Transcript
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Goal SettingDr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC, NCC
Executive Director, AllCEUs
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Objectives Identify the purpose of setting goals Learn about SMART goals and how to set
them Explore ways to help clients identify their
goals Learn how to help clients increase and
maintain motivation Identify the 6 most common pitfalls in goal
setting, and how to prevent them
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Why Do I Care Goal setting is an integral part of treatment Goal setting is something everyone does
every day Ineffective goals can have a negative impact
on self esteem Ineffective goals can make people
mistakenly think they are helpless to change anything.
SpecificMeasurableAchievableRealistic Time Limited
Think about the last goal you set that was successful…Think about the last goal you set that was unsuccessful.What is the difference between the two?
SMART?Motivation?
SMART Goals
Goals (WHY) Goals are the overarching reason a person begins to
do something. Often goals are broad and abstract. “I want to be
healthier.” “I want to be happy.” Goals need to be broken down into manageable,
meaningful, observable objectives. Phrase goals as adding a positive instead of
removing a negative.
Goals—The Beginning
One way to elicit goals is through the miracle question: If you woke up tomorrow and you were _____ (i.e.
your problem was resolved/goal was achieved) what would be different?
This gives you insight into the foundations of this particular persons symptoms/definition of the problem.
Miracle Question
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Specific Overall Goal for Treatment
What is the problem?Example: Depression
How will you know when the problem is resolved? Emotionally, I won’t feel as hopeless and helpless.
I wont dread getting out of bed.Mentally, I won’t be so foggy headed and will be
able to concentratePhysically, I will have more energy and lose some
weightSocially, I will enjoy spending time with friends
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Specific Subgoals
Main IssueLearn about the overall problem (Depression)Learn about your symptoms/causes/triggers of the problemIdentify ways to address your specific
symptoms/causes/triggers I won’t dread getting out of bed each day
Reframed– I will be happy to wake up and face the dayIdentify causes of dread for you and interventions
I will have more energyLearn about causes of fatigue and low energyIdentify potential causes of your fatigue and low energy
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Measurable Frequency (#/time)
Number of times per day or week i.e. Number of crying episodes i.e. Number of eating episodes NOT due to hunger i.e. Number of glasses of water consumed/day i.e. Number of wake-ups during the night
Duration (How long) Sleep Exercise Crying episodes
Intensity Likert (1-mild; 2-moderate; 3-intense; 4-excruciating) Number of calories per binge
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Measurable Main Issue: Depression
Likert scale 1-can’t go on, 2-okay, 3-pretty good, 4-Awesome
I won’t dread getting out of bed each day –Cause of dread--Job Likert scale 1-can’t go on, 2-okay, 3-pretty good, 4-
Awesome I will have more energy—Cause of low energy– poor
sleep Record hours slept; number of awakenings; quality of
sleep
Write each of the following “goals” on a piece of paper: Lose weight Get in shape Feel better about myself Be happier
Identify at least 2 ways for each goal that tells the person he or she has achieved that goal. “How will you know when you are/have _____”
How would you measure each of those?
Activity: Observable and Measurable
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Achievable, Realistic, Time-Limited Rome was not built in a day Built on prior strengths and individualized Something the client is motivated to change Weekly goals; Daily goals (IOP); Hourly goals
(crisis)
Who is responsible for doing What, When, Where, Why and How
This is your client's action plan or map Who (your client) What are they responsible for doing, when and
where Why are they doing it How is it helping them meet their ultimate goal
The Hook, A.K.A. The 5 Ws
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Example Main Issue (8/1/2016-9/5/2016)
Sally will learn about the overall problem (Depression) by reading one chapter of XYZ Book and the handouts provided by Dr. Snipes each week for 5 weeks.
Sally will learn about her symptoms/causes/triggers of the problem by taking notes on what sounds like her as she reads the book and handouts about depression. She will process those notes in counseling with Dr. Snipes each week.
Sally will identify ways to address her specific symptoms/causes/triggers by completing the My Symptoms and My Triggers worksheets provided by Dr. Snipes
Each morning and evening, Sally will rate, on a scale from 1-4 her happiness and explain her response. These logs will be discussed with Dr. Snipes each session.
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Learning Goal setting means changing a behavior Change usually involves learning something Part of the learning process involves improving
motivation Effective change means presenting the information in a
form in which the person most easily learns.
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Learning 3 parts to the learning process:
CognitionHow people acquire knowledge: Seeing, hearing or doing
ConceptualizationHow people process information: Abstract, specific, memory
pathways Affective
People’s motivation, decision-making styles, values and emotional preferences: How much does this information matter
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Learning Styles and Goal Setting Active/Reflective
When you process information Auditory/hearing, visual/seeing, or kinesthetic/doing
Methods for receiving information Factual or Emotional
How you conceptualize information Sensing vs. Intuitive
What you pay attention to Global vs. Specific
Parts to whole or vice versa
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Problem Selection: Motivation Changeable Variable Components
Emotional– I want to Cognitive/Intellectual– I need to Social Physical Situational
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Motivational Exercise Decisional Balance
Completed on each unique behavior and repeated often Can be useful in addressing “resistance”
To Change/Do the Behavior
To Stay the Same/Not do the Behavior
Benefits EmotionalMentalPhysicalSocialFinancialOccupational
EmotionalMentalPhysicalSocialFinancialOccupational
Drawbacks
EmotionalMentalPhysicalSocialFinancialOccupational
EmotionalMentalPhysicalSocialFinancialOccupational
List 10 reasons you want to ________ and review them daily.
Create a collage of all the reasons you want to __________.
Keep a journal of how things change positively for you as you ___________.
Make a list of disputes for your most frequent cop-outs. Tell three people about your goal.
Maintaining Emotional Motivation
List 10 reasons you need to _______________. Keep written information available that
highlights the benefits of the program. Have clients research how this change can
benefit them List 10 reasons you know you can _________. Set an end date for each objective.
Maintaining Intellectual Motivation
Identify 3 social supports that understand (or are willing to learn about) addiction and co-occurring disorders recovery
Buddy-Up-- Encourage people with similar goals to support each other in and out of group/class.
Plan weekly fun social activities with friends, children, pets
Maintaining Social Motivation
Create a positive environment The way things look on the outside often reflect
how you feel on the inside Eliminate sensory (visual, auditory,
olfactory) stimuli –i.e. Bob Marley has to go.
Maintaining Environmental Motivation
Keep a daily check-in sheet of how you feel physically (pain, lethargy, fatigue, irritability)
Use money you would have spent on your addiction to take care of yourself Fitness center membership Massage Hot-tub Spa day
Maintaining Physical Motivation
Identify 5 obstacles to accomplishing your goal, what motivations they are related to, and 3 solutions for each
Identify 5 reasons for prior relapses, motivations for each and alternative behaviours
Maintaining Motivation--General
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Pitfalls1. Failing to consider why you currently do (or do not)
engage in certain behaviors. 2. Setting goals that are too big 3. Setting goals that are too hard 4. Setting too many goals 5. Setting goals without sufficient rewards 6. Setting goals that are too specific
Identify 3 treatment plan goals patients have set which failed and why.
Prioritizing Goals
Biological/Physiological
Safety & Security
Love & Belonging
Self-esteem
Self-actualization
Summary Good Goals
Use positive language Address the reasons for not changing as well as
changing Are meaningful to the patient SMART Use the KSA progression
Knowledge in generalKnowledge specific to the patientSkills in generalSkills specific to the patient
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