NCJ Number
193339
Journal
Journal of Correctional Education Volume: 52 Issue: 4 Dated: December 2001 Pages: 141-147
Date Published
December 2001
Length
7 pages
Annotation
This article defines self-determination, provides a rationale for teaching incarcerated juveniles how to be more self-determined, and suggests teaching tips on how to promote self-determination among incarcerated students.
Abstract
The guidelines come from the best practices from the self-determination literature and a project funded by the Office of Special Education. Self-determination is an important factor in the successful transition of students from school to adult life. Self-determined youths tend to be aware of abilities, needs, wants, and preferences; demonstrate self-control; solve problems; be reflective; seek win-win solutions; use cognitive abilities to address issues; have positive role models/mentors; control their environments; be constructive; and promote self-efficacy. They also tend to be intrinsic learners; be self-advocates; maximize intellectual abilities; create independence and interdependence; be proactive; and use communication skills to negotiate, compromise, and persuade. A cognitive-behavioral training model is the basis for teaching incarcerated students to be more self-determined. Teaching strategies for promoting self-determination include using self-determination curricula, creating a setting that supports self-determination, involving significant others before and after the transition, using collaborative problem-solving processes, teaching problem-solving skills explicitly, and using literature and media as examples of self-determination. Table and 84 references