problem solving skills in goal sheet

Problem Solving: 15 Examples for Setting Performance Goals

Problem Solving: Use these examples for setting employee performance goals. Help your employees master this skill with 5 fresh ideas that drive change.

Problem Solving is the skill of defining a problem to determine its cause, identify it, prioritize and select alternative solutions to implement in solving the problems and reviving relationships.

Problem Solving: Set Goals for your Employees. Here are some examples:

• To be accommodative of other people's ideas and views and to be willing to take them on board.
• Research well enough to gather factual information before setting out to solve a problem.
• Look at things in different perspectives and angles and to develop alternative options.
• Be willing enough to collaborate with other when it comes to problem-solving issues.
• Learn to articulate or communicate in a proper manner that can be well understood by people.
• Get first to understand what the problem really is before starting to solve it.
• Show great confidence and poise when making decisions and not afraid to make mistakes and learn from them.
• Keep a cool head when dealing with more pressing and exhausting issues.
• Try to ask the right questions that will act as a guide to coming up with proper solutions.
• Be more flexible to change and adapt to new tact and ways of finding new solutions.

Problem Solving: Improve and master this core skill with these ideas

• Identify the problem. determine the nature of the problem, break it down and come up with a useful set of actions to address the challenges that are related to it.
• Concentrate on the solution, not the problem. Looking for solutions will not happen if you focus on the problem all the time. Concentrating on finding the answer is a move that brings about new opportunities and ideas that can be lucrative.
• Write down as many solutions as possible. Listing down various solutions is important to help you keep an open mind and boost creative thinking that can trigger potential solutions. This list will also act as your reminder.
• Think laterally. Thinking laterally means changing the approach and looking at things differently as well as making different choices.
• Use positive language that creates possibilities. Using words that are active to speak to others, and yourself build a mind that thinks creatively encouraging new ideas and solutions to be set.

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12 SMART Goals Examples for Problem Solving

Everyone should aim to develop their problem-solving skills in life. It’s critical for career growth and personal development. That’s why establishing SMART goals is a valuable tool for achieving success and reaching desired outcomes.

This article will provide SMART goals examples for effective problem solving. Gaining inspiration to pursue these goals can help you become more organized and effective in problem-solving situations.

Table of Contents

What is a SMART Goal?

The SMART framework is an amazing way to establish practical goals . For those unaware, SMART stands for specific, measurable, attainable, relevant, and time-based.

Still confused? SMART goals are:

• Specific: Accomplishing goals starts with defining them and how they will be achieved. The more detailed your goals for problem solving, the greater the likelihood you have of meeting them.
• Measurable: Having a quantifiable goal is a crucial SMART component. Tracking your progress makes modifying or adjusting the path forward easier if needed. You’ll also have a tangible way to determine whether or not your objectives have been met.
• Attainable: Try to decide on what is realistically possible before pursuing goals. If possible, break down your overarching goal into smaller objectives that fall within your current capabilities. Setting too high or unrealistic expectations cause you frustration and even giving up on your aspirations altogether.
• Relevant: You must align your actions with your core values . Hence, take some time to reflect on how you want your goals to reflect your interests and values.
• Time-based: Success doesn’t come without hard work and dedication, so you should have a specific timeline when working toward your dreams. You will stay organized and motivated throughout the journey when you set a deadline.

In today’s world, being able to identify and solve problems using analytical skills can’t be undervalued. Following the 5 SMART criteria above will allow you to achieve better results with fewer resources.

Here are 12 examples of SMART goals for better problem solving:

1. Define the Problem

“I’ll create a plan to define and describe the problem I’m trying to solve by the end of two weeks. This will allow me to identify the exact issue that needs to be addressed and develop an effective solution promptly.”

Specific: The goal outlines the task of defining and describing a problem.

Measurable: You can measure your progress by creating a plan after two weeks.

Attainable: The statement is within reach because it requires critical thinking and planning.

Relevant: Defining an issue is required for enhanced problem solving.

Time-based: There is a two-week timeline for accomplishing this goal.

2. Analyze Root Cause

“I will take the time to thoroughly analyze the root cause of a problem before I attempt to come up with a solution. Before jumping into a solution, I’ll consider the possible causes and try to figure out how they interact with each other.”

Specific: The SMART goal outlines what will be done to analyze the root cause of a problem.

Measurable: You could measure how often you take the time for analysis.

Attainable: This is realistic because taking the time to do a thorough analysis is possible.

Relevant: Gaining a better understanding of the root causes of a problem can lead to more effective solutions.

Time-based: You’ll follow this process every time you solve a problem, so this goal is ongoing.

3. Be Willing to Collaborate With Others

“For the duration of 10 months, my goal is to be willing to collaborate with others to find the best solution for any problem at hand. I want to be open to exchanging ideas and listening to the opinions of others so that we can solve our problems efficiently.”

Specific: The person must proactively strive to collaborate with others.

Measurable: You can keep track of how often you collaborate monthly.

Attainable: This is feasible because it requires only the willingness to collaborate and exchange ideas.

Relevant: Collaboration allows you to find better solutions and grow your network.

Time-based: You have 10 months to pursue this particular goal.

4. Evaluate Alternatives

“I will review and evaluate at least three alternative solutions to the problem by the end of this month. I’ll evaluate the costs and benefits of each solution, prioritize them based on their potential effectiveness and make my recommendation.”

Specific: You will need to review and evaluate three alternative solutions.

Measurable: Count how many alternative solutions you listed.

Attainable: With enough time and effort, anybody can review and evaluate multiple solutions.

Relevant: This goal is related to problem solving, which can advance your professional career .

Time-based: You have one month for goal achievement.

5. Implement Action Plan

“To ensure that my action plans are implemented effectively, I will create a timeline with concrete steps and review it every two weeks for the 6 months ahead. I want all aspects of my plan to take place as scheduled and the process is running smoothly.”

Specific: The aim is to create a timeline and review it every two weeks for 6 months.

Measurable: The person can compare their timeline to the actual results and ensure that every aspect of the plan takes place as scheduled.

Attainable: This goal is achievable if the individual has the time, resources, and support.

Relevant: Implementing an action plan applies to problem solving.

Time-based: Success will be reached after 6 whole months.

6. Ask the Right Questions

“I’ll learn to ask the right questions by reading two books on effective questioning strategies and attending a workshop on the same topic within the next quarter. This will allow me to get to the root of any problem more quickly.”

Specific: The goal states what you need to do (read two books and attend a workshop) to learn how to ask the right questions.

Measurable: You can check your progress by reading the books and attending the workshop.

Attainable: This is an achievable goal and can be met within the given time frame.

Relevant: Asking the right questions is key to solving any problem quickly.

Time-based: Goal completion should be accomplished within the next quarter.

7. Be More Flexible

“I will seek opportunities to be more flexible when problem solving for the following 8 months. This could include offering creative solutions to issues, brainstorming ideas with colleagues, and encouraging feedback from others.”

Specific: This SMART goal is explicit because the person wants to become more flexible when problem solving.

Measurable: Check how often and effectively you follow the three action items.

Attainable : This goal is achievable if you dedicate time to being more open-minded.

Relevant: Flexibility is integral to problem solving, so this goal is highly relevant.

Time-based: Eight months is the allotted time to reach this goal.

8. Brainstorm Solutions

“I want to develop a list of 5 potential solutions by the end of this month for any problem that arises. I’ll brainstorm with my team and research to develop the options. We’ll use these options to evaluate the most feasible solution for a specific issue.”

Specific: You should come up with a list of 5 potential solutions with your team.

Measurable: Actively count how many potential solutions you come up with.

Attainable: This goal can be achieved with research and collaboration.

Relevant: Brainstorming solutions help you evaluate the best option for a certain issue.

Time-based: You should strive to meet this goal by the end of the month.

9. Keep a Cool Head

“When encountering a difficult problem, I will strive to remain calm and not rush into any decisions. For three months, I’ll take a few moments to pause, gather my thoughts and assess the situation with a clear head before taking action.”

Specific: The person identifies the goal of remaining calm when encountering complex problems.

Measurable: It is possible to measure success in terms of how long it takes to pause and assess the situation.

Attainable: Taking a few moments before taking action is realistic for most people.

Relevant: Keeping a cool head in difficult situations is beneficial for problem solving.

Time-based: This statement has an end date of three months.

10. Don’t Make Rash Assumptions

“I will no longer make assumptions or jump to conclusions without gathering facts. I’ll strive to be more open-minded when finding solutions to problems and take the time to consider all perspectives before making a decision.”

Specific: The goal is explicit in that individuals aim to be open-minded.

Measurable: You can evaluate how often assumptions are made without gathering facts or considering all perspectives.

Attainable: Anyone can take the time to consider different perspectives before making a decision.

Relevant: This is suitable for those who want to be more mindful and make better decisions.

Time-based: Since the goal is ongoing, you will pursue it on a daily basis.

11. Take Responsibility

“I will take responsibility for all my mistakes and be open to constructive criticism to improve as a professional by the end of the next quarter. I’ll also learn from my mistakes and take steps to ensure they’re not repeated.”

Specific: The statement is evident in that you will take responsibility for all mistakes.

Measurable: Progress towards this goal can be measured by how well you respond to constructive criticism.

Attainable: This is possible since the person is willing to learn and improve with constructive criticism.

Relevant: Taking responsibility for your mistakes is an important skill, making this an appropriate goal.

Time-based: You have one quarter to complete the SMART goal.

12. Let Your Creativity Flow

“I want to explore the range of my creative problem-solving abilities and come up with solutions for difficult situations. To do this, I’ll take a course in creative problem solving and apply the principles I learn to practical scenarios within two months.”

Specific: You will take a course in creative problem solving and apply the principles learned to practical scenarios.

Measurable: By enrolling in the course, you can monitor your learning progress over time.

Attainable: The goal should be realistic concerning time and resources.

Relevant: Recognize that creativity is vital in many industries.

Time-based: You should ideally reach this goal after two months.

Final Thoughts

Setting SMART goals is a fantastic approach to solving any problem. They provide a clear structure for breaking down complex tasks into manageable chunks and encourage goal-oriented thinking.

While SMART goals may not work for every situation, they can offer a valuable framework for solving complex issues. Thus, it’s beneficial to experiment with this tool to develop problem-solving strategies tailored to individual needs.

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Table of Contents

Problem Solving Worksheet 

The contents of this article are fact-based except otherwise stated within the article.

Dr Sabina Alispahic, PhD, is a psychologist and gestalt psychotherapist with expertise in clinical and health psychology. 

Dr Sabina Alispahic’s Highlights:

• Associate Professor at the University of Sarajevo for the past 12 years
• PhD in psychology at the University of Zagreb
• European Certificate of Psychotherapy

Professional experience

Dr Alispahic pioneered innovative teaching methods as an associate professor of clinical and health psychology, inspiring a new generation of mental health professionals while contributing to the field for over 12 years. Also, she empowered individuals across the globe as an online psychotherapist, delivering life-changing therapy and earning a reputation for compassionate care and exceptional results. She has demonstrated expertise in a range of therapeutic approaches (CBT, ACT, Gestalt, mindfulness, and family constellations).

Certifications

European Certificate of Psychotherapy (Education in Gestalt Psychotherapy Training of the Malta Institute)

Eight-week stress reduction mindfulness programme, Society of Psychologists in the Federation of Bosnia and Herzegovina

2009-2013 University of Zagreb, Faculty of Philosophy, Postgraduate Doctoral Studies in Psychology

2004-2008 University of Sarajevo, Faculty of Philosophy, Master Studies, Department of Psychology

Publications

Alispahic. S. (2021). Selected topics from psychotherapy Sarajevo: TDP.

Alispahic. S. (2020). Online psychotherapy. Handbook for psychotherapists and clients Sarajevo: TDP.

Alispahic, S., and Godinjak, A. (2018). (R)evolution of the doctor-patient relationship. Sarajevo: TDP.

Alispahic, S. (2016). The psychology of pain Sarajevo: Faculty of Philosophy (e-publication, Bosnian language): https://ebooks.ff.unsa.ba/index.php/ebooks_ffunsa/catalog/book/29

Book chapters

Alispahic, S. (2018). Psychological Theory and Therapy of Traumatic Memory In: A. Hamburger (ur.), Trauma, Trust, and Memory: Social Trauma and Reconciliation in Psychoanalysis, Psychotherapy, and Cultural Memory, 23-35. London and New York: Routledge, Taylor & Francis Group.

Link: https://www.taylorfrancis.com/chapters/edit/10.4324/9781003076247-4/psychological-theory-therapy-traumatic-memory-sabina-alispahić

Markovic Pavlovic, M., Alispahic, S., and Dautbegovic, A. (2015). Psychology of Nonkilling in Bosnia-Herzegovina. Knowledge and Attitudes of Students Towards Nonkilling Culture. In: R. Bahtijaragic i J. E. Pim (ur.), Nonkilling Balkans, 171-183. Honolulu: Centre for Global Nonkilling, and Sarajevo: Faculty of Philosophy.

Link: http://nonkilling.org/pdf/nkbalkans.pdf

Alispahic, S., & Alispahic, B. (2021). Definition of police psychology: The role of psychologists in the police. Technium Soc. Sci. J., 17 , 235-244.

Link: https://techniumscience.com/index.php/socialsciences/article/view/2678

Alispahic, S., Hasanbegovic-Anic, E., & Tuce, Đ. (2021). Big Five Personality Traits as Predictors of Mindfulness: A Study on a Bosnian Sample. Epiphany , 14 (1), 146-155.

Link: http://epiphany.ius.edu.ba/index.php/epiphany/article/view/357

Alispahic, S. & Hodžić Küreç, A. (2021). How does yoga affect health?  Yoga teachers’ experiences. International Scientific Journal of Kinesiology, Vol. 12 , 2, 135-140. 

Link: https://www.researchgate.net/profile/Sabina-Alispahic/publication/349140097_How_does_yoga_affect_health_Yoga_teachers_experiences/links/60226c87a6fdcc37a812def3/How-does-yoga-affect-health-Yoga-teachers-experiences.pdf

Hasanbegovic-Anic, E., Sandic, A., and Alispahic, S. (2018). Prevention of substance abuse in children and adolescents: an evidence-based practice approach. Epiphany , 11 (1), 11-30. 

Link: http://epiphany.ius.edu.ba/index.php/epiphany/article/view/280

Alispahic, S. and Hasanbegovic-Anic, E. (2017). Mindfulness: Age and Gender Differences in a Bosnian Sample. Psychological Thought, Vol. 10 (1), 155–166. 

Link: https://www.researchgate.net/publication/316560770_Mindfulness_Age_and_Gender_Differences_on_a_Bosnian_Sample

Hadziahmetovic, N., Alispahic, S., Tuce, Đ., i Hasanbegovic-Anic, E. (2016). Therapist interpersonal style and therapy benefit as determinants of client personality self-reports in Bosnia and Herzegovina. Vojnosanit Pregl, 73 (2): 135–145. 

Link: https://www.researchgate.net/publication/288178501_Therapist%27s_interpersonal_style_and_therapy_benefit_as_the_determinants_of_personality_self-reports_in_clients

Alispahic, S., Hasanbegovic-Anic, E., Tuce, Đ., Hadziahmetovic, N., Sandic, A. (2014). Characteristics of Patients Involved in Psychotherapy in Bosnia and Herzegovina. Journal of Health Sciences , 4 (1): 4-6. 

Link: https://www.jhsci.ba/ojs/index.php/jhsci/article/view/142

Alispahic, S. (2013). Motivational function of plans and goals. Psychological Thought, Vol. 6 (2), 96–203.

Link: https://www.researchgate.net/publication/258225796_Motivational_Function_of_Plans_and_Goals

Professional profiles

ResearchGate: https://www.researchgate.net/profile/Sabina-Alispahic

Google Scholar: https://scholar.google.com/citations?hl=hr&user=TnYiVK0AAAAJ

LinkedIn: https://www.linkedin.com/in/sabina-alispahić/

Reviewer bio

What is the theory behind this worksheet?

Problem-solving is the process of defining a problem, identifying its root cause, prioritizing and selecting potential solutions and implementing the chosen solution.

The underlying theories behind this worksheet include the principles of cognitive-behavioral theories and problem-solving theories. The relevant therapies may include:

• Cognitive behavioral therapy- is commonly used to address cognitive distortions and improve problem-solving abilities.
• Solution-focused brief therapy- focuses on the solutions rather than on problems and can be used to identify and work towards achievable goals.

How will this worksheet help you?

This worksheet is designed to help individuals to guide them through a structured process of identifying, analyzing, and resolving problems.

How should you use this worksheet?

Individuals can use this worksheet as a practical tool to enhance problem-solving skills and empower them to confidently approach challenges.

Was this helpful?

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Home » Blog » General » Free Problem Solving Worksheets: Practical Tools for Success

Free Problem Solving Worksheets: Practical Tools for Success

As a Speech Language Pathologist and Social Emotional Learning expert, I understand the importance of problem-solving skills in personal growth and success. Developing the ability to effectively solve problems not only enhances our cognitive abilities but also plays a crucial role in our social and emotional well-being. In this blog post, I will introduce you to the world of free problem solving worksheets, which are practical tools that can help you develop and strengthen your problem-solving skills.

Understanding Problem Solving

Before we dive into the world of problem solving worksheets, let’s first understand what problem solving entails. Problem solving is the process of identifying, analyzing, and finding solutions to challenges or obstacles that we encounter in our daily lives. It involves critical thinking, decision-making, and creativity.

Effective problem solving consists of several key components. Firstly, it requires the ability to define the problem clearly and understand its underlying causes. Secondly, it involves generating multiple possible solutions and evaluating their potential outcomes. Lastly, it requires implementing and evaluating the chosen solution to determine its effectiveness.

Developing problem-solving skills offers numerous benefits. It enhances our ability to think critically, make informed decisions, and adapt to new situations. It also boosts our self-confidence and resilience, as we become more equipped to handle challenges and overcome obstacles.

The Role of Worksheets in Problem Solving

Worksheets are valuable tools that can facilitate the problem-solving process. They provide structure and guidance, allowing us to break down complex problems into manageable steps. Free problem solving worksheets offer several advantages:

• Structured Approach: Worksheets provide a step-by-step framework for problem solving, ensuring that we cover all necessary aspects of the problem.
• Visual Representation: Worksheets often include visual elements such as diagrams or charts, which can help us visualize the problem and potential solutions.
• Practice and Reinforcement: Worksheets offer opportunities for practice and reinforcement of problem-solving skills, allowing us to apply what we have learned in a structured manner.

By incorporating worksheets into our problem-solving practice, we can enhance our social emotional learning. Social emotional learning (SEL) encompasses the development of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Problem solving is a key component of responsible decision-making, as it involves considering the impact of our choices on ourselves and others.

Exploring Free Problem Solving Worksheets

Now that we understand the value of problem solving worksheets, let’s explore the different types of worksheets available:

• Step-by-step problem solving worksheets: These worksheets guide us through the problem-solving process, providing prompts and questions to help us analyze the problem, generate solutions, and evaluate their effectiveness.
• Decision-making worksheets: Decision-making is a crucial aspect of problem solving. These worksheets focus on helping us make informed decisions by considering the pros and cons of different options.
• Critical thinking worksheets: Critical thinking is an essential skill in problem solving. These worksheets encourage us to think deeply and critically about the problem, analyze information, and evaluate different perspectives.

There are several online resources where you can find free problem solving worksheets:

• Educational websites: Many educational websites offer free resources for problem solving and social emotional learning. Examples include EverydaySpeech, Education.com, and Teach-nology.
• Social emotional learning resources: SEL-focused websites and organizations often provide free problem solving worksheets as part of their curriculum. Look for websites like CASEL (Collaborative for Academic, Social, and Emotional Learning) and SEL for Prevention.
• Printable worksheet collections: Numerous websites offer collections of printable worksheets across various subjects, including problem solving. Websites like Super Teacher Worksheets and WorksheetWorks provide free options.

Tips for Effective Use of Problem Solving Worksheets

While using problem solving worksheets, it’s essential to keep a few tips in mind to maximize their effectiveness:

• Set clear goals and objectives: Before starting a worksheet, clearly define what you want to achieve and what specific problem you want to address.
• Provide guidance and support: If you’re using worksheets with children or students, offer guidance and support as they work through the problems. Encourage them to ask questions and provide explanations when needed.
• Encourage reflection and self-assessment: After completing a worksheet, encourage reflection on the problem-solving process. Ask questions like, “What did you learn from this exercise?” or “How could you apply these problem-solving skills in other situations?”

Incorporating Problem Solving Worksheets in Social Emotional Learning

Problem solving worksheets can be integrated into various aspects of social emotional learning:

• Integrating worksheets into SEL curriculum: Teachers and educators can incorporate problem solving worksheets into their SEL curriculum to enhance students’ problem-solving skills and promote responsible decision-making.
• Using worksheets in individual therapy sessions: Speech Language Pathologists and therapists can utilize problem solving worksheets in individual therapy sessions to help clients develop their problem-solving abilities and improve their social emotional well-being.
• Engaging students in group activities with worksheets: Group activities that involve problem solving worksheets can foster collaboration, communication, and teamwork among students, enhancing their social and emotional skills.

Problem solving skills are essential for personal growth and success. By developing these skills, we become better equipped to navigate challenges, make informed decisions, and achieve our goals. Free problem solving worksheets offer practical tools that can enhance our problem-solving abilities and promote social emotional learning.

So, why not start incorporating free problem solving worksheets into your daily practice? Start your EverydaySpeech Free trial today and explore a wide range of problem solving worksheets and other social emotional learning resources. Take the first step towards unlocking your problem-solving potential and embark on a journey of personal growth and success!

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10 Problem Solving IEP Goals for Real Life

Written by:

  Rebekah Pierce

Filed under: IEPs , Executive Functioning , Problem Solving

Published:  April 2, 2022

Last Reviewed: February 26, 2024

READING TIME:  ~ minutes

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address executive functioning needs, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

We all have problems – but when it comes to solving problems, how good is your child at solving them?

For many parents and teachers who work with children with executive functioning issues, it quickly becomes clear that problem-solving is essential for succeeding in school and the workplace.

Problem-solving not only requires being able to identify when a problem exists, but also being able to come up with reasonable solutions to fix them.

If you’re planning on writing IEP goals that address problem-solving skills, this post should serve as a helpful starting place.

What is Problem Solving?

Problem-solving is simply our ability to identify and describe a problem and then come up with solutions to resolve it.

What exactly defines “a problem”?” It’s any time you want something and there is something that stands in the way, in essence. When you have good problem-solving skills, you are able to evaluate this problem and figure out possible steps forward.

As is the case with all other executive functioning skills, including task initiation and organization, a child’s ability to problem solve relates closely to other executive functioning skills.

Ask yourself the following questions to figure out whether problem-solving is an area that needs some work in your child:

• Can he or she complete games and puzzles to accomplish a goal?
• Is he or she able to identify all parts of a problem, including where it originated and why?
• Can your child break apart a larger problem into smaller parts? Can the student identify problems in many different contexts, like work versus school versus social contexts?
• Will your child seek guidance from others when looking for help in solving a problem?
• Does the child persist in coming up with new strategies when the original ones are not successful?

Being a good problem solver doesn’t just come down to being able to “figure things out” in real life. A child who struggles with problem-solving skills may also develop problem behaviors. They might talk back, demonstrate aggression, or engage in other self-destructive behaviors when frustrated with a challenging task.

Therefore, coming up with IEP goals that address this “problem” of not being able to solve problems head-on is essential.

Sample IEP Goals for Problem Solving

Here are a few sample IEP goals for problem-solving to give you some inspiration.

Adaptive Goals

• By the end of the school year, when given a written scenario in which a problem needs to be solved, the student will provide two appropriate solutions with 80% accuracy in 4 out of 5 opportunities, according to teacher observation.
• By the end of the school year, the student will practice problem-solving techniques when dealing with personal or school experiences 100% of the time, according to teacher observation.

Social Goals

• By the end of the IEP term, when given pre-taught behavioral strategies to decrease or avoid escalating behaviors, the students will complete at least one activity with positive behavioral results, according to teacher observation.
• By the end of the school year, the student will solve problems by apologizing in conflict situations 90% of the time, based on teacher observation.

Reading Goals

• By the end of the IEP term, when presented with text at his instructional level, the student will use context clues to determine the meaning of unknown words with 80% accuracy, as measured by written work samples.
• By the end of the school year, the students will read a short story and answer who, what, where, why, and how questions with 90% accuracy in four out of five recorded opportunities, based on teacher observation.
• By the end of the IEP term, when given a word problem, the student will independently determine which operation is to be used with 100% accuracy on 4 out of 5 trials, measured quarterly by teacher observation.
• By the end of the school year, the student will independently solve two-step word problems (mixed addition and subtraction) with 100% accuracy on 4 out of 5 trials based on teacher observation.

Writing Goals

• By the end of the school year, when given a writing assignment, the student will independently create a keyword outline that includes the main topic and three supporting points as a basis for the essay, based on a rubric, 90% of the time.
• By the end of the IEP term, the student will create five-paragraph essays with proper essay structure that clearly address a question in an assignment, based on a rubric, 100% of the time.

Tips on Setting Goals for Problem Solving

Here are a few tips to help you come up with effective goals that work toward better problem-solving skills.

Do a Behavioral Observation

Behavioral observations can be useful for identifying all kinds of skills deficits, but particularly in the area of problem-solving. Take the time to sit down and observe the child at work.

What do they do when they encounter a problem? What are their strengths and weaknesses? What are they able to solve independently – and in what areas do they consistently require support?

A skills assessment can also be helpful. The Real Life Executive Functioning Skills Assessment is a great place to start, since it will help you see where your child is struggling in particular.

Get the Whole Team Involved

Writing problem-solving goals should not be an independent process. It should involve all members of your child’s care team, including family members, coaches, teachers, and other professionals. You’ll need their input to see if the child is struggling with problem-solving across the board, or just in one or two isolated areas.

Play to Their Interests

Motivation plays a major role in teaching new executive functioning skills so do your best to make sure your student stays motivated! Incorporate their favorite activities into learning and have conversations about your child’s favorite movie character, sports figure, or other celebrities. What sorts of problems have they encountered? How did the person solve these problems successfully?

Try Role Playing

Give your child the opportunity to practice his new problem-solving skills in every walk of life. Using role-play cards that prompt your child to solve problems in certain situations (like when you have a large homework assignment due tomorrow or even something as simple as you don’t know what to eat) is highly effective. You can find templates and helpful examples for how to get started with these scenarios in the Real Life Executive Functioning Workbook (coupon code LSA20 for 20% off at checkout).

Try the IDEAL Method

The IDEAL Method is one strategy you can use to help your child become a better problem solver. This method can be used while you are working toward any of the sample goals listed above (or any that you come up with on your own). You can learn more about it here and in the Real Life Executive Functioning Workbook .

Know When to Ask For Help

None of us is an island. We all need help from time to time. Knowing when – and who – to ask for help is essential. Encourage your child to brainstorm a list of people who can help in a pinch and be sure to try the Phone a Friend exercise in the Real Life Executive Functioning Workbook.

How to Address Each Goal

When working on problem-solving skills, the most important thing to remember is that you need to be focused on other areas in which your child struggles, too.

Problem-solving is often viewed as a collection of executive functioning skills rather than one individual skill. To help your child become better at solving problems, he needs to develop other executive functioning skills as well.

Problem-solving requires the ability to evaluate and outline different strategies – aka, planning. They need to be able to take action – task initiation. They might also need to use attentional control, organization, and time management skills. A holistic approach to addressing these problem-solving goals is essential.

Our Executive Functioning Assessment is a great place to start. It will show you where your child is at and what they need in order to improve. This assessment isn’t just for teachers – it’s also a helpful resource for parents, administrators, and even the student himself or herself.

Problem Solved! Here’s How to Write the Best Problem-Solving IEP Goals

If you find the process of writing IEP goals for problem-solving to be…well, a major problem, then you need to consider these tips. If you aren’t sure where to start, get organized! Start by giving your student the Executive Functioning Assessment and use the Real Life Executive Functioning Workbook as a guide to help point you in the direction of what skills to target.

Start by writing down what you want them to be able to do. Be as specific as possible, and use terms that your student can understand.

Once you have a good list of goals, work on breaking them down into smaller steps that will help your student reach their ultimate goal.

Remember to make sure these steps are achievable, measurable, and time-based so you can track your student’s progress and give them the support they need along the way.

Problem solved!

Looking For More Executive Functioning IEP Goal Ideas?

Visit our EF IEP Goal Resource Hub or check out our other skill-specific IEP goal articles:

• 8 Impulse Control IEP Goals
• 8 Attentional Control IEP Goals
• 8 Self-Monitoring IEP Goals
• 10 Problem Solving IEP Goals
• 10 Working Memory IEP Goals
• 9 Emotional Control IEP Goals
• 7 Cognitive Flexibility IEP Goals
• 10 Organization IEP Goals
• 12 Task Initiation IEP Goals
• 10 Time Management IEP Goals
• 15 Planning IEP Goals

Further Reading

• Amy Sippl: Executive Functioning Skills 101: Problem-Solving
• Amy Sippl: Teaching the IDEAL Problem-Solving Method to Diverse Learners
• Amy Sippl: Problem-Solving: Long-Term Strategies & Supports For Diverse Learners

About The Author

Rebekah pierce.

Rebekah is a New York writer and teacher who specializes in writing in the education, gardening, health, and natural food niches. In addition to teaching and writing, she also owns a farm and is the author of the blog J&R Pierce Family Farm .

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Measuring progress: signs that executive function coaching is working, 7 questions parents should ask at iep meetings, task initiation tools to support your adolescent, how to overcome procrastination guilt, why gratitude journaling is so important when the world around you seems out of control, how to make vacation planning executive function friendly.

Life Skills Advocate is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Some of the links in this post may be Amazon.com affiliate links, which means if you make a purchase, Life Skills Advocate will earn a commission. However, we only promote products we actually use or those which have been vetted by the greater community of families and professionals who support individuals with diverse learning needs.

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Resilience Counseling: 12 Worksheets to Use in Therapy

While it will lead to prolonged distress for some, others will return from the ordeal stronger in mind and spirit, having met the challenge and returned to purposeful lives (Southwick & Charney, 2018).

While it is neither realistic nor advisable to shield yourself from risk, it is possible to develop resilience and rise to “the challenge of tough times and find unimagined strengths within yourself” (Neenan, 2018, p. 3).

This article explores how counseling can help build such resilience in clients, helping them to see adversity as an opportunity for growth and using existing and new psychological potential to overcome challenges. In addition, resilience to manage daily challenges are also addressed in resilience counseling, which we discuss here.

Before you continue, we thought you might like to download our three Resilience Exercises for free . These engaging, science-based exercises will help you to effectively deal with difficult circumstances and give you the tools to improve the resilience of your clients, students, or employees.

This Article Contains:

What is resilience in counseling, 2 examples of fostering resilience, why is resilience important in counseling, how to build resilience in counseling, 4 interventions and techniques for counselors, 3 best activities, worksheets, and exercises, a look at group resilience counseling, resources from positivepsychology.com, a take-home message.

While the popular view of resilience is that we can and should bounce back from adversity, this may not be a helpful approach in resilience counseling . It suggests that the resilient person effortlessly overcomes tough times to return to ‘normal’ without missing a beat (Neenan, 2018).

And yet, this is rarely the case. When we face genuine adversity, do our lives truly return to how things were before? Constantly looking back to how things used to be before a life-changing accident can lead to us becoming psychologically stuck .

Whether facing traumatic adversity or overcoming something less severe but still significant (such as layoffs at work or a challenging client), coming back requires time for adaptation and recovery (Neenan, 2018).

Counseling resilience typically involves a strong focus on how we interpret events. Through understanding their clients’ thinking, counselors gain insight into their inner world and identify attitudes and beliefs that are helping, harming, or hindering their ability to cope with difficult times and challenging events (Neenan, 2018).

Resilience counseling invites consideration and focus on the following resilience factors (Southwick & Charney, 2018):

• Facing fear Showing courage and resilience does not suggest the absence of fear.
• Imitating resilient role models Mirroring and adopting resilient behavior in those we admire can inspire our resilience.
• Social support Resilience is reliant not solely on the individual, but also on having an entire support network.
• Mental, emotional, and physical training Experiencing challenges and hardship is not always negative. When accompanied and supported by training, it can result in opportunities to learn to be more resilient.
• Increasing cognitive and emotional flexibility Resilient people tend to be flexible in how they think about challenges and their reaction to stress.
• Finding meaning, purpose, and growth There are many examples of individuals who have remained resilient in the face of extreme hardship, relying heavily on the meaning they attach to their lives.
• Fostering optimism Realistic optimism is an important factor in remaining resilient.

While far from exhaustive, the list begins to suggest the wide range of factors involved in building and maintaining resilience and its impact on our lives.

The following two examples are very different accounts of individuals fostering resilience:

• Mary’s story Mary had an incredibly tough childhood. She lost her mother to cancer, had a verbally abusive father, and had a difficult relationship with her step-mother and much older step-brother (Luthans, Youssef, & Avolio, 2015).

Placed in the foster care system, Mary experienced an early life full of uncertainty and instability. And yet, she tells of a point that changed everything. When a close school friend “challenged her to take control of her life,” she decided, there and then, to “hold onto only those things that could be in her control” (Luthans et al., 2015, p. 147).

Creating her own interpretation of resilience, she gave everything to her education and sports. Excelling at both, she went on to be awarded a full scholarship at a top university. Despite further bumps along the road, she later became a successful bank executive.

• Jan’s story Jan arrived in therapy intending to change her behavior to make her boss recognize that his treatment of her was unfair and getting in the way of new opportunities (Pemberton, 2015).

Over several counseling sessions , she became aware that “the powerless victim did not serve her well” or reflect who she really was. Once she realized her resilience was not reliant on her working for the organization and that she had managed many other difficult situations in other areas of her life, she stopped talking and acting like a victim (Pemberton, 2015, p. 36).

Jan learned to tolerate uncertainty and gain self-confidence through adopting a more resilient outlook of “positive emergence” (Pemberton, 2015, p. 36).

Download 3 Free Resilience Exercises (PDF)

These detailed, science-based exercises will equip you or your clients to recover from personal challenges and turn setbacks into opportunities for growth.

Download 3 Free Resilience Tools Pack (PDF)

By filling out your name and email address below.

As a coach or counselor, it will not be long before you encounter a client whose life has been shaken to the core by events – a death, accident, illness, betrayal, or violence.

Thankfully, it is possible to help those who have experienced trauma, providing support to build the resilience  needed to not only survive but ultimately flourish (Southwick & Charney, 2018).

After all, “a survivor and a person demonstrating resilience are not necessarily undergoing the same process of recovery” (Neenan, 2018, p. 8). Someone who survives trauma may be left bitter and consumed with anger, blame, and even guilt, while the resilient person seeks personal growth and a life with meaning.

The term self-righting – a phrase taken from restoring an overturned boat to its upright position in the water – is sometimes used as a metaphor for getting an individual’s life back on track and is especially relevant for the role of the counselor during therapy (Neenan, 2018).

Neenan (2018) describes how the support and advice offered by a trusted mental health professional can considerably reduce the degree and length of the client’s struggle to overcome problems. Resilience is rarely developed in social isolation, and if constructive support is available, it should be taken.

Resilience involves many factors and is underpinned by various support mechanisms; counseling must therefore be appropriate to the needs of the clients and the issues they present.

With multiple approaches available, we consider three broad therapeutic styles that can be used in isolation or combined as necessary (Neenan, 2018; Southwick & Charney, 2018).

Cognitive-Behavioral Therapy (CBT)

CBT is a powerful approach for understanding the impact of our thoughts and beliefs on how we feel and act.

CBT is particularly useful when working with clients to build resilience and learn to cope with unpredictable and often unwanted events. CBT interventions for building resilience might best be summed up with the statement, “it is not events, but our beliefs about them, that cause suffering” (Southwick & Charney, 2018, p. 52).

Thoughts and beliefs, such as, “Why me?” or “I’m a failure,” can be replaced with more helpful, sustaining beliefs that encourage resilient thinking and behavior.

However, it is essential to note that CBT is not always the right approach to foster resilience. Timing (the moment the client recognizes that their beliefs may be holding them back) and a willingness to “see themselves as an agent in their own life” are crucial (Southwick & Charney, 2018, p. 64).

Acceptance and Commitment Therapy (ACT)

ACT does not seek to deny the difficulties that bring us suffering; they are inescapable (Southwick & Charney, 2018).

Rather than focusing on changing clients’ beliefs to foster resilience, ACT practitioners encourage their clients to learn to accept discomfort and experience what follows.

Facing reality, rather than withdrawing or seeking to blame others, is vital to ACT. Practicing mindfulness (grounding, in particular) can help clients develop a flexible mindset and learn to accept the present rather than repeatedly re-running thoughts that lead to feelings of rejection, disappointment, or failure.

Solution-focused coaching

Solution-focused coaching has an almost instinctual appeal, possibly due to its apparent simplicity (Southwick & Charney, 2018).

Rather than focusing on helping the client understand their problems, counselors encourage them to uncover how they would feel if their problem were solved and what they currently do that makes them think change is possible.

This innovative approach recognizes that the client is the expert in their lives, not the coach. The client is then helped to uncover the resources they already possess to overcome difficulties they face, building and maintaining resilience.

While these three approaches to building resilience in therapy have proven incredibly helpful, there are others. The resilience exercises and interventions that follow are drawn from many counseling and therapeutic styles and can be beneficial to a variety of clients and situations.

Resiliency field trip: a therapy tool to help you cope with stress – Emily Capito

The following is a selection of some of the many interventions and techniques available to counselors to build resilience in clients.

Understand your resilience

Pemberton (2015) lists three crucial areas that combine to form an individual’s resilience:

• Resilience is a capacity partially shaped by innate personality factors.
• Factors in the individual’s environment provide protection against the impact of the challenge.
• Resilience can be learned through encountering difficulty and hardship.

To gain insight into the relative contribution of each theme, ask your client the following counseling interview questions (modified from Pemberton, 2015):

• Would you describe yourself as a naturally optimistic or pessimistic person?
• How would your friends describe how you deal with life’s challenges and setbacks?
• How easy do you find it to overcome difficulties?
• What challenges did you encounter in early life?
• What factors helped you with those challenges?
• Who believed in you?
• What has been your most significant challenge so far?
• How did you get yourself through it?
• What did you learn from that challenge that you continue to use in your life?

The answers provide a clue regarding what shapes your resilience and what might cause you to (temporarily) lose it.

Practicing solution-focused resilience

Resilience regarding existing challenges can be built by revisiting lessons from similar challenges in the past, reminding the client of what they already know but may have forgotten (Southwick & Charney, 2018).

The Solution-Focused Resilience Template is a practical approach for helping clients (re)discover resources they can draw on for building resilience.

What have you forgotten that you could use now to help you manage or overcome the present situation?

Understanding the Impact of Attitudes on resilience

“Attitudes are evaluations we make of an object, person, group, issue, situation or concept,” and they have three components (Neenan, 2018, p. 19):

• Thoughts – What do you think about X?
• Emotions – How do you feel about X?
• Behavior – How do you act toward X?

Our attitudes and beliefs are powerful influencers on how we behave, positively and negatively. We often benefit from replacing unhelpful or harmful perspectives and viewpoints with ones that are more healthy and helpful. But how?

It is not always easy to change our beliefs; it takes effort and willingness. The Understanding the Impact of Attitudes on Resilience worksheet can help clients see things more clearly by asking questions about their existing beliefs and possible new ones.

Resilient Problem-Solving Skills

Whether our ability or capacity to become more resilient is thwarted by internal blocks (such as fear, anxiety, or anger) or external blocks (such as failing to hit sales targets or meeting financial burden), problem-solving can help (Neenan, 2018).

The ADAPT model is a practical tool that can help clients focus on problem-solving. Why not try out the Resilient Problem-Solving Skills worksheet with your client as a way of exploring possible solutions to the problems they face?

Ask the client to consider the following ADAPT prompts (modified from Neenan, 2018; Demiris et al., 2010):

• A = attitude to the situation
• D = define the problem and set realistic goals
• A = generate alternative solutions
• P = predict the likely consequences and develop a solution plan
• T = try out the solution and see if it works

You can use the following counseling activities , exercises, and worksheets to understand your client’s resilience and identify ways it can be developed (modified from Pemberton, 2015):

When Was I (Not) Resilient?

The When Was I (Not) Resilient? worksheet provides a helpful way to review situations when you coped well and coped poorly to identify qualities that are more developed than others and the nature of your resilience.

Uncover Your Purpose

Feeling a stronger sense of purpose can help you build and maintain resilience. It can be easier to persevere and push through difficult times when you understand the impact you would like to have on the world (Armstrong, 2019).

The Uncover Your Purpose worksheet can make your life narrative clearer. Discovering your compelling purpose can clarify your focus on overcoming and remaining resilient during challenging life events.

When considering challenges, review your answers to see what consistent themes develop and consider how they foster your resilience.

Creating Realistic Optimism for resilience

Positive emotions (e.g., joy, gratitude, and hope) and negative emotions (e.g., resentment, anger, and fear) influence resilience. Positive emotions can broaden our focus, attention, and behavior, helping us become more creative as we tackle our problems (Southwick & Charney, 2018).

The Creating Realistic Optimism for Resilience worksheet can help you positively appraise a situation that may at first appear negative.

Engaging in more optimistic thinking can help you become more resilient by actively employing more coping strategies to overcome challenging times (Southwick & Charney, 2018).

One-to-one resilience counseling can be highly successful at helping clients adapt to life-changing and stressful situations and even encourage personal growth.

There are also benefits from attending group sessions that offer a support network and the chance to meet others facing similar challenges (Counselling Directory, n.d.).

Group sessions provide the opportunity to learn from and be inspired by others’ narratives and difficulties. Attending counseling with others may help the client develop the optimism and regain the hope essential for building resilience (American Psychological Association, 2012).

17 Tools To Build Resilience and Coping Skills

Empower others with the skills to manage and learn from inevitable life challenges using these 17 Resilience & Coping Exercises [PDF] , so you can increase their ability to thrive.

Created by Experts. 100% Science-based.

We have many resources, including activities, worksheets, and exercises, that help build resilience and cope with life’s uncertainties.

Why not download our free resilience tool pack and try out the powerful tools contained within?

• Doors Closed Doors Open A simple but powerful tool to help you reflect on what doors opened as others closed.
• Using Values to Build Resilience Here, we use value affirmations to build resilience during stressful life events.

Other free resources include:

• It Could Be Worse This thought experiment encourages clients to face the world with increased feelings of gratitude and become more resilient.
• Exploring Past Resilience It can be valuable to consider resilience resources and strategies that have helped people overcome adversity in the past so that they may use them again in the future.

More extensive versions of the following tools are available with a subscription to the Positive Psychology Toolkit© , but they are described briefly below:

• Step one – Describe a challenging situation.
• Step two – Observe your thoughts about the situation.
• Step three – Reflect on different styles of coping : active, surrender, passive, and over-control.
• Step four – Identify the coping style you are using from your thoughts.
• Step five – Assess the helpfulness of your coping style.
• Step six – Move toward a more helpful coping style.
• Step two – Imagine yourself bouncing back from this situation.
• Step three – Describe what your most resilient self might look like.
• Step four – Now imagine how you would interview yourself.
• Reflect – What were the key takeaways from interviewing yourself?

If you’re looking for more science-based ways to help others overcome adversity, check out this collection of 17 validated resilience tools for practitioners . Use them to help others recover from personal challenges and turn setbacks into opportunities for growth.

Trauma in our lives is inevitable. While it may not always seem the case, we do have a choice regarding our response.

Counseling can support clients by uncovering their attitudes and beliefs regarding challenging events and encouraging them to adopt more helpful ones. As clients become better at returning from adversity, they will build resilience and be more ready for future life events.

We must remember resilience is not the absence of fear nor the ability to immediately bounce back from difficult times. Instead, it involves flexibility in how we think about challenges and react to stress.

Positive emotions can greatly reduce the length and depth of the struggle to return to a meaningful life or find a new purpose. And resilience should not be considered a solo activity, but rather part of a network of support and encouragement.

Why not support your client with some of the resilience techniques and activities in this article, encouraging them to adopt new attitudes?

We hope you enjoyed reading this article. Don’t forget to download our three Resilience Exercises for free .

• American Psychological Association. (2012, January 1). Building your resilience. Retrieved October 22, 2021, from https://www.apa.org/topics/resilience
• Armstrong, A. (2019). Resilience club: Daily success habits of long-term high performers . Rethink Press.
• Counselling Directory. (n.d.). Group therapy. Retrieved October 22, 2021, from https://www.counselling-directory.org.uk/group-therapy.html
• Demiris, G., Parker Oliver, D., Washington, K., Fruehling, L. T., Haggarty-Robbins, D., Doorenbos, A., … Berry, D. (2010). A problem solving intervention for hospice caregivers: A pilot study. Journal of Palliative Medicine , 13 (8), 1005–1011.
• Luthans, F., Youssef, C. M., & Avolio, B. J. (2015). Psychological capital and beyond . Oxford University Press.
• Neenan, M. (2018). Developing resilience: A cognitive-behavioural approach . Routledge.
• Pemberton, C. (2015). Resilience: A practical guide for coaches . Open University Press.
• Southwick, S. M., & Charney, D. S. (2018). Resilience: The science of mastering life’s greatest challenges . Cambridge University Press.

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Thanks for sharing helpful tools. I am sure reading your article gave me ideas to how to create coping cards to help my special need children and help them with intervention .

Thank you. This is such a helpful tool, especially with these challenging times.

Very useful material

Very informative for an upcoming counsellor

Life can be challenging. But it all down to individual on how they can creat that circle and make it a living. Yes it can be ups and downs but one thing is sure is how you see the whole picture.

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