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E-raamat: Art and Science of Motivation: A Therapist's Guide to Working with Children

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  • Formaat: PDF+DRM
  • Ilmumisaeg: 15-Oct-2012
  • Kirjastus: Jessica Kingsley Publishers
  • Keel: eng
  • ISBN-13: 9780857003218
  • Formaat - PDF+DRM
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  • Formaat: PDF+DRM
  • Ilmumisaeg: 15-Oct-2012
  • Kirjastus: Jessica Kingsley Publishers
  • Keel: eng
  • ISBN-13: 9780857003218

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Placing motivation at the heart of all encounters and therapeutic activities, this book presents a groundbreaking, evidence-based model for working with children, including those with physical disabilities, learning disabilities and emotional and behavioural difficulties.

Drawing on Self-Determination Theory (SDT), the authors describe this innovative paradigm - the model of Synthesis of Child, Occupational Performance and Environment - in Time (SCOPE-IT) - and explain how it can be used to sustain the child's motivation and active involvement in the therapeutic process. They suggest ways of using language and of structuring and working with the environment to maximise engagement and autonomy and achieve the best possible treatment outcomes. The challenges professionals may face when working with children are also clearly addressed, and engaging case studies and photographs place the key theoretical concepts in a richly human and personal context.

Combining accessible theory with a wealth of tools and strategies for practice, this book is essential reading for all those working therapeutically with children, including occupational therapists, speech and language therapists, psychologists and psychotherapists.

Arvustused

The key theory and model that underpin the entire book are: Self Determination Theory (SDT) and The Synthesis of Child Occupational Performance and Environment-In Time (SCOPE-IT)... Many practitioners may have used principles of the SDT and SCOPE-IT without knowing it. Both the theory and model are explained in great detail with clear references to research and best practice. The book will help practitioners look afresh at key factors in creating and working in a therapeutic relationship. -- Child and Adolescent Mental Health The book is excellently laid out and highly accessible. Theory, practice, personal experience and referencing is seamlessly interwoven...This book for professionals who work therapeutically with children and their families. It is especially useful for those who are looking to extend their skills to take account of the diversity of both the nature of their work and their client groups, and to consider perhaps a different framework for the evaluation of their interventions and reflections of their practice. -- Debate I congratulate the editors and their authors on producing an impressive, timely volume that addresses a key set of challenges confronting clinicians. They skilfully highlight the motivational factors that do make a difference to outcome...I found myself captive to the "flow" of ideas fuelling my intrinsic motivation to read on! I am confident that others will be similarly captured! -- Professor Alan Hayes, Director of the Australian Institute for Family Studies This book is a breath of fresh air, bringing together concepts grounded in motivational research but clearly demonstrating how they can be used by the practitioner in everyday practice. It should be a standard text for all therapists who want to ensure that the child's views and goals are always at the centre of interventional approaches. -- Professor Amanda Kirby, The Dyscovery Centre, University of Wales

Muu info

Evidence-based model for keeping children motivated to actively participate in the therapeutic process
Contributing Authors 15(2)
Foreword 17(2)
Professor Alan Hayes
Preface 19(2)
Acknowledgments 21(2)
Chapter 1 Understanding Motivation in the Context of Engaging Children in Therapy
23(36)
Anne A. Poulsen
Jenny Ziviani
Monica Cuskelly
Overview
23(1)
Introducing the SCOPE-IT model and the macrotheory of Self-Determination
24(3)
The heart of the SCOPE-IT model: Motivation
27(1)
Three basic psychological needs
28(1)
Autonomy---"I have choices"
29(3)
Relatedness---"I am connected to others"
32(1)
Competence---"I can do things"
33(1)
Causality orientations
34(2)
Self-Determination Theory: The motivation continuum
36(7)
Stage One: Amotivation
43(2)
Stage Two: External regulation
45(3)
Stage Three: Introjected regulation
48(2)
Stage Four: Identified regulation
50(3)
Stage Five: Integrated regulation
53(2)
Stage Six: Intrinsic motivation
55(2)
Summary
57(2)
Chapter 2 Children's Understanding of Purpose: A Matter of Choice
59(32)
Monica Cuskelly
Anne A. Poulsen
Overview
59(1)
Self-determined behavior
60(1)
What constitutes autonomy?
60(2)
Why is it important to promote autonomy?
62(4)
What types of environments promote the development and use of autonomy-related self-determination skills?
66(1)
Autonomy-supportive therapeutic environments
67(3)
Challenges to providing an autonomy-supportive service
70(1)
Groups who may require particular consideration with respect to autonomy support
71(1)
Children whose parents adopt a controlling style
72(1)
Children with a disability
72(1)
Adolescents
73(1)
Children from different cultural backgrounds
74(2)
Challenges for autonomy-supportive therapeutic practice
76(1)
Assessment
76(1)
Areas where consequences are serious
76(1)
Child goals that are unrealistic or at odds with those of the therapist
77(1)
Working with families
78(2)
Structure in therapy
80(2)
Prior experience of autonomy-supportive environments
82(1)
Does the use of reinforcement undermine motivation in therapy?
83(5)
Summary
88(3)
Chapter 3 Connecting: Nutriments from the Social Environment
91(32)
Jenny Ziviani
Anne A. Poulsen
Overview
91(1)
The therapeutic relationship
92(1)
Spheres of connection
92(1)
Identifying connections
93(4)
Socio-environmental influences
97(1)
Family
98(2)
School
100(1)
Neighborhoods and community organizations
101(1)
Motivational climates
102(5)
Virtual connections
107(2)
Building partnerships
109(3)
Early days in the relationship: Setting goals as a collaborative venture
112(3)
The ongoing relationship
115(3)
Working with other health care practitioners
118(1)
Moving forward
119(1)
Practitioner self-care
119(2)
Summary
121(2)
Chapter 4 Achieving Success: Facilitating Skill Acquisition and Enabling Participation
123(36)
Craig Greber
Jim Hinojosa
Jenny Ziviani
Overview
123(1)
Why is competence important?
124(1)
Defining competence
125(1)
Children's perceptions of their own competence
126(3)
Self-theories
129(7)
Enhancing self-perceptions of competence
136(3)
Enhancing competence through skill acquisition
139(1)
Stages of learning
139(1)
Establishing effective practice routines with children
140(3)
Mental practice
143(3)
Teaching---learning strategies to support the development of competence
146(10)
Summary
156(3)
Chapter 5 Using Language to Motivate
159(34)
Marilyn K. Kertoy
Anne A. Poulsen
Overview
159(1)
How the therapist's language influences engagement
160(1)
Getting started
161(3)
Developing and strengthening the child-practitioner relationship through the use of language
164(3)
Our language reveals more to others than we realize
167(1)
Nonverbal messages used by practitioners
168(2)
Verbal messages used by practitioners
170(1)
Autonomy-enhancing language practices used by practitioners
171(1)
Feedback and praise
172(2)
173;
Relatedness-enhancing language use by practitioners
174(1)
Competence-enhancing language use by practitioners
175(1)
Combining language and enabling strategies to address the three ARC components of need satisfaction throughout therapy
176(4)
Children's language use in therapy
180(1)
Developmental stages in the acquisition of children's language
180(3)
Children's language and the Self-Determination Theory continuum
183(3)
Amotivation
186(1)
External regulation
186(1)
Introjected regulation
187(1)
Identified and integrated regulation
187(1)
Intrinsic motivation
188(1)
Children's nonverbal messages
188(2)
Summary
190(3)
Chapter 6 Know the Child: Maximizing Engagement and Persistence in Therapy
193(32)
Monica Cuskelly
Gillian King
Overview
193(1)
Engaging in therapy
194(1)
What does engagement look like?
195(4)
The role of assessment in understanding the child/family
199(6)
Child characteristics affecting engagement in therapy
205(1)
Readiness for change
206(3)
Self-awareness
209(1)
Future time sense
210(1)
Relationship with the therapist
211(2)
Age and developmental status
213(1)
Environmental factors affecting child engagement in therapy
214(1)
Family environment
215(4)
School and community environments
219(1)
Therapist strategies to engage the child
220(2)
Summary
222(3)
Chapter 7 Structuring and Working with the Environment
225(24)
Winnie Dunn
Jenny Ziviani
Overview
225(1)
Temporal environment
225(2)
Children's experience of time
227(2)
Physical settings
229(2)
Socio-cultural considerations
231(1)
Environment and self-determination
232(4)
Environmental intervention: A complex network of factors
236(1)
Authentic settings, routines and generalization
236(1)
Harnessing inherent environmental characteristics
237(4)
Universal Design: Creating friendly and motivating environments for everyone
241(1)
The design is useful and marketable to people with diverse abilities
241(1)
The design accommodates a wide range of individual preferences and abilities
242(1)
The design is easy to understand
243(1)
The design communicates necessary information effectively
244(1)
The design minimizes hazards and accidental or unintended actions
245(1)
The design can be used efficiently and comfortably
246(1)
Appropriate size and space is provided
247(1)
Summary
248(1)
Chapter 8 What Makes it Work? A Collaboration
249(18)
Jonathan Crockett
Moira Boyle
Jenny Ziviani
Overview
249(1)
The therapist's voice
249(1)
An individual journey
249(1)
Meeting Jonathan and his family
250(1)
Early days
251(1)
Negotiating systems
252(3)
A therapy focus based on psychological need support
255(2)
Jonathan's voice
257(1)
Where the rubber hit the road
257(2)
Off to a "flying start": Negotiating the terrain
259(2)
Beyond high school
261(1)
What made this relationship work?
262(2)
Conclusion
264(3)
References 267(18)
Index 285
Jenny Ziviani is Professor of Children's Allied Health Research, a joint appointment between the University of Queensland, Australia, and Queensland Health. She previously worked as an occupational therapist, academic and allied health researcher. She has an extensive publication record, and has been commended by the Australian Association of Occupational Therapists for excellence in research. Anne A. Poulsen is a Post-Doctoral Researcher in the School of Health and Rehabilitation Sciences at the University of Queensland. Her research focuses on motivation, self-concept and life satisfaction. Monica Cuskelly is Associate Professor in the School of Education at the University of Queensland. She previously worked as a psychologist, initially in clinical roles and later as an educational psychologist. Her research focuses on cognitive development, mastery, motivation and self-regulation in vulnerable populations, particularly individuals with learning disabilities, and on the experiences of families with a child with a disability.