Date of Award

1-1-2017

Document Type

Dissertation

Degree Name

Ph.D.

Department

Counseling Psychology

First Advisor

Maria T. Riva, Ph.D.

Keywords

Goal Setting, Group Therapy

Abstract

Goals guide and motivate behavior. An extensive amount of research has linked specific goal characteristics with improved performance and wellbeing (Fujita & MacGregor, 2012; Locke & Latham, 2002). In group psychotherapy, goals are often established at the onset of treatment and commonly not reviewed again until the end of treatment. This model does not teach goal-setting skills or provide feedback to guide goal pursuit. This study utilized a quasi-experimental design to assess the effects of a goal-setting intervention on group treatment outcomes of adolescents with a history of delinquent behaviors. The eight-week (12-session) intervention provided support in establishing goals consistent with the SMARTGOALS model and subsequent feedback on goal progress. Treatment outcomes, measured as change in level of distress from pre- to post-test and goal attainment ratings, were compared to a CBT-based treatment-as-usual condition, in which participants set goals but did not receive support in establishing SMARTGOALS or goal feedback during the course of the study. The results of this study showed a decrease in level of distress reported by participants in both conditions, with the goal-setting intervention not associated with greater reductions than treatment-as-usual. The goal-setting intervention did assist in the development of more behavioral and specific goals consistent with the SMARTGOALS model. While goal attainment ratings were similar on one of the goals set by participants in the two conditions, participants in the goal-setting condition had higher goal attainment ratings on the second goal. These findings show a goal-setting intervention, facilitated by group leaders who received brief training in this model, has some added benefit over treatment-as-usual.

Copyright Statement / License for Reuse

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Provenance

Received from ProQuest

Rights holder

Paul D. Grimsley

File size

144 p.

File format

application/pdf

Language

en

Discipline

Psychology

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