Coverart for item
The Resource The art and science of motivation : a therapist's guide to working with children, edited by Jenny Ziviani, Anne A. Poulsen and Monica Cuskelly ; foreword by Alan Hayes, (electronic resource)

The art and science of motivation : a therapist's guide to working with children, edited by Jenny Ziviani, Anne A. Poulsen and Monica Cuskelly ; foreword by Alan Hayes, (electronic resource)

Label
The art and science of motivation : a therapist's guide to working with children
Title
The art and science of motivation
Title remainder
a therapist's guide to working with children
Statement of responsibility
edited by Jenny Ziviani, Anne A. Poulsen and Monica Cuskelly ; foreword by Alan Hayes
Contributor
Subject
Language
eng
Cataloging source
DLC
Index
index present
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorName
  • Ziviani, Jenny
  • Poulsen, Anne A
  • Cuskelly, Monica
http://library.link/vocab/subjectName
  • Motivation (Psychology) in children
  • Autonomy (Psychology)
  • Behavior therapy for children
  • Therapist and patient
Label
The art and science of motivation : a therapist's guide to working with children, edited by Jenny Ziviani, Anne A. Poulsen and Monica Cuskelly ; foreword by Alan Hayes, (electronic resource)
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Contents
  • Ch. 1 Understanding Motivation in the Context of Engaging Children in Therapy / Monica Cuskelly -- 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 -- ch. 2 Children's Understanding of Purpose: A Matter of Choice / Anne A. Poulsen -- Overview -- Self-determined behavior -- What constitutes autonomy? -- Why is it important to promote autonomy? -- What types of environments 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 -- ch. 3 Connecting: Nutriments from the Social Environment / Anne A. Poulsen -- Overview -- The therapeutic relationship -- Spheres of connection -- Identifying connections -- Socio-environmental influences -- Family -- School -- Neighborhoods and community organizations -- 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 -- ch. 4 Achieving Success: Facilitating Skill Acquisition and Enabling Participation / Jenny Ziviani -- 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 -- Stages of learning -- Establishing effective practice routines with children -- Mental practice -- Teaching -- learning strategies to support the development of competence -- Summary
  • Ch. 5 Using Language to Motivate / Anne A. Poulsen -- 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 -- 173; -- 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 -- ch. 6 Know the Child: Maximizing Engagement and Persistence in Therapy / Gillian King -- 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 -- ch. 7 Structuring and Working with the Environment / Jenny Ziviani -- Overview -- Temporal environment -- Children's experience of time -- Physical settings -- Socio-cultural 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 accommodates a wide range of individual preferences and 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 -- ch. 8 What Makes it Work? A Collaboration / Jenny Ziviani -- Overview -- The therapist's voice -- An individual journey -- Meeting Jonathan and his family -- Early days -- Negotiating systems -- A therapy focus based on psychological need support -- Jonathan'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
Control code
ocn859935637
Extent
1 online resource (293 pages)
Form of item
online
Isbn
9781283754569
Note
eBooks on EBSCOhost
Other physical details
illustrations
Specific material designation
remote
System control number
(OCoLC)859935637
Label
The art and science of motivation : a therapist's guide to working with children, edited by Jenny Ziviani, Anne A. Poulsen and Monica Cuskelly ; foreword by Alan Hayes, (electronic resource)
Publication
Bibliography note
Includes bibliographical references and index
Contents
  • Ch. 1 Understanding Motivation in the Context of Engaging Children in Therapy / Monica Cuskelly -- 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 -- ch. 2 Children's Understanding of Purpose: A Matter of Choice / Anne A. Poulsen -- Overview -- Self-determined behavior -- What constitutes autonomy? -- Why is it important to promote autonomy? -- What types of environments 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 -- ch. 3 Connecting: Nutriments from the Social Environment / Anne A. Poulsen -- Overview -- The therapeutic relationship -- Spheres of connection -- Identifying connections -- Socio-environmental influences -- Family -- School -- Neighborhoods and community organizations -- 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 -- ch. 4 Achieving Success: Facilitating Skill Acquisition and Enabling Participation / Jenny Ziviani -- 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 -- Stages of learning -- Establishing effective practice routines with children -- Mental practice -- Teaching -- learning strategies to support the development of competence -- Summary
  • Ch. 5 Using Language to Motivate / Anne A. Poulsen -- 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 -- 173; -- 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 -- ch. 6 Know the Child: Maximizing Engagement and Persistence in Therapy / Gillian King -- 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 -- ch. 7 Structuring and Working with the Environment / Jenny Ziviani -- Overview -- Temporal environment -- Children's experience of time -- Physical settings -- Socio-cultural 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 accommodates a wide range of individual preferences and 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 -- ch. 8 What Makes it Work? A Collaboration / Jenny Ziviani -- Overview -- The therapist's voice -- An individual journey -- Meeting Jonathan and his family -- Early days -- Negotiating systems -- A therapy focus based on psychological need support -- Jonathan'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
Control code
ocn859935637
Extent
1 online resource (293 pages)
Form of item
online
Isbn
9781283754569
Note
eBooks on EBSCOhost
Other physical details
illustrations
Specific material designation
remote
System control number
(OCoLC)859935637

Library Locations

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