# PWR-163 — Motivational upregulation: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 31 min reading and worksheet pass Difficulty: Intermediate Equipment: Basic stationery or digital tools — a small benign action linked to a personally chosen goal.; A card for goal ownership, first visible action, cue, two-minute start, support and stop rule.; A log for readiness, start latency, minutes continued, burden, mood activation and sleep impact. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches a bounded way to increase readiness for one personally chosen, low-risk action. You will check that the goal is truly yours, rate readiness, shrink the start, arrange a cue and support, begin for two minutes and record initiation, persistence and cost. It does not use shame or escalating stimulation. Target outcome: The learner begins one chosen ten-minute task within five minutes of the planned cue on three occasions without sleep loss, unsafe activation or rising burden. ### Authority and setup conditions - Prepare one benign, reversible ten-minute action linked to a self-chosen goal, such as sorting five papers or sketching for ten minutes - Before the first motivational upregulation attempt, write the exact result you will score: Positive affect plus independent goal initiation, persistence and cost. - Choose a task with no urgent safety, legal, financial, clinical or interpersonal consequence. - If there is bipolar-spectrum illness, recent markedly reduced sleep, unusual activation or risky impulsivity, use only a clinician-approved plan. ### Required or supplied materials - a small benign action linked to a personally chosen goal. - A card for goal ownership, first visible action, cue, two-minute start, support and stop rule. - A log for readiness, start latency, minutes continued, burden, mood activation and sleep impact. ## 1. Check goal ownership Write why the action matters to you and who benefits. Cross it out if the goal is mainly pressure, fear or someone else’s demand. Why: Motivation for a chosen goal is different from coerced compliance. Success check: The learner can freely choose, change or decline the goal. Accessible alternative: Complete the same research action — “Write why the action matters to you and who benefits. Cross it out if the goal is mainly pressure, fear or someone else’s demand.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The learner can freely choose, change or decline the goal.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Rate readiness and activation Rate willingness, energy, tension and sleep quality separately from 0–10. Why: Low willingness, low energy and unsafe high activation require different responses. Success check: Four separate values are recorded before planning. Accessible alternative: Complete “Rate willingness, energy, tension and sleep quality separately from 0–10.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Four separate values are recorded before planning.” Use a visual cue, spoken reminder, body double, assistive technology, seated task, extra transition time or a support person; measure initiation with the declared support in place. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Shrink the first visible action Define a start that takes under two minutes, such as place one paper on the desk or open the sketchbook to a blank page. Why: A concrete small start reduces initiation demand without pretending the whole task is easy. Success check: The first action is visible, safe and complete in under two minutes. Accessible alternative: Complete “Define a start that takes under two minutes, such as place one paper on the desk or open the sketchbook to a blank page.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The first action is visible, safe and complete in under two minutes.” Keep usual aids for Motivational upregulation; record each support inside the motivational upregulation setup. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Attach one cue Choose a specific time or event—“after breakfast at 09:00”—and place the needed material within reach beforehand. Why: A stable cue reduces reliance on a changing feeling of readiness. Success check: The cue has a time/event and the environment is prepared. Accessible alternative: A supported, seated, reduced-range or slower version of “Choose a specific time or event—“after breakfast at 09:00”—and place the needed material within reach beforehand.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The cue has a time/event and the environment is prepared.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Choose support and exit Pick one support such as a timer, body double or written checklist and one no-shame exit after two minutes. Why: Support can help initiation while an exit preserves autonomy and prevents overactivation. Success check: The learner can name both support and permitted stop. Accessible alternative: Complete “Pick one support such as a timer, body double or written checklist and one no-shame exit after two minutes.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The learner can name both support and permitted stop.” Use a visual cue, spoken reminder, body double, assistive technology, seated task, extra transition time or a support person; measure initiation with the declared support in place. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Begin for two minutes At the cue, do only the first action and continue until the two-minute timer. Do not expand the goal during the start. Why: A bounded start generates direct evidence about initiation and burden. Success check: The action starts within five minutes and stays inside the declared task. Accessible alternative: Replace spoken or audio cues with visible text, captions or haptic timing while keeping the same sequence and success check. Keep usual aids for Motivational upregulation; record each support inside the motivational upregulation setup. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Choose continue or stop At two minutes, rate burden and activation. Continue up to ten minutes only if the original plan, sleep and safety remain stable; otherwise stop without penalty. Why: Conscious continuation prevents momentum from becoming loss of control. Success check: The decision follows the preset rule and total time stays capped. Accessible alternative: Complete “At two minutes, rate burden and activation. Continue up to ten minutes only if the original plan, sleep and safety remain stable; otherwise stop without penalty.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The decision follows the preset rule and total time stays capped.” Accessible opening check for Motivational upregulation: The learner can freely choose, change or decline the goal. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Record cost and next-day effect Log start latency, minutes, task result, burden, activation and next sleep period. Keep partial completion as data. Why: Useful motivation includes cost and recovery, not output alone. Success check: The record captures both action and delayed cost without moral labels. Accessible alternative: Complete “Log start latency, minutes, task result, burden, activation and next sleep period. Keep partial completion as data.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The record captures both action and delayed cost without moral labels.” Use a visual cue, spoken reminder, body double, assistive technology, seated task, extra transition time or a support person; measure initiation with the declared support in place. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.