Effects of Involving Conduct Problem Adolescents in the Setting of Counseling Goals

Barbrack, Christopher R.; Maher, Charles A.

doi:10.1300/j019v06n02_03

Cited by 7 publications

(12 citation statements)

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“…In their study, students were assigned to one of four counseling groups: (1) students worked with counselors to set goals, (2) students were informed of goals by the counselor but provided no input, (3) students had goals set for them but were not involved nor informed of the goals, or (4) students had no goals. Groups 1 and 2 significantly outperformed Groups 3 and 4 in goal attainment with Group 1 having the highest goal attainment scores as well as the most satisfaction with the intervention (Barbrack & Maher, 1984).…”

Section: Focused Goal Settingmentioning

confidence: 92%

“…Although the majority of studies including a social validity assessment indicated positive findings, the social validity of CICO varied with some studies indicating lowto-moderate social validity despite significant improvements in participant behavior (e.g., Simonsen et al, 2011) and other studies indicating generally favorable perceptions of CICO (e.g., Todd, Campbell, Meyer, & Horner, 2008). Further, in two studies, students indicated greater satisfaction with intervention when they were involved directly in setting goals rather than having the goals dictated to them by an adult (i.e., Barbrack & Maher, 1984;Maher, 1981). In terms of collecting maintenance and generalization probes of behavior, these data were uncommon.…”

Section: Design and Measuresmentioning

confidence: 95%

“…Teacher and student perceptions were assessed via questionnaires (e.g., Barbrack & Maher, 1984), peer comparisons (e.g., Mazzotti, Test, & Wood, 2013), and rating scales (e.g., Mong, Johnson, & Mong, 2011). Although the majority of studies including a social validity assessment indicated positive findings, the social validity of CICO varied with some studies indicating lowto-moderate social validity despite significant improvements in participant behavior (e.g., Simonsen et al, 2011) and other studies indicating generally favorable perceptions of CICO (e.g., Todd, Campbell, Meyer, & Horner, 2008).…”

Section: Design and Measuresmentioning

confidence: 99%

“…In these four studies, the primary purpose was to evaluate the effects of goal setting on student outcomes (Barbrack & Maher, 1984;Hill & Brown, 2013;Maher, 1981;Mazzotti et al, 2013). In all four studies, some students had input about their goal, and in two studies, some students did not have input about their goal.…”

Section: Focused Goal Settingmentioning

confidence: 99%

“…In all four studies, some students had input about their goal, and in two studies, some students did not have input about their goal. Specifically, in studies by Maher (1981) and Barbrack and Maher (1984), students were assigned to goal-setting interventions having different levels of adult support for setting goals. In the Maher study, students either worked with a counselor to provide input and set goals for themselves, or they were assigned to a group in which the counselor set goals for them.…”

Section: Focused Goal Settingmentioning

confidence: 99%

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Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Bruhn

McDaniel

Fernando

2016

Behavioral Disorders

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Students with persistent behavior problems, including those with or at risk for emotional or behavioral disorders, often struggle to be self-regulated learners. To improve self-regulation skills, numerous strategies have been suggested, including goal setting. Whereas goal setting has focused mostly on academic and life skills, behavioral goal setting has received less attention, particularly in terms of determining best practices for effective goal setting in school-based interventions. Thus, the purpose of this review was to examine the existing literature on interventions using behavioral goal setting alone and behavioral goal setting as part of a multicomponent intervention for students with persistent behavior problems. Findings from 40 studies are discussed in terms of participants, setting, design, measures, intervention components, and outcomes with a specific focus on directions for future research and implications for practice.▪ The term "self-determination" has been used to describe a multitude of behaviors and beliefs that help people live independent, self-directed lives (Wehmeyer & Field, 2007). Carter, Lane, Crnobori, Bruhn, and Oakes (2011) reviewed the literature on self-determination interventions aimed at improving this broad group of metacognitive skills for students with and at risk for emotional or behavioral disorders (EBD). Interventions in their review focused on a range of skills, including making choices and decisions, problem-solving activities, goal setting, promoting self-advocacy skills, self-awareness, self-knowledge, self-assessment, and self-regulation. The most commonly studied self-determination strategy, according to their review, was self-regulation.

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Section: Focused Goal Settingmentioning

confidence: 92%

Section: Design and Measuresmentioning

confidence: 95%

Section: Design and Measuresmentioning

confidence: 99%

Section: Focused Goal Settingmentioning

confidence: 99%

Section: Focused Goal Settingmentioning

confidence: 99%

See 3 more Smart Citations

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Bruhn

McDaniel

Fernando

2016

Behavioral Disorders

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Transfiguring it Out

Rock¹

2004

TEACHING Exceptional Children

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Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base

Carter

Lane

Crnobori

et al. 2011

Behavioral Disorders

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Recognizing the association between self-determination and improved educational and postschool outcomes for children and youth with or at risk for emotional and behavioral disorders (EBo), increased attention has focused on efforts to promote the skills and attitudes that enhance self-determination. We conducted a comprehensive, systematic review of school-based intervention studies addressing nine component elements of self-determination for students with and at risk for EBo. These 81 studies primarily addressed a narrow range of self-determination elements as intervention components (i.e"! self-management and self-regulation, problem solving goal setting and attainment) or outcome measures (i.e., self-efficacy, problem solving), with relatively few studies addressing students from culturally diverse backgrounds. Additional research is needed to address kf~y gaps related to the school contexts within which these interventions have been delivered. We offer recommendations for future research aimed at expanding this knowledge base to address the full spectrum of students and school contexts in which they are served.

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Effects of Involving Conduct Problem Adolescents in the Setting of Counseling Goals

Cited by 7 publications

References 0 publications

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Transfiguring it Out

Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base

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