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Results for “Goal setting”

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PubMed2004

Communication during goal-setting in physiotherapy treatment sessions.

OBJECTIVE: To analyse in detail therapists' and patients' communication practices during physiotherapy goal-setting in stroke rehabilitation settings. To deduce explanations for observed practices. To contribute to understanding of the communication challenges entailed in goal-setting. DESIGN: A conversation analytic study of video-recorded treatment sessions. SETTING: Physiotherapy 'gyms' in four UK hospitals. SUBJECTS: The 74 recorded sessions involved 21 patients (52-86 years, 11 female) and 10 senior physiotherapists. Patients' disabilities varied; none were severely aphasic. Nine of the therapists were female, postqualification experience ranged from 3 to 23 years. FINDINGS: Eight goal-setting episodes were identified. In all but one, therapists supplied the target problems or abilities for which goals were subsequently set. The case in which the patient was asked to propose problems prior to goal-setting is examined in detail. Various interactional difficulties and delays arose both in eliciting the patient's views and incorporating them into agreed goals. Strategies by which the therapist dealt with difficulties included repeated and constraining questions, negotiation, and amending proposed goals. CONCLUSIONS: Findings of this small, detailed study might help explain previous observations of infrequent goal-setting and failure to maximize patients' involvement therein. Goal-setting, particularly where patients' views are elicited and incorporated, involves skill and effort, and is influenced by powerful social constraints. Developing detailed knowledge of both practices and constraints may contribute to improving professional practice, guidance and education. The paper demonstrates the utility of detailed analysis of rehabilitation communication using conversation analytic methods.

Aged↗

PubMed2006

Should patients participate in clinical decision making? An optimised balance block design controlled study of goal setting in a rehabilitation unit.

OBJECTIVES: The recent National Service Framework for Long Term Conditions recommends that patients participate more in decision making about their care. However, few protocols exist to support this. One potentially useful method is goal setting, but little has been done to evaluate the added value of increasing patient participation in this way. Therefore, this study examined the impact of an increased participation goal setting protocol in a neurorehabilitation setting. DESIGN: The study was an AB optimised balance block design with each block lasting 3 months, over an 18 month period. SETTING AND PARTICIPANTS: Patients (n = 201) were recruited from an inpatient neurological rehabilitation unit. INTERVENTIONS: Patients (n = 100) recruited in phase A were involved in "usual practice" goal setting. Patients (n = 101) recruited in phase B were involved in "increased participation" goal setting, which included a protocol to help them define and prioritise their own goals. MAIN OUTCOME MEASURES: Patients' perceptions of the relevance of goal setting and their autonomy within the process; the number, type and outcome of goals; and level of functional ability. RESULTS: Phase B patients ("increased participation") set fewer goals, of which significantly more were participation related. These patients perceived the goals to be more relevant, and expressed greater autonomy and satisfaction with goal setting. There were no differences in functional outcomes between the groups. CONCLUSION: This study has shown that patients prefer increased participation in the goal setting process over standard procedures, perceiving their goals as more relevant and rehabilitation more patient centred despite the absence of functional gains. Effective patient centred care can be realised by using structures that help support patients to identify and communicate their priorities. As such, our findings suggest patients would benefit from greater participation in this aspect of clinical decision making.

Clinical Protocols↗

PubMed1997

Goal setting and feedback for the development of instructional strategies.

This study was done to evaluate the effectiveness of three practice methods, (a) feedback as knowledge of performance (KP), (b) feedback as knowledge of results combined with the goal-setting method, and (c) a combination of knowledge of performance and results with the goal-setting method on the performance and learning of basketball skills of different complexity. Three groups (n = 26) of children followed the practice methods and the performance (result), and technique of simple and complex basketball skills (dribble, pass, shoot, and lay-up) were assessed for their effectiveness. Subjects practiced using four exercises for each skill, three times a week, for eight weeks. A performance and a retention test (two weeks later) were conducted. A multivariate analysis of variance with repeated measures on the last factor indicated that knowledge of performance with results of goal-setting significantly improved the techniques of the more complex skills but it was significantly better than the knowledge of results and goal-setting method for passing. Giving knowledge of results and setting goals improved performance and proved to be better than the knowledge of performance method. Finally, the combined method was as good as the knowledge of performance and as good as the knowledge of results plus goal setting in performance but improvement was delayed mostly for the more complex skills. Attentional needs for the analysis of information given determined the success in skills execution and the effectiveness of the methods. The different content of the information given to the athletes may improve different aspects of motion or execution of the skills.

Adolescent↗

PubMed2004

Understanding the relationships between wellbeing, goal-setting and depression in children.

OBJECTIVES: This study investigates children's conceptions of happiness and wellbeing in relation to goal choice. It examines the prevalence and impact of Conditional goal setting (CGS) on levels of wellbeing and depression. Conditional goal setting describes commitment toward an important goal resulting from a conception that happiness is an end-point achieved through the attainment of this goal. Conditional goal setting has been identified as a significant factor in the development and maintenance of depression in adults. This study examines these same concepts among children. METHOD: Combined interpretative and quantitative methodology is used. Thirty-six children aged 10-12 years participated in six focus groups discussing their understandings of happiness, important goals and beliefs concerning CGS. Children each attended one of three primary schools in the Perth metropolitan district. They also completed CGS and depression questionnaires. RESULTS: Responses were categorized into a number of common themes. Response content and the number of responses in each theoretical area were identified and discussed. The majority of participants conceptualized happiness as a goal dependent upon something extrinsic to themselves (such as an achievement or event). Statistical analyses suggested a significant relationship between goal setting styles, conceptualizations of happiness and depression. Depressed children were more likely than non-depressed children to be conditional goal setters. CONCLUSIONS: Findings suggest that some children conceptualize happiness as an outcome that is dependent on their important achievements and acquisitions. This conceptualization is related to depression. Alternatively, non-depressed children tended to conceptualize happiness as a process independent of goal achievement or failure.

Child↗

PubMed1999

Hypermasculinity and academic goal-setting: an exploratory study.

The relation between gender-role percepts and academic goal-setting was explored. An inventory examining the aspects of masculinity that would facilitate or inhibit academic goal-setting was developed based on a literature review of how masculinity relates to academic behaviors. A diverse sample of students (120 male, 147 female, 14 not indicating sex) was measured on three aspects of sex and academic goal-setting behavior. Factor analysis confirmed the content validity of masculine factors having facilitative (Mastery Competitiveness) and inhibitory (Antisocial Competitiveness) academic properties. Regression analyses indicated that sex-role orientations (Competitiveness and Hypermasculinity) significantly predicted academic goal-setting behaviors (R2 = .136). Finally, men scored higher than women on the subscales measuring Hypermasculinity and Antisocial or Competitiveness, while there were no sex differences on the Mastery Competitiveness subscale. The implications of these findings and suggestions for research are discussed.

Adolescent↗

PubMed2002

Building a practically useful theory of goal setting and task motivation. A 35-year odyssey.

The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.

Goals↗

PubMedDate not supplied

The use of goal setting by physicians in the treatment of diabetes.

Although physicians commonly report that they use goals in introducing diabetic regimens, little is known about exactly which aspects of established goal-setting techniques are used. This exploratory study sought to ascertain if and how medical doctors employ goal setting in presenting regimens to their patients. Six physicians (second-year metabolism fellows or endocrinologists) were asked to describe their treatment of a "typical" diabetic patient. The responses were analyzed for use of the elements of systematic goal setting. The results indicated that while the physicians had target outcomes in mind they made little use of the key elements of established goal-setting techniques.

Adult↗

PubMedDate not supplied

The effect of goal-setting and feedback on age differences in secondary memory.

Goal-setting and feedback have been found to improve performance on a variety of tasks. The present study applied this finding to an examination of adult age differences in secondary memory. Elderly and young adults completed a free-recall task in which one subgroup established a performance goal for blocks of trials and received feedback on a trial-by-trial basis. A second, comparison subgroup completed the same task without setting goals or receiving feedback. Results indicated that the use of the motivational technique of goal-setting and feedback increased memory performance of both age groups beyond that obtained under standard recall conditions.

Aged↗

PubMed2001

Goal setting and reaction time performance in brain-damaged patients.

A goal-setting approach was used to examine the way in which 62 patients with closed head injuries or cerebral vascular accidents and 47 orthopedic control patients alter their performance on a four-choice reaction time (RT) task. Both patient groups were randomly assigned to two conditions: one in which a specific and high goal was assigned and one in which a "do your best" goal was given. Statistical analysis indicated that patients with a specific and high goal responded faster than patients with a "do your best" goal. No clinical or neuropsychological variables (e.g., attention, memory) had a moderating influence on the goal setting effect. These results demonstrate that goal setting as a motivational technique is a reliable and robust technique and can enhance performance (intensity of behavior) not only in healthy participants but also in brain-damaged patients.

Adult↗

PubMed2006

Goal setting as a shared decision making strategy among clinicians and their older patients.

OBJECTIVE: Older adults are less likely than other age groups to participate in clinical decision-making. To enhance participation, we sought to understand how older adults consider and discuss their life and health goals during the clinical encounter. METHODS: We conducted six focus groups: four with community-dwelling older persons (n=42), one with geriatricians and internists (n=6), and one with rehabilitation nurses (n=5). Participants were asked to discuss: patients' life and health goals; communication about goals, and perception of agreement about health goals. Group interactions were tape-recorded, transcribed, and analyzed using content analysis. RESULTS: All participants were willing to discuss goals, but varied in the degree to which they did so. Reasons for non-discussion included that goal setting was not a priority given limited time, visits focused on symptoms, mutual perception of disinterest, and the presumption that all patients' goals were the same. CONCLUSION: Interventions to enhance goal setting need to address key barriers to promoting goals discussions. Participants recognized the benefits of goal setting, however, training and instruments are needed to integrate goal setting into medicine. PRACTICE IMPLICATIONS: Setting goals initially and reviewing them periodically may be a comprehensive, time-efficient way of integrating patients' goals into their care plans.

Adult↗

PubMed1999

Recovering from stroke: a qualitative investigation of the role of goal setting in late stroke recovery.

This article examines the role of goal setting in the continuing relationship between specialist nurse and patients recovering from stroke. The nurse intervention was intended to ease the patient through the stages of recovery from stroke, focusing on emotional and social recovery rather than physical function. Literature on the use of goals in the nursing process is discussed. The article uses data from contemporary nurse records and from interviews with nurses and with patients and caregivers. The data from each of these elements were subjected to content analysis and were then synthesized using a grounded theory approach to interpret their significance. The perspective of patients and caregivers provides an additional insight into the use and limitations of goal setting which is largely developed in the literature from a nursing perspective. Nurses were found to have different interpretations of the use of goal setting. Some used it explicitly in their relationships with patients, whilst others used the concept to inform their actions whilst being less explicit and more informal. In all cases they demonstrate the tension between establishing and supporting progress towards realistic recovery goals and recognizing the limitations now placed on stroke victims.

Adaptation, Psychological↗

PubMed2003

The psychosocial impact of cancer: exploring relationships between conditional goal setting and depression.

This study explores depression in cancer patients with reference to conditional goal setting (CGS) theory. CGS theory proposes that depressed individuals believe that personal happiness is conditional upon attainment of specific goals (personal CGS). Other individuals may set important goals believing that goal achievement is a necessary prerequisite of social acceptance and approval (social CGS). CGS has been found to contribute to depression in normal populations. 15.2% of the 67 newly diagnosed cancer patients in this study showed clinical levels of depression. A significant relationship was identified between personal CGS, rumination and depression, as predicted in CGS theory. Two months later, 46.7% of patients demonstrated clinical levels of depression. This later experience of depression was significantly related to social CGS. The results suggest CGS involving a misdirected pursuit of happiness is initially associated with depression whereas subsequent experiences of depression are related to a misdirected pursuit of social acceptance. Implications are discussed in terms of understanding the cancer patients' motivations controlling goal setting. It is suggested that successful psychotherapy for depression in cancer patients needs to examine the motivations controlling goal setting in addition to the process of goal pursuit.

Adult↗

PubMed2005

Memory and goal setting: the response of older and younger adults to positive and objective feedback.

Earlier research suggested that goal setting for memory does not have the same advantages for older adults as for younger adults. Using ideal goal-setting conditions with individualized goals, the authors compared goals plus positive feedback, goals plus objective feedback, and control. Performance increased over trials and was higher for both goal conditions than for control. The positive feedback condition showed the highest goal commitment and motivation. Older adults showed strong performance gains and more motivation and goal commitment than the young. The results showed that older adults can benefit from goal setting under optimal learning and feedback conditions.

Adolescent↗

PubMed1997

Targeted goal setting: helping nurses manage a turbulent work environment.

Nurses in a mid-sized Midwestern US hospital were surveyed to investigate the interrelationships among workplace locus of control [WLOC], preference for proximal and distal goals, and goal setting behaviour. Correlational results found preliminary support for the idea that knowledge regarding an individual's WLOC orientation may help supervisors optimize goal setting with their nursing staff. Nurses with an internal WLOC engaged in more long-term, short-term, and overall goal setting behaviour compared to their external WLOC counterparts. Nurses with an internal WLOC also reported a greater preference for working with distal goals and perceived greater control over setting their goals compared to nurses with an external WLOC orientation. Contrary to expectations, supervisors were not more likely to possess an internal WLOC orientation or set more goals compared to non-supervisory personnel. Nursing supervisors did, however, perceive themselves as having significantly greater control over goal setting than non-supervisors. Based upon these findings, recommendations are proposed to help nursing supervisors work with their staff to optimize performance.

Adaptation, Psychological↗

PubMed2002

Assigned versus self-set goals and their impact on the performance of brain-damaged patients.

The purpose of this study was to investigate the role played by goal difficulty and goal origin (i.e., self-set vs. assigned) on the performance of patients with brain injuries in a simple arithmetic task. Eighty-seven patients with either cerebral vascular accidents or traumatic brain injuries were investigated. Patients were randomly assigned to one of three conditions: (1) one in which a specific, high goal was assigned, (2) one in which a "do your best" goal was given, and (3) one in which a personal goal has to be stated. The results indicate that both goal difficulty and goal origin had an influence on performance. Assigned difficult goals lead to better performance than assigned easy goals. Self-setting a goal did not increase performance to the same level than the assignment of a difficult goal. This lower performance increase with self-set goals can be explained by the fact that participants selected goals which were not as difficult as the assigned difficult goal. Self-set goals were attained by most of the patients and only 1 patient showed a high discrepancy between self-set goal and actual performance. These findings suggest that goal origin and goal difficulty are important moderators in the goal setting process. Furthermore, patients with brain injuries do not necessarily set unrealistic high goals.

Adult↗

PubMed2001

Using goal setting as a strategy for dietary behavior change.

Recent reviews have noted that behavioral theory-based nutrition education programs are more successful at achieving food behavior change than knowledge-based programs and that a clear understanding of the mechanisms of behavior change procedures enable dietetics professionals to more effectively promote change. Successful dietary behavior change programs target 1 or more of the personal, behavioral, or environmental factors that influence the behavior of interest and apply theory-based strategies to influence or change those factors. Goal setting is a strategy that is frequently used to help people change. A 4-step goal-setting process has been identified: recognizing a need for change; establishing a goal; adopting a goal-directed activity and self-monitoring it; and self-rewarding goal attainment. The applications of goal setting in dietary interventions for adults and children are reviewed here. Because interventions using goal setting appear to promote dietary change, dietitians should consider incorporating the goal-setting strategies to enhance the behavior change process in nutrition education programs.

Adult↗

PubMed2006

Goal setting as an outcome measure: A systematic review.

BACKGROUND: Goal achievement has been considered to be an important measure of outcome by clinicians working with patients in physical and neurological rehabilitation settings. This systematic review was undertaken to examine the reliability, validity and sensitivity of goal setting and goal attainment scaling approaches when used with working age and older people. AIMS AND OBJECTIVES: To review the reliability, validity and sensitivity of both goal setting and goal attainment scaling when employed as an outcome measure within a physical and neurological working age and older person rehabilitation environment, by examining the research literature covering the 36 years since goal-setting theory was proposed. METHODS: Data sources included a computer-aided literature search of published studies examining the reliability, validity and sensitivity of goal setting/goal attainment scaling, with further references sourced from articles obtained through this process. MAIN FINDINGS: There is strong evidence for the reliability, validity and sensitivity of goal attainment scaling. Empirical support was found for the validity of goal setting but research demonstrating its reliability and sensitivity is limited. CONCLUSIONS: Goal attainment scaling appears to be a sound measure for use in physical rehabilitation settings with working age and older people. Further work needs to be carried out with goal setting to establish its reliability and sensitivity as a measurement tool.

Persons with Disabilities↗

PubMedDate not supplied

The effects of goal setting and self-instruction on learning a reading comprehension strategy: a study of students with learning disabilities.

This study examined the contributions of instruction in goal setting and self-instruction, separately and combined, on the acquisition, maintenance, and generalization of a reading comprehension strategy by fourth-through sixth-grade students with learning disabilities. A previously validated strategy involving the use of story structure to analyze and remember story content was taught to 47 students with learning disabilities using the self-regulated strategy development (SRSD) model. Comparisons were made among students with learning disabilities in four conditions (strategy instruction, strategy instruction plus goal setting, strategy instruction plus self-instruction, and strategy instruction plus goal setting and self-instruction). Result indicated that instruction in the reading strategy produced meaningful, lasting, and generalizable effects on students' story comprehension skills. Furthermore, the comprehension performance of the students with learning disabilities after strategy instruction was indistinguishable from that of a social comparison group of normally achieving students. Explicit instruction in goal setting and self-instruction, however, did not augment the comprehension performance of students with learning disabilities.

Analysis of Variance↗