Do you have big goals for this year? Maybe you’ve got a new year’s resolution you started but are unsure how you’ll go about turning it into a reality. In this workshop I provide some insight into how we can create more compelling and more potent goals based on research and theory from several fields of psychology. This workshop is not an in-depth exploration of applied research in the areas of motivation and health behavior change (you could attend entire courses on the theories mentioned in this workshop 🤓). It is also not meant to serve as the “be-all and end-all” workshop for learning how to set and attain your goals. Rather, I am hopeful that this workshop will serve as a stepping stone to further exploration of how psychological science can inform your goals and intentions for the new year, or at any time of year!
You may find it helpful, if prior to this workshop you take some time to think about your intention(s) for the new year. An intention is a bit different than a resolution. An intention inherently entails a plan and actionable steps. Intentions help turn big ideas and seemingly lofty goals into something that you can more clearly envision for yourself. For example, if my goal is managing my stress and Anxiety this year, an intention could be to engage in daily mindfulness practices like meditation or deep breathing exercises.
The workshop replay ends right before attendees shared their feedback because I would like to hear your unbiased and honest feedback on what you found of value in this workshop, what you’d like to continue to explore, and any constructive feedback you may have for me. Feel free to email me your feedback, or reach out with questions, at firstname.lastname@example.org.
Want to know more about some of what we discuss in this workshop? Read up on some of the theories discussed in this workshop by referencing the articles below. I linked to some open-access articles below and also have my full list of citations below.
Transtheoretical Model (Stages of Stage)
Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: W. H. Freeman.
Becker, M. H. (1974). The Health Belief Model and Personal Health Behavior. Health Education Monographs, 2, 324–473.
Carver, C. S., & Scheier, M. F. (1990). Origins and functions of positive and negative affect: A control process view. Psychological Review, 97, 19-35.
Coats, E. J., Janoff-Bulman, R., & Alpert, N. (1996). Approach versus avoidance goals: Differences in self-evaluation and well-being. Personality and Social Psychology Bulletin, 22, 1057–1067.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115
Deci, E. L., & Ryan, R. M. (1980). The empirical exploration of intrinsic motivational processes. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 13, pp. 39–80). New York: Academic.
Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493–503
Hochbaum, G. M. (1958). Public Participation in Medical Screening Programs: A Socio-Psychological Study. Washington, D.C.: U.S. Dept. of Health, Education, and Welfare
Kirscht, J. P. (1974). The Health Belief Model and Illness Behavior. Health Education Monographs, 2, 2387–2408
Prochaska, J. Q, & DiClemente, C. C. (1984). The transtheoretical approach: Crossing traditional boundaries of change. Homewood, IL: Dorsey Press
Rosenstock, I. M. (1960). What Research in Motivation Suggests for Public Health. American Journal of Public Health, 50, 295–302
Shelly Morales, like many other fitness professionals, juggles several career paths. She’s a group fitness instructor, a college professor, a personal trainer, a meditation teacher, a mental health advocate, and a mindfulness mentor. The common thread that ties her work together: she’s a lifelong learner and an educator at heart. When she’s passionate about something, she’s called to teach and share it with others.
Shelly created Mindful Fit Pro as a space for other fitness professionals to learn how mindfulness can transform their teaching. Mindful Fit Pro educates fitness instructors and personal trainers how to support their clients (and their own!) mental health through mindfulness, movement, and connection.
In 2013, Shelly graduated from Claremont Graduate University with a Master’s degree in Psychology. She currently attends Claremont Graduate University as a doctoral student. Her research focuses on encouraging others to seek help for their mental health.
Shelly has worked as a health educator specializing in stress management counseling, helped organize community events where guest speakers could share their lived experience with mental health challenges, and traveled across the country to present for the National Alliance on Mental Illness.
In addition to her work in the field of mental health, Shelly has worked in the fitness industry since 2011. Throughout the past decade she has taught for college recreation centers, boutique studios, and online. She has received certifications in group fitness instructor (AFAA), yoga (200 E-RYT), Pilates (NPCT), personal training (ACE), and Mindfulness Meditation (100 MTT).