CD 501 Midterm
Define motivation
The main thematic component of energy to act and goal-directedness. attempt to explain the "why" of behavior--motivation is such a broad scope. "to move" - the relation of beliefs, values and goals with action. (gives a sense of what influences motivation) To be moved to do something A kind of energy, but it is a focused energy that is goal directed Kind of energy that moves people to do things what fuels that energy are people's reasons for acting
What does SDT mean by "internalization"?
The process through which an individual acquired an attitude, belief, or behavioral regulation and progressively transforms it into a personal value, goal or organization. -This is a big part of motivation and motivated behavior that we want to see in rehab -This is an annotate human psychological process Most of us adopt the values, beliefs and practices of somebody--often of those who we perceive to be important in our lives -We can think about beliefs, values, practices that are internalized to a deep extent-to the extent that they are integrated with a person's sense of self compared to being internalized in a more shallow way so that a belief or suggested practice becomes more of a should than something they genuinely self-endorse.
What is the intention-behavior gap and how it can be managed
When people want to do some behavior but they don't ever seem to get around to do it (exercising) how to deal with it: -ask patient what they think barriers are - Ex with home practice: + decide on a goal + ask how often they think they'll need to practice to achieve their goal + come up with the frequency of practice + ask what they think might be some barriers that will show up that may prevent practicing as frequently + have them rank order which of the barriers they think will most likely be experienced and will be the most destructive +talk about what they can do to manage this barrier
Be able to describe the basic approach to minimizing pressure on clients
avoid contingencies of all kinds -->preferences regarding choices, using praise to control behavior, don't make them think they will be punished for not doing something, don't give client's approval for doing something we want them to avoid using controlling language (you should, need, must) --> use informative rationale instead Follow the client's lead within appropriate limits Roll with resistance -->don't jump into convincing mode to try to push them out of resistance, let patient come at if from another angle and ask them why they don't want to do it (do it in a way that to not show judgement)
What is meant by structure
how organized therapy is -whether or not there is a clear plan for therapy that the patients are aware of and in which they understand -when people have a sense that they know why they're doing what they are doing, they know what to expect that is coming in the future and they know what is expected of them (easier to feel confident that they can do it) -walking client through the steps and providing fading support when necessary
What is the relationship between the basic psychological needs and motivation?
in order for one to experience an optimal amount of psychological well being, they need to have their psychological needs satisfied. Because these feelings are innate--people are motivated to do the things that just happen to satisfy those innate psychological needs. The psychological needs are psychological nutriments, suggesting that they nourish us.
intrinsic motivation
reflects the natural propensity to develop through exploration and play and, in doing so, expand capabilities. Behaviors performed in the absence of any apparent external contingency (the act itself is enjoyable) Occurs under conditions of optimal challenge and perceived autonomy (satisfaction of need for competence)
Describe how to give meaningful rationales in autonomy supportive ways
(1)Provide recommendations (2)autonomy supportive climate -acceptance of negative feelings and resistance to the task/goal -inviting v. pressuring language (pressuring language-"you need to do this" -client generated rationales vs. clinician generated rationale ->ask client to generate what they think are good reasons to consider to do something ->clients who already have low confidence that they may be able to successfully follow a course of action may require a clinician to provide a few rationales and pick which one is true fro them as a way of supporting their decision. (3)ways to increase the chances that clients will adopt our rationales in an autonomous way -paying attention to some of the features of the rationales that we provide -> they should be specific and concrete rather than vague and abstract (b/c client won't have enough info. to take on the belief that something will be beneficial-ex: bc it will improve your speech) - Intrinsic or extrinsic goal oriented rationale -> intrinsic: goals that are characterized by a few things (lead by personal development, promote more autonomous motivation) -> extrinsic goals: goals that are more about getting material wealth, achieving status/approval from others (3)self-evident v. novel -stating new information vs. stating the obvious (stating obvious is not motivating, it is motivating when new info. is provided as well as revealing the hidden value of some goal) -the way that we provide our rationales
Kinds of motivation
(a) Autonomous motivation: "I'm doing something because I want to do it" (b) controlled motivation: "I'm doing something because I feel some kind of pressure to do so" (c) intrinsic motivation: when we do something because the act itself is reason enough for doing it (it is enjoyable, interesting--going dancing) (d) extrinsic motivation: the reason we are doing something is because we value the outcome of whatever the behavior is (may not always be interesting/enjoyable) -> may not like studying but getting a degree is the goal we want to achieve
What are the possible ramifications for the difference between SDT and other theories?
(a) most theories of motivation see motivation as a unitary thing - what determines whether or not people act or persist in their goal pursuits ( how motivated they are) is the strength of the motivation -->the amount of motivation is a factor, BUT what is more important is the kind/quality of motivation we are experiencing. -->are we feeling pressured? Is that our experience of motivation or is our desire to act- does it freely arise from within and something that we genuinely want to do.
Describe the main ways that autonomy support is accomplished
(a) taking the client's perspective-foundation -the foundation of successful needs support; depends on the quality of our listening; let client tell their story and encourage opinions; acknowledge client's perspectives as valid (b) encourage reflection, exploration and questioning -increase self-awareness (key element of autonomy); helps us avoid the expert trap or righting reflex -Guide clients towards identifying their own goals and self-endorsement of insights and reasons for engaging in therapy, pursing goals, and adopting practices (internalization) -open ended question -reflective listening (repeat back verbatim/slight interpretation of what they just said) and summarize -seek out client's opinion (c) offer choice and support meaningful input -supporting choice/autonomy vs. independence -the nature and extent of choice will vary based on the client and context (some rehab patients want to be involved and some want professions to choose for them) -choices which allow actions to reflect personal values, goals or interests will have the greatest effect on motivation -Provide choices that are achievable -support client's ability to make good decisions - choice should not be perceived as too burdensome -avoid communicating a preference (d) provide meaningful rationales for strategies and activities (e) minimize pressure
SDT categorizations
(self-determination theory) categorized motivation into types/kinds and that other theories of motivation usually don't discuss "qualities" of motivation.
What are the benefits of intrinsic motivation
-Engagement--> inquisitiveness, proactive, higher efforts in goal pursuits, persist in face of challenges/failures, adherence -Creativity -Conceptual understanding/high quality learning -Optimal functioning/well-being
Social Cognitive Theory
-People guide their own development -people consciously set goals for themselves and plan on how they are going to achieve those goals and they believe they are going to achieve them and this guides their motivated behavior -people's level of motivation, affective states and actions are based more on what they believe than on what is objectively the case Key motivational processes: self-efficacy; outcome expectancies; goals and self-evaluations; value/importance
What is the relationship between internalization and different kinds of motivation according to SDT?
-Satisfying psychological needs influences deeper internalization of acquired beliefs, values and behaviors. People tend to pursue goals, domains and relationships that allow or support their need satisfaction. Satisfying psychological needs promotes a sense of psychological well being and validity. When this is achieved, a whole host of positive side effects are gained->our patients begin to interpret what is happening to them in more of a positive line.
What are some fo the benefits of autonomous forms of motivation
-Superior goal progress compared to controlled motivation -greater persistence in the face of adversity - more effective coping -better learning; superior task performance
What is informational feedback
-feedback that does not make clients feel pressure -give information that is behaviorally relevant, explain why something was done correctly - if we make suggestions about what to do next time that it's information rather than right and wrong feedback
How do self-efficacy beliefs influence motivation?
-influences standards individuals set for themselves and their commitment to those goals we don't set goals for ourselves that we don't think we can achieve; we avoid tasks that we don't think we can perform successfully; People are motivated towards goals/tasks they have a high self-efficacy about -->they will persist more at those tasks even if they have difficulty along the way.
Reflect on ramification of basic psychological needs being innate.
-they are psychological needs -everyone has the same psychological needs China and the US-whether or not their need to feel autonomous was satisfied correlated with their psychological well being -it didn't matter whether or not you indicated that meeting these needs were important to you -Those individuals that stated that the needs were important: if their needs were not satisfied, it correlated with other measures and their psychological well being.
Be able to describe how the need for relatedness is supported.
-unconditional positive regard (our clear and communicated care for patients does not depend on whether they behave the way we think they should) -show genuine interest and concern -acknowledge/accept conflict (disappointment) -be honest and transparent -->being mindful about how we're presenting ourselves and connecting with our patients. Have a positive influence on outcomes independent of what the therapy is we're doing. --> support autonomy: consciously engaged in autonomy support and competency support; the issues surrounding the power imbalance, between the client and therapist and how it reinforces passivity in our patients is addressed to a larger degree -->support for relatedness influences the value that patients place on treatment and confidence in facing challenges.
What facilitates internalization
A sense of relatedness to others a sense of competence to the regulation (a grasp for the meaning or rationale, belief in the ability to enact it) A sense of autonomy in adopting it (freely process and endorse transmitted values; free to modify or transform values.
Self-determination theory
Addresses the influence of the relationship between the clients and therapists and how that can influence motivation
What are the 3 basic psychological needs described in SDT. Be able to describe each one.
Autonomy: to feel you are acting volitionally, to self-endorse one's actions, to act based on one's own reasons and values ("I am doing it because I want to") -->"I feel like I have a choice. The things that I do are the things that I want to do and I do without any feeling of external pressure" Competence: to feel effective, to meet challenges, broaden one's capacities and experience mastery; it is more than mere ability -->not about ability-about our experience that we are able to meet challenges that are important to us...Being able to do something unimportant to use does not satisfy our need for competence. We want to feel effective at doing those things that are important to use. The need for competence is akin to the need that we have to feel that we are continuing to grow as people. This need is met when we are successful at things which we perceive to be somewhat challenging. Relatedness: to feel a close connection to others -->to feel that others care about us unconditionally and that we have other people that we care about.
Controlled motivation
Extrinsic-people acting in pursuit of a goal (for controlled reasons); controlled reasons may be to avoid punishment or gain reward (occurs in rehab) Interjected Regulation: the pressure is no longer coming from outside, the pressure is coming from within --pressure that patient put on themselves to work towards a specific goal (participate in therapy) --not an optimal form of motivation b/c it tends to be experienced with "should" thoughts even though the person does not really want to. --something someone has internalized in a shallow fashion-not really integrated into the sense of self
Describe main ways competency is supported in SDT
Good self-efficacy belief that one can accomplish a task does not mean that it will satisfy the need for competency b/c it is only met when we feel that it is somehow important to us Pay attention to how we support- in autonomous ways Competency support (1) provide education and structure -->receive info. allowed patients to understand their condition, have realistic levels of hope, and stay motivated in the face of challenges during rehab. -->patients often lack confidence in their ability to engage in goal-setting; shared decision making inmost effective when patients recognized importance of incorporating their preference (2) providing structure -->develop a clear plan of action with short and long term goals -->client should feel they have the necessary support to perform well and achieve goals; ensure understanding of home practice instructions -->clear, understandable feedback; support for communication and cognitive impairments may be a critical support for our clients. (3) focus on optimal challenge -->"optimal" means challenges that are readily but not easily mastered (client should be successful most of the time; intermittently pushing people may heighten intrinsic motivation) -->lack and Lathman's goal setting theory: describe what goal characteristics are the most motivating-goals that are perceived to be challenging tend to naturally engage people's heightened attention, effort and persistence. (4) identify and manage barriers -->intention-behavior gap (intention to engage in goal pursuit is most effective when barrier management is included) (5) promote self-monitoring, self-evaluation, and experience of success -->make the connection between rehab and progress is crucial (difficult to do when progress is slow and gradual; need to talk about the nature of progress) -->proximal vs. distal goals -->frame any self-tracking in terms of its informational value, not surveillance -->recording meaningful data (video and audio recordings of progress) (6) informational feedback --> information v. controlling: controlling is interpreted as attempting to induce or coerce the recipient into acting in a specific manner and achieve a specific outcome while informational proved people with behaviorally relevant information in the absence of pressure (informational is the goal for the clinician's behavior) --> positive and autonomy supporting feedback can enhance intrinsic motivation (authentic positive feedback tends to cause people to infer that they are responsible for their good performance) -->given a choice of when to receive feedback, subjects tend to ask for feedback after successful trials -->control over when to receive feedback appears to enhance motor learning and intrinsic motivation
Extrinsic motivation
In its extreme form it is associated with people acting in order to avoid punishment or to sustain rewards from others.
Autonomy v. Independence
Independence: a description of function. Whether I can do something without assistance --> One can be completely dependent on others, but that can be a choice and so they still feel as though they are autonomous or that the decision to be dependent on others was an autonomous decision.
Based on SDT, the degree to which a patient internalizes recommendations, beliefs and therapy values is influenced by what?
It is influenced by how completely their psychological needs are met during treatment. -if we only satisfy 1-2 psychological needs, we increase the chance that internalization may only be partial- making it a controlled form of motivation. -->in order for deep internalization to be happy, we need all the needs supported; only supporting some needs will result in some internalizations but not enough where we could get autonomous forms of regulation (satisfied relatedness not autonomy)
What is an organismic psychological theory?
It's interested in innate psychological needs and desires -those psychological needs that cross cultures, that cross age groups, etc.
What are the four sources of self-efficacy information?
Mastery experiences, vicarious experiences, verbal persuasion, physiological and affective states
Have a general understanding of what an SLP could do to influence self-efficacy believes based on efforts to provide mastery information, vicarious information, verbal persuasion and interpretation/influence of physiologic and affective experiences.
Mastery experiences: our past successes and failures are probably the single most influential determiner of our self-efficacy beliefs -->SLP: ensure early eperiences of success in order to build a reservoir of self-efficacy before addressing more challenging goals. (address long term goals through a progression of achievable short term goals; break complex skills intro treatable subskills) Vicarious experiences: if one observes someone who they deem like them in relevant ways-doing the task one considers successfully then that's going to increase their confidence -->SLP: incorporate audio or video self-modeling of successful performances (provide exposure to realistic and positive recovery role models via group or individual peer mentoring; role play the use of different skills and strategies during group therapy) Verbal persuasion: this is the weakest for of self-efficacy; comes from a very trusted source -->SLP: verbal persuasion and feedback should be genuine, objective and bring attention to successes and avoid the habit of knee-jerk praise (controlling praise) -include verbal encouragement that highlights self-regulatory efforts (describe whether the client approached the task in the way we would like to see them do it) - arrange for positive feedback to be given by other credible sources. Physiological and affective states: our physical and emotional experiences will color whether we feel confident that we can do something --> SLP: guide patients away from the misattributions of negative states (anxiety) with lack of ability. -encourage reflection on physiological and affective states and their influence on communication performance. Identify physiological and affective barriers to develop strategies to manage them. Consider stress management techniques.
What is self-efficacy?
Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments -our confidence in our ability to do the things we need to do to achieve some end->to perform at a certain lever or to achieve a particular goal Is task/context specific vs. (not) global confidence (confident personality) -being more fluent in situations with family vs. being non-fluent among strangers, authority figures Effects behaviors and in a reciprocal fashion is effected by them --soemone who is to talk in front of a large group of people: in their hotel room they could do it, but they do not have the confidence they can do it in front of an audience creating anxiety which interprets the poor performance as a confirmation of their lack of ability
Autonomous motivation
a form of extrinsic motivation-->"I am participating in therapy not because I think its fun, but I really want to achieve my speech goal" - this reflects something meaningful When patients are genuinely self endorsing why they are doing what they are doing. They spontaneously give voice to what they are doing, they talk about the value of therapy to them in their own practice. improved well-being Integrated regulation: most autonomous form of extrinsic motivation --Intrinsic motivation is a prototype of autonomous motivation
Basic psychological needs are learned or innate?
innate
Do clients typically experience only one kind of motivation at a time or can someone experience both controlled and autonomous motivation?
more than one the of motivation can be active what's important is what is predominant' which one overall describes the client
What is meant by optimal challenge
not too easy and not too difficult -tasks that provide people with challenge, but can succeed most of the time - we want to incorporate some opportunities for people to push the envelop of their ability (this can be motivating) -2 approaches towards setting optimal challenging goals: (1) set a goal some percentage above baseline (2) let clients choose what is optimally challenging - when given the choice, people gravitate towards optimally challenging activities
Is control/pressure also external or can we put pressure on ourselves?
patients can put pressure on themselves to work towards a specific goal, to work in therapy
How can awareness issues influence self-efficacy beliefs?
self-awareness and self-efficacy are interrelated - when deficit awareness is poor, beliefs and judgement about what one is capable of may become distorted - overestimation of abilities can lead to unexpected difficulties performing a task and erode self-efficacy. - underestimation of abilities can lead to avoidance of appropriately challenging goals we want clients to have accurate deficit awareness because that helps them have accuracy self-efficacy beliefs If it is going to be skewed, it is better to have slightly optimistic self-efficacy beliefs