# PWR-242 — Long-term goal coherence: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 29 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — A private benign direction such as “become more comfortable reading research summaries.”; Means–end ladder, goal-conflict matrix, horizon card, barrier/support table and two-week experiment log.; Wellbeing/burden scale and review card with keep, change means, pause or retire. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; 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 goal coherence without rigid persistence. You will name a chosen direction, build a means–end ladder, map goal support and conflict, separate today/month/longer horizons, identify structural constraints and alternative means, run a small reversible experiment, and review progress, wellbeing and reasons to revise or stop. Target outcome: The learner creates a three-level goal map with conflicts, dependencies, alternative means, one two-week low-stakes experiment and explicit revision or retirement triggers. ### Authority and setup conditions - Choose a goal that can be paused with no serious consequence. - Write non-negotiable health, rights, care, time and money limits before planning. - Set a maximum weekly effort and a review date; no public promise is required. ### Required or supplied materials - A private benign direction such as “become more comfortable reading research summaries.” - Means–end ladder, goal-conflict matrix, horizon card, barrier/support table and two-week experiment log. - Wellbeing/burden scale and review card with keep, change means, pause or retire. ## 1. Name the larger direction Write the chosen value or purpose the goal serves and how you would recognise enough progress. Why: A goal is a means, not a permanent identity. Success check: The direction is personal, bounded and not a worth claim. Accessible alternative: Complete the same research action — “Write the chosen value or purpose the goal serves and how you would recognise enough progress.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The direction is personal, bounded and not a worth claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Build the means–end ladder Ask what larger purpose the goal serves, which smaller goals support it and whether another route could serve the same purpose. Why: Alternative means keep the goal revisable when one route becomes infeasible. Success check: The map has at least two replaceable paths. Accessible alternative: Complete “Ask what larger purpose the goal serves, which smaller goals support it and whether another route could serve the same purpose.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The map has at least two replaceable paths.” Include transport, disability, care, money and institutional barriers as system constraints, not character defects. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Map goal interactions For each important goal pair, mark supports, competes, conflicts with a hard limit, depends, unrelated or uncertain. Why: Coherence requires exposing time, money and energy dependencies between goals. Success check: No health, consent or legal boundary is averaged away. Accessible alternative: Complete “For each important goal pair, mark supports, competes, conflicts with a hard limit, depends, unrelated or uncertain.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “No health, consent or legal boundary is averaged away.” Use pictures, voice, AAC, calendars, reminders and human support for the same goal relationship. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Separate time horizons Write today’s next action, a two-week experiment and the longer direction; mark commitments controlled by others. Why: Near, mid-range and distant plans warrant different confidence and detail. Success check: The next action is controllable and the longer direction stays revisable. Accessible alternative: Complete the same research action — “Write today’s next action, a two-week experiment and the longer direction; mark commitments controlled by others.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The next action is controllable and the longer direction stays revisable.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Map barriers and supports Separate skill, time, access, money, energy, care and institutional barriers; choose support for the actual barrier. Why: Planning cannot will away structural constraints. Success check: Each barrier has a support, defer or accept-limit response. Accessible alternative: Complete “Separate skill, time, access, money, energy, care and institutional barriers; choose support for the actual barrier.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Each barrier has a support, defer or accept-limit response.” Include transport, disability, care, money and institutional barriers as system constraints, not character defects. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Choose a minimum experiment Select a small action repeated under ordinary conditions, with an effort cap and no punishment for misses. Why: A bounded experiment tests fit without turning the goal into a life sentence. Success check: The action fits the declared time and health limits. Accessible alternative: Complete “Select a small action repeated under ordinary conditions, with an effort cap and no punishment for misses.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The action fits the declared time and health limits.” Use pictures, voice, AAC, calendars, reminders and human support for the same goal relationship. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Use an if–then cue Write when and where the action begins and what happens if the context is unavailable. Why: A specific cue bridges intention and action. Success check: The plan includes a fallback such as reschedule once or skip. Accessible alternative: Complete the same research action — “Write when and where the action begins and what happens if the context is unavailable.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The plan includes a fallback such as reschedule once or skip.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Track progress and wellbeing Record action completion, learning or function, conflict, anxiety/burden and support—not only streak length. Why: Progress that worsens wellbeing may be incoherent. Success check: The log can show benefit, no change or adverse burden. Accessible alternative: Complete the same research action — “Record action completion, learning or function, conflict, anxiety/burden and support—not only streak length.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The log can show benefit, no change or adverse burden.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 9. Review and revise At the review date, choose keep, change means, reduce, pause or retire based on value, feasibility, wellbeing and new facts. Why: Revision protects direction from sunk cost. Success check: The decision cites evidence and a trigger for the next review. Accessible alternative: Complete “At the review date, choose keep, change means, reduce, pause or retire based on value, feasibility, wellbeing and new facts.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The decision cites evidence and a trigger for the next review.” Use pictures, voice, AAC, calendars, reminders and human support for the same goal relationship. 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.