Increases In Goal Attainment Research Articles

Go Zika Go: feasibility study with modified motorized ride-on cars for the mobility of children with Congenital Zika Syndrome (CZS)

Purpose To explore the feasibility of an intervention using modified ride-on cars in terms of acceptability and potential changes in goal attainment, mobility, social function, and participation of children with Congenital Zika Syndrome (CZS). Materials and Methods A pre- and post-intervention feasibility study was conducted with children with CZS, levels IV and V of the Gross Motor Function Classification System (GMFCS). The intervention consisted of 12 weeks of training (3 times a week for 40 min per session) and 4 weeks of follow-up. The primary outcomes included adherence, satisfaction, and learning in mobility. Secondary outcomes encompassed goal attainment, mobility, social/cognitive function, and participation. Descriptive statistics were performed. To explore potential individual changes with the intervention, Wilcoxon test was used to analyze Pediatric Evaluation of Disability Inventory – Computer Adaptive Test (PEDI-CAT) data and Young Children’s Participation and Environment Measure (YC-PEM)/Participation and Environment Measure for Children and Youth (PEM-CY), along with standard error measurements of the PEDI-CAT domains Results Four children participated (median age 4.75 years; two females: three at level V on the GMFCS). Adherence was 75% of the total intervention time, and family members reported being satisfied or very satisfied. Children showed gains in learning the use of the modified ride-on cars and an increase in goal attainment after the intervention. Individual changes were observed in the PEDI-CAT domains (mobility and social/cognitive), but there were no significant changes in participation outcomes. Conclusions Children with CZS at GMFCS levels IV and V can learn to use motorized ride-on cars, attainment goals, and experience satisfaction.

Brain-In-Hand technology for adults with acquired brain injury: A convergence of mixed methods findings.

IntroductionIndividuals with acquired brain injury may find it difficult to self-manage and live independently. Brain-in-Hand is a smartphone app designed to support psychological problems and encourage behaviour change, comprised of a structured diary, reminders, agreed solutions, and traffic light monitoring system.AimTo evaluate the potential use and effectiveness of Brain-in-Hand for self-management in adults with acquired brain injury.MethodsA-B mixed-methods case-study design. Individuals with acquired brain injury (n = 10) received Brain-in-Hand for up to 12 months. Measures of mood, independence, quality of life, cognition, fatigue, goal attainment, participation administered at baseline, 6 and 12 months. Semi-structured interviews conducted with acquired brain injury participants (n = 9) and healthcare workers (n = 3) at 6 months.ResultsSignificant increase in goal attainment after 6 months use (t(7) = 4.20, p = .004). No significant improvement in other outcomes. Qualitative data suggested improvement in anxiety management. Contextual (personal/environmental) factors were key in influencing the use and effectiveness of Brain-in-Hand. Having sufficient insight, appropriate support and motivation facilitated use.ConclusionsBrain-in-Hand shows potential to support acquired brain injury, but further work is required to determine its effectiveness. Context played a pivotal role in the effectiveness and sustained use of Brain-in-Hand, and needs to be explored to support implementation.

The impact of cognitive-behavioural stress management coaching on changes in cognitive appraisal and the stress response: a field experiment

ABSTRACT Building on the transactional model of stress and coping, we examined the effectiveness of a cognitive–behavioural coaching programme. In a randomised controlled field study, undergraduates were instructed to formulate stress-related goals for themselves and were allocated to attend an intervention group receiving one-on-one stress management coaching (coaching; n = 24) or a control group receiving no additional intervention (goal formulation; n = 20). Results suggest that both coaching and goal formulation led to a significant increase in goal attainment that was maintained at a 4-week follow-up assessment. Compared with goal formulation, coaching positively affected participants’ cognitive stress appraisal and led to reduced chronic stress levels (chronic stress screening scores, high work demands, and chronic worrying) 4 weeks after the intervention. The reduction of chronic stress was mediated by the change in participants’ cognitive stress appraisal. Thus, cognitive–behavioural coaching appears effective in helping individuals develop strategies to deal with stress, while also remaining focused on relevant goals.

The impact of three forms of mindfulness training on mindfulness, wellbeing and goal attainment: Findings from a randomised controlled trial and implications for coaching

Scholarly interest in mindfulness has increased dramatically over the past 15 years and its relevance to coaching has been widely acknowledged. However, much of this empirical work has been narrowly focused on perspectives drawn from Eastern contemplative traditions, rather than the broader body of psychological science. This study sought to examine the efficacy of three different approaches to mindfulness training based on an Eastern contemplative perspective (meditation), a cognitive-attentional perspective (attention training) and a socio-cognitive perspective (mindful creativity). Using a randomised controlled trial, 72 participants were assigned to one of three experimental conditions (or a control group) for the duration of a six-week mindfulness training programme. Data collection occurred at three time points (i.e. pre-, post- and three-months follow-up) and included measures of self-reported mindfulness, psychopathology, subjective wellbeing, psychological wellbeing and goal attainment. Findings indicated that all forms of mindfulness training were associated with significant increases in mindfulness, with each training approach showing a different pattern of improvements on mental health and wellbeing variables. Interestingly for coaching, all forms of mindfulness training also produced pre-post increases in goal attainment, even though goal progression was not a feature of any programme. These findings are discussed and the implications for coaching practice briefly explored.

Problem-Specific Coaching Interventions Influence Goal Attainment via Double-Loop Learning

Abstract. How do coaching interventions work? This study contributes to process-outcome research in coaching by examining the impact of coaches’ problem-specific interventions on coaching results. Paying particular attention to the mediation processes in coaching seems to be a promising research area, which has received little attention to date. Using several points of measurement over time and taking nested data structure into account, 33 coaching dyads were analyzed using longitudinal multilevel analyses. Results showed a general coaching effect as well as the mediating role of learning processes. As expected, clients’ perceived goal attainment increased over the course of the coaching sessions. Furthermore, problem-specific interventions by the coach, especially clarification of meaning and mastery/coping, led to an increase in goal attainment mediated by clients’ perceived learning experience (double-loop learning). Our results underscore the importance of stimulating learning processes by specific interventions to improve coaching effectiveness.

Directions of effects between self-criticism and parental support on adaptive goal pursuit among emerging adults

While most parents continue to support their children into adulthood, it is not known if parents of distressed young adults withdraw support like they tend to do with difficult children. The present study examines the direction of effects between offspring perceived parental support, young adult self-criticism, and goal outcomes (attainment & importance) at three time points across ages 23 to 26 in a sample of 205 Israeli emerging adults (118 men and 87 women). Results indicated that higher levels of parental support directly predicted increases in offspring's goal attainment. In addition, higher levels of parental support indirectly predicted increases in goal attainment and goal importance via reductions in self-criticism. However, self-criticism did not affect parental support over time. Findings of this study extend upon previous cross-sectional findings while further demonstrating that parents continue acting as a valuable source of direction and guidance, thereby limiting offspring's goal-oriented distress, and fostering security and self-confidence during the important transitional period to adulthood.

Personality, effective goal-striving, and enhanced well-being: comparing 10 candidate personality strengths.

In a three-wave, year-long, large-sample dataset (N = 755), 10 candidate "personality strengths" (Grit, Gratitude, Curiosity, Savoring, Control Beliefs, Meaning in Life-Presence, Strengths Use, and Engagement, Pleasure, and Meaning-Based Orientations Toward Happiness) were compared as predictors of 6-month increases in goal attainment, and as moderators of goal attainment effects upon boosted subjective well-being (SWB). Seeking internal replication, we tested our models twice, both during T1-T2 and during T2-T3. We also examined whether any Personality × Attainment moderator effects upon change in SWB at T2 still persisted at T3. Grit was the only candidate strength that predicted increased goal attainment from T1 to T2 and from T2 to T3, and Curiosity was the only candidate strength that moderated attainment effects on well-being from T1 to T2 and from T2 to T3. T2 Goal attainment effects on SWB were best sustained at T3 when Meaning Orientation increased from T1 to T2. Implications for identifying keystone constructs in personality (and positive) psychology are discussed.

Effectiveness of an electronic cognitive aid in patients with acquired brain injury: A multicentre randomised parallel-group study

The objective of the study was to examine the effectiveness of a customised personal digital assistant (PDA) as a cognitive aid for people with acquired brain injury, using a randomised parallel-group study. The participants were 34 patients with acquired brain injury in a cognitive rehabilitation setting. The experimental group used a customised PDA, while the control group received care-as-usual (paper-and-pencil aids). Measurements were conducted at baseline (T0), after 8 hours of training (T1), after 16 hours of training (T2), and at 5-month follow-up (T3). The main outcome was the attainment of individualised goals. Both groups showed a significant increase in goal attainment (GAS) (p < .001). There were no significant differences between the groups at T1 or T2 on any of the other outcome measures. It was concluded that the customised PDA was as effective as paper-and-pencil aids, and may therefore serve as a useful alternative when choosing the optimal rehabilitation strategy for a patient.

The Impact of Fetal Alcohol Spectrum Disorders on Families: Evaluation of a Family Intervention Program

The main purpose of the present study was to conduct a preliminary evaluation of the coaching families (CF) program, which aids families and caregivers raising children with fetal alcohol spectrum disorders (FASD). Mentors in the program work with families to educate them about FASD, access resources, and advocate on their behalf. Retrospective data from 186 families were analyzed from pre- to post-program. As expected, among caregivers there was a significant decrease in needs and increase in goal attainment from pre- to post-program. Further, there was a significant decrease in caregiver stress from pre- to post-program. Families reported high overall satisfaction with the CF program. The limitations, directions for future research, and implications for service providers were also discussed.

Changes in Discrepancies Between Desired and Present States of Developmental Tasks in Adolescence: A 4-Process Model

Individuals direct their own development by setting developmental goals and striving for goal attainment. Human development includes reductions in discrepancies between desired and actual states, as is the case in goal attainment and reduction of aspirations, as well as increases of discrepancies, for example, when individuals increase their aspirations or face setbacks. The present study analyzed how ways of changing discrepancies between desired and actual states of solving developmental tasks relate to changes in adolescents' self-esteem across a 2-year period. With regard to discrepancy-reducing processes we found that increases in goal attainment were associated with increased self-esteem whereas reductions of aspirations were not systematically associated with self-esteem change. With regard to discrepancy-producing processes, diminishing of the present state was consistently associated with declines in self-esteem, whereas increases in aspirations showed inconsistent associations with self-esteem changes. The results indicate similarities and differences between developmental regulation in adolescence and adulthood.