Integrating Self-Determination into Daily Routines and Activities in Restrictive Education Settings

Autor/inn/en	Pitzel, Allyson; Jolivette, Kristine; Sanders, Sara
Titel	Integrating Self-Determination into Daily Routines and Activities in Restrictive Education Settings
Quelle	In: Journal of Correctional Education, 74 (2023) 1, S.3-32 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0159
Schlagwörter	Self Determination; Decision Making; Goal Orientation; Self Concept; Problem Solving; Self Advocacy; Self Efficacy; Self Management; Youth; At Risk Persons; Emotional Disturbances; Juvenile Justice; Correctional Institutions; Institutionalized Persons; Correctional Education; Resilience (Psychology); Student Evaluation; Transitional Programs; Educational Strategies; Writing Instruction; Reading Instruction; Recreational Activities; Counseling; Learning Activities + Suchen Sie Ihr Suchwort? Selbstbestimmung; Decision-making; Entscheidungsfindung; Zielorientierung; Zielvorstellung; Selbstkonzept; Problemlösen; Selbstbehauptung; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Jugend; Jugendlicher; Jugendalter; Risikogruppe; Gefühlsstörung; Jugendgerichtshilfe; Jugendstrafvollzug; Fürsorgeerziehung; Schulnote; Studentische Bewertung; Lehrstrategie; Schreibunterricht; Leseunterricht; Freizeitgestaltung; Counselling; Beratung; Lernaktivität
Abstract	Self-determination refers to a person's ability to have control of their life choices, decisions, and interactions with others. Self-determination skills include: 1) decision-making, 2) goal setting, 3) self-awareness, 4) problem-solving, 5) self-advocacy, 6) self-monitoring, and 7) self-efficacy. Researchers suggest that youth with or at-risk for emotional and behavioral disorders (EBD) are less knowledgeable about self-determination skills and how to apply them to their daily lives. This is particularly true for those served in restrictive education settings (e.g., juvenile justice facilities) who often struggle with setting goals and self-monitoring progress. Equipping youth with or at-risk for EBD in restrictive education settings with self-determination skills is a critical aspect of positive youth development. The purpose of this manuscript is to assist staff in juvenile justice facilities with strategies so as to infuse self-determination instruction into five key areas: 1) resiliency, 2) assessments, 3) treatment/programming, 4) education, and 5) transition. An overview of each area is provided, along with examples of self-determination integration. Special considerations for implementing self-determination into these facilities also is discussed. (As Provided).
Anmerkungen	Correctional Education Association. 8182 Lark Brown Road Suite 202, Elkridge, MD 21075. Tel: 443-459-3080; Fax: 443-459-3088; e-mail: ceaoffice@aol.com; Web site: http://www.ceanational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01