60 Hour Placement Update Learning on the job

At this stage of the placement all is moving in the right direction and most importantly in a positive way.  The measurement questionnaire has been adapted to the current situation and completed by the client. The results have been assessed by myself with consultation with the psychologist and the recommendations have been developed.  The knowledge and skills that I have acquired during the process primarily are communication skills  and gaining a understand of the challenges that people who have Acquired Brain Injury constantly encounter. Further the placement has provided a opportunity to research and develop a multidimensional measurement method to assess the clients current level of motivation that provides basis for the program. The development of appropriate motivation strategies for people with ABI has been a challenge. The strategies had to consider the clients levels of impairments such as short term memory, cognitive limitations, speech impairments, physical limitations,  monetary and social support. The following is the scale description, questions and recommendations for the current  program.
Scale Description

The Intrinsic Motivation Inventory (IMI) is a multidimensional measurement method designed to assess participants’ subjective experience related to a target activity in laboratory experiments (Ryan 1982, Deci, Eghrari, Patrick and Leone 1982, 1994).  The IMI consists of a multi-item questionnaire assessing the participants interest/enjoyment, perceived competence, effort, value/usefulness, felt pressure and tension, and perceived choice while performing a given activity.  The interest/enjoyment subscale is considered a self-report measure of intrinsic motivation. The perceived choice and competence concepts are regarded as a positive predictor of intrinsic motivation. The pressure/tension is theorised to be a negative predictor of intrinsic motivation. Effort is a separate variable that is relevant to some motivation questions. The value/usefulness subscale is used in internalisation studies (e.g., Deci et al, 1994), the idea being that people internalise and become self-regulating with respect to activities that they experience as useful or valuable for themselves. The inclusion or exclusion of specific subscales appears to have no impact on the others. Another important issue of the IMI is that of item redundancy. In fact, items within the same subscale overlap considerably, although randomizing their presentation makes this not relevant to most patients. The full version of the questionnaire includes 45 items and 7 subscales; shorter versions have been used and found to be apparently reliable (McAuley, Duncan & Tammen 1987, Loureiro, Johnson & Harwin, 2006). However, in part, because of their straightforward nature, caution is needed in interpretation.  Like other self-report measures, there is always the need to appropriately interpret how and why participants report as they do. Ego-involvements, self-presentation styles, reactance, and other psychological dynamics must be considered. For example, in a study by Ryan, Koestner, and Deci (1991), found that when participants were ego involved, the engaged in pressured persistence during a free choice period and this behaviour did not correlate with the self-reports of interest/enjoyment.

Recommendations for JL

The model is based on achievement motivation. Essentially the  assessment will focus on the participant’s stage of achievement, motivation, goal orientations, personal attributions and the conditions or situations that clients avoid and / or approach. The emphasis will be on task goals, downplaying outcome goals, monitoring and providing attribution feedback, correcting inappropriate or maladaptive self assessments and enhancing feelings of perceived competence and personal control. Achievement outcomes have been regarded as a function of the two characteristics of skill and will. The focus in the current model is on will, or the motivation to achieve the outcome, and it will be considered separately from level of skill. The majority of the model is based on the three fundamentals of attitude, drive and strategy, such that each makes a distinguishable but interrelated contribution to motivation for achievement. Without attitude, there is no reason to believe that one is capable of the necessary action to achieve, and therefore no reason to attempt it. Without drive, there is no energy to propel that action. Finally, without strategy, there is nothing to help select and guide the necessary action. The questionnaire was developed to ascertain what is the primary style of motivation (intrinsic / extrinsic) that JL currently displays. The following includes the questions, scores and recommendations that will possibly enhance the motivation of Mr JL.
THE PRE-EXPERIMENTAL INTRINSIC MOTIVATION INVENTORY

For each of the statements, the following scoring scale was employed:

1      2                        3    4    5                   6    7
not at all               somewhat                  very
true                            true                     true

Scoring information for the IMI.  To score this instrument, you must first reverse score the items for which an (R) is shown after them. To do that, subtract the item response from 8, and use the resulting number as the item score. Then calculate the subscale scores by averaging across all of the items on that subscale.  The subscale scores are then used in the analyses of relevant questions.

Interest/Enjoyment
(1)     Do you enjoy doing the rehabilitation activities very much?
(2)     Do you find the activities are fun to do?
(3)    You think that rehabilitation is a boring activity? (R)
(4)     Does the activity / rehabilitation hold your attention at all? (R)
(5)     Would you describe the rehabilitation training as very interesting?
(6)    Do you think that rehabilitation is enjoyable?
(7)    While you are doing your rehabilitation do you think about how much you       enjoy it?
(8)    Is there enough personal reward in the current program?
(9)    Would you rather have external rewards such as social, material, activity     reinforcers and special outings?
(1)    (2)        (3)        (4)         (5)        (6)        (7)

Scoring high in this category is considered a self-report measure of intrinsic motivation. Low scores are an indicator of a-motivation and questions (8, 9) are indicators of extrinsic motivation. For the interest and enjoyment component the client attained a total score of 23 (M=2.56).

JL will be encouraged to provide appropriate music with parental permission.  Playing music of the client’s choice before or during rehabilitation will enhance achievement motivation through the creation of an elevated mood environment. As well where possible, JL is recommended to be paired with training partner(s) with slightly higher abilities and similar interests to develop both individual and collective goals. Research suggests that people perform best when the level of difficulty or training partner is slightly above one’s current ability.
Therefore it is suggested that the task(s) or rehabilitation exercise be personally challenging. Empirical evidence suggests that if the task at hand is too easy, then this promotes boredom and may communicate a message of low expectations or a sense that the instructor believes the person is not capable of higher standards.  A task that is too difficult may be seen as unattainable; may undermine self-efficacy, and may create anxiety. Scaffolding is one instructional technique where the challenge level is gradually raised as personal capabilities are increased.  JL mentioned that for an extrinsic reward he would like outings such as the movies, sporting events, and interestingly commented that he would like to go to the arcade to participate in table tennis (ping pong).  Such incentives would provide a positive reinforcement for his level of effort and commitment. To encourage extrinsic motivation the positive approach model will be implemented that focuses on rewarding appropriate behaviour through the use of effective extrinsic reinforces such as, social, material , activity reinforcers and special outings. However, when using extrinsic rewards, never use rewards over a long period nor do not increase the reward for increased expectations, and finally, decrease the rewards as soon as they begin to become effective as lengthy use only reinforces the external control.

JL motioned that he was a former A grade cricket player and enjoys rugby league; therefore, if possible, implement sport specific training drills into his rehabilitation program. During the client’s personal time provide JL with either a practice cricket ball or football, as simple throwing and catching drills will help the Nero-muscular system. If required I can provide the staff with sport specific drills for either sports.  Strategies to further increase intrinsic motivation include providing successful and positive experiences, rewarding specific behaviours such as new skills, using verbal and non verbal praise, and varying the training to break the monotony.
Perceived Competence
(1)     Do you think that you are pretty good at the rehabilitation activities that the        physiotherapist gives you?
(2)     Compared to other clients here at Headway, do you think you are pretty good     at the activity that is provided for you?
(3)    Do you feel competent in your own ability after working on an activity for     awhile?
(4)    When you do a task, are you satisfied with your performance?
(5)    Do you think that you are skilled in the exercises that you are asked to     perform?
(6)    Do you think that rehabilitation is an activity that you don’t do very well? (R)

(1)        (2)        (3)        (4)         (5)        (6)

Perceived Competence is a concept that is regarded as a positive predictor of intrinsic motivation. Recording high scores are indications of the client’s self confidence / efficacy levels. JL displayed a moderate level of confidence (M=4.67) in his ability and competence in performing the tasks assigned of him. From a sport psychology perspective that is a positive and powerful opinion to have of oneself. JL believes that he displays the ability to achieve his set tasks. However this category only consisted of one reverse question and I would appreciate the opportunity to observe JL in the rehabilitation program to completely assess this attitude under challenging circumstances. Therefore the suggested recommendations include the gradual raising of challenges and setting more complex tasks ensure that JL is educated in the fact that even the most challenging tasks can be made more manageable by breaking them down into smaller parts and then prioritising the steps. As each small part is achieved, a measure of success is attained. As the successes accumulate, JL will begin to recognise his own enthusiasm for rehabilitation.  Not only is this is an essential problem solving strategy, but it is also an essential life skill.  Finally rehabilitation staff record and highlight mastery performances; provide vicarious experiences, verbal persuasion and positive encouragement.
Effort/Importance
(1)    Do you put a lot of effort into your rehabilitation?
(2)    How would you respond to this statement on true scale: “I didn’t put much     energy/ effort into my rehabilitation training activity?    (R)
(3)    Do you think you try very hard on the training activities?
(4)    Is it important to you to do well at your rehabilitation?
(5)    How would you respond to this statement on true scale: “I didn’t try very hard     to do well at this activity?  (R)
(1)        (2)        (3)        (4)         (5)

The effort and importance category highlights the attitude of the client about the program. If the client displays low scores in this category the suggestion is to
Create learning activities that are based on topics that are relevant to the client’s life.
Clients may display increased motivation when they feel some sense of autonomy in the learning process, as motivation declines when they have no input in the rehabilitation program. Offering choices develops ownership. When the clients make decisions, then they are more likely to accept ownership and control of the results.

Value/Usefulness
(1)     Do you believe this activity / training could be of some value to you?
(2)    Do you think that doing this activity is useful for ______________________?
(3)    Finish this for me: I think this is important to do because it cans     _____________________
(4)    Would you be more willing to do these activities again because it has some     value to you?
(5)    Finish this for me: I think doing this activity could help me to     _____________________
(6)    Do you believe that by doing these activities could be beneficial to you?
(7)    Do you think rehabilitation is an important activity?

(1)    (2)        (3)        (4)         (5)        (6)        (7)
Low scores in both of the above categories will indicate the client’s perceived lack of input, ownership, meaningful goals and personal value in the current rehabilitation program.

JL’s scores (M=2.6) in the effort and importance category reflected that his effort is below average and the rehabilitation program is of average personal importance. In the value / usefulness section the scores (M=7) were affected by response bias, as no reverse scores were asked.  Therefore it is recommended that in order to foster intrinsic motivation, it is imperative to create learning activities that are based on topics that are relevant to JL’s life and he regards as personally important. Research suggests that personal value of an outcome affects personal motivation. Incentive theories of motivation suggest that people will perform an act when the result is the outcome one desires or is of personal importance. The way to achieve this is through personal goal setting. Goal setting is a powerful tool that must be implemented correctly to improve performance. Goal setting works in improving motivation by directing one’s attention to the important elements of the skill being performed, mobilising one’s efforts, increasing the performer’s persistence and by fostering the development of new learning experiences (Locke & Latham, 1985).  To maximise goal effectiveness for the present motivation, JL must set appropriate goals; develop goal commitment, evaluate barriers to goal attainment, construct an action plan, obtain feedback, evaluate goal attainment and reinforce goal achievement. Further considerations when goal setting include setting meaningful goals; placing powerful reminders around the home or journal about the goals and desires to maintain momentum and creating specific detailed strategies to achieve goals. JL will be encouraged to develop a timeline that will include not only a deadline but also a time to begin. Without a definite timeline, potentially rewarding and fulfilling goals may silently slip away until they become only distant memories.
JL’s journal will include a list of personal self-motivators for achieving goals, both extrinsic and intrinsic. Staff and client will develop realistic expectations while maintaining a positive attitude towards goal achievement. Staff will periodically review goals, celebrate JL’s accomplishments and provide rewards for achieving goals. Such actions will increase commitment. By setting personal goals, JL will gain a sense of control over personal actions and be able to move beyond beliefs or fears
that may prevent an increase in personal performance. Goal setting has been shown to enhance performance, reduce anxiety, increase confidence and understanding, and enhance purpose and motivation. The developmental plan should include a year-long goal schedule divided into monthly, weekly, and daily sub goals. With this guideline in place it will be possible to track performance and adjust goals as needed. Therefore it is recommenced that JL create a staircase model of goal setting. This involves the long-term goal or dream at the top, the present level of ability at the lowest step and a sequence of progressively linked, short term goals connecting the top and bottom of the stairs. According to Weinberg & Gould (2003) short and long-term goals should be linked.  To create a progression of goals the clients are recommended to begin with something simple that can be easily achieved, then progress to a series of more immediate short-term physical and psychological goals that are linked to the long term goal. The following are principles for effective goal setting:
Set goals for mental as well as physical skills
Set goals that are specific and measurable
Set a target date for completion
Set goals that are difficult but realistic
Set short-term, intermediate, and long-term goals
Remain flexible enough to adjust goals as needed
Emphasise performance goals over outcome goals
Write the goals down on paper / journal
Keep it simple, rates of adherence to any lifestyle change tend to be lower when the regimen is complex, inconvenient or expensive.
Finally it is recommended that staff meet with each client periodically to set, review, and evaluate goals. In many cases, parents should be involved in these meetings too.
Pressure/Tension
(1)    Do you feel very tense while doing these activities?
(2)    Are you very relaxed when you are doing the training (R)?
(3)    Where you anxious while working on the task?
(4)    Do you feel pressured while doing rehabilitation?
(5)    Do you feel nervous at all while doing new tasks?
(6)     Do you feel like you should be better rewarded for adherence to the     rehabilitation program? If so, what would be the reward?
(1)        (2)        (3)        (4)         (5)

The pressure/tension is theorised to be a negative predictor of intrinsic motivation. High scores are an indicator of extrinsic motivation. In this section JL scored (M=3.67), indicating a mid range level of pressure and tension to perform the tasks ascribed to him.  Therefore it is recommended to create and maintain a personal journal. JL will begin an individual journal by documenting experiences and identifying and outlining goals. JL will be encouraged to write in the journal each day / week. This will not only help overcome obstacles but also help discover personal desires; record and highlight mastery experiences; clarify goals and express current thoughts and feelings. The journal will provide an avenue to convey any pressure or tension felt and provide focus and clarity to situations. Writing in a journal can help elucidate one’s emotions and reactions to certain people or circumstances and assist in decision making. Maintaining a daily diary is one of the best techniques for discovering patterns, particularly those that are self-defeating and will clearly demonstrate any reoccurring personal difficulties.
Perceived Choice

(1)     Do you believe that you have some choice about doing this activity?
(2)    How would you respond to this statement on the true scale: “I feel like it was     not my own choice to do this task”?    (R)
(3)    Do you do this activity because you wanted to?
(4)    Do you feel like you have to do this? (R)
(5)    How would you respond to this statement on the true scale: “I didn’t really     have a choice about doing this task”    (R)
(6)    Do you do the rehabilitation and tasks because you have to?    (R)

(1)        (2)        (3)        (4)         (5)        (6)

JL revealed a low perceived choice score (M=2). Therefore it is recommended that JL be encouraged to have the opportunity for autonomy in the goal setting, decision making and some of the rehabilitation exercises; for example, choosing warm-up drills or an activity at the end of practice translates to greater fun and enjoyment which creates intrinsic motivation. Client autonomy can foster increased interest, enjoyment, engagement and improve performance. Motivation increases when a sense of autonomy in the learning or training process is offered, by providing choices which develops personal ownership in the rehabilitation program. When participants are involved in decisions, then they are more likely to accept ownership and control of the results. This sense of control fosters responsibility. When the control belongs to the instructor, so does the ownership of the program. Therefore it is important that JL is consulted regularly on personal thoughts, feelings, stress management, goal setting, goal attainment and physical sensations that will improve performance and make adjustments to the program if required.
The program will recognise that social or physical environmental situations may place JL at high risk for setback. Preventing setbacks begins by identifying the true causes and planning for setbacks to normalise them as predictable occurrences. Self-efficacy/ self-confidence will be checked periodically to assess the effect of experiences on competence, as the degree of relationship between self-efficacy and action is affected by temporal disparities. The current program mastery experiences will be structured in ways to build coping skills and install beliefs that one can exercise control over potential threats.
The experience thus far has provide me with the opportunity to research and develop the most appropriate measurement tool that suited the particular clients situation. Further I had to gain a better understanding of the various difficulties and  the cognitive functions and impairments that are associated with ABI. The opportunity to work with a professional dedicated multi discipline team that provides such an important service with so little government assistance has been a positive experience.  The placement has provided me with copious challenges and an enormous level of research that has been incredibly interesting. The experience thus far has been extremely positive and the project at this stage will achieve the set objectives.

Reece Norris

References

Locke, E. A., & Latham, G.P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.

Weinberg, R. S., & Gould, D. (2003). Foundations of Sport & Exercise Psychology
(3rd ed.).  Human Kinetics.

30 My practicum work environment

My placement work environment involves working with a multi discipline team that includes psychologists, physiotherapists and occupational therapists, Directors, Operations Managers and Quality and Systems Managers. My role for my placement is an “Intervention Coordinator” that entails assessing client(s) in relation to their lack of motivation and the resultant physical atrophy/unsatisfactory physical rehabilitation post injury.  It was quite intimating at first just the fact of having such a limited amount of knowledge and understanding about Acquired Brain Injury. Even though I spent a considerable amount of time studying and researching ABI actually walking in and spending time with staff and clients I was a little overwhelmed. However at the 30 hour mark all is going well the motivation program is complete and has the approval of the senior staff and most importantly the clients are displaying interest in participation in the model.  Currently I am putting the finishing touches on the pre and post questionnaires with the psychologist.

Project Overview

The concept is the development of an achievement motivation model that includes strategies and techniques to improve intrinsic and extrinsic motivation in clients. Initial task is to research client’s history, observe and be acquainted with clients to gain a better understanding of current personal situations and attitudes.  This information will then be reviewed to identify a specific areas of intervention. Develop a measurement device in consultation with supervisor.  Quantifiable outcome measures are to be established, and an intervention program will be developed to assist the clients in achieving superior outcomes in their rehabilitation. Introduce strategies or techniques about improving achievement motivation. The intervention will be implemented over a 90 hours period, at which time the initial assessment will be repeated, and then statistically analysed for significance. Lastly, a report will be developed for the organisation summarising the findings and making recommendations for a continuation and/or expansion of the intervention if appropriate.

Project Model and Strategies

The purpose of this project is to implement a proposed model of achievement motivation applied particularly to clients at Headway Gold Coast with Acquired Brain Injury. The focus is on personal, social and environmental areas that affect motivation. The model is based on understanding the attitudes or beliefs that clients hold about themselves, capabilities and drives or desire to attain an outcome based on personal value. Develop strategies and techniques to gain the outcomes that client’s desire. Each of these variables will be described in more detail, and evidence will be provided to support the contention that each exerts an important influence on motivation to achieve in a rehabilitation environment.

The project objectives have thus far aligned with the work activities however like any psychological assessment the model is consistently evolving.   There are more variables that have come into consideration that affect client’s motivation with ABI. In consultation with the staff it has come apparent that the leading cause of client’s lack of motivation is self confidence.  To over come this behaviour the model has now been adjusted to include goal setting, understanding self confidence and self efficacy. This has provided the opportunity to undertake more research and planning in the development of the model I am fortune that these attributes have been addressed in my previous psychology courses. The inclusion of these behaviours has not affected the timeline or the completion date.  The following is outlining my suggested theories and concepts that are to be included in the model reinforced with empirical evidence that addresses the affecting variables.

Goal setting

One must recognise the fact that it takes only small steps to create amazing changes. The dream will lead the way, but it won’t come in one giant leap. Small steps, carried out each day, will bring one  to the desired destination. Arguably the most powerful and in important tool in enhancing motivation are goals.  According to Weinberg & Gould (2003) goals are objectives or aims of actions to attain a specific standard of proficiency on a task in a specified time.  Goal setting is a powerful tool that must be implemented correctly to improve performance. Goal setting works in improving motivation by directing ones attention to the important elements of the skill being performed, mobilising ones efforts, increasing performers persistence and by fostering the development of new learning experiences (Locke & Latham 1985).  To maximise goal effectiveness for the present motivation program the following principles by Locke & Latham (1990) suggested, clients must set appropriate goals, develop goal commitment, evaluate barriers to goal attainment, construct an action plan, obtain feedback, evaluate goal attainment and reinforce goal achievement.   Further considerations when goal setting include: setting meaningful goals, place powerful reminders around the home or journal about the goals and desires to maintain momentum, create a specific detailed strategies to achieve goals. Use a timeline this includes not only a deadline but also a time to begin. Without a definite timeline, potentially rewarding and fulfilling goals may silently slip away until they become only distant memories.  List self motivators for achieving goals: extrinsic, intrinsic and other personal reasons. Develop realistic expectations and maintaining a positive attitude towards goal achievement. Finally review goals, and celebrate accomplishments and provide rewards for achieving goals. Such actions will increase commitment. The goal setting model for the present program will be based on the “Staircase Model” which involves the long term goal or dream at the top, the present level of ability at the lowest step and a sequence of progressively linked, short term goals connecting the top and bottom of the stairs. According to Weinberg & Gould (2003) short and long term goals should be linked.  To create a progression of goals the client (s) are recommended to begin with something simple and that will be  easily achieved then progress to a series of more immediate short term physical and psychological goals that are linked to the long term goal.

Self-Confidence

Self-confidence is extremely important in almost every aspect of life, yet many struggle to find it. Sadly, this can be a vicious circle: People who lack self-confidence can find it difficult to become successful. Self-confidence can be learned and built on and is often the single ingredient that distinguishes a successful person from someone less successful. The key is having the right amount of confidence. With the appropriate amount of self-confidence, one will take informed risks, attempt, persist and overcome challenges. However self-confidence is about balance when one is under-confident the level of risk taking and effort is reduced if over-confident, one may take too many risks or go beyond ones capabilities. Self confidence is defined as have the belief that one can successfully perform the desired behaviour (Weinberg & Gould 2003). The benefits of self confidence include the arousal of positive emotions, increases concentration and participant’s effort. According to Weinberg & Gould self confident people set more challenging goals and create psychological momentum by viewing negative situations as challenges and react with increased determination.  The strategies build self confidence in the current model will begin with managing the mind one must learn to pick up on and defeat the negative self-talk which can destroy confidence. The wrong thoughts played enough times in the mind can reduce the strength of anyone’s confidence. Being conscious of the self talk every time a negative phrase enters the mind stop yourself, refute the belief with logic, and replace it with a strong and empowering thought. Positive self-talk is a technique that can be used to enhance motivation across a wide range of achievement domains. It makes use of ones powerful inner voice to reinforce self-esteem or important aspects of performance. With appropriate repetition, self-talk can positively alter an ones belief system.

Self Efficacy

Self-Efficacy is described as the perception of ones ability to perform a task successfully that provides a situation specific form of self confidence (Weinberg & Gould 2003). The relation between self-efficacy and performance is best summed up by Bandura (1997, p. 61).

“The evidence is relatively consistent in showing that efficacy beliefs contribute significantly to level of motivation and performance. They predict not only the behavioural changes accompanying different environmental influences but also differences in behaviour between individuals receiving the same environmental influence, and even variation within the same individual in the tasks performed and those shunned or attempted but failed.”

According to Bandura self-efficacy beliefs provide the foundation for human motivation, well-being, and personal accomplishment. Self-efficacy influences ones choices and the courses of action pursued. Individuals tend to select tasks and activities in which they feel competent and confident and avoid those in which they do not. The reasoning for this is unless people believe that ones actions can produce the desired consequences, participants have little incentive to act or to persevere in the face of difficulties. Much empirical evidence now supports Bandura’s contention that self-efficacy beliefs touch virtually every aspect of human life such as productive thought, self-debilitating, pessimistically or optimistically; how well one motivates and perseveres in the face of adversities; vulnerability to stress and depression, and the life choices made. Self-efficacy is also a critical determinant of self-regulation.
The higher ones sense of efficacy, the greater the effort, persistence, and resilience. Bandura adds that with a strong sense of personal competence difficult tasks will be views as challenges to be mastered rather than as threats to be avoided. Conversely, people with low self-efficacy may believe that things are tougher than they really are, a belief that fosters anxiety, stress, depression, and a narrow vision of how best to solve a problem. As a consequence, self-efficacy beliefs can powerfully influence the level of accomplishment that one ultimately achieves. This function of self-beliefs can also create the type of self-fulfilling prophecy in which one accomplishes what one believes one can accomplish. That is, the perseverance associated with high self-efficacy is likely to lead to increased performance, which, in turn, raises one’s sense of efficacy and spirit, whereas the giving-in associated with low self-efficacy helps ensure the very failure that further lowers confidence and morale. With an increased level of personal competence one will have a greater intrinsic interest and deep engrossment in activities, set more challenging goals and maintain strong commitment and sustain efforts in the face of failure and recover after failures or setbacks. Bandura suggest that self-efficacy beliefs also influence an individual’s thought patterns and emotional reactions.  Bandura (1997) identified four phenomena that affect self-efficacy, mastery experiences, vicarious experiences, verbal persuasion and physiological state. Mastery experience is defined as one’s personal experience with success or failure. Self-efficacy can be affected by observing the experiences of others. Participants can imitate their models’ skills, or copy the strategies that the models use. Learners can be motivated by using verbal feedback to convince or encourage them to accomplish their tasks. However, instructors should be conscious of the messages that they use. Bandura pointed out that negative messages have an even greater effect on lowering efficacy expectations than do positive messages to increase it. Anxiety, nervousness, rapid heart rate, sweating; these symptoms often occur when learners face challenges that require competence to overcome. Such physical or mental states reflect learner perceptions of their self-efficacy; these in turn affect their performance. There are various means of strengthening self-efficacy according to Bandura such as  imagine ones self succeeding, use others as models and  monitor your  emotional reactions. Learn to re-label stress reactions as normal, expectable, and able to be changed. Raise self-efficacy beliefs is to improve physical and emotional well-being and reduce negative emotional states. Individuals have the capability to alter ones thinking and feeling enhanced self-efficacy beliefs can, in turn, powerfully influence the physiological states themselves. Ensure opportunities for people success by assigning tasks that are neither too easy nor too difficult. Thus by balancing the challenge people perform best when the level of difficulty is slightly above ones current ability level. Bandura warns that if the task is too easy it may promote boredom and communicate a message of low expectations or a sense that the participant is not capable of higher challenges.
However is a task is too difficult may be seen as unattainable, may undermine self-efficacy, and may create anxiety.  Recommendations for the current model to strengthening self-efficacy include the incentive value of the performance. Incentive theories of motivation (e.g., Rotter, Phares and Chance, 1972; Overmier and Lawry, 1979) suggest that people will perform an act when its performance is likely to result in some outcome they desire, or that is important to them. For example, in anticipation of a situation in which a person is required to perform, that person may expend considerable effort in preparation because of the mediation provided by the desire to achieve success or avoid failure. That desire would be said to provide incentive motivation for the person to expend the effort. Participants display an increased motivation when a sense of autonomy in the process, and that motivation declines when people have no voice in the rehabilitation structure (Maddux, Norton, & Stoltenberg 1986). Therefore it is imperative the clients have personal meaning and value in the program and provide choices that increase motivation by creating a sense of autonomy in the rehabilitation process.  The program will foster self-efficacy by providing challenging; yet attainable tasks clients have personal meaning, autonomy and value in the structure of the goal setting program. Further record and highlight mastery experiences, provide vicarious experiences and most importantly verbal persuasion and positive encouragement.

To summarise thus far this opportunity has provided me with valuable hands on experience and the chance to research and implement strategies that I have acquired over the past five years of part time external studies. At the “30 hour” stage it has been a positive, rewarding and challenging experience.  The next step in the process is to have client(s) complete the pre program questionnaire statistically analyse the data and implement the model over a 90 hour period.

Reece

References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191-215.

Bandura, A. (1997). Self-efficacy. The exercise of control. New York: W.H. Freeman.

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopaedia of human behaviour (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopaedia of mental health. San Diego: Academic Press, 1998).

Locke, E. A., & Latham, G.P. (1985). The application of goal setting to sports. Journal of Sport Psychology, 7, 205-222.

Locke, E. A., & Latham, G.P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.

Maddux, J.E., Norton, L.W., & Stoltenberg, C.D. (1986). Self-efficacy expectancy, outcome expectancy, and outcome value: Relative effects on behavioural intentions. Journal of Personality and Social Psychology, 51, 783-789.

Overmier, J.B. & Lawry, J.A. (1979). Conditioning and the mediation of behaviour. In G.H. Bower (Ed.), The psychology of learning and motivation 13, 1-55. New York: Academic Press.

Rotter, J.B., Chance, J.E., & Phares, E.J. (1972). Applications of a social learning theory of personality. New York: Holt, Rinehart & Winston.

Weinberg, R. S., & Gould, D (2003) Foundations of Sport & Exercise Psychology
(3rd ed).  Human Kinetics

Behaviours to Avoid During an Interview

The interview process for some is a stressful situation. To increase ones chances at securing the position the primary behaviour to avoid is displaying nerves. During the interview try to remain as calm as possible. Ask for clarification if you’re not sure what’s been asked remember that it is perfectly acceptable to take a moment or two to frame your responses so you can be sure too fully answer the question. If you are nervous during an interview, you must avoid displaying any behaviour that might make you appear so. Focus on your body language stand up when the interviewer enters the room. Shake hands and smile, sit erect in your chair, head high, chin up during the interview and don’t fidget. Develop a commanding presence, one that lasts after you leave the room. Be confident and pleasant. Don’t tap your foot or your fingers, drum the desk or show any sort of nervous behaviour. You don’t want to be rigid, you want your movements to be fluid and unforced. And finally connect positively with the person who might hire you, make eye contact, exude confidence, and engage the person you are speaking with, by addressing these actions you will let the interviewer know that you are an excellent candidate for this position before you even answer an interview question.
The second focus must be avoiding poor communication skills. Listen to the interviewer. Don’t rush your answers. Keep eye contact, and don’t interrupt the interviewer, or take too long to answer. Give thought behind your statements. Avoid overused words: like, and, an, all are words that are overused on a daily basis. Steer clear of saying “umm” and “you know.” Further find the balance between talking too much and not enough even though you shouldn’t talk too much, you do want to be responsive and fully answer the question as best you can. Talking to much denotes nervousness and can turn people off to what you are truly all about. The interviewer really doesn’t need to know your whole life story. Keep your answers succinct, to-the-point and focused and don’t ramble simply answer the question. Other major don’ts in communication include displaying arrogance, use profanity or risqué humour, complain about peripheral items, make negative references to others or talk bad about your past or current employer.  Never argue at an interview with the interviewer. Even a very polite argument should never be considered. Arguing will more than likely convince the interviewer that you are argumentative by nature, which is not a trait that excites employers. Never exaggerate past achievements interviews are all about making a good impression The problem with inflating past achievements is that you can easily lose your all-important credibility, or be caught out later because you’ve said something different.

The third focus should be avoiding  general inappropriate behaviour  use common sense such as restraining any distracting physical habits, turn off mobile phone least before you enter the building, eating  food, chewing  gum, drink alcoholic beverages. Further don’t mention sex, race, ethnicity, religion, who you know in the organisation and never compliment the interviewer’s appearance.

From a personal perspective I do tend to struggle with “what are your strengths and weakness” I have always found it difficult to emphasize these attributes. I feel awkward discussing my weaknesses and if I point out my strengths I feel egotistical. Upon reflection about addressing this next interview my strategy is to demonstrate my employment objectives, qualifications, and accomplishments using concrete examples.  And demonstrate how my strengths will contribute to the company. For my weakness I am going to highlight a perceived weakness and comment on how I am currently addressing it.

Next interview I personally want to ask and understand which interview style is involved before I attend. There are numerous kinds of interviewers and interview styles. Most interviewers are competent, professional. Some can turn a formal interview into a cordial discussion, make you feel at ease, and elicit information. Others are less proficient. After searching on the internet I discovered an excellent site that explains what types of interview styles there are and what is involved. According to Job Interview Tips with Career One’s although all interviews involve evaluation of the applicant, interview styles differ. Two or more styles are often combined in a single interview. Knowing something about each can help you prepare for interviews and boost confidence and performance.

Screening interview. This initial interview is most common with entry level positions. It’s often used to eliminate candidates who don’t possess necessary qualifications.

Structured interview. This directed interview proceeds from a pre-selected list of questions. After all candidates have been interviewed, their answers are objectively compared.

Unstructured interview. This nondirected interview offers candidates control of the interview. Interviewers ask open-ended questions. One favourite question is “Tell me about yourself.”

Board interview. This interview may be used to select candidates for high level positions. Several interviewers may ask questions focusing on their areas of expertise, while another may observe nonverbal behaviour.

Behavioural Interview. This popular style assumes past behaviour predicts future performance. Candidates are asked questions about how they’ve worked in the past. For example, “Tell me about a conflict you had with a co-worker and how you dealt with it.” Employers expect candidates to tell stories about themselves to give insight into behaviours such as teamwork, initiative, problem-solving, flexibility.

Case interview. Interviewers present you with a real task to complete. Usually, you complete the problem during the interview; sometimes, you may be asked to finish it at home. Show you understand the problem and can reach a conclusion through logical analysis.

Analytical Interview. This interview is designed to observe how you think on your feet and analyse data. You may hear some strange questions such as how many gas stations are located in your region.

Stress Interview. Some interviewers intentionally introduce stress into the interview to assess candidates’ reactions to pressure. Stress techniques include silence, being unfriendly, asking sensitive questions.

The dining interview. You may be taken out to lunch if you’re in an all-day interview. While conversation may be informal, evaluation is present.

Serial or successive interviews. After an initial screening you may be given a series of interviews with several interviewers, each on a one-to-one basis.

International interviews. Because different cultures have varied expectations and perceptions of appropriate interview behaviours, know the company culture. In some cultures, interviewers expect candidates to show modesty and wait to be asked before volunteering information.

These examples mentioned illustrate the importance of interview basics.  Next interview I will prepare well, dress appropriately and provide compelling relevant information.  Research the company and make up and have answers to questions that might be asked during the interview. I plan to be prepared for the difficult questions that serious interviewers will ask trying to catch me off-guard. I feel that if I am well prepared and have addressed the mentioned factors I should be confident about the next interview and with a bit of luck secure the position.

Reece
References

Job Interview Tips with Career One’s expert advice on interviews, its Career Won.www.CareerOne.com.au/Interviews. Reteived on June 18 2008.

Getting Ready to Start My Practicum

There is a considerable amount of preparation and revision of my past areas of studies involved before I start my placement and project. As the purpose of this project is to develop a model of achievement motivation applied particularly to clients at Headway Gold Coast with Acquired Brain Injury. The focus is on personal, social and environmental areas that affect motivation. The model will begin will the understanding the attitudes or beliefs that clients hold about themselves, capabilities and drive or the desire to attain an outcome based on personal value. Develop strategies and techniques to gain the outcomes that client’s desire. Each of these variables will be described in more detail, and evidence will be provided to support the contention that each exerts an important influence on motivation to achieve in a rehabilitation environment. Initially I have to develop an understanding about Acquired Brain Injury (ABI). An Acquired Brain Injury is defined by the Department of Human Services as:

An injury to the brain which results in deterioration of cognitive, physical, emotional or independent functions. It can occur as a result of trauma, hypoxia, infection, substance abuse, degenerative neurological disease or stroke. These impairments to cognitive abilities, sensory or physical functioning can be either temporary or permanent and cause partial or total disability or psycho social maladjustment.
(Source: Department of Human Services, Acquired Brain Injury Strategic Plan, 2001)

Acquired brain injury should not to be confused with intellectual disability. People with a brain injury may have difficulty controlling, coordinating and communicating their thoughts and actions but they usually retain their intellectual abilities.  Further people with an acquired brain injury do not necessarily experience a decline in their overall level of general intellectual functioning; rather, they are more likely to experience specific cognitive changes that lead to difficulty in areas such as memory, concentration and communication. According to the Headway website (2008), Acquired brain injury is an injury to the brain that is not hereditary, present at birth, or degenerative. The causes include traumatic brain injury; anoxic/hypoxic injury (e.g. heart attack, carbon monoxide poisoning), intracranial surgery, seizure disorders and toxic exposure (e.g. substance abuse, ingestion or inhalation of volatile agents). Further a traumatic brain injury (TBI) is an acquired brain injury that is caused by an external physical force that may produce a diminished or altered state of consciousness. The most common causes of TBI are vehicle crashes, falls, sports injuries, and violence. Other acquired brain injuries can be caused by medical events such as anoxia (loss of oxygen to the brain), aneurysms, and infections to the brain, tumours, or stroke.
My next step is to revise the material from both of the sport psychology subjects to develop a comprehensive understanding of all types of motivation that I could possibly encounter in my placement time at the Headway clinic.  The definition of motivation for use in the project is “Instruction and challenges given that assists in reaching goals, dreams and (more importantly) potential.” Motivation is an internal energy force that determines all aspects of ones behaviour; it also impacts on how one thinks, feel and interact with others.  However, given its inherently abstract nature, it is a force that is often difficult to exploit fully. Weinberg & Gould (2003) define motivation as the direction and intensity of ones effort. According to Reed and Cox (2007) motivation can be categorised as being either extrinsic or intrinsic in nature, with a-motivation being the absence of motivation. Frederick-Recascino and Schuster-Smith (2003) found that in sport and exercise activities, intrinsic and extrinsic motives have been shown to relate differentially to adherence variables and perceptions toward exercise. Frederick and Ryan (1993) found that intrinsic motivation correlated positively with greater number of hours and days per week of participation in an exercise or sport activity, as well as with higher levels of perceived satisfaction and competence for the activity. On the other hand, extrinsic motivation was positively related to anxiety, while negatively relating to self-esteem. People who are motivated are happier, more creative, have more energy, are flexible, are more optimistic, are more apt to stay healthy, these are just a few of the benefits of staying positive.
Intrinsic Motivation
Intrinsic motivation comes from within, is fully self-determined and characterised by interest in, and enjoyment derived from, sports participation. There are three types of intrinsic motivation, namely intrinsic motivation to know, intrinsic motivation to accomplish and intrinsic motivation to experience stimulation.
Intrinsic motivation is considered to be the healthiest type of motivation and reflects a participant’s motivation to perform an activity simply for the reward inherent in ones participation. According to Deci (1975) intrinsic motivation is engaging in an activity purely for the pleasure and satisfaction derived from doing the activity and one who is intrinsically motivated performs activities voluntarily, in the absence of material rewards or external constraints. Intrinsically motivated behaviours are displayed when one engages in to provide oneself with a sense of competence and self-determination. Thus, intrinsic motivation is a natural inclination toward assimilation, mastery, spontaneous interest, exploration and is most positive potential of human nature Deci and Ryan (2000).  Benefits of intrinsic motivation are substantiated by Deci & Ryan who emphasise several studies that the more autonomous and intrinsic one’s motivation is enhances ones persistence, performance, well-being and readiness to initiate exercise and enjoyment (Pelletier et al., 1995 as cited in Deci & Ryan, 2000). Mageau and Valerian (2003) highlight research that reveals athletes who are intrinsically motivated invest more effort, report higher levels of concentration, are more persistent, involved and perform better. Extrinsic Motivation
Extrinsic motivation is defined as results from achievement behaviour performed for some tangible reward or to avoid negative consequences rather than for the inherent pleasure it provides (Deci, 1975; Vallerand & Fortier, 1998). Deci & Ryan (1985) contend that extrinsically motivated individuals engage in given activity as a means toward an end, such as outperforming others, subsequently perceiving the locus of causality of their behaviour to be linked to external causation. According to Frederick-Recascino and Schuster-Smith (2003) when activities are not freely chosen or challenging, they are said to be extrinsically motivated. Much of human behaviour begins with an extrinsic focus and moves toward greater self-regulation. Extrinsically motivated behaviours can move through three levels of internalisation, occurring as an individual becomes increasingly self-determined (Chandler & Connell, 1987; Deci & Ryan, 1985; Ryan & Connell, 1989 as cited in Frederick-Recascino and Schuster-Smith). The first level of regulation is external regulation. At the external level behaviour is directly and externally controlled or coerced. At the second level, introjected regulation, the formerly external control has been internalised to the extent that the individual’s desire to gain social approval and avoid disapproval motivates behaviour. The next level, identified regulation is characterised by a higher level of internalisation and self-determination. In identified regulation, the individual is motivated through interests, abilities, and the desire to achieve self-initiated goals.
One of the most popular and widely tested approaches to motivation in sport and other achievement domains is self-determination theory. According to Ryan & Deci (2000) Self Determining Theory the key aspect in using extrinsic rewards effectively is that they reinforce an athlete’s sense of competence and self-worth.
Thus, a reward should be informational in nature rather than controlling. If a reward comes to be controlling, it can significantly undermine intrinsic motivation. For a reward to be informational, it is advisable that it has relatively little monetary worth (i.e. it is a token reward).  It is recommended that the reward should be presented to a client in front of all potential recipients with some emphasis placed on the prestige associated with it. Other popular ways of using token rewards include etching participant’s names on annual honours boards for their contributions, or awarding a special item of clothing.
A-Motivation
A-motivation represents a lack of intention to engage in behaviour. It is accompanied by feelings of incompetence, helplessness and a lack of connection between one’s behaviour and the expected outcome therefore one who is a-motivated is highly prone to dropping out. Weinberg, & Gould (2003) defines a-motivation
Individuals as neither intrinsically or extrinsically motivated and thus experience a lack of control.

For the motivation program to successful it is imperative that a clear understanding of why motivation differs between individuals. For this reason the present model will be based on the theory of achievement motivation.  Achievement motivation is defined by (Murray as cited in Weinberg & Gould 2003 p. 59) as “ones efforts to master a task, achieve excellence overcome obstacles, perform better than others and take pride in exercising talent”. Achievement-motivated people have certain characteristics in common, including; the capacity to set high personal but obtainable goals, strive for task success, persist in the face of failure (Gill 2000) the concern for personal achievement rather than the rewards of success and the desire for relevant feedback rather than for attitudinal feedback.  According to Weinberg & Gould achievement motivation is based on the psychological journey the interaction between ones behaviours thoughts and feelings to reach the final outcome. To implement achievement motivation into professional practice Weinberg & Gould recommend that essential assessment should focus on the participant’s stage of achievement motivation, ones goal orientations, attributions client make about their performances and which conditions they tend to avoid and / or approach.  Further strategies to enhance achievement motivation highlighted by Weinberg & Gould include, emphasising task goals and downplay outcome goals, monitor and provide attribution feedback, encouraging clients to make appropriate attributions and correct inappropriate or maladaptive self assessments and enhance feelings of perceived competence and personal control.
There are so many other areas and theories that I have to be conscious of before I start my placement.     The current study will be based on the Interactional View of motivation and achievement motivation provides recommendations that possible increase motivation in clients at Headway Gold Coast with Acquired Brain Injury. The best way to understand Interactional View of motivation according to Weinberg & Gould (2003) is to consider both the interaction between the person and the situation. This view of motivation is the most widely endorsed by sport and exercise psychologists (Weinberg & Gould 2003).  The participant by situation interactional view implies that motivation results are a combination and interaction of both participant factors (personality, needs, goals and interests) and situations factors (environment and social group). Weinberg & Gould highlight four guidelines for building motivation, situation and traits motivate people, people have multiple motives for involvement, change the environment to enhance motivation and use behaviour modification to change undesirable participant motives.

I have to be aware the both situations and traits motivate and influence people and the choices that they make. Weinberg & Gould suggest that when one is attempting to develop motivation both situational and personal factors must be considered. Thus low motivation is a result of the interaction of these two factors. The key to successful motivation strategies is to focus on the personal attributes and the current situation of the participants.  The current models initial task is to research client’s history and observe and be acquainted with clients to gain a better understanding of current personal situations, attributes and attitudes. In preparation for the placement I have had to research why people have multiple motives for involvement or lack off involvement. According to Weinberg & Gould people have various reasons for participating or resisting involvement. To increase motivation it is necessary to identify and understand personal motives for non compliance or lack of motivation. Suggestions include: Understand why and why not people participate in physical activity, is there more than one reason or competing motives. As people have a  variety of motives for  participating or resisting involvement Weinberg & Gould suggest that researches observe the clients to asses what they enjoy and dislike about the activity, talk to those who know the person about their motives for participation and periodically ask the client to write out or inform staff for their reasons.
An area that I needed to address from the suggestions from the portfolio is a timeline for the project this has been addressed and now a time guides line is in place. The project will be completed by the required date of November 2008.
Project Time Line
Up to 30 Hours
Research client history
Observe and meet clients to gain a better understanding of current personal  situations and attitudes
Structure program model
Develop a measurement device in consultation with supervisor.

30 to 60 Hours

Administer questionnaire and analyse results
Introduce strategies or techniques about improving achievement motivation
Monitor clients and discuss any issues with rehabilitation team.

60 to 90 Hours

Monitor clients and discuss any issues with rehabilitation team.

90 to 120 Hours

Monitor clients and discuss any issues with rehabilitation team
Conduct an assessment at the end of the period.
Statistically analyse the results for significance.
Provide a report summarising the findings and making recommendations for a continuation and/or expansion of the intervention if appropriate.

Thus far I know that I have completed a considerable amount of quality research I know and understand the theories but to be honest that is my greatest concern that’s all I have acquired at the moment theory no practical. However that is the challenge and the excitement about this particular course the opportunity to have that real world experience tackle and over come obstacles and grow from the course.

Reece

References
Australian Institute of Health and Welfare. (2008). Retrieved April 25, 2008, from http://www.aihw.gov.au/.

Deci, E.L., (1975) Intrinsic Motivation. , New York: Plenum Press.

Headway Gold Coast (2008). Retrieved April 25, 2008, from
http://www.headwaygoldcoast.org/resources.php.

Gill, D. (2000). Psychological dynamics of sport and exercise. Champaign. IL: Human Kinetics.

Frederick, C.M., & Ryan, R.M. (1993). Differences in motivation for sport and exercise and their relations with participation and mental health. Journal of Sport Behaviour, 16, 124-126.

Frederick-Recascino, C. M., and Schuster-Smith. , H.   (2003) “Competition and intrinsic motivation in physical activity: a comparison of two groups.” Journal of Sport Behaviour.  26.3 240 (15). Expanded Academic ASAP. Gale. Central Queensland University Library. 9 Apr. 2008

Mageau, G. A., and Valerian, R. J. (2003). The coach-athlete relationship: a motivational model. Journal of sports sciences. Taylor & Francis 21 (11).

Reed, C. E., and Cox, R. H. (2007) Motives and regulatory style underlying senior athletes’ participation in sport.  Journal of Sport Behaviour.  30.3: 307(24). Expanded Academic ASAP. Gale. Central Queensland University Library. 9 Apr. 2008

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol, 55(1), 68–78.

Vallerand, R.J., & Fortier, M.S. (1998). Measures of intrinsic and extrinsic motivation in sport and physical activity: A review and critique. In J.L. Duda (Ed.), Advances in sport and exercise psychology measurement. (pp. 81-101) Morgantown, WV: Fitness Information Technology

Weinberg, R. S., & Gould, D (2003) Foundations of Sport & Exercise Psychology
(3rd Ed).  Human Kinetics

About my chosen workplace week 8

The workplace that I have chosen for the practical placement for OHCS 13007 is Headway Gold Coast. Headway provides clients with specifically trained support workers to assist with the tasks of everyday living and the reintegration back into the community setting. Headway Gold Coast Respite Centre provides daily programs for external and casual clients the programs operate Monday to Friday between the hours of 9am and 3pm with the exception of public holidays. The clients are able to choose from the following programs: Swimming and hydrotherapy, independent living skills training, gymnasium and exercise programs, internet cafe and computer program, cooking and lifestyle skills, arts, crafts, leatherwork programs, physiotherapy and occupational therapy, social afternoons, singing musical appreciation, sailing, bowling, movies, pool, chess cognitive and developmental programs.
Rehabilitation Programs

Physical disabilities are a major deficit to those experiencing an acquired brain injury, the team at Headway place a high priority on the cognitive, psychological, and psychosocial aspects that affect the every day lives of clients. With a strong emphasis to the rehabilitation of the clients affected by an (ABI) Headway provides access to an in-house gymnasium complete with exercise and rehabilitation equipment.  Working with an in-house physiotherapist who specialises in the latest rehabilitation and motivational techniques to ensure that clients have the opportunity to achieve the highest possible potential. My role for my placement is an “Intervention Coordinator” that entails assessing client(s) in relation client in relation to their lack of motivation and the resultant physical atrophy/unsatisfactory physical rehabilitation post injury.  Developing an intervention/program with specific and quantifiable outcome measures and identifying a specific area of intervention. I will be working with a multi discipline team that includes psychologists, physiotherapists and occupational therapists, Directors, Operations Managers and Quality and Systems Managers.
Background
Headway Gold Coast Inc. is a locally formed not-for-profit organization founded in 1985 with the intention of rehabilitating people suffering from Acquired Brain Injuries (ABI). The service extends from Tweed Heads to Beenleigh with members coming from Brisbane and Gold Coast hospitals, other services, family, friends, and through self referral. The clients have injuries ranging from very minor to very severe and are aged between 16 and 60 years, Headway’s clients come from varied backgrounds, different walks of life and each have unique circumstances and unique needs. Headway’s goals are to assist and provide mutual support to adults with (ABI), their families and friends, to provide support for family members, carers, regularly visit clients and members in hospital and to secure and protect the rights of adults with (ABI).  The staff at Headway is committed to assist adults with (ABI) achieve and maintain their highest level of functioning, promote the establishment of additional services and to expand the community’s awareness and understanding of adults with (ABI).
Headway’s Services

Headway Gold Coast offers over 20 years experience with a broad spectrum of services for clients. Headway has formulated many resources, strategies and interventions aimed at assisting clients to achieve the highest possible outcomes. Programs include; Individual rehabilitation programs, independent living skills training, supported accommodation, community access support, pre employment training, education, advocacy and support for families, referrals, liaison to other services and community education and information.

About Acquired Brain Injury

An Acquired Brain Injury is defined by the Department of Human Services as:

An injury to the brain which results in deterioration of cognitive, physical, emotional or independent functions. It can occur as a result of trauma, hypoxia, infection, substance abuse, degenerative neurological disease or stroke. These impairments to cognitive abilities, sensory or physical functioning can be either temporary or permanent and cause partial or total disability or psycho social maladjustment.

Source: Department of Human Services, Acquired Brain Injury Strategic Plan, 2001.

Acquired brain injury should not to be confused with intellectual disability. People with a brain injury may have difficulty controlling, coordinating and communicating their thoughts and actions but they usually retain their intellectual abilities. Further people with an acquired brain injury do not necessarily experience a decline in their overall level of general intellectual functioning rather; they are more likely to experience specific cognitive changes that lead to difficulty in areas such as memory, concentration and communication. According to the Headway website (2008) Acquired brain injury is an injury to the brain that is not hereditary, present at birth, or degenerative. The causes include traumatic brain injury; anoxic/hypoxic injury (e.g. heart attack, carbon monoxide poisoning), intracranial surgery, seizure disorders and toxic exposure (e.g. substance abuse, ingestion or inhalation of volatile agents). Further a traumatic brain injury (TBI) is an acquired brain injury that is caused by an external physical force that may produce a diminished or altered state of consciousness. The most common causes of (TBI) are vehicle crashes, falls, sports injuries, and violence. Other acquired brain injuries can be caused by medical events such as anoxia (loss of oxygen to the brain), aneurysms, and infections to the brain, tumours, or stroke.

Statistics on Acquired Brain Injury
According to a report released by the Australian Institute of Health and Welfare (as cited on the Headway website 2008) there are more than 339,000 Australians, have a disability related to acquired brain injury which affects them in one or more activities of daily or social life. Of this total 160,000 were severely affected by acquired brain injury (ABI) and needed some form of personal assistance or supervision with every day living. The prevalence of ABI-related disability was higher for men (2.2%) than for women (1.6%). ABI-related disability rates for Queensland and the Northern Territory were significantly higher than the national average.

Brain Injury Characteristics

Each brain injury is different and may be either temporary or permanent and may cause either partial or total functional impairment, physical disabilities, or impaired learning and personality changes. Frequently reported problems include: Speech, hearing, paralysis, headaches, vision, seizure disorder, muscle plasticity and reduced endurance.   Cognitive impairments include: Concentration, attention, perceptions, planning, communication, writing Skills, short term memory, long term memory, judgment, sequencing, reading skills and orientation. Behavioural and emotional changes include; Anxiety, low self-esteem, restlessness, agitation, mood swings, excessive emotions, depression, sexual dysfunction, lack of motivation, inability to cope and self-centeredness.

In conclusion I am looking forward to the practicum placement the opportunity to work with and learn from such a multi disciplined dedicated team with extensive knowledge and expertise.

References
Australian Institute of Health and Welfare. (2008). Retrieved April 25, 2008 from http://www.aihw.gov.au/.
Headway Gold Coast (2008). Retrieved April 25, 2008 from
http://www.headwaygoldcoast.org/resources.php.

Behaviours to avoid during interviews week 6

I have been employed as a Chef since 1989 and had numerous interviews over those years the interviews for this profession are pretty informal and most of the time doesn’t require any preparation. I have even had three interviews with the first question that was asked was “So when can you start”? As I am approaching the end of my university study my goal now is to apply for the Queensland Government Graduate Program. So this week’s module genuinely has had a positive effect on me and has really made me think about the preparation involved in interviews.

The one interview experience that I would like to improve on is the strengths and weakness questions I have always found this to be the most challenging. I have a lot of problems in the approach to this with regards to the strength question I sometimes feel that if I state the strengths that are highlighted in the job description I am only  repeating what the advertisement stated if I highlight other strengths the employer may not be looking for those particular qualities.

With regards to highlighting my weaknesses I personally find it hard to talk about them,  do I disclose personal or professional weakness? I am worried about disclosing too much information and if I do highlight  professional weakness will the interviewer / employer keep that in consideration and hold it against me and not give me the position.

After reading this week’s module about succeeding in interviews the most valuable information that I learned this week was about the STAR response strategy. By using this principle in the preparation for my next interview will hopefully make me a lot more confident. Other tips this week that I found interesting and will employ next interview is the “don’t rush to fill in the blanks” as I do have a occasional problem of not thinking before talking, just taking that one breath to collect my thoughts and prepare my answers will not only improve my interview responses but also save me from “putting my foot in it” in my personal life. The “Behavioural event interview question” (BEI) by having rehearsed examples of experiences that you can recall and present is defiantly something that I will include in my preparation. The immediate feedback responses is an other area that I have never paid much attention to. When I have gone for interviews and have responded to questions I just left it at that, now that I have learned this particular skill I will be asking for the immediate feedback about my responses. Finally my questions for the employer section this is another area that is a particular weakness of mine I do ask questions but always feel that they are lacking something I found the three examples highlighted on (ch5-p13) of the study guide a good starting point for me to build on.

This weeks module has been a very positive and practical  experience for me  I do feel personally that sometimes university is a bit too theory based and a bit detached from the “real world” this course Industry Prac is very relevant and provides you with skills and knowledge required to face the employment challenges.  This week’s module on succeeding at interview has made me aware that for the interviews from now require a lot more time, research, planning and preparation to achieve a successful outcome.

Reece

Becoming aware of my career options week 3

Becoming aware of my career options

This week has been a good eye opener from me I am starting to become aware of the career options that are available with a Bachelor of Human Movement Science. My original choice of career is to be a sport psychologist, having said that it is another 1 to 2 years of post graduate study followed by an internship or 2 years of masters. Now that I have been provided the opportunity to research other options out there for me I had listed a summary of various opportunities available to me.

Department of Sport and Recreation
Sport and Recreation is proactively working towards helping Queenslanders become more active. As the lead agency responsible for implementing the Queensland Government’s sport and recreation policies, we work with sporting organisations, councils, schools, Indigenous organisations and the wider community to increase participation, develop better skills in the industry and create better places and opportunities for sport and recreation.

High Performance Manager:
High Performance Managers are commonly employed at national and state level, although some local or regional roles do present from time to time. Many of these roles require a senior level coaching background within the specific sport, while others require a good working knowledge of elite athlete programs without a deep knowledge of the specific sport. High Performance Managers usually work in conjunction with a Coaching Director or Coach.

Sports scientists
Sports scientists work at sports institutes, sporting clinics, health studios and sporting associations. Many professionals working in sports medicine are self-employed and may subcontract their services. Clients include professional and social sportspeople.
Sports scientists may work as consultants in health, fitness or rehabilitation. Some sports scientists volunteer at sporting clubs. It is a fairly large occupation with good employment prospects.

Cardiac technologists
Cardiac technologists provide technical services for the diagnosis and treatment of heart disease. As part of the cardiology team, cardiac technologists operate a range of specialist equipment which provides data that cardiologists and other medical practitioners use for patient care.

Exercise Physiologist
The term “Exercise Physiologist” describes professionals from within the field of exercise science who have specialised into either health and fitness or exercise rehabilitation streams. As knowledge in the area of physical conditioning and rehabilitation has increased, the evolution of specialists in various fields have become apparent. The development of a specialised area in the field of exercise science has only occurred in recent years. AAESS defines the domain of an Exercise Physiologist as matching the immediate aspirations and needs of the client with appropriate exercise interventions, and developing strategies which promote and assist in interventions being undertaken regularly for a prolonged period of time. Interventions will rarely only involve physical activity and as a consequence the Exercise Physiologist does not practice in isolation but will collaborate with other recognised health practitioners. An Exercise Physiologist is ideally suited to providing professional services in the area of exercise as a treatment strategy in physical rehabilitation, as a preventative strategy for disease prevention, and work hardening as part of establishing and sustaining functional independence.
Queensland Government Graduate Program – Overview
The Queensland Government Graduate Program aims to develop service-oriented, creative thinkers who can make a difference to the lives of Queenslanders. Graduates are trained to consider policy problems and opportunities from a sector-wide perspective mitigate risks and pioneer innovative solutions to improving government responsiveness. Graduates are chosen on the basis of their learning agility and potential to contribute to policy developments across government. The initial Queensland Government Graduate Program in 2007 brought together 18 sponsoring agencies and 21 graduates.

Developing our graduates Upon completion of the 18-month program, graduates will understand and have experience of the current policy agenda across government, including how that policy agenda is developed, influenced and implemented. The program offers graduates a balance of structured development sessions, on-the-job learning, networking opportunities and exposure to key government processes. Graduates are trained to consider policy problems and opportunities from a sector-wide perspective, mitigate risks and pioneer innovative solutions to improving government responsiveness.
The program is built around planned work placements in four separate government agencies, and commences with an intensive two-week induction in government priorities. Graduates attend structured one-week workshops between each job rotation. They receive professional and personal development, learn team-building skills and get career planning advice.

Customs Graduate Trainee program
Customs Graduate Trainee program looks to develop your skills in a challenging diverse and highly rewarding environment. From Border Enforcement, Investigations, Trade, Passenger and Cargo Operations to Intelligence and Targeting there are opportunities in nearly every area of Customs for you to secure your future.
Through the Graduate Trainee Program, Customs recruits and developments tertiary qualified staff to contribute to the achievement of business outcomes and become leaders of the future. Customs Graduates Trainees are introduced to a diversity of work within Customs through an intensive 12-month training program, leading to a nationally recognised qualification, a Certificate IV in Government. The program commences annually in February and is made up of formal training and work placements. Work placements are undertaken in Canberra and the possibility of one regional location (state/territory capital city) under the guidance of Senior Customs Managers. Placements provide a variety of experience including an introduction to policy development and government processes, research assignments or project work relating to delivery of particular Customs functions. Graduates from recent years are now working in areas as diverse as Border Enforcement, Ministerial liaison, Strategic Development, Border Protection Command, Enforcement and Investigations, International, Human Resources and Corporate Communications – they have a role in nearly every area of Customs.

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