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Related Experiment Video

Updated: Jul 14, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

Setting goals, solving problems, and seeking social support: developing adolescents' abilities through a life skills

Tanya Forneris¹, Steven J Danish, David L Scott

¹Department of Psychology, Virginia Commonwealth University, USA. forneris@post.queensu.ca

Adolescence

|June 1, 2007

Summary

The Going for the Goal (GOAL) program effectively teaches adolescents essential life skills. Participants reported improved goal-setting, problem-solving, and social support-seeking abilities after completing the program.

Related Experiment Videos

Last Updated: Jul 14, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

Area of Science:

Adolescent Development
Life Skills Education
Psychosocial Interventions

Background:

The Going for the Goal (GOAL) program aims to impart life skills to adolescents.
Limited research exists on the effectiveness of GOAL in skill acquisition among participants.
Assessing skill development is crucial for program evaluation and improvement.

Purpose of the Study:

To evaluate the impact of the GOAL program on adolescent skill development.
To specifically examine the acquisition of skills in goal-setting, problem-solving, and social support seeking.
To provide empirical evidence on the efficacy of the GOAL program.

Main Methods:

Qualitative study employing interviews.
Data collection from twenty adolescents participating in the GOAL program.
Analysis of self-reported skill acquisition.

Main Results:

Adolescents in the GOAL program reported learning how to set goals effectively.
Participants demonstrated improved problem-solving skills.
Adolescents indicated an enhanced ability to seek appropriate social support.

Conclusions:

The GOAL program appears successful in teaching key life skills to adolescents.
Self-reported outcomes suggest positive impacts on goal-setting, problem-solving, and social support.
Further research could explore long-term skill retention and broader program impacts.