A title slide with bold black text reading 'PLANNING AND IMPLEMENTING CHANGE-ORIENTED STRATEGIES,' subtitled 'Fall 2026 SOWK 486W Week 10' and 'Jacob Campbell, Ph.D. LICSW at Heritage University.' On the right, against a black panel, stand three teal cards: a toggle switch with a yellow flag on top, and two cards each showing a magenta circle with a white checkmark, on a cream-and-yellow background.
A presentation slide titled 'PLAN FOR WEEK 10' lists four underlined agenda items on the left: 'Course content discussion (feedback, papers, and upcoming assignment),' 'Information about goals,' 'The six steps to planning,' and 'Practice doing the planning process.' Two bulleted learning objectives sit on the right, under 'LEARNING OBJECTIVES.' The pastel blue-to-pink gradient background has a footer reading 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University,' with checkmark and flag icons in the bottom right.
A large yellow face emoji with both hands covering its eyes sits to the left of bold black uppercase text on a pale cream background with a yellow-to-coral gradient bar across the top. The text reads 'FEEDBACK FROM PAPERS IS COMING SOON.'
A presentation slide titled 'INTERVIEWING SKILLS VIDEO ROLE-PLAY' instructs students to record a 15 to 20-minute partnered social work interview and upload it to Anthology Portfolio. A yellow tag reads 'Due Monday 11/16/26 by 08:00 AM.' Black bold text sits on a purple-to-green gradient, with a teal panel describing the assignment and a footer reading 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'
A slide titled 'PRACTICE BEHAVIORS RUBRIC' shows a two-column table, with bold pink criteria on the left and a 'Highly Developed' column on the right. Criteria include 'Use empathy to engage the client effectively,' 'Use reflection to engage the client effectively,' and 'Use interpersonal skills to engage the client effectively.' Against a purple-to-green gradient, the footer reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'
A presentation slide titled 'MID-COURSE FEEDBACK' with the subtitle 'REFLECTING ON YOUR REFLECTIONS' displays three colored columns: 'Things Working' (in-class activities and discussion; course materials and supports (presentation slides, reading quizzes, podcasts); my energy, how I teach, and availability; course content (workload and learning)), 'Things Not Working' (keeping track of what's due, listed twice), and 'Suggestions' (one page with every assignment, in date order; more class time to prepare for assignments). A pie chart shows 38% Completed and 63% Didn't Complete. The bright gradient background is framed by the footer 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'
A dark, glossy plaque displays 'The Office' in white sans-serif text beside an empty outlined circle and two empty outlined rectangles. It fills a white slide beneath the bold black title 'THE OFFICE: BIRTHDAY PARTY PLANNING.'
A slide titled 'LINKAGES: IN THE PLANNED CHANGED PROCESS' on a light gradient background. A blue clipboard labeled 'Assessment,' a yellow arrow, a magenta bullseye labeled 'Targeted Concerns,' another yellow arrow, and a green checklist labeled 'Goals' sit on a black band. Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and '(Hepworth et al., 2017).'
A presentation slide titled 'GOALS' (subtitle 'PURPOSE AND FUNCTION') shows a blue arrow with four teal circles connected by magenta arcs, moving from 'Priority Concern (starting point)' on the left to 'Attainment' at the arrowhead on the right. Its 'Task or Objective (incremental action steps)' label sits beneath the middle. A teal callout quotes: '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 (Hepworth et al., 2023, p. 240).' Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'
A bright blue, couch-shaped graphic with six labels sits on a pastel gradient slide, under the heading 'FACTORS INFLUENCING' and subheading 'GOAL DEVELOPMENT.' Its labels read Client Participation, Values and Beliefs, Involuntary Status, Resources and Supports, and Environmental Conditions. The footer credits Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University, and cites (Hepworth et al., 2017).
A gray silhouette of a standing figure, with a green brain, a magenta heart, and a teal hammer, sits on the right of a slide titled 'Individual Goal Focus.' Three black labels mark Cognitive Functioning, Emotional Functioning, and Behavioral Change. The slide has a yellow highlight, the footer 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University,' and the citation '(Hepworth et al., 2017).'
A presentation slide titled 'TYPES OF GOALS' lists goal definitions in bold labels: Approach, Avoidance, Performance, Learning, Empowerment, Conformity, and Risk/resilience goals. A pink 'Small Group Discussion: POTENTIAL PERSONAL EXAMPLES' bubble and a black 'Time Period Descriptors' panel (Long-term: 'frame people's ambitions within their identities and values'; Short-term: 'reflect a partialized version of a long-term goal') sit on a bright green-to-pink gradient. Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and '(Hepworth et al., 2023).'
A bright magenta-to-yellow gradient slide titled 'Selecting and Defining Goals,' with bullets 'Goal statements should be framed positively' and 'Structure specific goals to enhance motivation.' A black balance beam labeled 'BALANCE' pairs short-term with long-term goals, performance with learning, avoidance with approach, and compliance with empowerment. Side panels show 'Match' (values, culture, preferences, long-term goals) and 'Maximize' (client choice, with an upward arrow, within program objectives and referral mandates). Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and '(Hepworth et al., 2023).'
The slide's large black title, 'QUALITIES OF EFFECTIVE GOALS,' with the subtitle 'FOLLOW THIS POPULAR MNEMONICS,' sits on a cream panel under a yellow-orange gradient strip. On the right, a bright cyan panel stacks the letters S, M, A, R, and T beside the words 'pecific,' 'easurable,' 'chievable' (Assignable, Attainable), 'ealistic' (Relavant), and 'ime-limited' (Time-related, Time-bound). Citation: (Doran, 1981; Mancini, 2021; Hepworth et al., 2023).
Four flat icons, a Venn diagram, a blue arrow sign, a pen over a green clipboard, and a magenta alarm bell, each mark a strategy on a pastel gradient slide. Title: 'STRATEGIES FOR DEVELOPING GOALS' with subtitle 'WITH INVOLUNTARY CLIENTS.' Labels read 'MOTIVATIONAL CONGRUENCE,' 'AGREEABLE MANDATE,' 'LET'S MAKE A DEAL,' and 'GETTING RID OF THE MANDATE.' Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and '(Hepworth et al., 2023).'
A slide titled 'Process of Goal Formulation' lists six stages in bold white text on black bars: 'Determine clients' readiness,' 'Explain the purpose and function of goals,' 'Formulate client-driven goals,' 'Increase goal specificity,' 'Determine barriers and benefits,' and 'Rank goals according to priorities.' It sits on a pastel purple-to-blue gradient with a footer reading 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and '(Hepworth et al., 2023).'
A slide titled 'CREATING A GOAL PLAN' shows a form-style table, a goal plan with fields labeled 'Client/Family,' 'Staff,' 'Statement of Concern,' 'Goal Statement,' 'Goal #,' 'General Tasks,' 'Identify Strengths/Resources,' 'Identify Potential Barriers/Obstacles,' and 'Tasks/Steps–Participant/Staff.' Red boxes and arrows highlight the Statement of Concern and Identify Strengths/Resources rows against a pastel gradient background.
A presentation slide titled 'PROCESS OF GOAL FORMULATION' lists six black-highlighted stages, with a green check beside the first, 'Determine clients' readiness.' Two bullets sit at right: 'It is important to assess readiness early in the process' and 'Consider using summarizing or scaling.' A teal callout reads 'Recognize that there might be reluctance.' Footer: '(Hepworth et al., 2023)' and 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'
A presentation slide titled 'PROCESS OF GOAL FORMULATION' lists six stages in white-on-black labels: 'Determine clients' readiness,' 'Explain the purpose and function of goals,' 'Formulate client-driven goals,' 'Increase goal specificity,' 'Determine barriers and benefits,' and 'Rank goals according to priorities.' The first two have green checkmarks. Right-side bullets read 'Spend time educating clients about goals' and 'Help recognize the match between their goals, program goals, and referral mandates.' The slide sits on a pastel purple-to-green gradient, with the footer 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and the citation '(Hepworth et al., 2023).'
A presentation slide titled 'PROCESS OF GOAL FORMULATION' lists six stages as black-highlighted labels, with green checkmarks beside the first three: 'Determine clients' readiness,' 'Explain the purpose and function of goals,' and 'Formulate client-driven goals.' The remaining stages are 'Increase goal specificity,' 'Determine barriers and benefits,' and 'Rank goals according to priorities.' A black box on the right reads 'Potential Methods to Obtain': 'Solicit quotes or client description' and 'Offer tentative suggestions,' above 'It becomes our job to help shape and give focus to their goals.' The slide has a purple-to-mint gradient background, with the footer 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and the citation '(Hepworth et al., 2023).'
A slide titled 'Process of Goal Formulation' lists six stages down the left in black label bars, with green checkmarks beside the first four: determine clients' readiness, explain the purpose and function of goals, formulate client-driven goals, increase goal specificity; the last two, determine barriers and benefits and rank goals according to priorities, are unchecked. A caption on the right reads 'Help clients to call out all of the parts of a good goal… e.g., make it SMART.' The pastel gradient background has a footer reading 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and '(Hepworth et al., 2023).'
A goal-plan form sits in a black frame on a pastel slide, with a red arrow and red box highlighting the 'Goal Statement:' row. Other fields include Client/Family, Staff, Statement of Concern, Goal #, General Tasks, Identify Strengths/Resources, Identify Potential Barriers/Obstacles, and Tasks/Steps–Participant and Tasks/Steps–Staff. Title: 'CREATE A GOAL PLAN.' Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'
The main object is a teal rounded panel listing four questions, overlaying a partly hidden paper goal-plan form with a hand-drawn black arrow pointing toward its Goal Statement field. The panel blocks the right side of the form, which is visible on the left. The slide has a purple-to-green gradient background and the heading CREATE A GOAL PLAN. The panel reads: 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? The visible form fields are Client/Family, Staff, Statement of Concern, Goal Statement, General Tasks, Identify Strengths/Resources, and Tasks/Steps–Participant.
A presentation slide titled 'PROCESS OF GOAL FORMULATION' with a 'SIX STAGES' list on a pastel blue-to-purple gradient background. Five of the six stages have green checkmarks, with the last, 'Rank goals according to priorities,' unchecked. Stages are black-highlighted labels on the left, and five bullets sit on the right: 'Use scaling questions about goal commitment,' 'Anticipate future barriers,' 'Discuss intrinsic benefits,' 'Provide incentives and rewards when possible,' and 'Explicitly link short and long-term goals.' Footer reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and '(Hepworth et al., 2023).'
A slide titled 'CREATE A GOAL PLAN' shows a blank goal-plan form in a black frame, with a red box and arrow highlighting the 'Identify Potential Barriers/Obstacles' field. The form includes Client/Family, Staff, Statement of Concern, Goal Statement, Goal #, General Tasks, Identify Strengths/Resources, Tasks/Steps–Participant, and Tasks/Steps–Staff. Footer reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'
A black balance scale with a dial rests in the lower right, beside the quote 'Your job is to help the clients sort out their priorities to help keep them from being overwhelmed and frustrated.' On a pastel gradient background, the title 'PROCESS OF GOAL FORMULATION' introduces 'SIX STAGES,' each with a green checkmark: 'Determine clients' readiness,' 'Explain the purpose and function of goals,' 'Formulate client-driven goals,' 'Increase goal specificity,' 'Determine barriers and benefits,' and 'Rank goals according to priorities.' Footer text reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and '(Hepworth et al., 2023).'
A presentation slide titled 'CREATE A GOAL PLAN' shows a black-framed scan of a blank goal-plan form, with red boxes and arrows marking the 'General Tasks' row and the 'Tasks/Steps–Participant' and 'Tasks/Steps–Staff' columns. The form includes fields for Client/Family, Staff, Statement of Concern, Goal Statement, Goal #, Identify Strengths/Resources, and Identify Potential Barriers/Obstacles. The slide has a colorful gradient background, with the footer 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'