Catherine F. Klein (USA) Paula Galowitz (USA) Freda Grealy (Ireland) Ernest Ojukwu (Nigeria)...
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Transcript of Catherine F. Klein (USA) Paula Galowitz (USA) Freda Grealy (Ireland) Ernest Ojukwu (Nigeria)...
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Catherine F. Klein (USA)Paula Galowitz (USA)Freda Grealy (Ireland)
Ernest Ojukwu (Nigeria)Leah Wortham (USA)
December 13, 2013
Using Self-Determination Theory for Enhanced Effectiveness of Justice Education Programs
Applying Research on Motivation & Happiness to Course Design & Teaching
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U.S. Carnegie Commission’sLegal Education Goal “formation of competent and committed
professionals”
Integration of three dimensions
Not only teaching legal doctrine & analysis
But also introduction to aspects of practice leading to acting responsibly for clients
Formation of professional identity with values consistent with the fundamental purposes of the legal profession
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Our formulation “capable, ethical, psychologically healthy
legal professionals”
Graduates with Foundational grounding in substantive law &
practice skills Combined with skills & motivation for self-
direction to learn new law and enhance skills throughout one’s career
Along with professional responsibility & personal integrity in serving clients (or doing other legal work)
Mindfulness for social implications of graduates’ work
Ability to find satisfaction in their careers
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Presentation’s Theoretical Base Drive by Daniel Pink (drawing
on Sheldon & Krieger psychological material + economists & mgt theorists) Autonomy Mastery Purpose (linked to autonomy & relatedness)
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Pink Draws On Self-determination theory (Edward
Deci, applied in Sheldon & Krieger’s work) Competence (mastery) Autonomy Relatedness
Motivation & emotion research (Johnmarshall Reeve textbook) Extrinsic v. intrinsic motivation Autonomy-supportive teaching
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Levels of human motivation Biological: hunger, thirst, sex
Carrots & sticks: external rewards & punishments
Intrinsic motivation
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Daniel Pink Citations to book & video URL
in bibliography uploaded to website
6-minute excerpt of 20-minute video
His “21st Century Operating System”
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Daniel H. Pink. Drive: The Surprising Truth About What Motivates Us (2009)
http://www.ted.com/talks/dan_pink_on_motivation.html
Citation in bibliography
Daniel Pink
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Some Implications for Law Schools Education needed for complex tasks
Larry Krieger (& works with Kennon Sheldon) on 1st year shift to extrinsic motivation & decline in mental health
Resonance with law students
LW observations of anxiety impeding performance (reference to Michael Hunter Schwartz)
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Focus today broader than law schools alone Post-graduate professional training
programs
Continuing legal education for lawyers
People’s lives as lawyers
Small group opportunity to focus on aspect that resonates for each of you
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Autonomy-Mastery-Purpose
Autonomy: desire to direct our own lives
Mastery: urge to get better and better at something that matters
Purpose: yearning to do what we do in the service of something larger than ourselves, acting in accordance with our “true selves”
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Autonomy Behaving with full sense of volition
& choice
Contrast to controlled motivation responding to pressure for specific outcomes coming from sources external to oneself
Not independence but acting with choice
Can be autonomous and “happily interdependent”
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Autonomy & intrinsic motivation research (Johnmarshall Reeve synthesis, applied in Pink)
Autonomous (intrinsic) motivation promotes Correlates positively with persistence Enhances creativity
Creativity undermined by “being watched, evaluated, bossed, or rewarded”
Enhanced conceptual understanding & promotes flexible thinking
Greater levels of psychological well being; less anxiety, depression & burnout
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Three archetypal features of autonomy support Choice provision Meaningful rationale provision:
where no choice can be provided, authority explains why
Perspective taking: authority shows that he or she is aware of and cares about the point of view of the subordinate
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Sheldon & Krieger (2007) items measuring autonomy support in two law schools What has your been your
impression of instructors in your program? Most of my instructors provide
me choices and options
I feel able to share my feelings with my instructors
My instructors generally listen to how I would like to do things.
Sheldon & Krieger (2007) Greater Self-Determined
Career Motivation
Better Subjective Well-Being
Higher Graded
Achievement
Enhanced Autonomy Satisfaction
Enhanced Relatedness Satisfaction
Enhanced Competence Satisfaction
Perceived Autonomy
Support
Law School 2Versus
Law School 1
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Mastery - The Virtuoso Way Mastery is the desire to get
better and better at something that matters. Mastery is a mindset.”*
Engagement is committed effort in undertaking a particular task. *Daniel H. Pink, DRIVE, 2009
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Mastery - The Virtuoso Way Beryl Blaustone’s work on
application of neuroscience and learning theory to clinical supervision
See bibliography uploaded to the GAJE website
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Mastery Mastery as a Mindset: desire to get
better & better at something that matters
Achieving Mastery Involves Pain: learning to lawyer involves intense, persistent effort, pushing boundaries of discomfort, periods of “not getting it”
Mastery as an Asymptote that Will Never Be Fully Reached
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Mastery - The Virtuoso Way Clear goals and methods promote
engagement
Teacher should model transparency in practice and not only words
Engagement promotes mastery. Continual engagement promotes FLOW.
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Mihaly Csikszentmihalyi: states of being at differing degrees of challenge and skill and “FLOW” (focused, concentrated, autonomous, deep engagement)
high
CHAL
LEN
GES
low highSKILLS
AnxietyArousal
Worry
ApathyBoredom Relaxation
Control
FLOW
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Mastery - The Virtuoso Way Blaustone’s four supervision principles
in IJCLE article (pdf on website)
Affirming law students’ capability to become good lawyers
Teacher’s communicated clear commitment to student & teacher’s joint responsibility for learning & expectations about tasks
Deliberate attention to reducing “fill-in”
Taking time to verify understanding from supervision
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Purpose S&K’s use of self-determination theory
lists autonomy, competence, & relatedness as three things necessary to thrive and maximize positive motivation
This use of autonomy includes doing what people enjoy “or at least believe in”: purpose is encompassed, One’s “authentic” self
Victor Frankl: Man’s Search for Meaning
LW externship lawyer guests always talked about their job’s “meaning” even though I did not say to do so
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For enhanced motivation & productivity on complex tasks Opportunities for
Autonomy Mastery Purpose
Tapping intrinsic rather than extrinsic motivators
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First small group discussion
Check understanding of the theory
How do the concepts of autonomy support and mastery resonate with your experience in clinical education and legal education more generally?
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Second group task Divide into groups of about 5
people
Meet with people you do not already know & mix nationalities
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Second group task What aspect of the theory
about enhancing perceived autonomy, mastery & purpose among future lawyers & practicing lawyers resonates for your justice education work?
What does it make you think of trying?
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Quick Write What are your most significant“take-aways” from the session?
What actions did the session prompt you to consider?