The Art and Science of Motivation: A Therapist's Guide to Working with Children

by Jenny Ziviani (Editor), Anne Poulsen (Editor), Monica Cuskelly (Editor)

Overview

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.

Product Details

ISBN-13:	9781849051255
Publisher:	Jessica Kingsley Publishers
Publication date:	10/15/2012
Pages:	296
Product dimensions:	5.90(w) x 8.90(h) x 0.70(d)

About the Author

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.

Table of Contents

Contributing Authors 15

Foreword Professor Alan Hayes 17

Preface 19

Acknowledgments 21

Chapter 1 Understanding Motivation in the Context Of Engaging Children in Therapy Anne A. Poulsen Jenny Ziviani Monica Cuskelly 23

Overview 23

Introducing the SCOPE-IT model and the macrotheory of Self-Determination 24

The heart of the SCOPE-IT model: Motivation 27

Three basic psychological needs 28

Autonomy-"I have choices" 29

Relatedness-"I am connected to others" 32

Competence-"I can do things" 33

Causality orientations 34

Self-Determination Theory: The motivation continuum 36

Stage 1 Amotivation 43

Stage 2 External regulation 45

Stage 3 Introjected regulation 48

Stage 4 Identified regulation 50

Stage 5 Integrated regulation 53

Stage 6 Intrinsic motivation 55

Summary 57

Chapter 2 Children's Understanding of Purpose: A Matter of Choice Monica Cuskelly Anne A. Poulsen 59

Overview 59

Self-determined behavior 60

What constitutes autonomy? 60

Why is it important to promote autonomy? 62

What types of environments promote the development and use of autonomy-related self-determination skills? 66

Autonomy-supportive therapeutic environments 67

Challenges to providing an autonomy-supportive service 70

Groups who may require particular consideration with respect to autonomy support 71

Children whose parents adopt a controlling style 72

Children with a disability 72

Adolescents 73

Children from different cultural backgrounds 74

Challenges for autonomy-supportive therapeutic practice 76

Assessment 76

Areas where consequences are serious 76

Child goals that are unrealistic or at odds with those of the therapist 77

Working with families 78

Structure in therapy 80

Prior experience of autonomy-supportive environments 82

Does the use of reinforcement undermine motivation in therapy? 83

Summary 88

Chapter 3 Connecting: Nutriments from the Social Environment Jenny ziviani Anne A. Poulsen 91

Overview 91

The therapeutic relationship 92

Spheres of connection 92

Identifying connections 93

Socio-environmental influences 97

Family 98

School 100

Neighborhoods and community organizations 101

Motivational climates 102

Virtual connections 107

Building partnerships 109

Early days in the relationship: Setting goals as a collaborative venture 112

The ongoing relationship 115

Working with other health care practitioners 118

Moving forward 119

Practitioner self-care 119

Summary 121

Chapter 4 Achieving Success: Facilitating Skill Acquisition and Enabling Participation Craig Greber Jim Hinojosa Jenny Ziviani 123

Overview 123

Why is competence important? 124

Defining competence 125

Children's perceptions of their own competence 126

Self-theories 129

Enhancing self-perceptions of competence 136

Enhancing competence through skill acquisition 139

Stages of learning 139

Establishing effective practice routines with children 140

Mental practice 143

Teaching-learning strategies to support the development of competence 146

Summary 156

Chapter 5 Using Language to Motivate Marilyn K. Kertoy Anne A. Poulsen 159

Overview 159

How the therapist's language influences engagement 160

Getting started 161

Developing and strengthening the child-practitioner relationship through the use of language 164

Our language reveals more to others than we realize 167

Nonverbal messages used by practitioners 168

Verbal messages used by practitioners 170

Autonomy-enhancing language practices used by practitioners 171

Feedback and praise 172

Relatedness-enhancing language use by practitioners 174

Competence-enhancing language use by practitioners 175

Combining language and enabling strategies to address the three ARC components of need satisfaction throughout therapy 176

Children's language use in therapy 180

Developmental stages in the acquisition of children's language 180

Children's language and the Self-Determination Theory continuum 183

Amotivation 186

External regulation 186

Introjected regulation 187

Identified and integrated regulation 187

Intrinsic motivation 188

Children's nonverbal messages 188

Summary 190

Chapter 6 Know the Child: Maximizing Engagement and Persistence in Therapy Monica Cuskelly Gillian King 193

Overview 193

Engaging in therapy 194

What does engagement look like? 195

The role of assessment in understanding the child/family 199

Child characteristics affecting engagement in therapy 205

Readiness for change 206

Self awareness 209

Future time sense 210

Relationship with the therapist 211

Age and developmental status 213

Environmental factors affecting child engagement in therapy 214

Family environment 215

School and community environments 219

Therapist strategies to engage the child 220

Summary 222

Chapter 7 Structuring and Working with the Environment Winnie Dunn Jenny Ziviani 225

Overview 225

Temporal environment 225

Children's experience of time 227

Physical settings 229

Socio-cultural considerations 231

Environment and self-determination 232

Environmental intervention: A complex network of factors 236

Authentic settings, routines and generalization 236

Harnessing inherent environmental characteristics 237

Universal Design: Creating friendly and motivating environments for everyone 241

The design is useful and marketable to people with diverse abilities 241

The design accommodates a wide range of individual preferences and abilities 242

The design is easy to understand 243

The design communicates necessary information effectively 244

The design minimizes hazards and accidental or unintended actions 245

The design can be used efficiently and comfortably 246

Appropriate size and space is provided 247

Summary 248

Chapter 8 What Makes it Work? a Collaboration Jonathan Crockett Moira Boyle Jenny Ziviani 249

Overview 249

The therapist's voice 249

An individual journey 249

Meeting Jonathan and his family 250

Early days 251

Negotiating systems 252

A therapy focus based on psychological need support 255

Jonathan's voice 251

Where the rubber hit the road 257

Off to a "flying start": Negotiating the terrain 259

Beyond high school 261

What made this relationship work? 262

Conclusion 264

References 267

Index 285

Editorial Reviews

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 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

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

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