Transcript Power Point Presentation December 13 2013

Using Self-Determination Theory for
Enhanced Effectiveness of Justice
Education Programs
Applying Research on Motivation & Happiness
to Course Design & Teaching
Catherine F. Klein (USA)
Paula Galowitz (USA)
Freda Grealy (Ireland)
Ernest Ojukwu (Nigeria)
Leah Wortham (USA)
December 13, 2013
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U.S. Carnegie Commission’s
Legal Education Goal
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“formation of competent and committed
professionals”
Integration of three dimensions
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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
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“capable, ethical, psychologically healthy legal
professionals”
Graduates with
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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
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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
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Carrots & sticks: external
rewards & punishments
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Intrinsic motivation
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Daniel Pink
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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 Pink
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
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Some Implications for Law
Schools
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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
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Post-graduate professional training
programs
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Continuing legal education for lawyers
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People’s lives as lawyers
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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
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Behaving with full sense of volition &
choice
Contrast to controlled motivation
responding to pressure for specific
outcomes coming from sources external
to oneself
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Not independence but acting with choice
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Can be autonomous and “happily
interdependent”
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Autonomy & intrinsic motivation
research (Johnmarshall Reeve synthesis, applied in
Pink)
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Autonomous (intrinsic) motivation
promotes
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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
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Choice provision
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Meaningful rationale provision:
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Perspective taking:
where no choice can be provided,
authority explains why
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
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What has your been your
impression of instructors in your
program?
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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.
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Sheldon & Krieger (2007)
Enhanced
Autonomy
Satisfaction
Law School 2
Versus
Law School 1
Perceived
Autonomy
Support
Enhanced
Relatedness
Satisfaction
Enhanced
Competence
Satisfaction
Greater SelfDetermined
Career
Motivation
Better
Subjective
Well-Being
Higher
Graded
Achievement
Mastery - The Virtuoso Way
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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
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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
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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
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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)
CHALLENGES
high
Anxiety
Arousal
FLOW
Worry
Control
Apathy
Boredom Relaxation
low
SKILLS
high
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Mastery - The Virtuoso Way
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Blaustone’s four supervision principles in
IJCLE article (pdf on website)
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Affirming law students’ capability to become
good lawyers
Teacher’s communicated clear commitment
to student & teacher’s joint responsibility for
learning & expectations about tasks
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Deliberate attention to reducing “fill-in”
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Taking time to verify understanding from
supervision
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Purpose
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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
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Opportunities for
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Autonomy
Mastery
Purpose
Tapping intrinsic rather than
extrinsic motivators
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First small group discussion
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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
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Divide into groups of about 5
people
Meet with people you do not
already know & mix nationalities
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Second group task
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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?
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What actions did the session
prompt you to consider?
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