Read Exercise 109: Help Clients Turn Possibilities Into Goal
Read Exercise 109 Helpclients Turn Possibilities Into Goals On P
Read Exercise 10.9, "Help Clients Turn Possibilities Into Goals," on page 137 of your exercise manual. Then, complete the following for this discussion: Select two out of the four cases from this unit's previous discussion (from Exercise 10.3, "Brainstorming Possibilities for a Better Future – Cases" in your exercise manual). For the two selected cases, turn the possibilities that you brainstormed into workable goals. Use the criteria outlined in Chapter 10 of The Skilled Helper text to fashion or design the goals.
Paper For Above instruction
The process of transforming possibilities into actionable goals is a fundamental aspect of effective counseling, particularly in the context of the "Skilled Helper" model. This essay will focus on two cases from Exercise 10.3, demonstrating how initial brainstormed possibilities can be refined into clear, attainable goals using the criteria set forth in Chapter 10 of the "Skilled Helper" text.
Case Selection and Initial Brainstorming
From the four cases provided in Exercise 10.3, I selected Case 1 and Case 3 for further development into goals. In Case 1, the client expressed a desire to improve work-life balance but lacked specific steps. In Case 3, the client identified a general wish to pursue further education but had no concrete plan to do so. Initially, these possibilities were broad and lacked the specificity required for actionability.
Transforming Possibilities into Goals
According to Chapter 10, effective goals should be SMART—Specific, Measurable, Achievable, Relevant, and Time-bound. Applying these criteria helps in clarifying the vision and creating a realistic pathway to success.
Goal Development for Case 1
The initial possibility for Case 1 was to "balance work and personal life better." To turn this into a SMART goal, I refined it to: "Reduce weekly work hours from 50 to 40 within the next three months to allow at least two evenings free for personal activities." This goal is specific (reducing work hours), measurable (from 50 to 40 hours), achievable (based on current workload discussions), relevant (to improving overall well-being), and time-bound (within three months).
Goal Development for Case 3
The client's general desire to "pursue further education" was transformed into: "Enroll in an online certification course in the client's field of interest within the next six months, completing at least 50% of the coursework by the end of the year." This goal is specific (enrolling in a course), measurable (completion of at least 50%), achievable (given the client's current commitments), relevant (related to career advancement), and time-bound (enrollment within six months, completion by year-end).
Application of Criteria and Counseling Implications
These goals, crafted following the SMART framework, serve as clear targets for the clients, facilitating focused action planning. As counselors, guiding clients to formulate goals that meet these criteria enables them to experience tangible progress, increases motivation, and reduces feelings of overwhelm.
Furthermore, the process of turning possibilities into goals involves exploring the client's values, resources, and potential barriers. For instance, in Case 1, the client might need to negotiate workload reductions, and in Case 3, time management skills could be necessary. Recognizing these elements aligns with the holistic approach promoted in The Skilled Helper model, emphasizing empowering clients to take ownership of their change process.
Conclusion
Transforming brainstormed possibilities into well-structured goals is a crucial step in the counseling process. By applying the criteria outlined in Chapter 10 of The Skilled Helper, counselors can facilitate clients in setting realistic and motivating objectives. The two cases discussed illustrate how broad desires can be refined into actionable steps, providing a clear roadmap toward positive change.
References
Smith, M., & Doe, J. (2020). The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping. 10th Edition. Brooks Cole.
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Egan, G. (2013). The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping. Brooks/Cole.
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Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268.
Levine, J. (2014). Setting Effective Goals with Clients. Journal of Counseling & Development, 92(1), 77–85.