Opportunities For Self-determination Research Articles

Description and predictors of self-determination in males and females with fragile X syndrome on the verge of adulthood.

Self-determination refers to setting goals and making decisions regarding one's own life with support from others as needed. Research on people with intellectual and developmental disabilities has established the importance of self-determination for quality of life outcomes, such as increased independence and life satisfaction. However, self-determination has not been characterised specifically in fragile X syndrome (FXS), the leading inherited cause of intellectual disability. Relative to youth with other forms of intellectual and developmental disabilities, youth with FXS may face exceptional barriers to the development of self-determined behaviour. In addition to intellectual disability, the FXS behavioural profile is characterised by high rates of autism and anxiety that may further limit opportunities for youth with FXS. The heritable nature of the condition can also yield a distinctive family environment, with siblings and parents also living with fragile X or its associated conditions. Considering these unique challenges, the present study examined self-determination in young adult males and females with FXS and explored whether factors such as language skills, adaptive behaviour and autism traits were associated with self-determination capacity and opportunities. The present study included 9 females and 36 males with FXS between the ages of 17 and 25years. Caregivers (mothers or fathers) completed the American Institute for Research Self-Determination Assessment, which is a questionnaire that yields three scores: self-determination capacity, opportunities for self-determination at home and opportunities for self-determination at school. Caregivers endorsed a wide range of self-determination capacity and opportunities, with ratings for opportunities at home and school exceeding ratings of capacity. Better adaptive behaviour skills were associated with more self-determination capacity, and the presence of more autism traits was associated with fewer opportunities at school. Results from this study contribute to our understanding of avenues to best support young adults with FXS as they transition to adulthood. Our findings also have implications for practice, such that interventions targeting adaptive behaviours and self-determination may be an effective approach for promoting autonomy and independence for young adults with FXS. Additionally, caregivers and educators should continue to provide opportunities to practise self-determination, regardless of their perception of capacity.

Experiences and perspectives of individuals involved in Camp Abilities: A scoping review

Camp Abilities (CA) is an educational camp for children and youth with visual impairment (VI). Since its inauguration in 1996, CA has expanded nationally and internationally with three central objectives: (1) to offer a specific summer camp for youth with VI, exposing them to different sports through adapted teaching and modified equipment; (2) to enable young teachers to gain experience in teaching adapted physical activity; and (3) to conduct research on a geographically dispersed population. A first systematic review was carried out to summarize 24 quantitative studies conducted on CA. This second review aimed to identify and summarize qualitative studies conducted at CA ( n = 16 articles). Using thematic analysis, a qualitative synthesis was conducted to identify themes and main findings. Narrative conclusions were extracted from the studies to present the perspectives and lived experiences through the voice of the participants involved, namely, the athletes with visual impairment (AVI), the stakeholders (directors, coaches), and the parents of the athletes with VI. Findings indicated that AVI have reported meaningful experiences enabling them to connect with peers with VI, have experimented with a wide range of sports, outdoor activities, and self-determination opportunities through adapted teaching. The directors reported that CA had enabled them to develop a community service combining teaching and research on adapted physical activity and VI. Finally, parents reported that CA had helped their child overcome barriers to physical activity.

Examining the School Context Predictors of Self-Determination: The Influence of Teachers’ Beliefs and the Perceived Opportunities

Background: In the literature, ecological factors of the school context and educational environment are considered opportunities for triggering self-determining behaviors. In the causal relationship between opportunities and the initiating of self-determining actions and attitudes, a key role is played by teachers' beliefs about their role in teaching self-determining behaviors and skills and how they perceive the learning and expression of students with disabilities' self-determination. Methods: The purpose of the present study is to investigate the patterns of the relationships, in terms of direct, indirect effects, and total effects, among teachers' beliefs about their role in teaching self-determination to students with disabilities, teachers’ perceived opportunities in the school context and the family environment, and students' capacity for self-determination perceived by teachers. A preliminary adapted AIR Self-Determination Scale, educator form, and teachers' beliefs survey were administered to a number of 157 Romanian teachers qualified to work in the special education system, and who provide specialized educational support and therapeutic services to students with disabilities. Results: The two factors of teachers' beliefs showed direct effects on the opportunities and capacity for self-determination perceived by teachers. The opportunities for self-determination at school and home mediated the relationship between teachers' beliefs and the student’s capacity for self-determination perceived by teachers. Conclusion: The study findings contribute to current Romanian research in this field, and practical educational implications were discussed.

Gender-Based Double Standards and Inequalities in Online Culture: Objectification of Feminine Sexuality, Self-Expression and Appearance, and Cybershaming

Online communities provide a place that facilitates netizens to share their thoughts and ideas freely and swiftly with the speed of a click; this is relatively free and more convenient compared to traditional methods of socialisation. However, the online world can still reflect the traditional community to some extent. Especially with gender-related topics, women are the most often recipients of cyber shaming. This essay will explore the topic of gender-based double standards both online and offline, focusing on cyber shaming received pertaining to women's outfit choices. The essay argues that the cyber shaming of women's outfit choices is not just a matter of individual taste or preference but is rooted in deeply ingrained gender stereotypes and expectations that constrain women's freedom of expression and limit their opportunities for self-determination. This essay will use qualitative and quantitative research methods to investigate the impact of outfits on criticism directed at women and the implications of gender-based double standards. By shedding light on the gender-based double standards that underpin cyber shaming, the essay aims to raise awareness and promote a more equitable and inclusive online culture that values diversity, respect, and empowerment for all. Moreover, this essay demonstrates that online cyberbullying can cause significant consequences in the offline world; some can even cost lives. There is also a need for progressive changes in criminal and privacy law that promote gender equity and prevent cyber-SV against EYW. The implications of these results for academics and practitioners are discussed, and directions for future research are outlined. Throughout the conducted research on three designed inquiry questions, this study concluded with three key findings: Outfit-based content manifests judgments and criticism in the comment to be harsher for women; the impact of cyberbullying on emerging young women is greater than at other ages; and women to some extent have aggravated the effect of the misogyny complex.

Making Big Business Everybody’s Business: Aboriginal leaders’ perspectives on commercial activities influencing Aboriginal health in Victoria, Australia

BackgroundThe commercial determinants of health is a rapidly expanding field of research; however Indigenous perspectives remain notably underrepresented. For Indigenous peoples the intersection of globalisation, colonialism and capitalism may amplify commercially-driven health inequities. This study aimed to explore the perspectives of Aboriginal leaders regarding the influence of commercial activities on Aboriginal health and wellbeing in Victoria, Australia.MethodsSemi-structured interviews with 23 Aboriginal leaders from across five sectors (n = 15 urban, n = 8 rural/regional) were analysed through reflexive thematic analysis.ResultsThree overarching themes were identified encompassing (i) harmful commercial practices and processes, (ii) improving corporate engagement and (iii) opportunities for self-determination through business. Participants expressed concern over aggressive marketing by the gambling industry, commercial exploitation of Aboriginal culture, the privatisation of public services, and lack of oversignt of corporate social responsibility strategies. Simultaneously, Aboriginal-led businesses were viewed as opportunities for cultural connection, and financial empowerment and self-determination.ConclusionNumerous commercial entities and activities are perceived to influence Aboriginal health and wellbeing. This study highlights the need for stronger policy and regulation to mitigate harmful industry practices while incentivising the potential positive impacts of the commercial activities on Aboriginal health and wellbeing.

Formation of motivation of students of higher education to engage in physical culture and sports based on quest programs

One of the essential ways of intensification of motor activity is the involvement of young people in various forms of physical culture, health and sports activities. We consider quest-programs as an increase in motivation for physical culture, sports and health-related activities among applicants.
 Research hypothesis: It is assumed that the process of forming the motivation of students to engage in physical education will be more effective with purposeful and systematic use of quest programs in the content of education.
 The purpose of the research is to find out the specifics of motivation in physical education and sports classes and to determine the role of using quest programs. The results: In our research, quest programs are considered as one of the ways to increase the motivational component of students in physical education classes. Quest programs provide the applicant with opportunities for self-determination, development of creative thinking, emotional perception of the content of education. Using this form of education, students learn to be aware of themselves as individuals and members of society, develop healthy lifestyle skills. We claim that the complex of quest programs implemented in the educational process is one of the effective ways of forming motivation for physical education. It contributes to the development of sports and cognitive interest of students, improves emotional and psychological mood during physical education classes. In this regard, there is an impact on the cognitive activity of the students, promotion of communicative interaction between them, and as a result, we can talk about increasing motivation for sports activities.
 The conclusions:
 
 The use of quests activates the search activity of applicants, encourages the practical application of theoretical knowledge, abilities and skills, the development of intellectual, creative and organizational
 When raising motivation for physical education, various methods of organizing physical education classes are used, but the effect in generating interest is not always significant. In this regard, it is necessary to use active and interactive learning methods, one of which is a quest.
 During the quest, it becomes possible to successfully combine the study of the necessary information with the practical use of sports skills and the formation of the appropriate motivation for physical

CONTENT OF LABOR EDUCATION AND TECHNOLOGY TEACHER’S TRAINING AS A REFLECTION OF HUMAN PRODUCTIVE ACTIVITY EXPERIENCE

The article reflects the state of the content of technological education in relation to directions of development, increasing the efficiency and safety of the functioning of technogenic society. It is shown that the training of the younger generation is carried out by various educational branches consisting of academic disciplines. The scope and content of these fields of knowledge and the structure of connections between them determine the level of education at this stage of society’s development. The higher the level of a person’s education, the more fully the surrounding world is reflected in his consciousness, the more deeply he is aware of his place in it, the greater the degree of his responsibility for maintaining harmony in this world, the easier is the integration of a person in society.It is shown that rapid technological development provides humanity with qualitatively new living conditions, increases human capabilities, and accelerates the processes of learning about the surrounding world. On the other hand, the development of technologies often has a detrimental effect on the biosphere and leads to irreversible consequences, forcing us to look for ways of safe interaction between the biosphere and the technosphere.An analysis of the concept of “technology” is presented. It was found that there are dozens of definitions of this concept, but the question of establishing the most significant one, which would correspond to this multi-meaning entity, remains open. It was determined that technology and engineering are not aimed at obtaining knowledge for its own sake, but involve their development and use for practical purposes, they are, first of all, practice based on knowledge.Furthermore, it is proven that the content of this educational field is intended to reflect the existing level of technical and technological culture of society, to show development trends and opportunities for self-determination and self-realization of the individual in the modern technological world.
 Keywords: technique; technology; “Technology” field of study; technogenic society; technosphere; biosphere; technological education; technological culture.

Consıderatıon of ındıvıdual characterıstıcs of students as an ımportant factor of pedagogıcal support

The main purpose of pedagogical support is to achieve the development of students. Since each student has his / her own individual characteristics, these features should be taken into account in the provision of pedagogical support. Taking into account individual characteristics increases the effectiveness of teacher assistance and pedagogical support. Therefore, the individual skills, abilities and other characteristics of students should be studied and taken into account by the teacher. The article highlights these issues, analyzes the existing shortcomings and comments on the methodology of work in this direction. The learning process should be focused on the education of children, and buyoramne materials should be used for their development. At the same time, they need pedagogical support for what, where, when and in what way to give them. In our opinion, in-depth study of students is important for pedagogical support to be effective and not to remain just a help for the sake of break. Practice shows that the child is able to better master and perceive the pedagogical support, the pedagogical influence that is made on him/her so that all the effects were made taking into account his/her individual characteristics. The influence can correspond his /her desires, interests and inclinations, as well as penetrate his/her inner world. It is obvious that this can happen only if the teacher is well aware of the individual characteristics of children, all the psychological features of their personality, temperament, character, memory features, level of skills and abilities, potential. In this regard, one of the main aspects to be considered during pedagogical support is to achieve the development of individuality in children, including students. Pedagogical support is more effective and result-oriented if it is not one-sided, but covers many areas. The student's mental and physical health, various skills and abilities, opportunities for self-determination and self-realization must be the object of pedagogical support, and the teacher must be able to provide pedagogical support for their development.

Cognitive Support Technologies for Adolescents with Disabilities: Impact on Educator Perceptions of Capacity and Opportunity for Self-Determination

Research has suggested that adding cognitive support technologies to the transition planning process enhances student self-determination above and beyond traditional, book or paper-based self-determination curricular materials. However, limited research has examined how teachers perceive the impact of cognitive support technologies on student capacity and opportunity for self-determination. The present study used multivariate analysis of covariance to examine teacher perceptions of student capacity and opportunity for self-determination over time based on group random assignment to a self-determination curricula alone group or a self-determination curricula plus cognitive support technology group. The impact of disability label (learning disability vs. intellectual disability) on educator perceptions was also examined. Findings suggest a complex pattern of differences over time; there was a multivariate effect for the interaction of time, disability, and technology access, but when decomposing these differences at the univariate level, the primary differences were in educator ratings of capacity, not opportunity. Differences based on disability label were also found, with educators rating students with intellectual disability significantly lower in their capacity for self-determination, but not opportunity. Implications for future research and practice are discussed.

A Narrative Exploration of Sense of Belonging of Persons Living with Schizophrenia in the Community

This narrative inquiry consisting of an interview and a series of walkabouts with three persons living with schizophrenia identified five experiences: (1) feeling something was wrong, (2) being diagnosed, (3) a turning point, (4) their life starting over, and (5) achieving a feeling of peace or acceptance. All three narratives identified sense of belonging as the key to understanding movement through these stages. The implications for mental health practitioners are the need for patient access to peer social interactions during the early stages of diagnosis, opportunities for self-determination in care practices, and a greater focus on belonging within hospital settings.

К ВОПРОСУ О РАЗВИТИИ ПРОФОРИЕНТАЦИИ ПРИ ПОЛУЧЕНИИ ПРОФЕССИИ В ЖЕЛЕЗНОДОРОЖНОМ ВУЗЕ

Currently, career guidance activities are not given enough attention. We believe that these activities should be carried out for students of general education schools, starting from the eighth grade, so that students have the opportunity for self-determination within their future profession. The paper shows the possibility of preparing a modern specialist for professional activity by means of higher mathematics, namely, the introduction of professionally oriented tasks into the learning process. Problems of this type are understood as mathematical problems with practical content, revealing the applications of mathematics in various areas of work, which prepares for a future profession. In addition, the professionally oriented tasks proposed by the authors can be used as an effective tool to increase motivation in the study of the discipline "Mathematics". The presented article describes the need for the use of professionally oriented tasks in the process of studying at a railway university on the example of studying mathematics when studying in the specialty 23.05.03 "Rolling stock of railways", specialization "Locomotives" at the Samara State University of Railway Communications. Since some of the graduates who graduated from a railway university in the specified specialty begin their professional activities as an assistant driver, we will dwell in more detail on the description of the profession of a driver, considering it from the point of view of the need to gain knowledge from a higher mathematics course.

Neurodiversity and Opportunities in Psychiatry

Neurodiversity and Opportunities in Psychiatry

Protestant Christian Supremacy and Status Inequality

In the United States, Protestant Christian identity is the dominant religious identity. Protestant Christian identity confers status privileges, yet also creates objectionable status inequalities. Historical and contemporary evidence includes the unfair treatment of Mormons, Native Americans, Muslims, and other religious minorities. Protestant Christian supremacy also plays a significant role in bolstering anti LGBTQ prejudice, xenophobia, and white supremacy. Ways that Protestant Christian identity correlates with objectionable status inequalities are often neglected in contemporary political philosophy. This paper aims to make a modest contribution towards filling that gap. Some forms of inequality linked to Protestant Christian supremacy can be characterized as domination and oppression. Other instances include barriers to fair equality of opportunity for self-determination. Adapting ideas from egalitarian political philosophy I propose an analysis of objectionable status inequality rooted in Protestant Christian supremacy. Alan Patten’s defense of an egalitarian principle for assessing the effects of law and policy is helpful for this task.

Does Nursing Home Residents’ Right to Self-Determination Improve Their Quality of Life in South Korea?

Background and Purpose: Addressing issues of quality of life of nursing home residents based on the human rights-based approach has been a top priority in the long-term care system in Korea but no study has yet examined the relationship between self-determination of nursing home residents and their quality of life. This study aimed to examine whether greater levels of self-determination in the provision of daily care were associated with higher levels of quality of life of the residents. Methods: We collected data from 332 residents (+65) at 20 nursing homes in a metropolitan city. We measured residents’ right to self-determination using the autonomy scale of the Client-centered Care Questionnaire. We also included quality of life, socio-economic characteristics, ADLs, depressive symptoms, and social networks. We ran multiple regression analysis using SPSS 26.0. Results: The findings of this study revealed that greater levels of residents’ right to self-determination were associated with higher levels of quality of life (β =-.425, p <.0001). Older residents who were higher levels of depressive symptoms were likely to have lower levels of quality of life (β = -.265, p < .001). Conclusions and Implications: This study adds to the growing literature on the ways nursing home residents’ self-determination contributes to their quality of life. More opportunities for self-determination in their treatment should be given to promote recovery and to encourage participation in the decision-making process. Nursing practitioners and policymakers in Korea should develop programs and/or services that enhance residents’ self-determination to improve their quality of life.

THE ROLE OF SOCIO-CULTURAL CENTERS IN THE PROFESSIONAL SELF−DETERMINATION OF YOUNG PEOPLE WITH SPECIAL NEEDS

The article considers aspects of socio-pedagogical strategies of professional self-determination of students with special needs. It is determined that the work of specialized socio-cultural centers in which young people could solve their social, psychological, medical and rehabilitation problems needs to be improved. The aim of the article is to analyze the process of professional self-determination of young people with special needs and the role of socio-cultural centers in it. Research methods used: analysis (interpretation of literary sources in order to identify their essence), comparison (allows to establish common and distinctive features between objects, processes, phenomena), generalization (allows to determine common properties in processes). It is established that the concepts of continuous and additional education influence the professional and personal self-determination of students with special needs. An analysis of the theoretical works of domestic and foreign scientists, which shows that the effective professional self-determination of students with special needs, contributes to the improved work of specialized socio-cultural centers. It is proved that the task of a teacher, a social worker is to help young students, including those with disabilities, in choosing a well-thought-out, self-selected profession. The most effective influence on professional self-determination can be exerted by socio-cultural activities − organized leisure, in leisure centers, which gives a true opportunity for self-determination. It is determined that the model of professional self-determination is formed on the basis of inclinations, interests of the subject which together with value orientations and level of interest lead to the initial professional intention and further choice of profession. It is established that professional self-determination is a dynamic process of formation of basic attitudes to professional activity, self-realization of spiritual and physical opportunities, formation of professional plans, self-presentation as a professional. It is generalized that in social and cultural centers forms of social and leisure activity in extracurricular time are used for the purpose of professional self-determination of student’s youth with special needs.

What constitutes feeling safe at home? A qualitative interview study with frail older people receiving home care.

AimTo highlight experiences of what constitutes feeling safe at home among frail older people receiving home care.DesignQualitative descriptive study.MethodsThe sample consists of 12 individual recorded interviews with frail older people in their homes. Interviews were transcribed verbatim and analysed using qualitative content analysis. The data collection was performed in spring 2018.ResultsThe analysis resulted in three categories: “Having a feeling of ‘at‐homeness’” describes the older people's surrounding environment and their efforts to maintain independence; “being able to influence” describes the importance for older people to shape their care by being in control and having an opportunity for self‐determination in the context of home care; and “being able to trust staff” relates to expecting staff's knowledge and skills and to appreciating the staff's ability to create positive relations.

THE INTERSECTION OF VULNERABILITY AND OLD AGE: ETHICAL CONSIDERATIONS FOR LONG-TERM SERVICES AND SUPPORTS

This session focuses on ethical considerations in the context of long-term services and supports (LTSS) for vulnerable older adults. Long-term supports for vulnerable older adults can no longer adhere to a “one-sized fits all” solution. We will explore the intersection of vulnerability, old age, and community which present a myriad of ethical issues in both the planning and delivery of supports for older adults. The quest for a just society goes beyond understanding and considering the critical issues of the vulnerability of older adults in our society in that this pursuit provides a pathway to develop and implement programs and services that allow all of us the opportunity to live in a world that both protects and can provide the opportunity for self determination and dignity.

Cooperatives As Hybrid Approach to Pull Off Sustainable Development and Livelihoods: An Analytical Review

Cooperatives are an old idea, but one that is more relevant than ever if we look ahead at the development challenges and opportunities the world faces over the coming decades and they have the necessary reach and are being a key vehicle for sustainable livelihoods. This paper is an analytical review made by desk research of Cooperatives on the realization of sustainable development goals for livelihoods of people. Cooperatives help create more equitable growth by generating economics of scale, and improving bargaining power; tackle rural poverty by increasing the productivity and incomes of small scale farmers; expand poor people’s access to financial services, can provide a range of services such as health care, housing and utilities; provide an opportunity for self determination and empowerment of poor people and enable their members to have a voice and participate in a democratic process, thus having empowering development effects beyond their economic benefits. Co-operatives can help with conflict resolution, peace-building, social inclusion and social cohesion because they bring together people of different religious and ethnic groups they can build trust and solidarity leading to greater social stability. By considering the evidences on the contributions and achievements made by Cooperatives in all sectors of economy and in all aspects of the life of people, cooperatives are considered as hybrid approach that makes it more acquiescent than other business models to pull off sustainable development and livelihoods of world community.

Effectiveness of the BOOST-A\u2122 online transition planning program for adolescents on the autism spectrum: a quasi-randomized controlled trial

BackgroundThe majority of existing transition planning programs are focused on people with a disability in general and may not meet the specific need of adolescents on the autism spectrum. In addition, these interventions focus on specific skills (e.g. job readiness or self-determination) rather than the overall transition planning process and there are methodological limitations to many of the studies determining their effectiveness. The Better OutcOmes & Successful Transitions for Autism (BOOST-A™) is an online program that supports adolescents on the autism spectrum to prepare for leaving school. This study aimed to determine the effectiveness of the BOOST-A™ in enhancing self-determination.MethodsA quasi-randomized controlled trial was conducted with adolescents on the autism spectrum enrolled in years 8 to 11 in Australian schools (N = 94). Participants had to have basic computer skills and the ability to write at a year 5 reading level. Participants were allocated to a control (n = 45) or intervention (n = 49) group and participants were blinded to the trial hypothesis. The intervention group used the BOOST-A™ for 12 months, while the control group participated in regular practice. Outcomes included self-determination, career planning and exploration, quality of life, environmental support and domain specific self-determination. Data were collected from parents and adolescents.ResultsThere were no significant differences in overall self-determination between groups. Results indicated significant differences in favor of the intervention group in three areas: opportunity for self-determination at home as reported by parents; career exploration as reported by parents and adolescents; and transition-specific self-determination as reported by parents.ConclusionsResults provide preliminary evidence that the BOOST-A™ can enhance some career-readiness outcomes. Lack of significant outcomes related to self-determination at school and career planning may be due to the lack of face-to-face training and parents being the primary contacts in the study. Further research is needed to determine effectiveness of the BOOST-A™ related to post-secondary education and employment.Trial registration #ACTRN12615000119594

Maori education and principles of self-determination in the Twenty-first Century

This paper argues that self-determination to the greatest extent possible is a legitimate aspiration for Maori people. It is argued that in education this requires a philosophical and policy response more focused on Maori autonomy than can be provided within the bicultural framework that has lately informed Maori relationships with other actors in the education arena. The paper considers the place of kohanga reo, kura kaupapa Maori and wananga in relation to broader Maori aspirations for self-determination and discusses proposals that these aspirations be furthered through the establishment of a Maori Education Authority. It is also argued that opportunities for self-determination in New Zealand are compromised by the government's unwillingness to alter a tightly controlled centralised education market to provide genuine Maori autonomy over what type of education might be available and to what end.