an article by Jennifer L. Howell and Kate Sweeny (University of California, Riverside, USA) published in Stress & Health Volume 35 Issue 3 (August 2019)
Abstract
Research on self‐determination theory suggests that people have fundamental needs to feel autonomous, competent, and socially connected and that fulfilling these needs is critical for well‐being.
In the present study, we examined whether fulfilling psychological needs is associated with physical and psychological well‐being — specifically sleep disruption and worry, two key indicators of well‐being during waiting periods — while managing the unique stress of awaiting uncertain news.
In a study of law graduates during the 4 months while they awaited their California bar exam (the exam one is required to pass before practicing law) results, personal increases in need fulfilment related to temporally congruent reductions in sleep disruption and worry. In addition, those whose needs were most fulfilled during the waiting period responded less negatively to failing the bar exam.
The picture for need frustration was mixed; only autonomy frustration was associated with concurrent increases in worry, although those whose needs were more frustrated in general also experienced greater worry and sleep disruption on average.
On the whole, our findings suggest that self‐determination theory needs may be a fruitful target for interventions that can protect well‐being while people wait and even once their uncertainty is resolved.
Showing posts with label self-determination. Show all posts
Showing posts with label self-determination. Show all posts
Friday, 13 September 2019
Tuesday, 30 July 2013
Age-Appropriate Transition Assessment: The Position of the Division on Career Development and Transition
an article by Debra A. Neubert (University of Maryland, College Park, USA) and Pamela J. Leconte (The George Washington University, DC, USA) published in Career Development and Transition for Exceptional Individuals Volume 36 Number 2 (August 2013)
Abstract
Age-appropriate transition assessment (TA) serves as the foundation for youth with disabilities to identify measurable postsecondary goals and to determine necessary transition services to pursue such goals during the secondary school years.
This position paper provides guidelines for special educators, transition specialists, and other members of the Individualized Education Program team to work with youth with disabilities, their families, and interagency personnel in providing ongoing TA.
The Division on Career Development and Transition endorses this position paper, which identifies federal policy; definitions, terms, and purposes; a conceptual framework and process; and competencies for personnel involved in age-appropriate TA.
Hazel’s comment:
Whilst this article is about a specific programme in the USA I believe the article contains some useful thought for UK advisers.
Abstract
Age-appropriate transition assessment (TA) serves as the foundation for youth with disabilities to identify measurable postsecondary goals and to determine necessary transition services to pursue such goals during the secondary school years.
This position paper provides guidelines for special educators, transition specialists, and other members of the Individualized Education Program team to work with youth with disabilities, their families, and interagency personnel in providing ongoing TA.
The Division on Career Development and Transition endorses this position paper, which identifies federal policy; definitions, terms, and purposes; a conceptual framework and process; and competencies for personnel involved in age-appropriate TA.
Hazel’s comment:
Whilst this article is about a specific programme in the USA I believe the article contains some useful thought for UK advisers.
Thursday, 23 August 2012
An Evaluation of the "Beyond High School" Model on the Self- Determination of Students With Intellectual Disability
an article by Susan B. Palmer, Michael L. Wehmeyer and Jane H. Soukup (University of Kansas, Lawrence, USA), Karrie A. Shogren (University of Illinois, Champaign, USA) and Kendra L. Williams-Diehm (University of Oklahoma, Norman, USA) published in Career Development and Transition for Exceptional Individuals Volume 35 Number 2 (August 2012)
Abstract
Students with intellectual disability are often served in community-based services to promote effective adult outcomes in employment, community inclusion, and independent living (Gaumer, Morningstar & Clark (2004).
Beyond High School (Wehmeyer, Garner, Lawrence, Yeager, & Davis, 2006), a multi-stage model to promote student involvement in educational planning, was effectively used by 109 students with mild and moderate levels of intellectual disability between 17.8 and 21 years of age to increase student abilities.
Results are discussed in regard to improved transition opportunities for individuals with intellectual disability such as those afforded through post-secondary education.
Abstract
Students with intellectual disability are often served in community-based services to promote effective adult outcomes in employment, community inclusion, and independent living (Gaumer, Morningstar & Clark (2004).
Beyond High School (Wehmeyer, Garner, Lawrence, Yeager, & Davis, 2006), a multi-stage model to promote student involvement in educational planning, was effectively used by 109 students with mild and moderate levels of intellectual disability between 17.8 and 21 years of age to increase student abilities.
Results are discussed in regard to improved transition opportunities for individuals with intellectual disability such as those afforded through post-secondary education.
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