Helping Clients to Develop Self-Regulation Skills to Enhance Performance and Well-Being

1. Jamie Collins (PhD Cand.) & Natalie Durand-Bush (PhD) University of Ottawa School of Human Kinetics Helping Clients to Develop Self-Regulation Skills to Enhance Performance and Well-Being

2. Session Overview • A Framework for teaching/learning self-regulation • Zimmerman’s Social-Cognitive Model (SCM) • Examples of how to developing self-regulatory skills in the context of an elite sport team • Implications for individual & group consulting/ counselling Collins & Durand-Bush (2010)

3. My Background • Where I am coming from… • Ph.D. Candidate • University of Ottawa, School of Human Kinetics • Master’s research on self-regulation for enhanced performance & cohesion • intervention with an elite curling team • Lifestyle coach for breast cancer survivors • Diet, exercise, & behavioral intervention Collins & Durand-Bush (2010)

4. What is Self-Regulation (SR)? • “Self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals” (Zimmerman, 2000 p. 14) • Involves bringing oneself in line with preferred standards (Vohs & Baumeister, 2004) • SR processes can be taught (Schunk & Zimmerman, 1998) Collins & Durand-Bush (2010)

5. Self-Regulation • A triadic, cyclical process (Zimmerman, 1989) PERSON ENVIRONMENT BEHAVIOR Collins & Durand-Bush (2010)

6. Why is SR Important? • Associated with: • Improved performance(Durand-Bush et al., 2005; Zimmerman, 2000) • Enhanced learning (Schutz & Davis, 2000; Zimmerman, 1990) • Increased well-being(Newburg et al., 2002; Simon & Durand-Bush, 2009) Collins & Durand-Bush (2010)

7. Why is SR Important? • Applicable to a variety of counselling/consulting contexts: • Teams and individuals • Exercise (e.g. weight loss program) • Health (e.g. cardiac rehabilitation) • Academic learning • Professional/skill development • Etc. Collins & Durand-Bush (2010)

8. Social-Cognitive Model(adapted from Zimmerman, 2000, 2008) ENVIRONMENT ENVIRONMENT Current and desired self (feel, thoughts, actions) Outcome Expectations Goal Setting Self-Efficacy Task Analysis Self-Motivational Beliefs Self-Awareness Task Interest/Value Strategic Planning FORETHOUGHT Goal Orientation Self-Satisfaction/Affect PERFORMANCE SELF-REFLECTION Self-Recording Self-Reaction Self-Observation Self-Judgment Meta-cognitive Monitoring Adaptive & Defensive Inferences Self-Control Self-Evaluation Task Strategies Causal Attributions Self-Instruction Attention Focusing

9. What is Performance? • Execution of a given action • Accomplishment • The act of performing, doing, executing • Etc…

10. Social-Cognitive Model of SR FORETHOUGHT Processes(Zimmerman, 2000, 2008) • INCREASE SELF-AWARENESS (Callary & Durand-Bush, 2008) • identify current and desired feel, thoughts, behaviours • Task Analysis • Goal setting – determine specific outcome of performance • Strategic planning – establish purposive processes/actions • Self-Motivational Beliefs • Self-efficacy – belief in oneself to perform effectively • Outcome expectations – belief re. “ultimate end of performance” • Intrinsic interest/value • Goal Orientation - process vs. outcome Collins & Durand-Bush (2010)

11. Self-Awareness • Self-awareness of desired thoughts, feelings, and behaviours • ‘Feel’ is a subjective multi-dimensional experience (Callary & Durand-Bush, 2008) • Physical “I feel strong” • Cognitive “I feel proud” • Social “I feel supported” • Emotional “I feel happy” • Spiritual “I feel at peace”

12. Social-Cognitive Model of SR • Control that one exerts during performance (i.e., execution of an action) (Zimmerman & Cleary, 2001) • Processes (Zimmerman, 2000) • Self-Control • Self-instruction • Attention focusing • Task strategies • Self-Observation • Self-recording • Self-monitoring PERFORMANCE Collins & Durand-Bush (2010)

13. Social-Cognitive Model of SR SELF-REFLECTION • Follows performance effort (Zimmerman & Cleary, 2001) • Processes: • Self-Judgement • Self-evaluation • Casual attribution • Self-Reaction • Self-satisfaction/affect • Adaptive-defensive Collins & Durand-Bush (2010)

14. Social-Cognitive Model(adapted from Zimmerman, 2000, 2008) ENVIRONMENT ENVIRONMENT Current and desired self (feel, thoughts, actions) Outcome Expectations Goal Setting Self-Efficacy Task Analysis Self-Motivational Beliefs Self-Awareness Task Interest/Value Strategic Planning FORETHOUGHT Goal Orientation Self-Satisfaction/Affect PERFORMANCE SELF-REFLECTION Self-Recording Self-Reaction Self-Observation Self-Judgment Meta-cognitive Monitoring Adaptive & Defensive Inferences Self-Control Self-Evaluation Task Strategies Causal Attributions Self-Instruction Attention Focusing

15. Exercise • Think of a situation (or two) in which a client needed to learn to better regulate their thoughts, feelings, & behaviours. • How can you help your clients learn to better self-regulate by improving self-regulatory processes? • What strategies will help you, as a counsellor, teach self-regulatory skills? • What strategies might help the client? FORETHOUGHT PERFORMANCE SELF-REFLECTION Collins & Durand-Bush (2010)

16. Example Leader who needed to better control feelings of frustration following errors in performance. “When I get frustrated, I don’t get mad at people, I just get frustrated at the situation. Because the more we miss, the more I know there’s pressure on me to make a really good shot.” Forethought: • Team goal-setting (onset of season and throughout) • Competition planning • Keeping things in perspective FORETHOUGHT PERFORMANCE SELF-REFLECTION

17. Example (Cont’d) Performance: • Self-Control • Positive self-talk • Breathing techniques • “Letting go” of mistakes • Positive communication with teammates • Reminders for proper technique and strategy • Self-Observation • Tracking of verbal/non-verbal behavior (by the consultant) • Mentally tracking performance (paying attention to thoughts, feelings, and behaviors) FORETHOUGHT PERFORMANCE SELF-REFLECTION

18. Example (Cont’d) Self-Reflection: • Post-game debriefing sessions (collective and individual) • Discussion/evaluation of effectiveness (e.g., strategy, team dynamics) • Discussion of attributions for errors/success • Adaptive vs. defensive reactions FORETHOUGHT PERFORMANCE SELF-REFLECTION

19. Reflection Question • How can the presence of others (e.g., team members, peers, co-workers) influence an individual’s ability to effectively self-regulate… • Can they help? • Can they hinder? “You say [that] you get mad at yourself, and I understand if you’re mad at yourself about [missed] shots, but there are times when you’ve turned your back on our shots before they get to the hog line. [It’s] that sort of stuff that shows that you’re not just mad at yourself.” Collins & Durand-Bush (2010)

20. Reflection Questions • Self-regulated learners have a reliance on personal initiative, perseverance, and adaptive skill • How, as counsellors/consultants, can we inspire individuals and give them the tools to effectively self-regulate? • How can we ensure that clients really LEARN to use these tools on their own (i.e., set goals, create plans, engage in self-recording etc.)? Collins & Durand-Bush (2010)

21. Self-Regulation: A Triadic Process “People who neglect to use social and physical environmental resources or who view them as an obstacle to personal development will be less effective in regulating their lives” (Zimmerman, 2000, p. 24) Collins & Durand-Bush (2010)

22. Self-Regulation Failure Major patterns of self-regulatory failure (Baumeister & Heatherton, 1996): • Underregulation • Involves a failure to exert self-control • Appears to be more common • Misregulation • Involves “the exertion of control over oneself, but this control is done in a misguided or counterproductive fashion”(p. 2) • Overregulation??? Collins & Durand-Bush (2010)

23. Reflection Question • What are some advantages and disadvantages of teaching self-regulatory skills in a group context (e.g., group counselling/consulting session)? Collins & Durand-Bush (2010)

24. What Is Your ‘Take Home’ Message? • Think of your counselling practice… • What successful strategies were you using to help clients learn to effectively self-regulate? • Are there any strategies/methods that you will change or ‘play around with’ as a result of today's discussion? Collins & Durand-Bush (2010)

25. Thank You! • Are there any questions or comments? Jamie Collins (PhD Cand.) jcoll043@uottawa.ca Natalie Durand-Bush (PhD) ndbush@uottawa.ca Collins & Durand-Bush (2010)