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.
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.