Nichowilliam This has 2 discussions; use APA format and cite 2 scholarly sources; at least 250 words An important part of counseling is he

Nichowilliam This has 2 discussions; use APA format and cite 2 scholarly sources; at least 250 words

Discussion 1:

An important part of counseling is helping our clients develop goals for therapy. Please read the following article about goal setting and list and discuss three things you can take away from the information provided. (see attachment for article)

Discussion 2:

What does the quote, “it is not what happens to us, but what we make of it” mean to you? How does this concept apply to our work as counselors? Article 36

Counselors as Agents of Change:

Writing Behaviorally Stated Goals and Objectives

Christine McNichols, Kirk Zinck, Karl J. Witt, and Joanna Neel

McNichols, Christine, is an assistant professor of counseling at The University of
Texas at Tyler. She is a Licensed Professional Counselor Supervisor and
National Certified Counselor. Her areas of interest lie in using creative
expression in counseling and supervision.

Zinck, Kirk, is an associate professor of psychology and counseling at The
University of Texas at Tyler. He is a Licensed Marriage and Family Therapist, an
AAMFT Approved Supervisor, a Certified School Counselor, and a National
Certified Counselor. His interests include counselor training, supervision, and
developmental processes in couple relationships.

Witt, Karl J., is an assistant professor of counseling at The University of Texas at
Tyler. He is a Licensed Professional Counselor Supervisor, a National Certified
Counselor, and a Certified School Counselor. His interests include counselor
supervision, program development, and the use of technology in counseling.

Neel, Joanna, is an assistant professor of reading at The University of Texas at
Tyler. She has 17 years of experience teaching literacy and working in at-risk
campuses. Her areas of research include literacy acquisition, new teacher
preparation, curriculum, and professional development.

Correspondence concerning this article should be addressed to Christine McNichols, E­
mail:cmcnichols@uttyler.edu

Abstract

Establishing constructive counseling goals and objectives are key themes
addressed in this article. Effective communication of expectations between the
counselor and client help create clear goals. This collaborative process helps
create a framework of accountability to monitor progress throughout counseling
sessions. A review of the literature reflects limited attention to goal setting for
counselors, though specific objectives are critical for sustained success. This
article offers a rationale for developing behaviorally stated goals and objectives,
provides information on their effective construction, and suggests ideas and
examples to teach this skill to counselors-in-training and supervisees.

Keywords: counseling, goal writing, objectives

mailto:mail:cmcnichols@uttyler.edu

Ideas and Research You Can Use: VISTAS 2016

Behaviorally stated goals and objectives are essential components of effective
counseling, regardless of a counselor’s theoretical orientation. They provide client and
counselor with a well-defined focus, infuse intentionality into treatment, and serve as
clear indicators of progress. Despite their importance, creating them is a skill
inconsistently covered in the existing literature. This article offers a rationale for
developing behaviorally stated goals and objectives, provides information on their
effective construction, and suggests ideas and examples to teach this skill to counselors­
in-training and supervisees.

The first three authors are counselor educators whose experience in agency,
school, and community settings ranges from 8 to 23 years. They believe that effective
goals and objectives are behaviorally stated, describe a clear pathway to change, and
provide unambiguous evidence of change as it develops during the counseling process. In
a profession that is increasingly accountable to managed care entities, the construction of
behaviorally stated treatment plans is a pragmatic skill and fundamental competency for
the counselor and a professional obligation to clients. While this skillset can be developed
on the job, the authors believe it should be infused throughout the curriculum and
literature of counselor education. From the first techniques course through supervised
practice for licensure, effective, behaviorally focused treatment planning must be taught
and modeled by counselor educators and supervisors.

The following pages offer guidance to counseling students, educators,
practitioners, and supervisors that can increase our collective effectiveness in treatment
planning and enable the ready evaluation of progress, intervention outcomes, and client
changes.

Literature Review

General Goal Setting
Researchers have explored general goal setting for decades. Klein, Wesson,

Hollenbeck, and Alge (1999) conducted a meta-analysis of studies looking at goal setting
and goal commitment. They found that expectancy and the attractiveness of the goal
often determined one’s level of commitment. In turn, client commitment had a strong
positive effect on performance outcomes (Klein et al., 1999). In their theory of goal
setting, Locke and Latham (2002) described a goal as “an object or aim of an action” (p.
705). Goals affect performance through directing one’s focus, inspiring greater effort,
encouraging persistence, and indirectly influencing action by leading clients’ discovery
of new ways to attain a goal. Goal setting is an important component of self-efficacy. As
a person uses his or her knowledge, skills, and resources to attain a goal he or she gains
confidence in the ability to tackle future goals, even more difficult ones (Locke &
Latham, 2002).

Purposes of Therapeutic Goal Setting
Theorists, researchers, and practitioners have long acknowledged the necessity of

goal setting in successful counseling practice. In 1966, Krumboltz highlighted the
importance of behaviorally oriented goals in counseling. He reasoned that behavioral
goals could (a) provide a realistic view of what counseling could and could not
accomplish, (b) help the field of counseling become more integrated with the mainstream

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theory and research of the time, (c) facilitate the search for new and more effective
counseling techniques, and (d) customize measures of individual client progress
(Krumboltz, 1966). Egan (2014) and Young (2013) noted that goals provide a focus and
direction for counseling. When counseling begins with an end in mind, clients develop a
clear sense of purpose and can conceive concrete steps toward those goals (Young,
2013).

Behaviorally stated goals aid in demonstrating therapeutic progress. Counselor
accountability has increased in the last 40 years as insurance companies and agencies
require counselors to quantify and justify their work and demonstrate therapeutic
progress (Egan, 2014; Young, 2013). Insurance, Medicaid, and other third-party payers
make it financially possible for people to seek out mental health services and increase the
probability that people will pursue such assistance when needed. For the professional
counselor, whether in independent practice or working in contexts with productivity
quotas (billable hours), the ability to clearly plan treatment, specify indicators of
progress, and demonstrate need for continued treatment is a key to ongoing success.
More broadly, Krumboltz (1974) proposed that setting goals with measurable outcomes
can help determine the most effective pathways to helping. This focus on micro-level and
macro-level evidence-based practice is relevant to counselors, counselor educators, and
counselor supervisors who must decide how to incorporate accountability into practice
and training (Patel, Hagedorn, & Bai, 2013).

Establishing and monitoring goals provides important feedback, increases
motivation, and instills hope (Egan, 2014; Strong, 2009; Young, 2013). By periodically
revisiting and assessing therapeutic goals, counselors gain important feedback on the
effectiveness of interventions (Schmidt, 2014). For clients, creating and establishing
meaningful, observable goals and seeing incremental change motivates them to work
towards therapeutic outcomes (Strong, 2009). In fact, simply talking of change helps
move a client from pre-contemplation (i.e., unaware or underaware of a need for change)
to contemplation, that is, serious consideration of a need for change (Prochaska &
DiClemente, 1982). Likewise, setting therapeutic goals encourages the client to envision
an improved future and increases the motivation to work towards change (Egan, 2014;
Young, 2013). Clients who see incremental change experience the inspiration and power
of hope (Zinck & Cutcliffe, 2009) and persistence (Young, 2013). According to Cutcliffe
(2004), hope is the belief that a problem or concern can get better. He proposed that a
person with hope possesses something essential for healing. A person without hope lacks
the motivation to work towards change.

Goal Construction
Since goals are important to therapy, knowledge of effective goal construction

must also be important. Postmodern approaches to counseling (e.g., solution-focused
counseling, narrative therapy, language systems) focus on the construction of meaning
between the counselor and the client. Thus, goal formation is a process of co-creation
(Strong, 2009). Counselor and client(s) partner collaboratively to clearly and behaviorally
define problems and create a realistic plan for change. Part of this process lies in
understanding the language the client uses to discuss his/her problem or concern.
According to Strong (2009), the counselor asks tentative, curious questions and listens
intently to how the client describes the concern. Then using the client’s language, the

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counselor helps the client construct the counseling goals. By following this process, the
counselor is less likely to force goals upon the client or create goals that stem from
his/her own perceptions of the concern. If clients perceive that counseling goals were co­
constructed and not given to them, they may be more motivated to accomplish the goals
(Strong, 2009).

Others describe specific attributes of constructive counseling goals. The goal must
be appropriate for the client’s situation, important to him or her, and congruent with the
client’s values (Egan, 2014; Klein et al., 1999; Pratt & Dubie, 2003; Strong, 2009;
Young, 2013). Pratt and Dubie (2003) proposed that goals be context specific since
different settings may require different behaviors. Simply stated and specifically worded
goals enhance the client’s ability to understand and remember them (Egan, 2014; Young,
2013). Incremental goals are effective and increase the client’s confidence in the
counseling process and hope that they can change (Pratt & Dubie, 2003; Young, 2013).
Goals that are stated in a positive manner or in the language of accomplishment may also
help increase client motivation (Egan, 2014; Young, 2013). Goals should be realistic,
achievable, and observable. The client must have the resources, or know how to obtain
the resources, to achieve the goal and be able to sustain the change after the goal is
accomplished (Egan, 2014). The counselor can assist the client by exploring current
resources the client already has, identifying new resources, and encouraging the client to
utilize these aids after the completion of therapy. Goals that are achievable and
observable also enable both the client and the counselor to evaluate the progress made
and report therapeutic gains to concerned parties.

Application

While goals are ultimately determined by the client, a skillful counselor guides
this process by helping clients examine and prioritize problems, define problems in
behavioral terms, and identify potential solutions. Effective goals are relevant, realistic,
and achievable with anticipated outcomes that are measurable, observable, or both.

Problem Construction
Goal setting is predicated upon problem identification, selection, and definition.

While many clients enter into counseling with multiple issues, it is important in treatment
planning to help a client prioritize and select the most significant problems. The authors
recommend that a treatment plan focus upon no more than three problems at a time.
Focused planning prevents the diffusion of attention and application that can defeat
change. Further, as people enter into a process of change, other, sometimes unrelated,
changes occur in their lives (O’Hanlon & Weiner-Davis, 2003; Zinck & Cutcliffe, 2013;
Zinck & Littrell, 2002). Thus clients are likely to experience change related to their
problems that occur simultaneously with those that are the focus of treatment. As
problems that are the initial focus of treatment are resolved, the plan can be amended to
focus on additional problems, as appropriate.

An effective problem statement is brief and clear, understandable to client and
counselor, and important to the client. Wording is in client language or it is an outcome
of collaborative dialogue between counselor and client. Problem definition is an
intervention unto itself. A proficient counselor can generally guide the process so that

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problem ownership (Young, 2013) is retained by the client, complex problems appear to
be manageable, and change is seen as possible. Many clients present problems with
patterns of thought or behavior that match characteristics listed in the Diagnostic and
Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric
Association, 2013); these listed characteristics may be included in the problem statement,
in accord with any diagnosis that is included in the treatment plan.

While problem statements are generally overarching and less specific than goals
and objectives, their usefulness is enhanced when they are worded in behavioral language
whenever possible (Littrell, 1998; Zinck & Littrell, 2000). Problems may be stated in a
single sentence such as, “Client reports frequent arguments with husband because she
avoids family outings involving stepchildren.” In some plan formats, a problem statement
is followed by evidence consisting of symptoms reported by the client or counselor
observations. An example of this format follows, “Anxiety inhibits client participation in
university classes as evidenced by: (a) not asking questions during class, (b) minimizing
spoken participation in small group discussions, (c) sitting at the back of the classroom,
(d) waiting until class begins to enter the classroom, and (e) consistent tearfulness when
discussing this issue.” As the reader can see, the first example describes one behavior that
is a core element of the problem; the second lists behaviors that maintain the problem.

Goal Construction
The following is a list of steps to writing effective goals.

1. Identify the problem.
a. Listen closely to how the client describes the problem. Observe verbal and

non-verbal messages and behaviors. Assess ownership of the problem.
2. Gain a detailed history of the problem.

a. Determine duration, frequency, severity, and the context in which the
problem exists and is maintained.

3. Verify the problem with the client to make sure you understand the problem from
the client’s perspective. Create a clear problem statement, and restate it to the
client.

4. Ask the client about the desired outcome, and state it as a goal.
a. One way to do this is ask the client how he or she will know when the

problem is resolved.
b. Word the goal in client’s language.

5. Explore how the client has attempted to address the problem.
a. Identify successes and barriers.
b. Listen closely for strengths (e.g., tools, methods, attributes) that have

helped the client in the past.
6. Identify 2–3 objectives to reach goals.

a. Goal achievement is often accomplished through developing objectives
relative to a stated goal. While goals describe global outcomes in
counseling, a few thoughtful objectives can break goals into incremental
stages. Objectives describe incremental, achievable, and progressive
behaviors that will contribute to achievement of a goal. These qualities
guide change and inspire hope by allowing clients to experience change as
realistic. They also indicate that goal achievement is an ongoing process. It

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occurs over time and is evident in session by session progress reports
regarding movement toward a desired outcome.

b. One possible question to ask during objective development is, “What is the
first small step that you can take toward making a change?”

c. Employ a “toward” strategy. Word goals and objectives as changes to be
made—not what client wants to stop doing (e.g., “Client will spend more
break time conversing with co-workers” rather than “Client will smoke less
during break time”).

d. Word objectives in client’s language.
7. Check for understanding by asking the client to summarize the goal and objectives

in his or her own terms.
8. Ask the client if she or he can commit to the goals. Explore potential challenges to

following through on objectives.
9. Have client identify existing strengths, successes, and characteristics that indicate

her or his efforts will be successful. Offer counselor observations to support and
reinforce belief in positive outcomes. Encourage client that she or he can
accomplish the goal.

Discussion and Implications

Collaboratively created, behaviorally stated goals and objectives serve several
functions. They orient the client and counselor to a common purpose, provide a gauge for
progress and feedback, and positively impact performance outcomes (Egan, 2014; Klein
et al., 1999; Schmidt, 2014; Young, 2013). They also help practitioners document and
justify treatment approaches to third-party payers (Egan, 2014; Young, 2013). Most
importantly, they instill hope and a belief in the change process (Cutcliffe, 2004; Strong,
2009; Zinck & Cutcliffe, 2009).

Implications for Practitioners
Practitioners are invited to use the attached worksheet (see Appendix) with their

clients to formulate simple, behaviorally stated goals. We suggest teaching the goal
setting process to clients and offering them a copy of the worksheet or electronic access
to the form. It is the authors’ contention that this will help clients assume ownership of
the change process and provide them with a skill that can be used long after the
conclusion of formal counseling. Based on our professional experience, the authors also
believe this will clarify expectations and improve communication with third-party payers,
case managers, and other members of the broader mental health system.

Implications for Counselor Educators
Counselors-in-training need hands-on experience in formulating behaviorally

stated goals and objectives. Through the use of case studies, vignettes, and video
demonstrations, students in introductory counseling skills courses can develop
proficiency in writing simple, concrete objectives before ever seeing a live client. As
students progress through their program, they can apply goal-setting skills by observing
faculty demonstrations and student role plays. Finally, counselor educators can require
students in practicum and internship to discuss their behaviorally stated goals and

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objectives in the course of supervision and case presentations. This can also provide
meaningful feedback to these counselors-in-training on client progress and their own
effectiveness.

Implications for Supervisors
As with counselor educators, supervisors can require supervisees to use

collaboratively developed and behaviorally stated goals and objectives to assess
development, case conceptualization, and treatment planning during discussions about
clients. Supervisors can model the process by collaboratively developing behaviorally
stated goals with each supervisee that will encourage the supervisee’s professional
development and growth. This can empower supervisees in the same way that
supervisees empower clients. Supervisors can also provide real world cases where these
concepts have been successfully applied, including documentation to third-party payers.

Conclusion

Goal setting is a fundamental skill that allows counseling students, educators,
practitioners, and supervisors to improve treatment planning and evaluation. By using the
attached worksheet (see Appendix) as a starting point, all counseling professionals can
increase their effectiveness and better serve clients.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, DC: Author.

Cutcliffe, J. R. (2004). The inspiration of hope in bereavement counseling. Issues in
Mental Health Nursing, 25, 165–190. doi:10.1080/01612840490268234

Egan, G. (2014). The skilled helper: A problem-management and opportunity-
development approach to helping (10th ed.). Belmont, CA: Brooks/Cole.

Klein, H., Wesson, M., Hollenbeck, J., & Alge, B. J. (1999). Goal commitment and the
goal-setting process: Conceptual clarification and empirical synthesis. Journal of
Applied Psychology, 84(6), 885–896. doi:10.1037/0021-9010.84.6.885

Krumboltz, J. D. (1966). Behavioral goals in counseling. Journal of Counseling
Psychology, 13(2), 153–159. doi:10.1037/h0023399

Krumboltz, J. D. (1974). An accountability model for counselors. Personnel and
Guidance Journal, 52(10), 639–646. doi:10.1002/j.2164-4918.1974.tb03952.x

Littrell, J. M. (1998). Brief counseling in action. New York, NY: W. W. Norton.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting

and task motivation: A 35 year odyssey. American Psychologist, 57(9), 705–717.
doi:10.1037/0003-066X.57.9.705

O’Hanlon, W. H., & Weiner-Davis, M. (2003). In search of solutions: A new direction in
psychotherapy (Rev. ed.). New York, NY: W. W. Norton.

Patel, S., Hagedorn, W. B., & Bai, H. (2013). An investigation of counselor educators’
attitudes toward evidence-based practices. Journal of Counselor Education and
Supervision, 52, 96–108. doi:10.1002/j.1556-6978.2013.00031.x

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Pratt, C., & Dubie, M. (2003). Practical steps to writing individualized education plan
(IEP) goals and writing them well. The Reporter, 9(2), 1–3, 24.

Prochaska, J. O., & DiClemente, C. C. (1982). Transtheoretical therapy: Toward a more
integrative model of change. Psychotherapy: Theory, Research, and Practice,
19(3), 276–288. doi:10.1037/h0088437

Schmidt, C. D. (2014). Integrating continuous client feedback in counselor education.
Journal of Counselor Preparation and Supervision, 6(2), 60–71. doi:10.7729/
62.1094

Strong, T. (2009). Collaborative goal-setting: Counsellors and clients negotiating a
counselling focus. Counselling Psychology Review, 24(3/4), 24–37.

Young, M. E. (2013). Learning the art of helping: Building blocks and techniques (5th
ed.). Upper Saddle River, NJ: Pearson.

Zinck, K., & Cutcliffe, J. R. (2013). The maintenance of hope among people living with
HIV/AIDS: Implications for counselors. Journal of Mental Health Counseling,
5(1), 50–75.

Zinck, K., & Littrell, J. M. (2000). Action research shows group counseling effective
with at-risk adolescent girls. Professional School Counseling, 4(1), 50–59.

Zinck, K., & Littrell, J. M. (2002). A peaceful solution. In L. B. Golden (Ed.), Case
studies in child and adolescent counseling (3rd ed., pp. 108–117). Upper Saddle
River, NJ: Merrill.

Note: This paper is part of the annual VISTAS project sponsored by the American Counseling Association.
Find more information on the project at: http://www.counseling.org/knowledge-center/vistas

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Ideas and Research You Can Use: VISTAS 2016

Appendix
Developing Behaviorally Stated Goals and Objectives

Instructions to Students

This handout is focused upon constructing goals and objectives, as one component of
treatment planning. It provides examples and suggestions related to this important skill.
The final “Goals & Objectives Exercise” offers you an opportunity to practice writing
behaviorally stated goals and objectives and receive constructive feedback from your
classmates and instructor.

Several components of treatment planning are not addressed in this worksheet. They
include defining the problem; determining problem ownership; narrowing, focusing, and
prioritizing; developing a behavioral statement of a problem; selecting interventions;
estimating length of treatment; and who to include in treatment, etc. These skills will be
covered in other activities.

The initial section of this handout includes examples and strategies for writing
behaviorally stated goals and objectives. Please read this section and refer to it as you
practice the skill.

The “Goals & Objectives Exercise” at the end of this handout is a template for practice.
A suggestion is to choose a partner to work with so that you can exchange ideas and
coach each other. This will allow each partner to receive constructive feedback on her or
his development of this important skill. Constructive feedback includes four elements: (a)
it is strength-focused and highlights items that meet the stated criteria or purpose; (b) it is
tentative, thus observations are offered as questions or suggestions; (c) it is honest and
describes areas that do not meet assignment criteria; and (d) it is actionable and offers
concrete suggestions for change.

EXAMPLES OF BEHAVIORALLY STATED GOALS AND OBJECTIVES

FITNESS EXAMPLE

Problem Statement: Client is concerned about his overall health. States that he

infrequently engages in physical activity.

Goal: Increase physical activity to improve general health.

Objectives: Over a six-week period commencing on (date), (client name) will:

• Walk a minimum of 4x per week for 20 minutes.
• Maintain a weekly activity log (date, time/place/distance, mood/feelings).
• Report progress to his accountability partner at week three and week six.
• Evaluate overall progress at the conclusion of week six (specify evaluation

method or instrument).
• Develop a new six-week plan at the conclusion of week six.

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MOOD EXAMPLE

Problem Statement: Client reports that she experiences minor depression at least 4 days

per week.

Goal: Client will report an increase in “good days” (by client definition) over a six-week

period.

Objectives: Client will:

• Define “good days” in concrete terms.
• Establish a baseline measure of “good days” in week one.
• Engage in 15 minutes of relaxation activity, two times each day.
• Maintain a daily activity log (collaboratively developed format).

RELATIONAL EXAMPLE

Problem Statement: Client reports that she and her mother argue a minimum of five

times per week.

Goal: Client will reduce frequency of arguments by 20% plus, over a three-week period.

Objectives: Client will:

• Track the frequency of arguments (using a simple log).
• Develop and utilize three to five strategies for changing the number of arguments

in a week.
• Maintain a journal describing all arguments that were avoided or cancelled.

(Record will include date, time, topic, strategy used to change interaction and
diffuse or cancel argument, ideas.)

Keys to Writing Effective Counseling Goals and Objectives.

1. Employ a “toward” strategy. Word goals and objectives as changes to be made—not
what a client wants to stop doing.

2. Divide goals into 2–3 objectives. Objectives describe incremental, achievable, and
progressive behaviors that will contribute to achievement of a goal.

3. Word goals and objectives in client language. Make goals basic, simply stated, and
easy to read. In each statement specify only one behavior to be changed.

4. Check for understanding. Once a goal or a set of objectives is developed, ask the client
to describe them to you in his/her own words.

5. Make construction of goals and objectives a collaborative process, one that keeps the
responsibility for change with the client and requires client participation in planning.

6. Build in relational accountability where appropriate. Ask the client if she or he can
make a commitment to change with a supportive person in his or her life, and
incrementally report his or her progress to that supportive person.

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*Note: Steps 3 and 4 are intended to account for a client’s stage of development,
command of language, educational level, and cultural characteristics. They generally
enhance understanding and collaboration between counselor and client.

Goals & Objectives Exercise

Directions. Using the template below (cut and paste as needed for this exercise):

1. Develop a (made-up) problem statement. Use behavioral terms as much as possible.

2. Develop one or two goals for counseling related to the problem.

3. For each goal draft 2–3 objectives that describe incremental progress toward the goal.

Objectives should be simply stated, brief, and account for all or most of the following:

• Who is involved

• Anticipated outcome (observable or measurable)

• How change will be measured

• When the outcome will …