Motivation & Change / GRP085
Who Owns This Goal
Distinguish personally chosen goals from goals mainly imposed by others.
30 minutes / 3-12 participants / Adults with appropriate facilitation
Download facilitator PDF · Download participant handout · Open activity / add to session
UNDERSTAND THE IDEA
Ambivalence is a conversation, not a character flaw.
People can want change and also value what the current pattern provides. Explore both without requiring a declaration of readiness. A personally meaningful reason and a feasible next step often provide more useful discussion than arguing that someone should change.
Facilitation lens: Reflect the person's own reasons and ask permission before offering ideas. Avoid labeling disagreement as resistance or lack of caring.
Explore the conceptual background · Broad background, not validation of this original exercise.
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Materials
Paper or a printable handout, Pens or an accessible writing alternative, Optional blank cards or simple drawing materials
Fictional example
Someone is urged to take up an activity they do not enjoy.
Invite and agree - 3 minutes
Name the purpose and the right to pass, observe, write, or use fiction. Agree that people share only their own experiences and do not promise absolute group confidentiality.
Introduce the example - 3 minutes
Someone is urged to take up an activity they do not enjoy. Ask what is known and what is still a guess.
Practice: Guided discussion - 17 minutes
Distinguish personally chosen goals from goals mainly imposed by others. Offer a quiet thinking minute before optional paired or whole-group discussion. Reflect differences without requiring agreement.
Reflect together - 4 minutes
What would their own goal sound like? Ask what fit, what did not fit, and what would make the exercise more accessible. Do not interpret another person's response.
Choose a next step - 3 minutes
Invite one optional action, support request, or question to carry forward. Passing is a valid closing response. Confirm how to seek appropriate support outside the activity.
Adaptations and fit
Read the example aloud or offer written instructions. Allow typing, pointing, drawing, listening, and a support person where appropriate. Avoid mandatory movement, touch, or eye contact.
Respect ambivalence and the option not to change. Do not use ratings to pressure compliance.
Conceptual reading and review status
Original AI-assisted educational draft; independent clinical review pending. Sources inform general facilitation principles; they do not validate or endorse this original plan.