Counseling Internship: A Specific Goal-Setting Model

1973 ◽  
Vol 13 (2) ◽  
pp. 154-155 ◽  
Author(s):  
William T. Packwood
2019 ◽  
Vol 20 (3) ◽  
pp. 226-239
Author(s):  
Sarah Prescott ◽  
Emmah Doig ◽  
Jennifer Fleming ◽  
Nicole Weir

AbstractBackground:Currently, there is increasing recognition of the need to use a client-centred approach to goal setting in rehabilitation. However, there is limited research to guide practice with community-dwelling clients with acquired brain injury. An understanding of the characteristics of client-centred goals and the extent to which client-centeredness influences goal outcomes is required.Objective:To examine the relationships between the client-centredness of goals and their characteristics, content, recall and outcomes of client-centred goals in brain injury rehabilitation.Methods:A prospective cohort design study was employed. Participants were 45 clients with brain injury receiving outpatient rehabilitation, who completed measures of client-centredness after goal setting. Each goal was classified according to whether it was specific, measurable, non-jargonistic, and participation-focussed, included a timeframe and was recalled by participants.Results:Participants set 223 goals with 20 clinicians from multiple disciplines. Levels of client-centredness did not differ according to the characteristics, content and recall of goals, with the exception of goal specificity (p< 0.01). Client-centredness was significantly and positively correlated with goal outcomes (p< 0.05).Conclusions:The use of client-centred goals is recommended for improved rehabilitation outcomes. Applying goal documentation criteria does not necessarily mean that goals will be client-centred, and highly specific goal statements may not reflect what is important and meaningful to clients.


2020 ◽  
Author(s):  
Matthew Kyle Robison ◽  
Nash Unsworth ◽  
Gene Arnold Brewer

Across four experiments we examined the effects of goal-setting, feedback, and incentivizing manipulations on sustained attention. In addition to measuring task performance, we measured subjective attentional states and momentary feelings of motivation and alertness. Experiment 1 compared two specific goal conditions - one difficult and one easy - to a standard set of instructions. The specific goal conditions both reduced RTs and attenuated the vigilance decrement but did not impact task engagement (motivation or task-unrelated thoughts). Experiment 2 manipulated both goal-setting and feedback across conditions. The combination of a specific goal and feedback had strong effects on both task performance and task engagement. Additionally, feedback increased task engagement (higher motivation and fewer task-unrelated thoughts) regardless of whether or not it was paired with a specific goal. Experiment 3 examined the effect of pairing goals with a reward. Participants in one reward condition (time-based incentive) reported higher motivation, but did not show better task performance. Offering a cash incentive to meet a goal did not have an effect on any dependent variables. Finally, in an effort to examine whether more moderately-difficult goals might lead to optimal performance, Experiment 4 examined a broader range of goals. However we did not see an effect of a moderately-difficult goal on any of the dependent variables. None of the experimental manipulations were effective in mitigating or eliminating the vigilance decrement. We discuss the theoretical implications of the results with regard to goal-setting theory and theories of vigilance.


1992 ◽  
Vol 11 (3) ◽  
pp. 220-234 ◽  
Author(s):  
B. Ann Boyce

This study investigated the effect of three goal-setting conditions on skill acquisition and retention of a selected shooting task. Utilizing a two-stage random-sampling technique, nine classes (N=138 subjects) were assigned to one of three conditions: (a) assigned specific goals, (b) participant-set specific goals, and (c) generalized do-your-best goals. The pretest and five skill acquisition trials were analyzed in a 3×6 (Goal groups × Trials) MANOVA design with repeated measures on the last factor. The procedure for the retention trial resulted in a 3×1 (Goal groups × Trial) ANOVA design. Results indicated a significant groups-by-trials interaction. The follow-up analyses revealed that the two specific goal-setting groups (assigned and participant-set goals) were significantly superior to the do-your-best group during the second, fourth, fifth, and retention trials.


1994 ◽  
Vol 8 (2) ◽  
pp. 166-175 ◽  
Author(s):  
Robert Weinberg ◽  
Thomas Stitcher ◽  
Peggy Richardson

The purpose of the present investigation was to determine the effects of a specific goal-setting program on physical performance over the course of a competitive athletic season. Subjects were 24 members of an NCAA Division III men’s lacrosse team who were matched on ability and playing position and then randomly assigned to either a goal-setting or do-your-best control group. The experimenter met with each athlete at the beginning of the season to provide goals, as well as during the season to reevaluate the goals, if necessary. Performance was measured on offensive assists, offensive ground balls, defensive ground balls, and defensive clears. Manipulation checks revealed that players accepted their goals, felt their goals were realistic, and tried hard to reach their goals. Although statistical tests indicated no significant performance differences, the magnitude, direction, and consistency of the differences in favor of the goal group offers some support for the effectiveness of specific goals across an athletic season.


2021 ◽  
Vol 12 ◽  
Author(s):  
Jessica Höpfner ◽  
Nina Keith

Setting high and specific goals is one of the best-established management tools to increase performance and motivation. However, in recent years, potential downsides of goal-setting are being discussed. One possible downside is the high risk of failing the goal. In an approach to integrate research on the consequences of goal-failure and the basic assumptions of goal-setting theory, we investigated whether failure of a high and specific goal has detrimental effects on a person’s affect, self-esteem, and motivation. In Experiment 1, 185 participants received fictitious feedback about attaining or failing an assigned high and specific goal. In Experiment 2 with 86 participants, we manipulated goal-failure through task-difficulty and we included task choice as a behavioral measure of motivation. In both experiments, participants who failed the high and specific goal showed a decrease in affect, self-esteem, and motivation compared to participants who attained that goal. Results indicate that failing a high and specific goal can be damaging for self-related factors that may be crucial for organizational long-term outcomes. We advise organizations to consider potential undesirable effects when using goal-setting interventions.


1992 ◽  
Vol 14 (3) ◽  
pp. 298-308 ◽  
Author(s):  
Barbara Ann Boyce

This study investigated the effect of goal proximity on skill acquisition and retention of a selected shooting task. Twelve classes (n=181) were randomly assigned to one of four conditions: (a) short-term goals, (b) a long-term goal, (c) short-term plus long-term goals, and (d) do-your-best goals. The pretest and six skill acquisition/retention trials were analyzed in a 4×2×6 (Goal Groups × Gender × Trials) MANCOVA design with repeated measures on the last factor and with the pretest as the covariate. Results of a multivariate F test revealed significant main effects for goal groups, gender, and trials. Post hoc tests indicated that the three specific goal-setting groups were superior to the do-your-best group. Males were statistically superior to females in the shooting task. The follow-up tests on trials revealed that as trials progressed, shooting performance improved significantly.


2014 ◽  
Vol 19 (5) ◽  
pp. 13-15
Author(s):  
Stephen L. Demeter

Abstract A long-standing criticism of the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides) has been the inequity between the internal medicine ratings and the orthopedic ratings; in the comparison, internal medicine ratings appear inflated. A specific goal of the AMA Guides, Sixth Edition, was to diminish, where possible, those disparities. This led to the use of the International Classification of Functioning, Disability, and Health from the World Health Organization in the AMA Guides, Sixth Edition, including the addition of the burden of treatment compliance (BOTC). The BOTC originally was intended to allow rating internal medicine conditions using the types and numbers of medications as a surrogate measure of the severity of a condition when other, more traditional methods, did not exist or were insufficient. Internal medicine relies on step-wise escalation of treatment, and BOTC usefully provides an estimate of impairment based on the need to be compliant with treatment. Simplistically, the need to take more medications may indicate a greater impairment burden. BOTC is introduced in the first chapter of the AMA Guides, Sixth Edition, which clarifies that “BOTC refers to the impairment that results from adhering to a complex regimen of medications, testing, and/or procedures to achieve an objective, measurable, clinical improvement that would not occur, or potentially could be reversed, in the absence of compliance.


2018 ◽  
Vol 62 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Nina Keith

Abstract. The positive effects of goal setting on motivation and performance are among the most established findings of industrial–organizational psychology. Accordingly, goal setting is a common management technique. Lately, however, potential negative effects of goal-setting, for example, on unethical behavior, are increasingly being discussed. This research replicates and extends a laboratory experiment conducted in the United States. In one of three goal conditions (do-your-best goals, consistently high goals, increasingly high goals), 101 participants worked on a search task in five rounds. Half of them (transparency yes/no) were informed at the outset about goal development. We did not find the expected effects on unethical behavior but medium-to-large effects on subjective variables: Perceived fairness of goals and goal commitment were least favorable in the increasing-goal condition, particularly in later goal rounds. Results indicate that when designing goal-setting interventions, organizations may consider potential undesirable long-term effects.


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