New! Self-Regulation and Goal Attainment in Employment Programs

$7.50 | CE Hours:2.50 | Intermediate


CE Course Description

There is increasing interest in the role that self-regulation may play in the ability of people to obtain and maintain employment.  This CE course describes how the development and use of self-regulation skills may be hindered by environmental factors, as well as how these skills may be strengthened through interventions and strategies that have been successful in other contexts.

Author:  Cavadel, E., Kauff, J., Anderson, M.A., McConnell, S., and Derr, M.  (2017, February).  Self-Regulation and Goal Attainment: A New Perspective for Employment Programs.  OPRE Report 2017-12.  Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.  Washington, DC.

References / Contributions by:

Alan, S., T. Boneva, and S. Ertac.  “Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit.”  Chicago: University of Chicago, 2016.

Bandura, A.  “On the Functional Properties of Perceived Self-Efficacy Revisited.”  Journal of Management, vol. 38, no. 1, January 2012, pp. 9-44.

Bick, J. and C.A. Nelson.  “Early adverse experiences and the developing brain.”  Neuropsychopharmacology, vol. 41, no. 1, 2016, pp. 177-196.

Retrieved from:

CE Course Objectives

1.  Compare and contrast intrinsic vs. extrinsic incentives.

2.  Conclude which personality factor is conceptually related to, and highly correlated with, grit.

3.  List four skills that are affected by early exposure to a range of adverse experiences.

4.  Name the three primary components of metacognition.

5.  Provide three cognitive skills that have been linked to the ability to set and pursue goals.

CE Outline with Main Points

1.  Introduction

a.  Research objectives

b.  Research methods

2.  The Self-Regulation Skills That Support Goal Attainment

a.  Cognitive skills

b.  Emotional skills

c.  Personality factors

3.  Environmental Factors That Can Impede Self-Regulation and Goal Attainment

a.  Adverse childhood experiences and toxic stress

b.  Poverty

4.  Strategies to Promote Goal Attainment by Strengthening Self-Regulation Skills or Facilitating the Use of Self-Regulation

a.  Evidence-based interventions for improving self-regulation skills

b.  Other promising program strategies that support self-regulation skills or reduce self-regulation burdens

c.  Employment programs using self-regulation strategies

5.  Measuring Self-Regulation in the Context of Employment Programs

a.  The importance of measuring self-regulation

b.  Measurement selection

c.  Measuring the cognitive, emotional, and personality components of self-regulation

d.  Ongoing challenges in the measurement of self-regulation

6.  Methodology

7.  Illustrative Studies Demonstrating Effectiveness of Evidence-Based Strategies



Quantum Units Education, #1289, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Quantum Units Education maintains responsibility for this course. ACE provider approval period: 01/03/2019 – 01/03/2020. Social workers completing this course receive 2.50 continuing education credits.

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Added On: 2019-09-30

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