Choice Theory Literature Review

Dr. William Glasser was a distinguished psychiatrist and author known for his distinctive views about mental illness. Glasser broke away from the traditional model of psychotherapy in the early 1960s to develop his own model of counseling. Dr. Glasser began with the development of therapy before he developed his theoretical stance. Glasser created what is known as Reality Therapy. Glasser first defined Reality Therapy as “a therapy that leads all patients toward reality, towards grappling successfully with tangible and intangible aspects of the real world” (p.6).

William Glasser developed the Choice Theory (CT). Glasser believed that students would become more engaged in their education when they are actively involved with their curriculum and allowed to study subjects and topics that interest them. Glasser stated that pedagogy is a more successful venture when students are permitted to take charge of their education as opposed to being given an arbitrary, universal blanket of subjects as occurred in many traditional classrooms. One strength of choice theory is its belief that students have the capacity to fully control their behaviour at all times.

This paper will cover two criminological theories and they will be applied to two types of criminality. The two theories chosen for the paper were developmental theory and rational choice theory. The two types of crimes that were chosen were organized crime, specifically focusing on gangs, and terrorism. Then the crimes will be compared and contrasted. Finally, the developmental theory will be applied to organized crime to explain why and how it happens. The rational choice theory will be applied to terrorism to explain what compels individuals to attempt this form of criminality.

Graff insinuates that critically analyzing and writing about personal interests is a creative way to develop a diverse student population. When it comes to learning, rather it be in a “traditional” grammar school or the more contemporary classrooms of colleges and universities, there is no argument stronger than incorporating personal interests in academic work that appeals to students. This type of learning engages a student because it encourages curiosity with regards to exploring the main ideas

Humans live in a world in which every day they encounter numerous choices. The way they decide and the outcomes of their decisions define their lives. Their day to day life essentially revolves around the choices they make. As a whole, a community benefits or suffers from the outcomes of its choices. Freedom of choice is the grant to an individual or community to make its own choices out of free will and without restrictions (Pereboom,2003). This is essay will discuss that though freedom choice leads to variety in life, it does not necessarily guarantee satisfaction. It will also argue that although some choice is undoubtedly better than none, more is not always better than less. It will then consider the implications of the paradox of

The concern at hand is why teachers have sex with students; however, it goes much deeper than this. It is not just simply teacher on student through temptation or desire. There is a true criminal event happening with educator sexual misconduct, sexual abuse, and harassment. Teachers are taking advantage of students and even sometimes vice versa. Teacher student relationships may develop inappropriately through not only temptation or desire, but also specific mental concerns, sexual preferences, force, bonding, and many other reasons. Research shows different criminological theories that can be associated with this criminal event. Noted in this writing is the labeling theory and the rational choice theory. With the labeling theory, it is broken

Rational choice theory originates from the oldest criminological school of thought and criminological theorists, but the theory itself is new, only forming in the last five decades. Ronald Clarke and Derek Cornish, using the work of previous criminologists, put forth the rational choice perspective as a criminological theory (Adler, Mueller, & Laufer, 2016). This theory has its roots in the classical school of thought in which individuals had the power to make decisions after weighing the consequence of such actions (Adler, Mueller, & Laufer, 2016). The work of Cesare Beccaria in the late 1700’s cemented this theory’s existence from the beginning of criminology (Adler, Mueller, & Laufer, 2016). Rational choice theory was also greatly influenced by Jeremy Bentham and his idea of felicific calculus, in which a decision to commit crime is made after putting risk variables in an equation (Adler, Mueller, & Laufer, 2016). Bentham says all humans work this way, evaluating whether a crime is worth committing (Adler, Mueller, & Laufer, 2016). Bentham was inspired by utilitarian theory, which states that individuals make decisions to maximize profits and minimize pain (Adler, Mueller, & Laufer, 2016). In addition, rational choice theory is also based on traditional economic choice theory that states people will choose what will appease their desires after weighing their options (Adler, Mueller, & Laufer, 2016). This paper will examine the effectiveness of the application of rational

The Myth of Choice: How Junk-Food Marketers Target Our Kids and “Marketing to kids gets more savvy with new technologies” show how children are targets in marketing. They both show the bad points marketers do to get children to buy their product. For example, on Webkinz they have you watch free ads to earn virtual money but they get money every time you click the “free ad” button on the site while in The Myth of Choice: How Junk-Food Marketers Target Our Kids, Anna Lappe from Real Food Media Project mentions that junk food is etched in the kid’s mind. In Myth of of Choice: How Junk-Food Marketers Target Our Kids shows how marketers target kids in the case of junk food while “Marketing to kids gets more savvy with new technologies” shows how

A consumer society is a post-industrial term used to describe the fact that society is characterised more by what people consume and less by the jobs they do or goods they produce (Hetherington, 2009). As our relationship with consumerism has changed so too have the choices available of why, when, where and how we consume. The first part of this assignment will look at the characteristics of a consumer society, the choices available and identify the divisions created from unequal choices. The second part will consider the role of the Big four supermarkets (TESCO, Asda, Sainsbury and Morrison’s) in providing choice to people.

Warren Farrell is explaining how because women have more “choices” they have more power than men. He uses the example of women being more in control of when, where, and how many kids they have, where men only have the option to work for money to support their family. He says this lack of choices given to men result in higher suicide rates, because a woman could have child without his knowledge and he would still be required by law to pay, he could go through a divorce and still be required by law to be finically responsible for a family that supposedly doesn’t love him. Forcing him to use his body in a more stressful way than he would want. He goes on to give many more examples but these were the ones that stuck out at me. Do you think that

“The more choice people have, the more freedom they have, and the more freedom they have, the more welfare they have.” This is an idea that Barry Schwartz talks about in the book “The Paradox of Choice.” Choices in todays industrialized western culture has let us believe that the more choices we have, would mean the happier we are. Is this actually true?

Rational choice theory, also known simply as choice theory, is the assessment of a potential offender to commit a crime. Choice theory is the belief that committing a crime is a rational decision, based on cost benefit analysis. The would-be offender will weigh the costs of committing a particular crime: fines, jail time, and imprisonment versus the benefits: money, status, heightened adrenaline. Depending on which factors out-weigh the other, a criminal will decide to commit or forgo committing a crime. This decision making process makes committing a crime a rational choice. This theory can be used to explain why an offender will decide to commit burglary, robbery, aggravated assault, or murder.

In this paper, we will discuss what Choice Theory is and how it relates and differs from Positive Psychology. Also in this paper, two articles will be reviewed. One about Choice Theory and the other about Positive Psychology. This will help get a better understanding about the background of these two theories. Choice Theory was developed by Dr. William Glasser. It is the theory that states, “We choose all of our actions and thoughts, based on the information we receive in our lives.” (Bradley, 2014) This means we are in charge of how we feel, no one can make us feel or act in a certain way. Reality Therapy goes hand in hand with this theory. Reality therapy is used by counselors in order to train a client to take control of their lives. Positive Psychology is “A branch of psychology that focuses on building positive qualities that lead to more fulfilling lives.” (Project Innovation Inc., 2013) This branch contrasts many others because it does not focus on treating mental disorders. It is simply just training the brain to think more positively. It focuses on building up four characteristics – grit, optimism, positive affect, and life satisfaction. Both Choice Theory and Positive Psychology help achieve long term goals and help people to be successful

According to one of rational choice theory’s prominent and more thoughtful contemporary exponents, Peter C. Ordeshook, “four books mark the beginning of modern political theory: Anthony Downs’s An Economic Theory of Democracy (1957), Duncan Black’s Theory of Committees and Elections (1958), William H. Riker’s A Theory of Political Coalitions (1962), and James Buchanan and Gordon Tullock’s The Calculus of Consent (1962). These volumes, along with Kenneth Arrow’s Social Choice and Individual Values (1951), began such a wealth of research that political scientists today have difficulty digesting and synthesizing all but small parts of it. Consequently, the full value of this research often goes

Informal assessment allows students to demonstrate their learning in a variety of ways which can benefit all students. It can include group or individual projects, presentations, essays, experiments, or demonstrations. Each of these can allow for “knowledge that transfers from one situation to another [which] is based on students’ abilities to understand central principles, see connections and make distinctions, and be strategic in attacking problems and analyzing information” (Darling-Hammond, p. 285). A variety of assessment methods allow for this to happen and for students to use their personal strengths to demonstrate understanding of the information. “Research into students’ preferences for alternative assessments shows that the assessments that have been positively evaluated by students were more authentic and thus made learning more realistic and powerful” (as cited in Brown, Irving, Peterson, and Hirschfeld, 2009, p. 99). Students should be able to think creatively and take hold of their own education and learning because they must ideally be prepared for a rapidly changing society where they must be able to adapt and formulate their own solutions. Teachers are able to provide feedback to the children so they know what was done effectively and what needs to be modified. Rather than teachers pressuring students to show understanding through a single examination, they will have opportunities to confidently demonstrate knowledge with less