Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc. CLASS EIGHT SWK 511

GOALS The purpose and function of goals Linking goals to target concerns ▫ Distinguishing program objectives and client goals Factors that influence the development of goals ▫ Client participation ▫ Involuntary status ▫ Values and beliefs ▫ Values inherent in goal setting ▫ Family involvement Environmental conditions and Resources Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc. EPAS a, d, 2.1.7b, 2.1.4c

TYPES OF GOALS Behavioral goal Shared goal Reciprocal goal Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc.

GUIDELINES FOR SELECTING AND DEVELOPING GOALS Goals must be related to results sought by voluntary clients Goals for involuntary clients should include motivational congruence Goals must be defined in explicit and measurable terms Goals must be feasible Goals should be commensurate with knowledge and skills of the practitioner Goals should be stated in positive terms that emphasize growth Avoid agreeing with goals about which you have major reservations Goals should be consistent with function of the agency Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc. EPAS c, 2.1.1d, e, 2.1.2a a

TABLE 12-4: GOALS AND GENERAL TASKS GOALSGENERAL TASKS Pursue a social work degree1.Submit applications for admission. The mother will provide adult supervision for the children each time that she goes out for the evening. 2.Arrange for child care. To live in a safe environment.3. Visit assisted living facilities. Loose 20 pounds4.Join a health club Learn to plan and preparing nutritious meals. 5. Prepare meals that include foods from the five food groups. Improve listening skills in the classroom.7. Listen without interrupting others in the classroom Minimize conflict with peers during recess9.Learn conflict resolution skills Express anger in a constructive manner10.Learn alternative ways of expressing anger Attend school on time on a regular basis.11.Make preparations for getting to school on time. Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc.

APPLYING GOAL DEVELOPMENT GUIDELINES WITH MINORS Elicit the minor’s understanding of the goal and their point of view of the problem Consider whether the client is voluntary or involuntary Define and specify the behavior to be changed Consider age and stage of development as well as cognitive ability Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc. EPAS c

THE PROCESS OF NEGOTIATING GOALS 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 potential barriers to goal attainment and discuss potential benefits and risks Assist clients to make a choice about committing themselves to specific goals. Rank goals according to clients’ priorities. Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc. EPAS c

TREATMENT/CASE COMPONENTS Identified problems Obtained through assessment methods in various areas Matched to diagnosis Goals Identify as increase(s) in behaviors (with deference to mandated decreases) Never identify them as “activities” Every PROBLEM = at least ONE GOAL (“what will be in its place?) Objectives Provide 2-3 per goal as “steps” Word as “actions” verbs Some could be utilized for different goals Interventions Always relate them to the objectives Some might be utilized for different objectives

TREATMENT/CASE PLAN STRUCTURE Identified problem 1 Goal Objective Intervention Identified problem 2 Goal 1 Objective Intervention 1 Intervention 2 Goal 2 Objective Intervention 1 Intervention 2

TREATMENT/CASE PLAN ORGANIZATION EXAMPLE I.Problem: Anthony threatens others A.Goal: Anthony will demonstrate empathy to others 1.Objective: Verbalize how others “feel” when their feelings are hurt a.Participation in therapeutic games that increase understanding of empathy b.Identify non-verbal cues of emotional expression in others

TREATMENT/CASE PLAN ORGANIZATION EXAMPLE CONT’D II.Problem: Anthony refuses to follow adult directives A.Goal: Anthony will demonstrate increased compliance with rules 1.Objective: List positive rewards that result from following rules a.Participation in therapeutic games that increase understanding of positive attention b.Participation in children's’ group curriculum of “Making Friends”

TREATMENT PLAN ORGANIZATION EXAMPLE CONT’D II.Problem: Anthony refuses to follow adult directives B.Goal: Anthony will come to understand the need for boundaries of behavior 1.Objective: Identify relationships that been damaged because of disrespect of others a.Identify relationships that are amenable to making amends b.Role-play situations that have prompted uncontrolled anger expression c.Worker to contact people on list (see a,) to prepare interaction with Anthony 2.Objective: Substitute anger management techniques in place of anger outbursts a.Participation in therapeutic games that increase alternative methods of expression of frustration or outbursts

MONITORING PROGRESS AND EVALUATION Methods of monitoring and evaluating progress Identification of the specific problem or behavior to be changed Specific, measurable, and feasible goals Matching goal and measurement procedures Maintenance of a systematic record of relevant information Evaluation of intermediate and final outcomes Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc.

MEASUREMENT AND EVALUATION (CONTINUED) Quantitative measurement Measuring overt behavior Retrospective estimates of baseline behavior Measuring covert behaviors Guidelines to obtaining baseline measures Measuring with self-administered scales Monitoring progress with quantitative measurements Receptivity of clients to measurement Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc.

FIGURE 12-4: SAMPLE OF SELF- ANCHORED SCALE Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc 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)

FIGURE 12-5: SAMPLE OF GRAPH RECORDING EXTENT OF ANXIETY DURING BASELINE AND INTERVENTION PERIODS Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc Degree of anxiety LeastModeratelyMost Time intervals (days)

MEASUREMENT AND EVALUATION (CONTINUED) Qualitative measures Logical analysis effects Informative events or critical incidences Monitoring progress with qualitative measurements Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc.

CONTRACTING The rationale for contracts Formal and informal contracts Developing contracts ▫ Goals to be accomplished ▫ Roles of participants ▫ Interventions or techniques to be employed ▫ Time frame and frequency and length of sessions ▫ Frequency and duration of sessions ▫ Means of monitoring progress ▫ Stipulating for renegotiating the contract ▫ Housekeeping items Types of contracts Sample contracts Copyright (c) 2012 Brooks/Cole, a division of Thomson Learning, Inc.