The Art and Science of Motivation

A Therapist's Guide to Working with Children
Herausgeber: Ziviani, Jenny; Cuskelly, Monica; Poulsen, Anne

• Broschiertes Buch

Produktbeschreibung

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 those working therapeutically with children.

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Produktdetails

• Verlag: Jessica Kingsley Publishers
• Seitenzahl: 296
• Erscheinungstermin: 15. Oktober 2012
• Englisch
• Abmessung: 228mm x 151mm x 17mm
• Gewicht: 444g
• ISBN-13: 9781849051255
• ISBN-10: 1849051259
• Artikelnr.: 36028977

Autorenporträt

Edited by Jenny Ziviani, Anne A. Poulsen and Monica Cuskelly

Inhaltsangabe

Dedication. Contents. List of Tables. List of Figures. List of Resources.
List of Recollections. List of Boxes. Acknowledgements. Contributing
Authors. Foreword by Professor Alan Hayes. Preface. 1. Understanding
Motivation in the Context of Engaging Children in Therapy. Anne A. Poulsen,
Post-Doctoral Researcher, University of Queensland, Australia, Jenny
Ziviani, Professor of Children's Allied Health Research, University of
Queensland, Australia and Monica Cuskelly, Associate Professor, School of
Education, University of Queensland, Australia. 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. 2. Children's Understanding of Purpose: A Matter of
Choice. Monica Cuskelly, Associate Professor, School of Education,
University of Queensland, Australia and Anne A. Poulsen, Post-Doctoral
Researcher, University of Queensland, Australia. Overview. Self-Determined
Behaviour. What constitutes autonomy? Why is it important to promote
autonomy? What types of environment 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. 3. Connecting:
Nutriments from the Social Environment. Jenny Ziviani, Professor of
Children's Allied Health Research, University of Queensland, Australia and
Anne A. Poulsen, Post-Doctoral Researcher, University of Queensland,
Australia. Overview. The Therapeutic Relationship. Spheres of Connection.
Identifying Connections. Socio-environmental Influences. Family. School.
Neighbourhoods and Community Organisations. 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. 4. Achieving Success: Facilitating Skill Acquisition and Enabling
Participation. Craig Greber, Occupational Therapy Clinical Education
Officer, Nambour General Hospital, Queensland, Australia, Jim Hinojosa,
Professor, Department of Occupational Therapy, New York University, USA.
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. Teaching-learning strategies to support the development of
competence. 5. Using Language to Motivate. Marilyn Kertoy, Associate
Professor, School of Communication Sciences and Disorders, University of
Western Ontario, Canada and Anne A. Poulsen, Post-Doctoral Researcher,
University of Queensland, Australia. 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.
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. 6. Know the Child:
Maximizing Engagement and Persistence in Therapy. Monica Cuskelly,
Associate Professor, School of Education, University of Queensland,
Australia and Gillian King, Senior Scientist, Bloorview Research Institute,
Toronto, Canada. 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. 7. Structuring and Working with
the Environment. Winnie Dunn, Professor and Chair, Department of
Occupational Therapy, University of Kansas Medical Centre, USA and Jenny
Ziviani, Professor of Children's Allied Health Research, University of
Queensland, Australia. Overview. Temporal environment. Children's
experience of time. Physical settings. Sociocultural 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 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. 8. What Makes it Work? A Collaboration. Jonathan
Crockett, Social Worker, South Brisbane, Australia, Moira Boyle,
Occupational Therapist, Toowoomba, Australia and Jenny Ziviani, Professor
of Children's Allied Health Research, University of Queensland, Australia.
The Therapist's Voice. An individual journey. Meeting Jonathon and his
family. Early days. Negotiating systems. A therapy focus based on
psychological need support. Jonathon'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. References. Index.