The document discusses self-management strategies for elderly individuals. It describes 7 steps to self-management: goal setting, self-monitoring, antecedent manipulations, behavioral contracting, using consequences, social support, and self-instructions/praise. It also discusses devising a self-management plan, which involves defining target behaviors, functional assessment, selecting strategies, and evaluating changes. Finally, it categorizes self-management strategies as situation-oriented, cognitive, or impulse/emotion suppression strategies and emphasizes focusing on how to achieve goals rather than just the goals themselves.

1. Self-Management and elderly
God is online, be careful
Mohammad sajjad lotfi (PhD student. gerontology)

2. Defining
Self-Management
Se lf-m anag e m e nt: using behavior
modification procedures to change one’s
own behavior.
“Behave today, to manage behavior
tomorrow.”
“Take action now, to prevent problems
later.”
“A little effort now, for a larger gain later.”
All these statements are suggestive of self-
management.
Behavior modification procedures used by a
person to change his or her own behavior
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3. Self-
Management
Strategies
Basically, self-management involves
the individual:
identifying and defining the target
behavior.
using behavior modification procedure(s)
to develop alternative behavior(s).
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4. Self-
Management
Strategies
 Seven steps are involved:
1. Goal setting.
2. Self-monitoring.
3. Antecedent manipulations.
4. Behavioral contracting.
5. Using consequences (reinforces &
punishers).
6. Social support.
7. Self-instructions and self-praise.
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5. Self-
Management
Strategies
1. Goal setting.
 Writing down:
 the target behavior
 criterion level
 time frame.
Notice: Goal setting typically ineffective
by itself.
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6. Self-
Management
Strategies
• Set goals that are:
 achievable. especially true early in
change program.
 Goal achievement=conditioned
reinforce.
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7. Self-
Management
Strategies
2. Self-monitoring.
 Observing one’s own behavior.
 Often combined with goal setting.
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8. Self-
Management
Strategies
3. Antecedent manipulations.
 Involved in all self-management
interventions.
 Six strategies.
 Three strategies for increasing desirable
behavior:
 Presenting Discriminative Stimulus.
 Arranging establishing operations .
 Decreasing response effort.
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9. Self-
Management
Strategies
 Three strategies for decreasing
undesirable behavior:
 Removing Discriminative Stimulus.
 Removing establishing operations .
 Increasing response effort.
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10. Self-
Management
Strategies
4. Behavioral contracting.
 A written document that:
 specifies the target behavior
 arranges contingent consequences
 in a specified time period.
 Self-management enters the picture
when:
 the controlling behavior (writing the
contract) attempts to manage the
controlled behavior (target behavior).
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11. Self-
Management
Strategies
 A contract can be written and
implemented by:
 oneself, or
 a co ntract m anag e r.
 Reinforce the manager’s behavior!
• Danger!
 Sho rt-circuiting the contract.
 Either cheating on the reinforces
 avoiding the punishers.
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12. Self-
Management
Strategies
5. Using consequences (reinforces &
punishers).
 Positive/negative reinforcement.
 Positive/negative punishment.
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13. Self-
Management
Strategies
 Have another person implement the
consequences.
 Reinforce the other person’s behavior.
 Difficulties:
 Others may be unwilling.
 Conflicts can arise.
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14. Self-
Management
Strategies
6. Social support.
 Occurs when significant others provide:
 the context (SD
s) for the behavior;
 the consequences for the behavior.
 Useful in preventing short-circuiting.
 Include, as much as possible, in self-
management interventions.
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15. Self-
Management
Strategies
 Self-management enters the picture
when:
 The person arranges (controlling
behavior) for social support to impact
the target behavior (controlled
behavior).
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16. Self-
Management
Strategies
7. Self-instructions and self-praise.
 Behavior can be influenced by specific self-
talk.
 Se lf-instructio ns involve instructing/telling
oneself
 what to do
 how to do it.
 Se lf-praise involves positive
evaluations of one’s desirable
performance.
 Performance need not, initially, be
perfect.
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17. Self-
Management
Strategies
• To use self-instructions:
 Identify the self-statements.
 Identify the time and place when they are
to be used.
 Rehearse/role-play their use in detail.
 Use them after they are mastered.
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18. Self-
Management
Strategies
• To use self-praise:
 Identify the self-praise statements.
 Identify the behavior and level of
performance.
 Rehearse/role-play their use in detail.
 Use them after they are mastered.
 Avoid using negative statements.
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19. Devising A Self-
Management
Plan
1. Deciding to use
self-management.
2. Defining the target
and competing
behaviors.
3. Goal-setting.
4. Self-monitoring.
5. Functional
assessment.
6. Selecting the
appropriate strategy.
7. Evaluating the
change.
8. Re-evaluating self-
management
strategies.
9. Maintenance
strategies.
19

20. Devising A Self-
Management
Plan
1. Deciding to use self-management.
 Person is dissatisfied.
 Wonders/imagines how behavior could
be different.
 Becomes motivated to take action.
 Anticipates positive outcomes.
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21. Devising A Self-
Management
Plan
2. Defining the target and competing
behaviors.
 Define the target behavior(s), so
 it can be recorded, so
 an appropriate self-management strategy can be
used.
 Define the competing behavior(s), so
 a behavioral deficit can be increased, or
 a behavioral excess can be decreased.
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behavioral deficit : individual fails to engage in desirable behavior
behavioral excess: a behavior which is considered undesirable because the
continued occurrence of the behavior will have a negative impact on the
individual's life in the future

22. Devising A Self-
Management
Plan
3. Goal-setting.
 Determine the level of the target
behavior.
 Write it down.
 Specify intermediate steps, if necessary.
 commitment to change.
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23. Devising A Self-
Management
Plan
4. Self-monitoring.
 Develop and implement a self-
monitoring plan.
 Immediately record each occurrence of the
target behavior.
 1-2 weeks to establish baseline.
 Behavior must be stable prior to implementing
self-management plan.
 Continue monitoring throughout
intervention.
 Permits evaluation of effectiveness.
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24. Devising A Self-
Management
Plan
5. Functional assessment.
 Concurrent with self-monitoring,
 conduct a FA.
 Identify antecedents and consequences.
 For both target and competing behaviors.
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25. Devising A Self-
Management
Plan
6. Selecting the appropriate strategy.
 Selected based on FA.
 Use/manipulate antecedent strategies that
compete with target behavior.
1. Presenting Discriminative Stimulus.
2. Arranging establishing operations.
3. Decreasing response effort.
4. Removing Discriminative Stimulus.
5. Removing establishing operations .
6. Increasing response effort.
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26. Devising A Self-
Management
Plan
 Use/manipulate consequent strategies.
 To decrease undesirable and increase behavior:
 eliminate reinforces.
 arrange punishers.
 reinforce alternative behaviors.
 eliminate punishment contingencies for alternative
behaviors.
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27. Devising A Self-
Management
Plan
7. Evaluating the change.
 Collect data throughout intervention.
 Behavior changing in desired direction:
Continue with program.
 Behavior not changing in desired direction:
Re-evaluate program.
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28. Devising A Self-
Management
Plan
8. Re-evaluating self-management
strategies.
 Two types of problems.
1. Procedures are not implemented correctly.
 Beyond person’s skill level, use different
procedures.
2. Inappropriate self-management strategy.
 Procedures are implemented correctly.
 Examine FA for what you should do.
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29. Devising A Self-
Management
Plan
9. Maintenance strategies.
 Goal is being achieved.
 Ideally, the natural contingencies will take
over.
 In the meantime:
 Continue goal-setting.
 Self-monitoring.
 Particularly important as it provides the requisite
feedback.
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30. Elderly self-management
a qualitative study
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31. Managing
Goals
 All participants in this study had one or more goals in
their lives and they were trying seriously to achieve their
goals and had even their philosophy of life.
 Most of them mentioned having a good life with a good
end for both themselves and their children in a way that
God and people would be happy with them.
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32. Program
Managing
 Most elderly mentioned routine and usual programs
when describing their daily life. All elderly were
participating in parts of house works and managing
house works, and in cases were doing the financial
management and expenses of life.
 One of them said:
“Although our economic situation is not that well, I survive
with the low income.”
Most elderly had schedules for their daily life and even if
they were not able to do them all, they were managing
the schedule and consider it as one of the strong
symbols of their power at home.
Some had short term or long term plans for their lives and
were active to achieve their plans by managing
problems and dealing with obstacles.
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33. Following Up
Goals with
Hope
 In addition to having goals and planning for life, elderly
who participated in this study considered trying to
achieve goals as one of the most important tasks of life
for a capable individual and considered this
characteristic as a high value.
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34. Self Care
Management
 This category was obtained from joining two sub-
category of health management and self care ability:
 The Importance of Health Management
 Participants in this study by conscience referral to this
fact and the importance of keeping healthy and
preventing disease exacerbation, based on their
language, beliefs and information, had specific method
of life to keep healthy as much as possible.
 Self Care Ability
 Most elderly, in spite of their knowledge about emerging
of various disabilities especially in their body, constantly
try to have activities and take care of their personal
tasks
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35. Guiding
Resources
 Elderly were giving guidance and advices to others
based on their years of experiences.
 Of course having scientific and professional skills for
what they were doing and also experience and being
skillful in that field and having control over situation were
factors mentioned as prerequisites for being able to
correctly guide others.
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36. Coordination
 Elderly who participated in this study consider
themselves as being experienced and based on their
experiences and the insight they had in managing life,
they considered all dimensions of problems and
situations to achieve their goals in the best and most
proper way
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Types of Self-
Management
Strategies
a goal later. That requires elderly to:
–Think about the future they hope to reach
–Think about how they approach situations and make decisions.
The most effective strategies are typically proactive:
–They involve action long before the distraction or decision point
occurs.
–They can, and should be, practiced repeatedly

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Self-Management
Strategies: Three
Categories
I. Situation-Oriented Strategies – typically require
lead time to put in place
 Choose the situation: Choose to be in places or with
people that help you manage yourself.
 Modify the situation: Modify a situation you can’t avoid.

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Self-Management
Strategies: Three
Categories
II. Cognitive Strategies – may require lead time or be implemented immediately:
–Change your attention: Attend to aspects of a situation that
reduce temptation or increase focus on a goal.
–Change how you think about a situation or a choice: Make a
distraction less appealing or the long-term goal more appealing.

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Self-Management
Strategies: Three
Categories
III. Impulse/Emotion Suppression Strategies – hard to implement,
least effective, and require the most cognitive energy to attempt
–Quash an impulse: Attempt to quash an undesired impulse or
emotion after it has developed.

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Focus on How to
Do Things, Not
Just What to Do
Support achievement by focusing on strategies to complete
projects and assignments rather than focusing only on the project
content itself.
Discuss different processes a elderly might use to complete a
report or project

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