Cargando…
The art and science of motivation : a therapist's guide to working with children /
This book provides a comprehensive understanding of methods for working with children with a range of difficulties. It presents a new model for working with these groups to enhance motivation and engagement and to achieve the best possible treatment outcomes. It will be an inspiring read for all tho...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Jessica Kingsley,
2013.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Ch. 1 Understanding Motivation in the Context of Engaging Children in Therapy / Monica Cuskelly
- Overview
- Introducing the SCOPE-IT model and the macrotheory of Self-Determination
- The heart of the SCOPE-IT model: Motivation
- Three basic psychological needs
- Autonomy
- "I have choices"
- Relatedness
- "I am connected to others"
- Competence
- "I can do things"
- Causality orientations
- Self-Determination Theory: The motivation continuum
- Stage One: Amotivation
- Stage Two: External regulation
- Stage Three: Introjected regulation
- Stage Four: Identified regulation
- Stage Five: Integrated regulation
- Stage Six: Intrinsic motivation
- Summary
- ch. 2 Children's Understanding of Purpose: A Matter of Choice / Anne A. Poulsen
- Overview
- Self-determined behavior
- What constitutes autonomy?
- Why is it important to promote autonomy?
- What types of environments promote the development and use of autonomy-related self-determination skills?
- Autonomy-supportive therapeutic environments
- Challenges to providing an autonomy-supportive service
- Groups who may require particular consideration with respect to autonomy support
- Children whose parents adopt a controlling style
- Children with a disability
- Adolescents
- Children from different cultural backgrounds
- Challenges for autonomy-supportive therapeutic practice
- Assessment
- Areas where consequences are serious
- Child goals that are unrealistic or at odds with those of the therapist
- Working with families
- Structure in therapy
- Prior experience of autonomy-supportive environments
- Does the use of reinforcement undermine motivation in therapy?
- Summary
- ch. 3 Connecting: Nutriments from the Social Environment / Anne A. Poulsen
- Overview
- The therapeutic relationship
- Spheres of connection
- Identifying connections
- Socio-environmental influences
- Family
- School
- Neighborhoods and community organizations
- Motivational climates
- Virtual connections
- Building partnerships
- Early days in the relationship: Setting goals as a collaborative venture
- The ongoing relationship
- Working with other health care practitioners
- Moving forward
- Practitioner self-care
- Summary
- ch. 4 Achieving Success: Facilitating Skill Acquisition and Enabling Participation / Jenny Ziviani
- Overview
- Why is competence important?
- Defining competence
- Children's perceptions of their own competence
- Self-theories
- Enhancing self-perceptions of competence
- Enhancing competence through skill acquisition
- Stages of learning
- Establishing effective practice routines with children
- Mental practice
- Teaching
- learning strategies to support the development of competence
- Summary.
- Ch. 5 Using Language to Motivate / Anne A. Poulsen
- Overview
- How the therapist's language influences engagement
- Getting started
- Developing and strengthening the child-practitioner relationship through the use of language
- Our language reveals more to others than we realize
- Nonverbal messages used by practitioners
- Verbal messages used by practitioners
- Autonomy-enhancing language practices used by practitioners
- Feedback and praise
- 173;
- Relatedness-enhancing language use by practitioners
- Competence-enhancing language use by practitioners
- Combining language and enabling strategies to address the three ARC components of need satisfaction throughout therapy
- Children's language use in therapy
- Developmental stages in the acquisition of children's language
- Children's language and the Self-Determination Theory continuum
- Amotivation
- External regulation
- Introjected regulation
- Identified and integrated regulation
- Intrinsic motivation
- Children's nonverbal messages
- Summary
- ch. 6 Know the Child: Maximizing Engagement and Persistence in Therapy / Gillian King
- Overview
- Engaging in therapy
- What does engagement look like?
- The role of assessment in understanding the child/family
- Child characteristics affecting engagement in therapy
- Readiness for change
- Self-awareness
- Future time sense
- Relationship with the therapist
- Age and developmental status
- Environmental factors affecting child engagement in therapy
- Family environment
- School and community environments
- Therapist strategies to engage the child
- Summary
- ch. 7 Structuring and Working with the Environment / Jenny Ziviani
- Overview
- Temporal environment
- Children's experience of time
- Physical settings
- Socio-cultural considerations
- Environment and self-determination
- Environmental intervention: A complex network of factors
- Authentic settings, routines and generalization
- Harnessing inherent environmental characteristics
- Universal Design: Creating friendly and motivating environments for everyone
- The design is useful and marketable to people with diverse abilities
- The design accommodates a wide range of individual preferences and abilities
- The design is easy to understand
- The design communicates necessary information effectively
- The design minimizes hazards and accidental or unintended actions
- The design can be used efficiently and comfortably
- Appropriate size and space is provided
- Summary
- ch. 8 What Makes it Work? A Collaboration / Jenny Ziviani
- Overview
- The therapist's voice
- An individual journey
- Meeting Jonathan and his family
- Early days
- Negotiating systems
- A therapy focus based on psychological need support
- Jonathan's voice
- Where the rubber hit the road
- Off to a "flying start": Negotiating the terrain
- Beyond high school
- What made this relationship work?
- Conclusion.