swep iii. sss 605. class 8

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

Chapter 12

Developing Goals and

Formulating a Contract

• The purpose and function of goals

• Linking goals to target concerns

• Factors influencing goal development

• Client participation

• Values and beliefs

• Values inherent in goal setting

• Family involvement

• Involuntary status

• Environmental conditions

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

• Goals must relate to the desired results sought by voluntary clients

• Strategies for selecting and defining goals for involuntary clients

• Bargaining

• Getting rid of the mandate / outside pressure

• Goals should be defined in explicit and measurable terms

• Partializing goals

• Goals and general tasks (next 2 slides)

• Goals must be feasible

• Goals should be commensurate with the knowledge and skill of the

practitioner

• Goals should be stated in positive terms that emphasize growth (p.324)

• Avoid agreeing to goals about which you have major reservations

• Goals must be consistent within the functions of the agency

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

GOALS GENERAL TASKS

1. Gain increased control over emotions.

2. Improve social relations.

3. Enhance interactions with social

environment.

4. Enhance self-confidence.

5. Improve parenting skills.

6. Increase social participation in a group

context.

1. Reduce frequency of anger outbursts by being aware of cues that

elicit anger. Increase use of internal dialogue to decrease anger.

2. Approach others and initiate and maintain conversation by

employing listening skills and furthering responses.

3. Explore living arrangements in a center for elderly persons that

provides outside activities.

4. Focus on strengths and positive attributes, qualities; express self-

approval.

5. Demonstrate competence in planning and preparing nutritious

meals, and maintaining adequate sanitary and hygienic conditions.

6. Resolve fears about fitting in, initiate discussion of personal

views, ask questions, participate in group discussions.

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

GOALS GENERAL TASKS

7. Improve marital communication.

8. Resolve conflict when interacting

with peers.

9. Express anger in a constructive

manner.

10. Complete job training skills

assessment.

7. Listen without interrupting and check out meaning and

increase frequency of positive messages.

8. Learn methods of problem-solving skills that contribute to

conflict resolution.

9. Practice alternative productive ways of expressing anger.

10. Contact vocational-technical program.

• Determine clients’ readiness for goal negotiation.

• Explain the purpose and function of goals.

• Negotiating goals with involuntary clients.

• Jointly select appropriate goals.

• Define goals explicitly and specify level of change.

• Determine the feasibility of goals and discuss their potential benefits

and risks.

• Assist clients to make a choice about committing themselves to specific

goals.

• Rank goals according to clients’ priorities.

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

• Methods of evaluation and measuring progress

• Involving clients in monitoring progress

• Evaluation resources

• Cautions and strengths

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

• Quantitative measurement

• Measuring overt behavior

• Retrospective estimates of baseline behavior

• Measuring covert behaviors

• Guidelines to obtaining baseline measures

• Measuring with self-administered scales

• Receptivity of clients to measurement

• Monitoring progress with quantitative measurements

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

1 2 3 4 5 6 7

Least anxious

(calm, relaxed,

serene)

Moderately

anxious (tense,

uptight but still

functioning

with effort)

Most anxious

(muscles taut, can’t

concentrate or sit

still; could climb

the wall)

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

1

2

3

4

5

6

7

Deg

ree

of

anx

iety

Lea

stM

oder

atel

yM

ost

Time intervals (days)

3 6 9 12 15 18 21 24 27 30 33 36

• Qualitative measures

• Logical analysis effects

• Informative events or critical incidences

• Monitoring progress with qualitative measurements

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

Tenuous resource/relationship

Strong resource/relationship

Conflicted resource/relationship

Stressful relationship

The Strong Family

(Preintervention)

Church

Schools

Extended

family

Public

TransportationCommunity

Groups

Neighborhood

Credit Card

Debt

Friends

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.

Tenuous resource/relationship

Strong resource/relationship

Conflicted resource/relationship

Stressful relationship

The Strong Family

(Postintervention)

Church

Schools

Extended

family

Public

TransportationCommunity

Groups

Neighborhood

Credit Card

Debt

Friends

• Developing contracts

• Goals to be accomplished

• Roles of participants

• Interventions or techniques to be employed

• Time frame and frequency and length of sessions

• Means of monitoring progress

• Stipulating for renegotiating the contract

• Housekeeping items

• The rationale for contracts

• Types of contracts

Copyright (c) 2009 Brooks/Cole, a division of

Thomson Learning, Inc.