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YouthAOD Toolbox

  • Home
  • Youth AOD work
    • Guide to Youth AOD Work
    • Guide to Youth AOD Values & Commitments
    • Guide to Characteristics of Effective Youth AOD Work
  • Theories & Frameworks
    • Adolescent Development
    • Vulnerability & Resilience
    • Young people & drugs
    • Understanding AOD use
    • Behaviour Change
    • Harm Minimisation
    • Resilience-based practice
    • Care Planning Guide Interactive Matrix
  • Therapeutic Models
    • About Therapeutic Models
    • Motivational Interviewing
    • Solutions Focused Therapy
    • Cognitive Behaviour Therapy
    • Adolescent Community Reinforcement Approach
    • Narrative Therapy
    • Family Focussed Interventions
    • Dialectical Behaviour Therapy
    • Acceptance & Commitment Therapy
    • References for Elements
  • Modules
    • About Modules
    • Foundation Modules
    • Specialist AOD Modules
    • Casework Modules
    • Resilience Modules
    • Issues-based Modules
    • Population-based Modules

4: Motivation & Goal Setting

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  • Safe & Healthy Environments
  • Basic Needs
  • Cultural, Spiritual and Place Connections
  • Social & Economic Participation
  • Maximising Effectiveness of Health Services
  • Social Networks
  • Interpersonal Skills
  • Problem-solving & Decision-making Skills
  • Living Skills
    • What are Living Skills?
    • Why are Living Skills important?
    • 'Noticing' what you need
    • Nutrition
    • Physical Activity and Fitness
    • Sleep
    • Stress Management
    • Money + Budgeting
    • Health literacy + help-seeking
    • Barriers to self-care
  • Protective Behaviours
  • Emotion Regulation
    • Introduction to Emotion Regulation
    • Why it is important to be effective in helping young people regulate their emotions
    • Aims & Considerations for different practice contexts
    • The practice of assisting young people to regulate their emotions
    • 1. Helping young people to recognise the presence or emergence of strong emotions before they become overwhelming
    • 2. Teaching young people how emotions are linked to thoughts and behaviours
    • 3. Helping the young person to understand how their thoughts, emotions and behaviours affect their lives
    • 4. Helping young people understand how physical health helps in coping better with strong emotions
    • 5. Helping young people tolerate distress
    • 6. Enabling young people to recognise and develop ways of altering unhelpful thinking styles
    • 7. Increasing the experience, and awareness, of positive emotions that can counteract the effects of negative emotions
    • 8. Helping young people regulate emotions that appear to be contributing to interpersonal conflict
  • Distress Tolerance
    • Introduction to Distress Tolerance
    • Aims of this module & when should it be used
    • Consideration for different practice contexts
    • The Practice of Teaching Distress Tolerance Skills
    • 1. Assisting young people to understand their distress
    • 2. Provide clear and respectful feedback in response to unhelpful distress coping behaviours
    • 3. Reduce distress though acceptance strategies
    • 4. Reducing distress through distraction from pain
    • 5. Reducing distress through self-soothing techniques
  • Anger Management
    • Introduction to Anger Management
    • Why is anger management important in Youth AOD work?
    • Considerations for different practice contexts & Aims
    • Essential Information: What is anger?
    • Essential Information: The psychology of anger
    • Essential Information: The physiology of anger
    • Why do young people get angry?
    • The stages of an anger-related episode (the domino effect)
    • Influences on how anger is expressed or suppressed
    • Why does anger become a problem for some people? Part 1
    • Why does anger become a problem for some people? Part 2
    • The Practice of Anger Management
    • 1: Educating young people about anger
    • 2: Helping young people understand their own anger
      • Helping young people understand their own anger, part 1
      • Helping young people understand their own anger, part 2
    • 3: Finding constructive ways to express anger
    • Assertiveness skills training
    • 4: Motivation & Goal Setting
      • Motivation & Goal Setting Part 1
      • Motivation & Goal Setting Part 2
    • 5: Dealing effectively with threats and triggers
    • 6: Controlling angry feelings and the impulse to act
      • Controlling angry feelings and the impulse to act Part 1
      • Controlling angry feelings and the impulse to act Part 2
    • 7: Facilitating recovery & repair following an anger-related episode
    • 8: Adopt a systemic, resilience-based approach
    • 9: Family-based approaches
  • Beliefs and Values

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