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From: Ken St. Louis
Date: 14 Oct 2010
Time: 08:26:54 -0500
Remote Name: 157.182.15.31
I'll chime in again here. Ken (Logan), I have been doing something for several years in my advanced stuttering class. On the first day of class (or near the first) I ask everyone to set for themselves a nontrivial personal self-improvement goal for the semester. Everyone is asked to state their goal out loud to the class. Then, near the end of the semester on the day I talk about transfer and maintenance, I ask everyone to tell the extent to which they met their goal followed by why or why not. The same issues that we deal with in therapy inevitably come up. Some examples: (1) can't remember the goal (2) goal was too broad with no good way to determine whether the goal was met or not (3) got too busy (4) other priorities simply took over (5) lost interest (6) goal was too hard (7) goal was not too hard but the person could not do it on his/her own (i.e., needed a coach) (8) goal was so trivial (e.g., "I'll take a walk in the Arboretum before the semester is over.") that it made no difference in the person's life (9) discovered that the goal was really not the right goal (10) the person discovered that the costs of the goal really outweighed the benefits, etc. Ken (St. Louis)