By Arlen Moller, Emily Oliver, & Ben Rigby(1) Affiliation; (2) Affiliation; (3) Affiliation Sample text here…summary of themes from the 8th International Self-Determination Theory Conference Workshop “SDT & Health Policy” Theme 1 Theme 2
Understanding clients’ motivation is key in helping to promote personal integration, growth, and change. SDT research on psychotherapy has found, for example, that it makes a difference whether a person freely chooses to start or continue in therapy because it’s personally important to them, or whether they feel forced or pressured into doing so. In other words, whether one’s motivation for therapy is more internal, or more external, matters. But motivation, of course, can change over time, and part of that has to do with the quality of the relationship between the client and the therapist. As well, there is also a lot that we are only now starting to learn about the link between people’s psychological needs and the kind of problems they may be struggling with in life. It’s possible that many of the struggles we encounter can be traced, at least in part, to experiences in which our basic needs (for relationships, for feelings of competence, for opportunities to make personally meaningful choices) are not or cannot be satisfied.
In Practice
When clients feel listened to, valued, and understood by their therapist, they are more likely to engage in counseling for reasons that feel personally important and self-chosen. This also seems to be the case as they begin to feel more confident, in the course of therapy, that change is possible for them. Again, we are learning a lot about how the way that client and counselor work together makes a difference in the therapy; in other words, the quality of their relationship matters. As well, learning new ways to meet one’s needs for relationships, competence, and choice can be part of the work of therapy, from an SDT perspective.
Take-Aways
SDT suggests that motivation matters: why a person chooses to come to therapy, to continue in therapy, or to stop therapy, makes a difference.
Outcomes generally seem to be better when choices are made for reasons that are more internal (personally valued, freely made) than more external (under threat or feelings of pressure or control).
Basic needs for relationships, for competence, and for choice are important; living in circumstances that don’t provide opportunities to satisfy these needs, whether in the short term or in the long term, can have a negative impact on one’s well-being.
Within the framework of SDT, a therapist can help the client to explore their reasons for coming to therapy, and can work with the client to identify and to practice new ways to satisfy their needs for relationships, competence, and choice, when it seems that deprivation in one or more of those areas may be at the root of their current problems.
Uysal, A., & Yildirim, I. G (2016). Self-determination theory in digital games. In B. Bostan (Ed.), Gamer psychology and behavior (pp. 123-135). Cham, Switzerland: Springer. doi: http://www.springer.com/us/book/9783319299037
Bachman, C. M., & Stewart, C. (2011). Self-determination theory and web-enhanced course template development. Teaching of Psychology, 38, 180-188.
Sport, Exercise, and Physical Education
Chapters, Overviews, and Commentaries
Segar, M. L., Guérin, E., Phillips, E., & Fortier, M. S. (2016). From vital sign to vitality: Selling exercise so patients want to buy it. Translational Journal of the American College of Sports Medicine, 1(11), 97-102. doi: 10.1249/TJX.0000000000000015
Vallerand, R. J., & Gillet, N. (2016). Les effets de la motivation sur la performance sportive au regard de la théorie de l’autodétermination. Psychologie Française, 61(4), 257-271. doi: http://dx.doi.org/10.1016/j.psfr.2014.01.001
Matosic, D., Ntoumanis, N., & Quested, E. (2016). Antecedents of need supportive and controlling interpersonal styles from a self-determination theory perspective: A review and implications for sport psychology research. In Raab, M., Wylleman, P., Seiler, R., Elbe, A.M., and Hatzigeorgiadis, A. (Eds.), Sport and Exercise Psychology Research: From Theory to Practice (pp. 144-180). London, UK: Elsevier. doi: 10.1016/B978-0-12-803634-1.00007-8
Uysal, A., & Yildirim, I. G (2016). Self-determination theory in digital games. In B. Bostan (Ed.), Gamer psychology and behavior (pp. 123-135). Cham, Switzerland: Springer. doi: http://www.springer.com/us/book/9783319299037
Segar, M. L. (2015). The right why: The surprising start to cultivating sustainable behavior change. Journal of the American Society on Aging, 39(1), 15-19.
Segar, M. L., & Richardson, C. R. (2014). Prescribing pleasure and meaning: Cultivating walking motivation and maintenance. American Journal of Preventive Medicine, 47(6), 838-841. doi: http://dx.doi.org/10.1016/j.amepre.2014.07.001
Strachan, Shaelyn M., Fortier, M. S., Perras, Melanie G. M., & Lugg, Carrie (2013). Understanding variations in exercise-dentity strength through identity theory and self-determination theory. International Journal of Sport and Exercise Psychology, 11, 273-285. doi: 10.1080/1612197X.2013.749005
Guerin, Eva, Fortier, M. S., & Sweet, Shane N. (2013). An experience sampling study of physical activity and positive affect: investigating the role of situational motivation and perceived intensity across time. Health Psychology Research, 1, 100-110. doi: 10.4081/hpr.2013.e21
Sweet, Shane N., Fortier, M. S., Strachan, Shaelyn M., & Blanchard, Chris M. (2012). Testing and integrating self-determination theory and self-efficacy theory in a physical activity context. Canadian Psychololgy, 53, 319-327. doi: 10.1037/a0030280
Guerin, Eva, Bales, Elena, Sweet, Shane N., & Fortier, M. S. (2012). A meta-analysis of the influence of gender on self-determination theory's motivational regulations for physical activity. Canadian Psychology, 53, 291-300. doi: 10.1037/a0030215
Ntoumanis, N. (2012). A self-determination theory perspective on motivation in sport and physical education: Current trends and possible future research directions. In G.C. Roberts and D. C. Treasure, Advances in Motivation in sport and exercise: Volume 3 (pp. 91-128). Champaign, IL: Human Kinetics.
Fortier, M. S., Duda, J. L., Guerin, E., & Teixeira, P. J. (2012). Promoting physical activity: Development and testing of self-determination theory-based interventions. International Journal of Behavioral Nutrition and Physical Activity, 9, 1-14.
Fortier, M. S., Wiseman, Elizabeth, Sweet, Shane N., O'Sullivan, Tracey L., Blanchard, Chris M., Sigal, Ronald J., & Hogg, William (2011). A moderated mediation of motivation on physical activity in the context of the physical activity counseling randomized control trial. Psychology of Sport and Exercise, 12, 71-78. doi: 10.1016/j.psychsport.2010.08.001
Pearson, E. S. (2011). The ‘how-to’ of health behaviour change brought to life: A theoretical analysis of the Co-Active coaching model and its underpinnings in self-determination theory. Coaching: An International Journal of Theory, Research and Practice, 4, 89-103.
Bachman, C. M., & Stewart, C. (2011). Self-determination theory and web-enhanced course template development. Teaching of Psychology, 38, 180-188.
Bartholomew, K., Ntoumanis, N., & Thogersen-Ntoumani, C. (2011). Self-determination theory and the darker side of athletic experience: The role of interpersonal control and need thwarting. Sport and Exercise Psychology, 7, 23-27.
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Dimmock, J., & Banting, L. K. (2009). The influence of implicit cognitive processes on physical activity: How the theory of planned behaviour and self-determination theory can provide a platform for our understanding. International Review of Sport and Exercise Psychology, 2, 3-22.
Ryan, R. M., Williams, G. C., Patrick, H., & Deci, E. L. (2009). Self-determination theory and physical activity:
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Lubans, D. R., Smith, J. J., Morgan, P. J., Beauchamp, M. R., Miller, A., Lonsdale, C., Parker, P., & Dally, K. (2016). Mediators of psychological well-being in adolescent boys. Journal of Adolescent Health, 58(2), 230-236. doi: 10.1016/j.jadohealth.2015.10.010
Vallerand, R. J., & Gillet, N. (2016). Les effets de la motivation sur la performance sportive au regard de la théorie de l’autodétermination. Psychologie Française, 61(4), 257-271. doi: http://dx.doi.org/10.1016/j.psfr.2014.01.001
Sebire, S., Jago, R, Kesten, J. M., Edwards, M. J., May, T., Banfield, K., Tomkinson, K., Blair, P. S., Bird E. L., & Powell J. E. (2016). Using self-determination theory to promote adolescent girls' physical
activity: Exploring the theoretical fidelity of the Bristol Girls Dance
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Smith, J. J., Morgan, P. J., Plotnikoff, R. C., Stodden, D., & Lubans, D. R. (2016). Mediating effects of resistance training skill competency on health-related fitness and physical activity: The ATLAS cluster randomised controlled trial. Journal of Sports Science, 34(8), 772-779. doi: 10.1080/02640414.2015.1069383
Carpentier, J., & Mageau, G. A. (2016). Predicting sport experience during training: The role of change-oriented feedback in athletes’ motivation, self-confidence and needs satisfaction fluctuations. Journal of Sport & Exercise Psychology, 38, 45-58. doi: http://dx.doi.org/10.1123/jsep.2015-0210
Gunnell, K. E., & Gaudreau, P. (2015). Testing a bi-factor model to disentangle general and specific factors of motivation in self-determination theory. Personality and Individual Differences, 81, 35-40. doi: 10.1016/j.paid.2014.12.059
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Lonsdale, C., Rosenkranz, R. R., Sanders, T., Peralta, L. R., Bennie, A., Jackson, B., Taylor, I. M., & Lubans, D. R. (2013). A cluster randomized controlled trial of strategies to increase adolescents’ physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial. Preventive Medicine, 57(5), 696-702. doi: doi:10.1016/j.ypmed.2013.09.003
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Pelletier, L. G., Rocchi, M. A., Vallerand, R. J., Deci, E. L., & Ryan, R. M. (2013). Validation of the revised sport motivation scale (SMS-II). Psychology of Sport and Exercise, 14, 329-341. doi: 10.1016/j.psychsport.2012.12.002
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Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing physical education teachers’ need-supportive interactions in classroom settings. Journal of Sports and Exercise Psychology, 35, 3-17.
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