Ah, a new school year, and just past the middle of the year, when New Year’s resolutions can seem long ago and mildly embarrassing, like an old yearbook picture.  It’s a time when we talk to young people about their goals.

A former professor advised us, never take your professional knowledge for granted. When you know something long enough, it might start seeming “obvious,” although it is not. We adults can take for granted the training we received in establishing a goal and then reverse-engineering to the first step, second step, etc.  We’ve known it so long, we forgot. We forgot we ever had to learn it. We take it for granted, like knowing how to sort the laundry or check the air in our tires. You set goals and strategize backwards all the time. Imagine it’s going to be your turn to host Thanksgiving. Without calling it “goal setting,” you have probably already figured out what needs to be done, and approximately when, as well as what you will do about that one family member who never brings what they promised in the family chat. You probably don’t think of planning Thanksgiving dinner in terms of “SMART” goals (specific, measurable, achievable, relevant and time-constrained) or in terms of identifying possible roadblocks and necessary alternative plans. You probably don’t think about it as “goal setting” either, when you decide you’ll clean up the yard next weekend and gather necessary materials such as big plastic bags, so you’re ready to go.

Children, however, have to learn this set of skills. They need coaching. That coaching is not “criticism” but is instead helping them develop the mental skill of breaking down goals into steps to be taken. Sometimes, people think questioning the “how” is criticizing the goal. Developing the “how” is essential to reaching a goal.

If someone working with me says, ‘I want to be able to join friends in walking the New Year’s Day 5K event,’ as a goal they would like to reach, I will be full of questions that are meant to help them. For example, what is their walking routine now? What medical guidance have they had, if any, on how to increase their fitness? How much time do they think they can give to improving their walking distance and stamina? Do they tend to be more consistent when other people are part of the plan, or do they prefer to fly solo? When roadblocks occur (weather, travel, or illness, for example), what tends to help them get back on track? These questions are not critiques, they’re vital information if someone is going to develop a plan that is appropriate that brings them, step by healthy step, towards a goal.

If you have young people in your life, be encouraging and supportive, and help them learn to ask themselves the questions you have about the roadmap to their goals.