About the Book
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.
Table of Contents:
Foreword by Richard M. Ryan, Institute for Positive Psychology and Education, Australian Catholic University. Preface. Acknowledgements. Section One. The Science of Self-Determination as Applied to Goal-Setting. 1. The Science of Goal Setting. Anne A. Poulsen, Senior Research Fellow, Division of Occupational Therapy, School of Health and Rehabilitation Scienes, University of Queensland, Australia, Jenny Ziviani, Professor, Children's Allied Health Research, Queensland Health and School of Health and Rehabilitation Sciences, University of Queensland, Australia and Monica Cuskelly, Associate Professor, School of Education, University of Queensland, Australia. 2. Autonomy in the Process of Goal-Setting. Jenny Ziviani and Anne A. Poulsen. 3. The Centrality of Relatedness to Collaborative Goal-Setting in Therapy. Pamela Meredith, Senior Lecturer, Division of Occupational Therapy, School of Health and Rehabilitation Sciences, University of Queensland, Australia and Monica Cuskelly. 4. Competence: Feeling Confident and Effective. Anne A. Poulsen, Jenny Ziviani and Monica Cuskelly. Section Two. Strategies to Promote Psychological Need Satisfaction During Goal-Setting. 5. What Does Engagement Look Like? Goal-Directed Behavior in Therapy. Gillian King, Professor and Senior Scientist, Bloorview Research Institute, Canada and Jenny Ziviani. 6. Embedding Goal-Setting in Practice: The Co-Op Approach. Jenny Ziviani, Helene Polatajko, Professor, Department of Occupational Science and Occupational Therapy, University of Toronto, Canada and Sylvia Rodger, Honorary Professor, Division of Occupational Therapy, School of Health and Rehabilitational Sciences, University of Queensland, Australia. 7. The Allure of the Circus: Embedding Goals in a Naturalistic Leisure Environment. Leanne Sakzewski, NHMRC TRIP Fellow, Postdoctoral Research Fellow, Queensland Cerebral Palsy and Rehabilitation Centre and School of Medicine, University of Queensland, Australia, Jenny Ziviani and Anne A. Poulsen. 8. Coaching Caregivers to Enable Children's Participation: Whose Goals Are They Anyway? Fiona Graham, Senior Lecturer, Rehabilitation and Research Unit, University of Otago, New Zealand, Sylvia Rodger and Jenny Ziviani. Section Three. The Challenges of Implementing Goal-Setting in Practice. 9. Implementing Goal-Setting in Practice. Niina Kolehmainen, MRC Population Health Scientist, Health Services Research Unit, University of Aberdeen, UK. 10. Cooperative Goal Practices: School Settings. Mary Muhlenhaupt, Assistant Professor, Department of Occupational Therapy, Thomas Jefferson University, USA. 11. Goal Identification When Communication is a Challenge. Benita Powrie and Bronwyn Hemsley, ARC DECRA Fellow, Speech Pathologist, Communication and School of Humanities and Social Science, University of Newcastle, Australia. Section 4. Goal-Setting Instruments. 12. Canadian Occupational Performance Measure. Mary Law, Founder of CanChild, Associate Dean, Professor John and Margaret Lillie Chair of Childhood Disability Research, Insititute for Applied Health Sciences, McMaster University, Canada and Nancy Pollock, Associate Professor, School of Rehabilitation Science, McMaster University, Canada. 13. The GAS Approach: Scaling Tailored Goals. Margaret Wallen, Research Fellow, Research Institute Cerebral Palsy Alliance, Adjunct Lecturer, University of Sydney Cebreal Palsy Alliance, Australia and Kirsty Stewart, Senior Occupational Therapist, Kids Rehab, The Children's Hospital at Westmead and Clinical Associate Lecturer, Sydney Medical School, University of Sydney, Australia. 14. "I Think I Can!": Giving Children a Voice with the Perceived Efficacy and Goal-Setting System. Cheryl Missiuna, Director of CanChild and Professor in the School of Rehabilitation Science, McMaster University, Canada, Nancy Pollock and Jennifer Siemon, Project Coordinator, CanChild Centre for Childhood Disability Research, School of Rehabilitation Science, McMaster University, Canada. 15. Facilitating Youth Rights: Using the Occupational Self-Assessment (COSA). Jessica M. Kramer, Assistant Professor, Health and Disability Research Institute, Sargent College Boston University, USA and Marjon ten Velden, Senior Lecturer Occupational Therapy, Amsterdam Univeristy of Applied Sciences, The Netherlands. 16. The Family Goal-Setting Tool: Who Holds the Cards? Senior Occupational Therapist, Autism Queenlsand, Australia. 17. The Ecomap and Routines-Based Interviewing: Assessment Processes to Enhance Collaboration. Rose Gilmore, Senior Occupational Therapist, Queensland Paediatric Rehabilitation and Outreach Services, Children's Health Queensland Hospital Services, Australia. 18. Understanding Personal Projects Analysis. Anne A. Poulsen. 19. Goal-Setting with Goal Maker. Amanda Kirby, Professor and Medical Director, The Dyscovery Centre, University of Wales, UK and Lynne Peters, Education Advisor DO-IT Solutions and The Dyscovery Centre. Epilogue. 20. Reflections, Caveats and Guidelines. Monica Cuskelly. Contributing Authors. References.
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.
Review :
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.
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.
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!
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.
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.
A thought provoking book which supports the present values reflected in pupil centred planning in the new SEND code of practice.
