Goal Setting: The Approach“In life, as in foot-ball, you won’t go far unless you know where the goalposts are.” Swap out “life” for recovery and the adage holds equally true. Identifying and setting personal goalposts are impor-tant foundations of recovery from men-tal illness and sub-stance abuse. Goals provide a sense of purpose, meaning, identity and hope (Orlinsky, Ronnestad & Willutzki, 2004) .

Goal Setting: Improving Client EngagementCollaborative goal setting, customized strategies and regularly reviewing goals have been shown to improve clients’ recovery and quality of life (Clarke, Oades, & Crowe, 2012; Lyubomirsky, 2007). As clients progress toward their goals, a positive feedback loop is set in motion and they are motivated and inspired to continue working on their recovery.

Goal Setting: Applying the PracticeEven though goals are fundamental components of recovery, setting them, let alone working toward them, can be a daunting endeavor for both the client and the practitioner. Too often, goals are too big, too vague and are decided for clients rather than with or by them. However, when goal setting is a client-centered, individualized and collaborative endeavor, the client can and does succeed. These strategies will facilitate success toward identifying, setting, and working to achieve goals.

OCTOBER 2014 • PRACTICE BRIEF No.5: Guide to Goal Setting and Tracking

Continued inside

The MNCAMH is sponsored by funds from the Minnesota Department of Human Services Adult Mental Health Division. | ©2014 Minnesota Center for Chemical and Mental Health

For more information contact the Minnesota Center for

Chemical and Mental Health at:

MNCAMH 1404 Gortner Avenue, 170 Peters Hall, St. Paul, MN 55108

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Clinical Training | Research | Innovation

Minnesota Center for Chemical and Mental Health

Our October BriefThe Minnesota Center for Chemical and Mental Health is pleased to announce the inclusion of a new feature on our Webpage: Practice Briefs. These Practice Briefs have been designed to meet our goal of advancing the science and practice of treating mental health and substance abuse disorders through research and dissemination of clinical best practices.

Providers strive to provide the most effective and ethical services possible, but are often stretched for time. The name, Practice Brief, captures the essence of this new feature. We will provide a practice brief that provides the what, why and how of an evidence-based intervention and each topic will be accessible and applicable to everyday clinical use. An overview of the approach, including a synopsis of the supporting research evidence will be provided, along with an explanation of how the intervention can support and improve positive client engagement and outcome. Finally, suggestions on how to apply the practice with clients will be provided.

The first Practice Brief in this ongoing series focuses on goal setting, an essential component of counseling and recovery.

Start SlowGet to know your client beyond his or her symptoms and illness experience. Since talking about goals and the future can be overwhelming, ease into goal setting in a conversation with the client about what interests them. More specifically, discuss what they have always wanted to do or think that they would like to do. For individuals who have experienced repeated disappointments, imagining a better future for themselves can be quite difficult. Be patient and work on building a sense of hope.

Start SmallClients may have very ambitious goals such as to repair their relationships with their kids. Although goals such as these are important and should be encouraged these goals should be broken down into s small, realistic steps that are likely to be achieved. Goal achievement builds momentum and a sense of self-efficacy, whereas unrealistic goals can lead to stress, discouragement and giving up altogether (Audia, Locke & Smith, 2000). Likewise, start with just one or two steps that complement each other and where actions toward one will support the other.

Be SMART A useful way to approach goals and make the process more powerful is to use the SMART mnemonic: Specific, Measurable, Attainable, Relevant and Time-Bound.

Specific Goals“I want to feel better” or “I want to be abstinent” are

valid aspirations, but are too vague and general. Goals that work are behaviorally specific, functionally oriented and include specifics such as who, where, when, why and what (Drach-Zahavy & Erez, 2002). “I want to feel better” can be clarified to be much more specific, as “I want to improve my health by exercising regularly.”

It is also very important to identify the necessary steps for making the changes (Wood, Mento & Locke, 1987).

First, work with the client to break down large goals into smaller shorter-term goals that can be achieved relatively quickly. This can lead to a sense of achievement and keeping focused, and can prevent becoming overwhelmed by large goals. For

example, if the long-term goal is to run a marathon, some smaller, more achievable short-

term goals may be to develop strategies to “track my nerves” and to “begin an exercise plan”.

From here, the short-term goals should be broken

down into even smaller, achievable steps. The exercise plan steps may be to identify a walking route, to call a friend to join the client on a walk, to walk to the end of the street 2-3 times each week after breakfast, and to have the client track their nerves before and after they walk.

Measurable GoalsIdeally, goals should include a behavioral quantity of

how often or how many as in the exercise example above. Research has demonstrated that when the step is clear and measurable (e.g., walk 30 minutes after breakfast on Tuesdays and Thursdays), the likelihood of

success is much greater than simply stating, “Go for walks” (Mento, Steele & Karren, 1987). This makes it easy for the client (and provider) to know when the goal has been met. When a goal is broken down into

manageable and measurable steps, the provider and the client should be able to answer the question: “How will we both know when this goal has been achieved?” Using a goal-tracking sheet, such as the one illustrated here,

2 O C T O B E R 2 0 1 4 • M N C A M H P R AC T I C E B R I E F N o . 5

Be SMART A useful way to approach goals and make the process more powerful is to use the SMART mnemonic: Specific, Measurable, Attainable, Relevant and Time-Bound.

is a useful and valuable way of tracking progress and providing feedback. Receiving regular feedback is important as it allows the counselor and client to know if they are moving in the right direction and to change tactics or revise the plan if necessary.

Attainable/Achievable Goals

Setting goals that are too difficult can be discouraging and lead

to giving up altogether. Goals that are too easy probably will not sustain the client’s interest or motivation (Mento, Steele & Karren, 1987). Therefore, goals should be challenging and meaningful, but achievable. Likewise, set goals that are constructive not eliminative. Instead of an eliminative goal such as to stop using alcohol when anxious, reframe the goal so that it is constructive, (e.g., call my friends Jenny and Sam for support when my nerves get worse).

Relevant Goals need to be personally meaningful to the client. Motivation to strive for recovery goes hand in hand with a client’s desire to reach for those

things that give his or her life meaning. The process of setting individualized, client-driven goals can be supported by encouraging him or her to:

• Think about different areas of his or her life

• Identify specific areas that he or she is dissatisfied with or would like to improve upon

• Articulate the changes that he or she would like to see

• Consider the following: What would achieving this goal mean to me? How would it change my life? What might be better if I set and accomplished this goal?

3Guide to Goal Setting and Tracking

Recovery Plan page 1  Modified October 2014 

Recovery Plan Instructions: Start a new Recovery Sheet for every long-term goal that is set or modified. Update this sheet at least monthly.

Name: Date:

Long-term (Meaningful) Goal:

Short-Term Goals (STG) Related to Long-Term Goal (place a √ after steps are achieved): 1. 2.

Steps: Steps:1. 1.

2. 2.

3. 3.

4. 4.

Start Date: Date Reviewed: Start Date: Date Reviewed:

Achieved: Fully Partially Not at all Achieved: Fully Partially Not at all

Continue working on STG Continue working on STG Set new STG Set new STG

Continued or New Short-Term Goals (STG) Related to Long-Term Goal Goal: Goal:

Next Steps: Next Steps: 1. 1.

2. 2.

3. 3.

4. 4.

Start Date: Date Reviewed: Start Date: Date Reviewed:

Achieved: Fully Partially Not at all Achieved: Fully Partially Not at all Continue working on STG Continue working on STG Set new STG Set new STG

Samantha 9/3/2014

I want to run a marathon; Run 1/2 mile

Begin an exercise plan Develop strategies to cope with my nerves

Identify a walking route

Call a friend to join me on my walking route

Make a list of times when I feel nervous

Identify times when I drink when I feel nervous

Walk 2-3x a week after breakfast Make a list of possible copingstrategies for nerves

Track my nerves before and after I walk Call my friend James when I feel nervous if I have acraving

9/3/2014 9/3/2014

https://mncamh.umn.edu/system/resources/W1siZiIsIjIwMTQvMTAvMTUvMTJfMzRfMTVfMzQzX1JlY292ZXJ5X1BsYW5fRm9ybS5wZGYiXV0/Recovery%20Plan_Form.pdf

Time-bound/Time-relatedDeadlines can motivate efforts and prioritize the task above other distractions. When

setting deadlines, consider the “Rule of 6s”.

• 6 months to 1 year for long-term goals

• 6 weeks for short-term goals

• 6 days for a single step toward a goal.

One more, very important S needs to be added to SMART to ensure client success.

SupportEncourage the client to identify and build a network of support persons to help them

continue in their goal setting, pursuit, and achievement. Support from others and making goals public improves the chances of achieving goals by enhancing commitment to the goal. This circle of support also brings about a sense of social connectedness and belonging, which are essential to recovery (Vondras, Scott & Madey, 2004).

To fill out and (or) download the

Recovery Plan Form please go to this link:

FRIDAY, NOV 14, 2014 12–1 pm

Dr. Carl ElliottHow the Destitute and Mentally Ill Are Being Used as Human Lab Rats

FRIDAY, DEC 12, 2014 12–1 pm

Albert GarciaUnderstanding Peer Recovery Support and Use of the Hearing Voices Network Method for People who Hear Voices

FRIDAY, JAN 9, 2015 12–1 pm

Dr. Therissa LibbyA Practitioner’s Guide to Understanding Prescription Medications in the Care of Individuals with Co-Occurring Disorders

FRIDAY, FEB 13, 2015 12–1 pm

Paul Heyl, MA, LSWHow to Influence Your Clinical Supervision to Improve Your Clinical Competence

FRIDAY, MAR 13, 2015 12–1 pm

Dr. Mary F. BrunnetteHow to Treat Tobacco Use Disorders in People with Mental Illness

ReferencesAudia, O.G., Locke, E.A. & Smith, K.G. (2000). The paradox of success. An archival and a laboratory study of strategic persistence following a radical environmental change. Academy of Management Journal, 43, 837-853.

Clarke, S., Oades, L. G., & Crowe, T. P. (2012). Recovery in mental health: a movement towards well-being and meaning in contrast to an avoidance of symptoms. Psychiatric rehabilitation journal, 35(4), 297-304. doi: 10.2975/35.4.2012.297.304

Drach-Zahavy, A., Erez, M. (2002). Challenge versus threat effects on the goal performance relationship. Organizational Behavior and Human Performance, 88, 667-682.

Lyubomirsky, S. (2007). The how of happiness: A scientific approach to getting the life you want. New York: The Penguin Press.

Mento, A.J, Steele, R.P. & Karren, R.J. (1987). A meta-analytic study of the effects of goal setting on task performance 1960-1984. Organizational Behavior and Human Decision Processes, 39, 52-83.

Orlinsky, D.E., Ronnestad, M.H., Willutzki U. (2004). Fifty years of psychotherapy process-outcome research: Continiuty and Change. In M.J. Lambert, F. J. Berglin & S. L. Garfield (Eds.), Bergin and Garfield’s Handbook of Psychotherapy and Behavior Change. New York, Wiley.

Vondras, Scott, Madey (2004). The attainment of health goals throughout adulthood: An integration of the theory of planned behavior and aspects of social support. The International Journal of Aging and Human Development, 59(3), 205-234.

Wood, R.E., Mento, A.J. & Locke, E.A. (1987). Task complexity as a moderator of goal effects: A meta-analysis. Journal of Applied Psychology, 72, 416-425.

MNCAMH presents

Webinar Series on Clinical SkillsAccess both live and archived presentations

through our website: mncamh.umn.edu. One free

CEU is offered when the webinar is viewed live;

see the website for details.

For more information contact the Minnesota Center for Chemical and Mental Health at:

4 O C T O B E R 2 0 1 4 • M N C A M H P R AC T I C E B R I E F N o . 5

http://mncamh.umn.edu 612•626•9042 mncamh@umn.edu

SUPPORT THE CLIENT BY:

• Using the Goal Tracking Sheet to monitor progress

• Regularly checking in and checking up on progress (weekly in individual sessions or every 2-3 sessions in group sessions)

• Reinforcing steps that were taken

• Identifying and removing obstacles

• Breaking steps down even further, if needed

• Helping identify and celebrate successes.

It is important to remember that not every client in recovery will have the same trajectory of growth. Any progress toward achieving goals, be it a huge stride or a modest step, is improvement and a very positive and hopeful sign of a better quality of life.