Fall 2025 SOWK 550 Week 11 - Planning How to Develop Goals and Implement Change-oriented Strategies

Slide 1
Circles, one dotted and one solid, overlap on a gradient background. Bold text reads: 'PLANNING HOW TO DEVELOP GOALS AND IMPLEMENT CHANGE-ORIENTED STRATEGIES.' Additional text: 'Jacob Campbell, Ph.D. LICSW at Heritage University Fall 2025 SOWK 530 Week 11.'

Fall 2025 SOWK 550 Week 11 - Planning How to Develop Goals and Implement Change-oriented Strategies

title: Fall 2025 SOWK 550 Week 11 - Planning How to Develop Goals and Implement Change-oriented Strategies date: 2025-11-07 19:43:27 location: Heritage University tags:

  • Heritage University
  • MSW Program
  • SOWK 530 presentation_video: > “” description: >

Week 11 is a synchronous week with class on Saturday (11/08/25). Students read two chapters from Hepworth et al. (2023) focused on the planning and implementation stages of the planned change process. They engage in a reading quiz and have forums exploring content from the readings, looking at Cognitive Behavioral Therapy through the lens of Thinking Distortions, and a talk by David Burns. During the in-person class session, the focus will be on the goal-formulation process. The agenda is as follows:

  • Information about goals
  • The six steps to planning
  • Practice doing the planning process

Learning Objectives this week include:

  • Explain the purpose, function, and types of goals used in social work practice.
  • Apply the six-step planning process to develop goals collaboratively.
  • Identify and define common cognitive distortions, providing real-life or media-based examples.
  • Compare different formats and examples of treatment/service plans used in social work practice settings.
Slide 2
Slide displaying 'Plan for Week 11' with agenda items: 'Information about goals,' 'The six steps to planning,' and 'Practice doing the planning process.' Learning objectives include explaining goals and applying the planning process.

Plan for Week 11

Agenda

  • Information about goals
  • The six steps to planning
  • Practice doing the planning process

Learning Objectives

  • Explain the purpose, function, and types of goals used in social work practice.
  • Apply the six-step planning process to develop goals collaboratively.
Slide 3
Three icons—clipboard, target, checklist—describe 'Assessment,' 'Targeted Concerns,' and 'Goals' linked with arrows. Titled 'Linkages in the Planned Changed Process.' Includes citation: (Hepworth et al., 2017).

Linkages in the Planned Change Process

There should be a link and connection directly following each step in the planned change process.

  • Assessment
  • Targeted Concerns
  • Goals

(Hepworth et al., 2017)

Slide 4
Graphic illustrating goal-setting flow from 'Priority Concern' to 'Attainment' with arrows and circles, emphasizing incremental tasks, in a presentation context. Text highlights client values in goal formation. Text includes: 'GOALS: PURPOSE AND FUNCTION,' 'Priority Concern,' 'Task or Objective,' 'Attainment,' and a quote from Hepworth et al., 2023.

Purpose and Function of Goals

Goals often take a circuitous path, where we help the client reach goal attainment. A part of this process is…

Emphasizing client values in the goal-formation process maximizes the motivating force of goals and ensures that you and your clients are working in harmony toward the same outcome (p. 240)

  • Priority Concerns (starting point)
  • Task or Objective (incremental action steps)
  • Attainment (goal completion)

(Hepworth et al., 2023)

Slide 5
A blue couch diagram lists 'Factors Influencing Goal Development' including 'Client Participation,' 'Values and Beliefs,' 'Involuntary Status,' 'Resources and Supports,' 'Environmental Conditions.' Background gradient shifts from purple to green.

Factors Influencing Goal Development

Several factors influence goal development.

[Whole Class Activity] Discuss what examples are of each of these.

  • Client Participation: Most important. Working harder than your client… influence commitment, self-definition, and self-efficacy
  • Involuntary Status: Difficult to engage
  • Values and Beliefs: client vs. practitioner goals and views
  • Resources and Supports: Personal resources (think cognitive deficit and functioning), involvement of others
  • Environmental Conditions: Complex and multi systemic

(Hepworth et al., 2017)

Slide 6
Silhouette of a person with highlights: green brain, pink heart. Text: 'INDIVIDUAL GOAL FOCUS' alongside labels 'Cognitive Functioning,' 'Emotional Functioning,' 'Behavioral Change' with a wrench. Reference: Hepworth et al., 2017.

Individual Goal Focus

There are a few general areas we might focus our goals for individuals on. We can think about this in terms of functioning

  • Cognitive functioning (e.g., increase positive self-talk)
  • Emotional functioning (e.g., manage anger)
  • Behavioral change (e.g., listen to others without interrupting).

(Hepworth et al., 2017)

Slide 7
Image shows a presentation slide titled 'TYPES OF GOALS.' It categorizes goals into approach, avoidance, performance, and learning. Time period descriptors include long-term and short-term goals. It mentions empowerment, conformity, risk/resilience, and provides examples related to personal and societal contexts. Text includes: Hepworth et al., 2023.

Types of Goals: Descriptors

Along with considering goals in these broad domains being changed, we can also apply a descriptor to the goal.

The first two descriptors are related to time

  • Long-term: frame people’s ambitions within their identities and values
  • Short-term: reflects a partialized version of a long-term (e.g., they need to fit within their long-term goals)

Share about the WISe family vision, team mission, meeting needs, and goal.

There are many other formats or types of goals that our clients might have:

  • Approach Goals: identify a positive end state, usually emphasizing growth and change (e.g., “I will improve my grades in photography”)
  • Avoidance Goals: identify a future state to be avoided or minimized (e.g., “I won’t commit any new crimes”)
  • Performance Goal: goals define an outcome (e.g., “I will pass all my classes this semester with a B or better.”)
  • Learning Goal: emphasize process and the acquisition of knowledge and skills that people can use to achieve short- and long-term goals (e.g., “I will be able to write CER.”)
  • Empowerment Goals: framed toward self-determination and agency. They operate at the sociopolitical level, often emphasizing dimensions of consciousness raising, education, social support, and access to resources (e.g., “I will advocate for myself by asking my teacher for help when I do not know how to do a task.”)
  • Conformity: They are represented in mandates and the prerogatives of program objectives and referring authorities (e.g., “I will follow my probation contract.”)
  • Risk/resilience: identify changes in risk and protective processes that are likely to alleviate presenting problems (e.g., “I will put my phone in do not disturb by 10 pm”)

[Small Group Activity] Discuss with a partner each of these types of goals and what some potential goals that you might have in your life are in each area.

(Hepworth et al., 2023)

Slide 8
A colorful presentation slide displays guidelines for selecting and defining goals, emphasizing positivity and structure. Key elements include 'Balance,' 'Maximize client choice,' and matching values with goals. Text includes course and source details.

Guidelines for Selecting and Defining Goals

In thinking about goals, there are some guidelines we should follow

  • Goal statements should be framed positively
  • Structure specific goals to enhance motivation
  • Short-term goals need to be matched to clients’ values, culture, preferences, and their long-term goals
  • There is a need to balance goal types
    • short-term goals with long-term goals
    • performance goals with learning goals
    • avoidance goals with approach goals
    • compliance-conformity goals with empowerment and risk/resilience goals
  • Goals should maximize client choice within the constraints of program objectives and referral mandates

(Hepworth et al., 2023)

Slide 9
Slide featuring bold text 'QUALITIES OF EFFECTIVE GOALS' alongside the 'SMART' mnemonic: Specific, Measurable, Attainable, Relevant, Time-bound; displayed on split yellow-blue background. Includes © Fall 2025 citation.

SMART GOALS

SMART goals are as a strategy are found throughout discussion in clinical practice. My first exposure was when I worked at Jubilee, I used to teach the kids on my caseload that goals have to be SMART.

  • Specific
  • Measurable
  • Attainable
  • Relevant
  • Time-bound

Initial use by Doran (1981)…

Reference

Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review. 70(11) 35–36.

Slide 10
The slide presents 'Strategies for Developing Goals' with involuntary clients. It includes visuals for: 1. 'Motivational Congruence' (intersecting circles).2. 'Let's Make a Deal' (clipboard and pen).3. 'Agreeable Mandate' (blue arrow sign).4. 'Getting Rid of the Mandate' (pink bell).© Fall 2025 for SOWK 530 with Jacob Campbell, Ph.D., LCSW at Heritage University. (Hepworth et al., 2023).

Strategies for Developing Goals with Involuntary Clients

There are some activities we can do as clinicians to assist in developing goals with involuntary clients.

  • Motivational Congruence: “work on target goals that are personally meaningful to the client and that also satisfy the requirements of the mandate” (Roony 2009 as cited in Hepworth, 2017, p. 322)
  • Agreeable Mandate: Work on bridging differing views through cognitive reframing and finding common ground.
  • Let’s Make a Deal: Work on negotiating through helping meet their needs.
  • Getting Rid of the Mandate: Focus on getting rid of services.

(Hepworth et al., 2023)

Slide 11
Slide displays text on a gradient background. It details the 'Process of Goal Formulation' in six stages: determine clients’ readiness, explain goals, formulate client-driven goals, increase specificity, determine barriers and benefits, rank priorities.

Process of Goal Formulation Practice (1 of 12) Overview and Demonstration

There are six stages that the textbook describes that we must go through in planning.

-> Before we can determine a goal, we must also assess the for the need and strengths/resources

  • Determine clients’ readiness
  • Explain the purpose and function of goals
  • Formulate client-driven goals
  • Increase goal specificity
  • Determine barriers and benefits
  • Rank goals according to priorities

[Whole Class Activity] Goal Formulation Demonstration Demonstrate going through each stage with a student in front of the class.

(Hepworth et al., 2023)

Slide 12
Table outlines 'Creating a Goal Plan;' includes 'Statement of Concern,' 'Goal Statement,' 'Identify Strengths/Resources,' and 'Identify Potential Barriers/Obstacles' sections. Background is a gradient of blue, green, and purple.Text: © Fall 2023 for SOWK 530 with Jacob Campbell, Ph.D., LICSW at Heritage University.

Process of Goal Formulation Practice (2 of 12) Creating A Goal Plan

As we will be going though this process, you are going to creating an entire goal plan. On a piece of paper, you are going to collect all of this information from your partner. To start off with, I would focus on what is the problem is that is going to be address and potentially starting to gather some strengths and resources (although you can be add to that throughout the process)

Next week I will have us go through some other scenarios and have a form for you to complete. This week, you can just write some notes on a piece of paper.

[Small Group Activity] Goal Formulation Practice - Area of Focus

  • What is the problem you are going to addressing through planning today
  • Determine some strengths and resources
Slide 13
The image presents a slide titled 'Process of Goal Formulation' featuring six stages: determining client readiness, explaining goal purpose, formulating goals, increasing specificity, assessing barriers/benefits, and ranking priorities. Important notes include assessing readiness, summarizing, and recognizing reluctance. References: Hepworth et al., 2023.

Process of Goal Formulation Practice (3 of 12) Determine Clients’ Readiness

The first step we go through in goal formulation is determining a clients’ readiness for working on the goal.

  • It is important to assess readiness early in the process
  • Consider using summaries or scaling
  • Recognize that their might be reluctance

[Small Group Activity] Goal Formulation Practice - Readiness Have students determine the readiness to address their goal in their pair.

(Hepworth et al., 2023)

Slide 14
The slide outlines the 'PROCESS OF GOAL FORMULATION' with six stages: determining readiness, explaining goals, formulating, increasing specificity, identifying barriers, and ranking priorities. It advises educating clients and matching goals. © Fall 2025 for SOWK 520 with Jacob Campbell, PhD LICSW at Heritage University.

Process of Goal Formulation Practice (4 of 12) Purpose and Function of Goals

We should spend time explaining the purpose and function of goals

  • Spend time educating clients about goals
  • Help recognize the match between their goals, program goals, and referral mandates

[Small Group Activity] Goal Formulation Practice - Goal Psychoeducaiton Have students discuss the purpose and function of goals with their partner.

(Hepworth et al., 2023)

Slide 15
Slide displays six stages of goal formulation, including determining readiness and formulating client-driven goals. Text box suggests methods like soliciting quotes. Bright gradient background with black text and check marks.

Process of Goal Formulation Practice (5 of 12) Formulating Client Driven Goals

Then we work to help them formulate goals that are meaningful to them.

Potential Methods to Obtain

  • Solicit quotes or client description
  • Offer tentative suggestions

It becomes our job to help shape and give focus to their goals

Examples of how we might help shape goals:

  • When clients give avoidance goals, you can reach for positive opposites that they can work towards
  • For client who express low confidence or efficacy beliefs about achieving a new or challenging goal, consider suggesting a learning goal
  • For clients who express a low goal commitment, consider a focus on their long-term goals before focusing explicitly on their short-term goals

–> Next slide, small group process after

(Hepworth et al., 2023)

Slide 16
Text presentation slide titled 'Process of Goal Formulation' lists six stages: determining clients' readiness, explaining goals' purpose, formulating client-driven goals, increasing specificity, determining barriers and benefits, ranking goals. Checklist and guidance note included.

Process of Goal Formulation Practice (6 of 12) Increase Goal Specificity

Next we move on to making the goal more specific.

Help clients to call out all of the parts of a good goal… e.g., make it SMART

[Small Group Activity] Goal Formulation Practice - Goal Formulation Work with pair in determining both a broad understanding of the goal and then helping to make it more specific.

Slide 17
A slide displays a goal planning table for client-staff collaboration, including fields for concerns, goal statement, strengths, barriers, and tasks. Titled 'Create a Goal Plan,' it has a gradient background.

Process of Goal Formulation Practice (7 of 12) Writing a Goal

You will often have to write out goals on a contract. For this experience, write your goal statement on a piece of paper.

[Small Group Activity] Goal Formulation Practice - Writing a Goal Develop a specific goal statement.

Slide 18
Form template titled 'Create a Goal Plan' displayed with sections for client information, concerns, and goals. A blue box queries goal alignment, measurability, feasibility, and positivity. Features title, form sections, and questions.

Process of Goal Formulation Practice (8 of 12) Review Goal Statement

Now that you all have a goal statement, I want you to review it. We can ask ourselves some of the following questions related to goal.

  • Is it linked to the defined target concern?
  • Is it defined in explicit and measurable terms?
  • Is it feasible?
  • Is it stated in positive terms that emphasize growth?

-> Not hepworth et al 2023… maybe 2017?

[Small Group Activity] Goal Formulation Practice - Goal review Review the goal statement created based on above questions.

Slide 19
**Slide Title: Process of Goal Formulation****Object:** Text**Action:** Listed steps and guidelines **Context:** A presentation slide with a gradient background.**Description:** - **Six Stages:** - Determine clients’ readiness - Explain goals' purpose and function - Formulate client-driven goals - Increase goal specificity - Determine barriers and benefits - Rank goals by priorities- **Guidelines:** - Use scaling questions about goal commitment - Anticipate future barriers - Discuss intrinsic benefits - Provide incentives and rewards when possible - Explicitly link short and long-term goals(Copyright © Fall 2025, SOWK 530, Jacob Campbell, Ph.D., LICSW at Heritage University. Source: Hepworth et al., 2023)

Process of Goal Formulation Practice (9 of 12) Barriers and Benefits

The next step includes determining barriers and benefits of the goal.

  • Use scaling questions about goal commitment
  • Anticipate future barriers
  • Discuss intrinsic benefits
  • Provide incentives and rewards when possible
  • Explicitly link short and long-term goals

(Hepworth et al., 2023)

Slide 20
Slide titled 'CREATE A GOAL PLAN' shows a table for planning, with sections for client/staff details, statements of concern, goals, tasks, strengths/resources, and barriers/obstacles. The background is a gradient of purple and teal. Text at the bottom reads, © Fall 2025 for SOWK 530 with Jacob Campbell, Ph.D. LICSW at Heritage University.

Process of Goal Formulation Practice (10 of 12) Defining Barriers

Now write out what some of those barriers might be.

[Small Group Activity] Goal Formulation Practice - Barriers Start framing the goal that you have developed with your pair to be a specific goal statement

Slide 21
Slide titled 'Process of Goal Formulation' lists six stages: determine readiness, explain goals, formulate client-driven goals, increase specificity, determine barriers and benefits, rank priorities. Includes an illustration of scales and a motivational text about helping clients. Context suggests an educational presentation.

Process of Goal Formulation Practice (11 of 12) Ranking Goals

The final stage is to rank goals according to priorities

Your job is to help the clients sort out their priorities to help keep them from being overwhelmed and frustrated.

Slide 22
The image displays a section of a presentation slide featuring a 'CREATE A GOAL PLAN' template. It includes fields for client, staff, goals, tasks, strengths, and barriers. Colorful gradient background with text.Text details:- 'Client/Family:' - 'Staff:'- 'Statement of Concern:'- 'Goal Statement:'- 'Goal #:'- 'General Tasks:'- 'Identify Strengths/Resources:'- 'Identify Potential Barriers/Obstacles:'- 'Tasks/Steps-Participant:'- 'Tasks/Steps-Staff:'Footer text: '© Fall 2023 for SOWK 530 with Jacob Campbell, Ph.D. LICSW at Heritage University'

Process of Goal Formulation Practice (12 of 12) Action Steps

A part of goal development often includes action steps. There might be some general tasks that need to happen, or these might be tied to the client or the clinician.

[Small Group Activity] Goal Formulation Practice Develop some action steps for the goal