the educator - especially when the educator takes a threefold role, able to support a hybrid model of digital and non digital play. Trying to assist the educational efforts of special education teachers, the authors will present the results of a series of case studies and applications, the role of the educator, as well as practical considerations that resulted in the sketch of a model of playful game-based learning integration.

Development of Self-Determination across Childhood and Adolescence

AOTA identifies self-determination as an important outcome for occupational therapy to address with children and youth. Many occupational therapists in school settings might embrace self-determination, either tacitly or overtly, as part of their collaborative efforts in planning transition programs for youth with special needs. Promotion of self-determination as a means to increase quality of life and participation is scarce in the occupational therapy literature, especially for preschoolers and school-age children with special needs. The purpose of this article is to provide a description of self-determination as a developmental process that begins in early childhood and continues across an individual's lifespan. As such, we share information about strategies and potential interventions at home, at school, and in the community as children age. In accord with Individuals with Disabilities Education Improvement Act mandates and initiatives around response to intervention, we offer multiple suggestions on ways occupational therapy practitioners can help promote self-determination as a means to increase quality of life and participation at school. In addition, we include a discussion about promoting carryover of learning to home and in the community as part of a process that facilitates continued development of self-determination as children age.

Educational Design and Instructional Applications for the Promotion of Self Determination in Individuals with Intellectual Disability: A Pilot Study

Educational Design and Instructional Applications for the Promotion of Self Determination in Individuals with Intellectual Disability: A Pilot Study

Self-Determination for Students with Intellectual Disabilities and Why I Want Educators to Know What it Means

AS SOMEONE who has been involved in special education for close to 30 years, I continue to struggle with ways to describe to general educators some issues that I believe should be of importance to all of us. Recently, I have focused on self-determination and its implications for inclusive schooling. Those familiar with the field of special education readily admit that these two concepts are often difficult to explain, especially as they apply to students with intellectual disabilities. After all, how can children with intellectual disabilities participate in typical general education classrooms, where the academic demands are seemingly far above their capabilities? And how can they engage in behaviors associated with self-determination, such as making meaningful choices and directing their own lives? Yet, as we delve deeper into these questions, it becomes clear that the concepts of self-determination and inclusive schooling are intricately related to the principles of democratic education, the same ideals proposed by John Dewey. (1) Whereas general educators have been struggling to create democratic classrooms, special educators have been struggling with the concepts of self-determination and inclusive schooling. Perhaps it is time for educators to see democratic education, inclusive schooling, and the promotion of self-determination as interrelated issues. SO WHAT IS SELF-DETERMINATION? Self-determination is simply the idea of being a causal agent in one's life, being able to make things happen. (2) Researchers on this topic have pointed to some key skills associated with self-determination: self-regulation, self-knowledge, self-reflection, problem solving, goal setting, self-monitoring, and decision making. (3) Historically, self-determination has referred to the struggle of countries and groups of individuals to self-govern and to have access to privileges and rights. (4) Obviously, many students learn these important skills without being formally taught them. Moreover, these are critical skills for all students, at least in part because they bear a strong resemblance to what Arthur Costa and Bena Kallick refer to as habits of mind. (5) Yet many people have trouble associating the concept of self-determination with individuals with intellectual disabilities. Most people hold assumptions that intellectual capacity is a prerequisite to self-determination and that individuals who may be lacking in certain intellectual capacities will misuse self-determination or express it in immature ways (demanding things unreasonably, asking for things that could be dangerous, etc.). These perceptions are so common that few people ever question whether they are true. If we look at the history of minority or oppressed groups, we can see countless examples in which perceptions and beliefs about what certain people were capable of were subsequently dispelled. Research by Michael Wehmeyer and his colleagues has provided convincing evidence that individuals with intellectual disabilities can learn and actually do want to have more opportunities for self-determination in their lives. (6) However, they are given few such opportunities and are generally not supported in their efforts, because those around them do not believe they can succeed. Unfortunately, most special education programs perpetuate these views. So why is self-determination important for students with intellectual disabilities? The reasons are the same as those for any minority group: to prevent oppression. Individuals with intellectual disabilities are an oppressed group, and there is much evidence to support this view. They are more likely to live in segregated settings without the full privileges afforded most adults, they are more likely to be schooled in segregated settings with less access to quality education in academic areas, and they are more likely to work in segregated work contexts. (7) For these reasons, federal policies have focused on the rights of individuals with intellectual disabilities, along with specific goals to address opportunities for self-determination. …

Eupsychia Revisited: the Role of Spiritual Leaders

This study builds on the workplace spirituality and spiritual leadership literatures to revisit the Maslowian notion of eupsychian management, showing that leaders' behavior has an impact on how people perceive the organization at the higher levels of self-actualization: the spiritual ones. A total of 105 employees reported 175 critical incidents, 120 antieupsychian events, and 55 eupsychian ones. The most frequent antieupsychian behaviors were power abuse and bossiness, ruthlessness or unkindness, disrespect for personal and inner life of employees, and laziness and cowardice. The more frequent reactions to those behaviors were expressing protest and/or disapproval against leader behavior, negative emotions and feelings, neglect and passivity, retaliation or disobedience, and performance decrease. The most cited eupsychian behaviors were the promotion of self-determination, employee personal development, and respect for the personal and inner life of employees. The most frequent reactions to these behaviors were higher levels of psychological well-being, higher commitment, and stronger sense of calling.

Advancing self-determination with young adults who have schizophrenia.

The research examined how community mental health nurses promote self-determination with clients who are experiencing an early episode of schizophrenia. The study used grounded theory methodology incorporating interviews and observations. The study took place in the community, in rural and regional New South Wales, Australia, and involved clients and community mental health nurses. The findings show that the promotion of self-determination is dependent on nurses educating clients about their illness and well-being, and fostering self-control. The development of a reciprocal relationship, or alliance, between nurses and clients is implicit in advancing self-determination. The implications of the promotion of client self-determination for education, clinical practice and research and these are discussed.

Commentary: Respecting Autonomy But Avoiding Benevolent Paternalism

The patient’s wife supported this view, as he had told her his life was complete and it was time for it to be over. She felt his way of dealing with this situation, as well as his behavior, was not different from before he stopped eating. She would admit to ambivalent thoughts about this course of action and had said to her husband earlier that she felt that this was suicide. However, she bowed to his wishes, as she did not wish to force him and cause him any further suffering. Palliative care was consulted to see if there were any additional elements of care that could be added. We ordered nebulized morphine for dyspnea, which he tried once and then refused. He refused all other medications and suggestions for mouth care. The staff found it very hard to care for him as he refused all their approaches. He continued to refuse all care and died 5 days later.

A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning

This article describes the findings of a national survey of teachers' opinions regarding the value of self-determination and issues relating to teaching skills leading to this outcome. Respondents were secondary-level educators serving students with varying types and severity of disabling conditions. Findings indicated that a majority of respondents believed that instruction in self-determination was important, but teachers differed in their responses regarding the strategies taught and the extent and type of instruction provided based on the severity of the student's disability. Implications for educational practice are discussed.

Committee On Information From Non-Self-Governing Territories: Its Role in the Promotion of Self-Deter Mination of Colonial Peoples

Committee On Information From Non-Self-Governing Territories: Its Role in the Promotion of Self-Deter Mination of Colonial Peoples