Goal Setting and Motivation in Therapy: Engaging Children and Parents

by Rose Gilmore (Contribution by), Jenny Ziviani (Editor), Anne Poulsen (Editor), Monica Cuskelly (Editor), Gillian King (Contribution by)

Overview

Drawing together motivational theory, research-based evidence and guidance for best practice, this book presents innovative models for goal-setting and goal pursuit in therapy with children.

Setting goals not only allows children, and their families, to engage with the overall therapeutic process, but it also provides an essential motivational element throughout the entire therapeutic process. The editors and contributors give practical advice on empathically collaborating with the child and his or her family, to clearly identify achievable goals that can be wholeheartedly pursued. Key information on Self-Determination Theory (SDT) is accessibly explained, which will aid professional understanding of the relationship between motivation, goal-setting, and strong therapeutic practice. The approaches in this book can be used by a wide range of professionals, including those who specialise in working with children with physical disabilities, learning disabilities, and emotional and behavioural difficulties.

The combination of theory, research and practical advice makes this book an essential resource for professionals working therapeutically with children, including occupational therapists, speech and language therapists, physiotherapists, counsellors, psychologists, social workers, arts therapists and psychotherapists.

Product Details

ISBN-13:	9781849054485
Publisher:	Jessica Kingsley Publishers
Publication date:	06/21/2015
Pages:	272
Product dimensions:	6.00(w) x 8.90(h) x 0.70(d)

About the Author

Anne A. Poulsen is a Senior Research Fellow in the School of Health and Rehabilitation Sciences at the University of Queensland. Her research focuses on motivation, self-concept and life satisfaction.

Jenny Ziviani is Professor of Children's Allied Health Research, a joint appointment between the University of Queensland, and Children's Health Queensland. She is an occupational therapist and allied health researcher with a focus on child health, family centred practice and motivational aspects of interventions.

Monica Cuskelly is Associate Professor in the School of Education at the University of Queensland. She is a psychologist with particular interest in education and developmental psychology. Her research focuses on cognitive development, mastery, motivation and self-regulation in vulnerable populations, particularly individuals with learning disabilities, and on the experiences of families with a child with a disability.

Table of Contents

Foreword Richard M. Ryan 17

Acknowledgments 21

Preface 23

Part I The Science Of Self-Determination Theory as Applied to Goal Setting

Chapter 1 The Science of Goal Setting Anne A. Poulsen Jenny Ziviani Monica Cuskelly 28

Overview 28

Self-Determination Theory (SDT)-a meta-theory of motivation 31

Importance of goal setting to effective practice 33

Using the SCOPE-IT model to enhance goal setting 36

Family-Centered Practice 37

Understanding goal setting in everyday practice: Issues 37

Summary 39

Chapter 2 Autonomy in the Process of Goal Setting Jenny Ziviani Anne A. Poulsen 40

Overview 40

The Self-Determination Theory Continuum 41

Amotivation 43

External Regulation 43

Introjected Regulation 44

Identified Regulation 45

Integrated Regulation 47

Intrinsic Motivation 48

Autonomy-supportive practices in goal setting 48

Summary 50

Chapter 3 The Centrality of Relatedness to Collaborative Goal Setting in Therapy Pamela Meredith Monica Cuskelly 51

Overview 51

Relatedness and goal setting 52

Relational factors affecting collaborative goal setting 56

Supporting goal setting 57

Summary 59

Chapter 4 Competence: Feeling Confident and Effective Anne A. Poulsen Jenny Ziviani Monica Cuskelly 61

Overview 61

Actual and self-perceived Competence in goal setting 61

Practitioner behaviors to increase Competence in goal setting 63

Summary 68

Part II Strategies to Promote Psychological Need Satisfaction During Goal Setting

Chapter 5 What Does Engagement Look Like? Goal-Directed Behavior in Therapy Gillian King Jenny Ziviani 70

Overview 70

Nature of engagement 70

Why is engagement important? 72

Engagement in the goal setting process 73

SDT and engagement in goal identification and pursuit 74

Summary 78

Chapter 6 Embedding Goal Setting in Practice: The Co-Op Approach Jenny Ziviani Helene Polatajko Sylvia Rodger 80

Overview 80

CO-OP in brief 81

Autonomy 82

Relatedness 86

Competence 86

Summary 87

Chapter 7 The Allure of the Circus Embedding Goals in a Naturalistic Leisure Environment Leanne Sakzewskj Jenny Ziviani Anne A. Poulsen 89

Overview 89

Setting the scene 90

Leisure: A means an end 90

Goal setting for a group-based leisure program 91

Embedding goals within a drew-themed group day camp 95

Summary 99

Chapter 8 Coaching Caregivers to Enable Children's Participation: Whose Goals are They Anyway? Fiona Graham Sylvia Rodger Jenny Ziviani 100

Overview 100

Brief overview of OPC 101

Three domains of therapist focus during OPC 102

Addressing the need for Autonomy 103

Addressing the need for Relatedness 106

Addressing the need for Competence 108

Whose goals? 108

Summary 110

Part III The Challenges of Implementing Goal Setting in Practice

Chapter 9 Implementing Goal Setting in Practice Nina Kolehmainen 112

Overview 112

Good quality, "family-centered" goal setting actions: What are they? 113

Factors related to implementation of good quality goal setting 116

Strategies for implementing good quality goal setting: The emerging evidence 118

Summary 119

Chapter 10 Cooperative Goal Practices: School Settings Mary Muhlenhaupt 120

Overview 120

Foundations of education program planning 120

The therapist's evaluation: Processes and tools that can assist in developing goals 125

Developing the student's individualized education program 127

Using COACH to guide IEP development 127

Writing goals for student participation in the school setting 128

Summary 129

Chapter 11 Goal Identification When Communication is a Challenge Benita Powrie Bronwyn Hemsley 131

Overview 131

Communication difficulties 131

Goal identification and children with communication difficulties 132

Person-oriented strategies 133

Social environment considerations 136

Physical environment considerations 136

Time considerations 136

Activity-oriented strategies 137

Talking Mats* 138

Goal identification with children who don't have intentional communication 142

Summary 142

Part IV Goat Setting Instruments

Chapter 12 Canadian Occupational Performance Measure Mary Law Nancy Pollock 144

Overview 144

What is the Canadian Occupational Performance Measure? 144

Steps in the COPM assessment process 146

Using the COPM with children 147

Using the COPM to facilitate goal setting 148

Evidence of the usefulness of the COPM with children and youth 149

Summary 152

Chapter 13 The Gas Approach: Scaling Tailored Goals Margaret Wallen Kirsty Stewart 153

Overview 153

Constructing GAS 156

Identifying goals 157

Scaling of goals 158

Writing reliable and valid goals 158

Measuring goal attainment 159

Reporting outcomes of GAS 159

Psychometric properties of GAS 160

Implementation considerations 161

Summary 161

Chapter 14 "I Think I Can!" Giving Children a Voice With the Perceived Efficacy and Goal Setting System Cheryl Missiuna Nancy Pollock Jennifer Siemon 163

Overview 163

Description of the PEGS 163

Background and early research with the PEGS 166

Cross-cultural adoption of the PEGS 167

Future directions 170

Summary 170

Chapter 15 Facilitating Youth Rights: Using the Child Occupational Self-Assessment Jessica M. Kramer Marjon Ten Velden 172

Overview 172

The Child Occupational Self Assessment (COSA) 173

Using the COSA to enhance intervention planning 174

Optimizing youth self-reports on the COSA 175

Incorporating youth perspectives in goal-related conversations 178

Negotiation and discussion 178

Professional reflection 180

Summary 180

Chapter 16 The Family Goal Setting Tool Who Holds the Cards? Judy Jones 182

Overview 182

Background to the Family Goal Setting Tool (FGST) 183

Description of the FGST 185

FGST process 186

Further development-FGST: ASD Version 187

Goal exploration using the FGSTs and psychological need support 188

Autonomy 188

Relatedness 189

Competence 189

Summary 190

Chapter 17 The Ecomap and Routines-Based Interviewing: Assessment Processes to Enhance Collaboration Rose Gilmore 191

Overview 191

The Ecomap: Exploring connections 192

The Ecomap process 193

The Routines-Based Interview 195

The RBI process 196

Psychological needs: The Ecomap and the RBI 199

Helping families become active agents in setting their own self-relevant goals 200

Summary 201

Chapter 18 Understanding Personal Projects Analysis Anne A. Poulsen 202

Overview 202

PPA-an ecological approach 203

Description of the PPA-C modules 204

Types of personal projects generated by children 207

Positioning PPA-C within goal-oriented conversations in therapy 208

Future directions 209

Summary 209

Chapter 19 Goal Setting with Goal Maker Amanda Kirby Lynne Peters 211

Overview 211

What is Goal Maker? 212

Rationale foe Goal Maker 214

Development of Goal Maker 215

The Goal Maker process 215

Summary 219

Chapter 20 Reflections, Caveats and Guidelines Monica Cuskelly 220

Overview 220

Goal setting instruments 221

Barriers to effective goal setting 229

Future developments in the area of goal setting 230

Contributing authors 232

References 237

Subject Index 256

Author Index 266

Editorial Reviews

A thought provoking book which supports the present values reflected in pupil centred planning in the new SEND code of practice.

Educational Psychology in Practice

The essays collected in this volume helpfully guide professionals to be better able to support these basic needs, articulating in practical terms the component skills and attitudes required to facilitate children's Autonomy, Relatedness and Competence in treatment settings. Building on strong empirical findings and an increasingly rich clinical literature in SDT and related approaches, these chapters provide steady scaffoldings on which practitioners' competence and creativity can ascend.

from the foreword by Richard M. Ryan

As an ancient Chinese saying goes, "A good beginning is half the success". Goal setting and motivation lay the foundation for effective therapy. While goal setting appears to be deceptively simple, it is surprisingly challenging for many to do well. This book provides therapists with inspirations and practical strategies to set goals that are instrumental for successful therapy. A wonderful book that comprehensively addresses the art and science of goal setting!

Dr May Lim

Therapy goals are best achieved if children are intrinsically motivated to act. Meaningful engagement is optimized by control and choice (autonomy), connection and collaboration (relatedness), and capability and confidence (competence). This articulate and informative text provides a superb synthesis of the principles of goal-setting and motivation, which are critical ingredients to a child's personal growth, participation and mastery.

Annette Majnemer

This internationally-authored book, edited by Australian experts in the field, Poulsen, Ziviani and Cuskelly, masterfully brings together the concepts of self-determination, autonomy, relatedness, competence, motivation and family-centred care, to form a comprehensive evidence-informed guide on goal setting for pediatric rehabilitation and beyond. A highly engaging read illustrated by widely applicable scenarios and linked to goal setting resources that will allow the reader to take the next steps with the families with whom they work. A must read for novice and expert clinicians alike, and an ideal resource to include in health care professional training and orientation of new staff in pediatric settings.

Virginia Wright

Do we really need a book on writing goals? YES, YES, and YES! We have been educating students and therapists for decades on how to collaboratively develop meaningful goals and therapists continue to tell us how challenging the process is for them. Finally, a book that blends the theoretical and practical perspectives to guide therapists in engaging children and families and supporting their autonomy, relatedness, and competence. A must read - an impressive book that is comprehensive, with the depth and rigor the topic deserves, but at the same time is written in a useful format that empowers therapists and provides them with the tools they need to engage children and families in setting and supporting the goals that are meaningful to them.

Lisa A.Chiarello