Perspectives of children regarding their participation in psychoeducational decisions.

Abstract

A brief review of literature regarding children's involvement in decision making is presented to illustrate the need for research exploring children's perspectives on their participation in treatment planning. A study is reported in which statements about participation in psychoeducational decision making were elicited from 32 students enrolled in a full-day school program for remediation of learning and behavior problems. As part of regular program planning for the next year, these students were able to choose to be involved, over a period of 3-4 weeks, in up to six planning and decision-making steps. Findings from preand postquestionnaires indicate that a high proportion of the students are interested in participating in the decision-making process, perceive themselves as competent to do so, and do not expect negative effects; in addition, the students were found to follow through on a high proportion of their choices, to judge their involvement as effective, and only three students indicated experiencing any negative effects. The presentation concludes with a discussion of implications for research and practice.

Motivational Readiness and the Participation of Children with Learning and Behavior Problems in Psychoeducational Decision Making

“…One major focus has been on minors' competence to make major decisions in an informed and effective manner. In this connection, there is an increasing body of research suggesting that many youngsters, even preteenagers and those with psychoeducational problems, are capable of participating competently in decisionmaking forums (e.g., Adelman, Lusk, Alvarez, & Acosta, 1985;De Charms, 1976;Grisso & Vierling, 1978;KaserBoyd, Adelman, & Taylor, 1985;Lewis, Lewis, Lorimer, & Palmer, 1977;Taylor & Adelman, 1986;Taylor, Adelman, & Kaser-Boyd, 1983. As with many areas of performance, however, effective participation depends upon an appropriate match not only between one's skills and the demands of the situation, but also between one's motivation and situational requirements (Hunt, 1961).…”

Perceptions of Control at School Among Students In Special Education Programs

“…Our initial efforts have assessed the degree to which the youngsters actually went to participate in processes affecting their lives and how this affects their behavior. In this connection, we found that the majority value the opportunity to participate in making decisions about school placement and program, that they capably follow through in participating, and that they are interested in learning how to do so more effectively (Taylor, Adelman, & Kaser-Boyd, 1983, 1985a. In contrast, we found the majority reluctant to participate when they were not involved in the decision-making process, such as referral to therapy (Adelman, Kaser-Boyd, Adelman & Taylor, 1986a;,1985b.…”

“…Their responses also indicate that they value control at school quite highly. Taken as a whole, their responses to the PCSS and PICSS represent another set of data showing that minors, including those in special education programs, can voice clear perceptions about their sense of control in school and clinical settings (e.g., see Taylor et al, 1983Taylor et al, , 1985aTaylor et al, , 1985b.…”

Adolescent Participation in HIV Vaccine Trials: Cognitive Developmental Considerations

“…Older adolescents display greater commitment to a course of action than early to middle adolescents (Taylor et al, 1983(Taylor et al, , 1985.…”