This text provides a comprehensive overview of three theoretical perspectives proposed during the past decade addressing the self-determination construct as it applies to the field of special education. The three models were selected primarily because they have focused on defining and categorizing self-determination for all students with disabilities, including students with mental retardation and other cognitive disabilities. These models are intended to provide students and practitioners a solid grounding in self-determination theory. All models have been evaluated among students with cognitive disabilities but are applicable to all students with or without disabilities. The authors research each model and have applied their own theoretical framework to special education, ensuring that interventions to promote skills like problem solving, goal setting, decision making, and self-advocacy are in place for all students. By reading this text, the reader will gain a solid, theoretically based foundation in understanding the self-determination construct which ultimately supports the development of instructional interventions that enable students with disabilities to become self-determined. It will be useful as a text in upper undergraduate and graduate courses in special education, psychology, social work/welfare, general education, vocational rehabilitation and disability studies.

This volume brings together four semi-autonomous bodies of research (choice, self-determination, self-regulation, and self-management) to form a new theory of self-engaged learning entitled, Self-Determined Learning Theory. This theory explains why and how students self-engage. It identifies the factors that give students the sense of control over their learning that is needed for sustained, adaptive, and ultimately successful learning. It begins by describing the characteristics of disengaged learners, then describes and illustrates self-determined learning theory within both normal and special populations. It then examines the theory's predictive value across several special population contexts and then concludes with a critique of the theory's credibility and worth. Divided into three sections--theory construction, theory verification, and theory evaluation--this volume is organized using the four steps of a previous book, Learning to Theorize: A Four Step Strategy. Step 1 defines a problem of not understanding something as discrepancy between what is known and not known about a circumstance. Step 2 searches for information and explanations to change the condition of not knowing into a condition of knowing. Step 3 evaluates the credibility and worth of the explanation constructed in Step 2. Step 4 adjusts existing beliefs so they are consistent with the new theory. Although aimed primarily at leaders in special education, it should also appeal to researchers and scholars in psychology, educational psychology, and school psychology who are interested in the applications of self-regulated learning theory--in this case to special populations.

This book introduces Casual Agency Theory as a framework for defining self-determination and describing its development and essential characteristics. It synthesizes the research on promoting and enhancing self-determination and explores implications for practice in a disability context across the life course. The book also highlights future directions for theory, research, and practice in areas of positive psychology and disability. Key areas of coverage include: Theoretical basis of the development of self-determination as well as research findings and implications for practice across the life course. Issues relating to the implementation of evidence-based practices to promote self-determination in a disability context. Potential strategies for overcoming barriers to self-determination through research-based practices. Future directions for further integrating Casual Agency Theory into positive psychology interventions and the systems of supports in the disability field. Self-Determination and Causal Agency Theory is an essential resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in the fields of developmental and positive psychology, educational policy and practice, special education, social work, occupational, speech, and language therapy, public health, and healthcare policy.

This book proposes a novel theory of self-determination; the Rule of the Great Powers. This book argues that traditional legal norms on self-determination have failed to explain and account for recent results of secessionist self-determination struggles. While secessionist groups like the East Timorese, the Kosovar Albanians and the South Sudanese have been successful in their quests for independent statehood, other similarly situated groups have been relegated to an at times violent existence within their mother states. Thus, Chechens still live without significant autonomy within Russia, and the South Ossetians and the Abkhaz have seen their conflicts frozen because of the peculiar geo-political equilibrium of power within the Caucuses region. The Rule of the Great Powers, which asserts that only those self-determination seeking entities which enjoy the support of the majority of the most powerful states (the Great Powers) will ultimately have their rights to self-determination fulfilled. The Great Powers, potent military, economic and political powerhouses such as the United States, China, Russia, Japan, the United Kingdom, France, Germany, and Italy, often dictate self-determination outcomes through their influence in global affairs. Issues of self-determination in the modern world can no longer be effectively resolved through the application of traditional legal rules; rather, resort must be had to novel theories, such as the Rule of the Great Powers. This book will be of particular interest to academics and students of law, political science and international relations.

Self-determination theory is grounded in the belief that people work best and are happiest when they feel that they are in control of their own lives. This invaluable book explains the ramifications of the theory and provides clinical examples to show that it can be used to motivate patients undergoing treatment for such physical or psychological issues as diabetes management, smoking cessation, post-traumatic stress, obsessive-compulsive disorder, and depression. The first part of the book provides historical background to self-determination theory, showing that it is humanistically oriented and has three decades of empirical research behind it. In the process, the authors discuss why humanistic psychology fell out of favor in academic psychology; why “self-help” and New Age books have such perennial popularity; and why it is so important for authorities to support patients’ sense of self. The remainder of the book presents many specific case examples to describe the theory’s application.

Since the formation of the UN in 1945 the international community has witnessed a number of violent self-determination conflicts such as the disintegration of Yugoslavia, Chechnya, Kashmir, and South Sudan that have been a major cause of humanitarian crises and destruction. This book examines the scope and applicability of political self-determination beyond the decolonisation process. Explaining the historical evolution of self-determination, this book provides a theoretical examination of the concept and background. Taking an interdisciplinary approach, the author analyses self-determination in relation to contemporary conflicts, which inform and drive a coherent theoretical framework for international responses to claims for self-determination. Built upon an examination of the conceptual foundations of self-determination, this book presents a new understanding and application of self-determination. It addresses the important question of whether self-determination claims legitimate armed violence, either by the self-determining group’s right to rebel, or by the international community in the form of humanitarian intervention. The Politics of Self-Determination will be of interest to students and scholars of political science, international relations, security studies and conflict studies.

This new textbook examines the role that social psychology has in the explanation of exercise and sport behaviour. It devotes considerable attention to key social psychological issues within the two disciplines; health-related exercise behaviour and the behaviour of competitive sport participants and the spectators of elite sport. Rather than presenting a broad, superficial overview of diverse areas in exercise and sport, the book focuses on a range of selected topics and provides a comprehensive, in-depth and analytical coverage using social psychology as a framework. It thoroughly examines how social psychological research and intervention has contributed to the understanding of key topics in exercise and sport behaviour including: The social psychology of exercise and health Social cognitive theories of exercise behaviour Exercise and the physical self Eating disorders in exercise and sport Emotion and mood in athletes Social psychology and motivation in sport Group processes in sport Aggression and crowd violence The Social Psychology of Exercise and Sport is key reading for undergraduate and postgraduate students on social or sport psychology courses and on health-related or sports science courses. Illustrated throughout with practical guidelines for researchers and practitioners, it is also a valuable resource for professionals interested in understanding and changing the behaviour of exercise participants and athletes.

This book provides a unique comparative study of the major secessionist and self-determination movements in post-colonial Africa, examining theory, international law, charters of the United Nations, and the Organisation of African Unity (OAU)/African Union’s (AU) stance on the issue. The book explores whether self-determination and secessionism lead to peace, stability, development and democratisation in conflict-ridden societies, particularly looking at the outcomes in Eritrea and South Sudan. The book covers all the major attempts at self-determination and secession on the continent, extensively analysing the geo-political, economic, security and ideological factors that determine the outcome of the quest for self-determination and secession. It reveals the lack of inherent clarity in international law, social science theories, OAU/AU Charter, UN Charters and international conventions concerning the topic. This is a major contribution to the field and highly relevant for researchers and postgraduate students in African Studies, Development Studies, African Politics and History, and Anthropology.

This volume examines the developmental aspects of the general psychological construct of self-determination. The term refers to self- (vs. other-) caused action—to people acting volitionally—as based on their own will. Research conducted in the fields of psychology and education shows the importance of self-determination to adolescent development and positive adult outcomes. The first part of this volume presents an overview of theories and historical antecedents of the construct. It looks at the role of self-determination in major theories of human agentic behavior and of adolescent development and individuation. The second part of the volume examines the developmental origins and the trajectory of self-determination in childhood, adolescence, and adulthood, and looks as aging aspects. The next part presents studies on the evolutionary aspects, individual differences and healthy psychological development. The last part of the book covers the development of causal and agentic capability.

"Among the most influential models in contemporary behavioral science, self-determination theory (SDT) offers a broad framework for understanding the factors that promote human motivation and psychological flourishing. In this authoritative work, SDT cofounders Richard M. Ryan andEdward L. Deci systematically review the theory's conceptual underpinnings, empirical evidence base, and practical applications across the lifespan. Ryan and Deci demonstrate that supporting people's basic needs for competence, relatedness, and autonomy is critically important for virtually all aspects of individual and societal functioning." -- Résumé de l'éditeur.