Goal Prioritization — Prioritize goals collaboratively considering client values, context, and support systems - Nbcot Registered Occupational Therapists Otr

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Historical Context & Motivation

The practice of occupational therapy has always centered on enabling meaningful engagement in daily activities, but the methods by which therapists and clients identify and prioritize goals have evolved substantially over the past century. Early models of occupational therapy were rooted in a medical model paradigm, in which clinicians unilaterally determined treatment goals based on diagnoses and impairment severity, often with minimal client input. This approach, while systematic, frequently overlooked the individual's personal priorities, cultural context, and the environmental resources available to support their recovery. As the profession matured, a fundamental question emerged: whose goals should drive the therapeutic process, and how should competing priorities be reconciled when resources, time, and functional capacity are limited?

1917 • Founding of Occupational Therapy

The National Society for the Promotion of Occupational Therapy was established, emphasizing occupation as a therapeutic medium. Goals were largely clinician-directed and focused on restoring physical function during post-war rehabilitation.

1980 • Client-Centered Practice Emerges

Influenced by Carl Rogers's humanistic psychology and the work of the Canadian Association of Occupational Therapists, client-centered practice became a guiding philosophy, asserting that clients should be active participants in goal identification and prioritization.

2001 • ICF Framework Published

The World Health Organization published the International Classification of Functioning, Disability and Health (ICF), formalizing the importance of contextual factors—including environmental and personal factors—in understanding health outcomes and setting intervention priorities.

2014 • OTPF-3 and Collaborative Goal Setting

The third edition of the Occupational Therapy Practice Framework (OTPF-3) by AOTA explicitly embedded collaborative goal prioritization within the intervention planning process, requiring therapists to integrate client values, contexts, and support systems into goal development.

2020 • OTPF-4 Reinforces Person-Centered Priorities

The fourth edition of the OTPF further clarified the dynamic, transactional relationship between person, environment, and occupation, solidifying collaborative goal prioritization as a foundational competency for occupational therapy practitioners.

This historical progression reflects a broader shift across healthcare disciplines from paternalistic, clinician-driven decision-making toward shared and collaborative models. In occupational therapy specifically, the question of how to systematically prioritize competing goals when a client's values, contextual realities, and support networks all exert influence remains a central challenge in clinical reasoning—and it is precisely this challenge that the NBCOT examines within Domain 2.

SECTION 2

Core Principles of Collaborative Goal Prioritization

Collaborative goal prioritization is not merely asking the client what they want to work on; it is a structured clinical reasoning process that integrates multiple streams of information—assessment data, client-expressed values, environmental realities, and the availability of formal and informal supports—into a coherent intervention plan. The following foundational principles guide this process and distinguish expert-level clinical reasoning from novice approaches.

Client Values as the Compass

The client's personal values, beliefs, cultural identity, and life roles serve as the primary directional guide for goal prioritization. A goal that addresses an impairment but lacks personal meaning to the client will yield poor engagement and outcomes.

Contextual Feasibility

Goals must be evaluated against the client's physical, social, cultural, temporal, and virtual contexts. A technically appropriate goal that cannot be practiced or sustained in the client's actual environment is functionally irrelevant.

Support System Integration

Available support systems—family members, caregivers, community resources, technology, and funding—must be mapped and leveraged. Goals that require supports the client does not have must be either restructured or deprioritized.

Dynamic Reprioritization

Goal priorities are not fixed; they shift as the client's condition, context, and values evolve. Effective therapists build in systematic reassessment checkpoints to ensure ongoing alignment between goals and the client's current reality.

Therapeutic Use of Self

The therapist brings clinical expertise in activity analysis, prognosis, and evidence-based practice. Collaborative prioritization requires balancing clinical knowledge with genuine respect for client autonomy—neither abdicating professional judgment nor overriding the client's voice.

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KEY TAKEAWAY

Think of collaborative goal prioritization like planning a cross-country road trip with a friend. Your friend (the client) decides the final destination and the must-see stops along the way—these represent their values and meaningful occupations. You, as the experienced navigator (the therapist), bring knowledge of road conditions, traffic patterns, and vehicle capabilities—your clinical expertise. Together, you must account for the gas budget, highway closures, and whether rest stops are available (contextual factors and support systems). The best trip plan emerges when both voices contribute, the route adapts to real-time conditions, and the journey itself feels purposeful to the traveler.

SECTION 3

Visual Model of Collaborative Goal Prioritization

The following diagram illustrates the dynamic interplay among the three core domains—client values, contextual factors, and support systems—as they converge to inform collaborative goal prioritization. At the center of this model lies the prioritized goal set, which emerges only when all three domains have been assessed and integrated through therapeutic dialogue. Note that the arrows between domains are bidirectional, reflecting the reality that changes in one domain (e.g., a new caregiver becoming available) can shift priorities across all others.

This model depicts how the three primary domains—client values, contextual factors, and support systems—feed into and continuously reshape the central prioritized goal set. Dashed interconnection lines between the outer domains remind us that these factors influence one another (e.g., cultural values shape which supports are acceptable).

As you study this model, notice that no single domain overrides the others. A client may deeply value returning to competitive swimming after a spinal cord injury, but if the physical context (no accessible pool within 50 miles), the temporal context (acute phase of recovery), or the support system (no transportation assistance) cannot accommodate that goal right now, the therapist and client must collaboratively negotiate a modified or staged version of that goal. This negotiation is where the art of clinical reasoning meets the science of evidence-based practice.

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The Mechanism of Collaborative Goal Prioritization

While goal prioritization in occupational therapy is fundamentally a qualitative clinical reasoning process rather than a mathematical one, several structured frameworks and assessment tools provide systematic scaffolding for the process. Understanding the mechanism requires examining how information flows from assessment through prioritization to goal formulation. The process can be conceptualized as a four-phase cycle that repeats throughout the course of intervention.

Phase 1: Assessment & Data Gathering

The therapist administers standardized and non-standardized assessments to build a comprehensive occupational profile. Tools such as the Canadian Occupational Performance Measure (COPM) are specifically designed to elicit client-identified occupational performance problems and the client's self-rated importance, performance, and satisfaction scores for each identified area. The COPM yields a quantitative framework: clients rate importance of each occupational area on a 1–10 scale, and the therapist can use these ratings as a starting point for prioritization discussions. Similarly, the Goal Attainment Scaling (GAS) method allows therapist and client to define expected outcomes at five levels (from −2 = much less than expected to +2 = much more than expected), ensuring that goals are measurable and jointly calibrated.

Phase 2: Values Clarification & Contextual Mapping

Once the occupational profile is established, the therapist engages the client (and, when appropriate, their caregivers and family members) in a structured conversation to clarify underlying values. This goes beyond asking 'what do you want to work on?' to exploring 'why does this matter to you?' and 'what would achieving this goal mean for your daily life and identity?' Simultaneously, the therapist maps contextual factors using the OTPF framework: cultural context (customs, beliefs, activity standards), personal context (age, gender, socioeconomic status, education), physical context (home layout, geographic terrain), social context (family structure, community membership), temporal context (stage of life, stage of illness), and virtual context (access to technology and remote resources).

Phase 3: Prioritization Negotiation

This is the most clinically demanding phase. The therapist synthesizes assessment findings, client values, contextual constraints, and support resources to propose a ranked list of potential goals. The ranking considers multiple dimensions: urgency (safety and medical stability take precedence), meaningfulness (client-rated importance), feasibility (given current context and supports), and prognosis (likelihood of improvement based on clinical evidence). The therapist presents this reasoning transparently to the client, and together they negotiate the final priority order. When conflicts arise—for example, the client prioritizes driving independently but the therapist's assessment indicates this is not yet safe—the therapist uses motivational interviewing techniques and transparent clinical reasoning to explore staged alternatives that honor the client's underlying value (independence and community mobility) while maintaining safety.

Phase 4: Goal Formulation & Reassessment

Prioritized goals are formulated using measurable, occupation-based language—typically following the SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) or the COAST framework (Client, Occupation, Assist level, Specific condition, Timeline). Reassessment checkpoints are embedded at regular intervals (e.g., every two weeks or at each plan-of-care review) to determine whether priorities need to shift based on progress, regression, or changes in context and support.

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NBCOT Exam Tip

When answering NBCOT questions about goal prioritization, always look for the response option that integrates the client's stated values with practical contextual considerations. The correct answer will almost never be the option that prioritizes based solely on the therapist's clinical judgment or solely on the client's wishes in isolation—collaboration is the defining feature.

SECTION 5

Frameworks & Tools for Goal Prioritization

Occupational therapists draw on a range of theoretical models and standardized tools to structure the goal prioritization process. Understanding when and how to apply each framework is essential for effective clinical reasoning and for performing well on the NBCOT examination. The diagram below presents a decision flowchart that a therapist might use when navigating the prioritization process in a complex case.

This flowchart shows the systematic decision pathway from occupational profile through safety screening, support assessment, and client importance rating, culminating in SMART/COAST goal formulation. Notice that safety concerns always take top priority regardless of client preferences, while goals lacking adequate support are modified or staged rather than abandoned.

Framework / Tool	Purpose in Goal Prioritization	Key Feature
COPM	Elicits client-identified occupational performance problems and self-rated importance scores for prioritization	Client rates importance (1–10) of each identified area; highest-rated areas become priority candidates
Goal Attainment Scaling (GAS)	Creates individualized, measurable goal outcomes across a standardized scale	Five-point scale (−2 to +2) calibrated collaboratively; allows comparison across diverse goals
Person-Environment-Occupation (PEO)	Analyzes the fit between person, environment, and occupation to determine where intervention will have the greatest impact	Goals target the point of greatest 'misfit' among PEO elements
MOHO	Examines volition, habituation, and performance capacity to understand what motivates and sustains engagement	Prioritizes goals aligned with the client's volitional narrative and habitual patterns
ICF Framework	Provides a universal classification for contextual factors affecting goal selection	Maps environmental facilitators and barriers that affect goal feasibility

Common Frameworks and Tools Used in Goal Prioritization

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Worked Example: Collaborative Goal Prioritization

Consider the following clinical scenario, which illustrates how an occupational therapist systematically navigates the goal prioritization process. Mrs. Delgado is a 72-year-old retired schoolteacher who sustained a right-hemisphere cerebrovascular accident (CVA) resulting in left hemiparesis, left unilateral neglect, and mild cognitive-perceptual deficits. She lives alone in a two-story home with her bedroom and bathroom upstairs. Her adult daughter lives 30 minutes away and works full-time. Mrs. Delgado's occupational profile reveals the following priority areas: (1) cooking meals independently, (2) returning to her weekly church choir, (3) bathing safely, and (4) managing her own medications.

Case: Mrs. Delgado — Post-CVA Goal Prioritization

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Step 1 — Assess and Identify Occupational Performance Issues

The therapist administers the COPM, during which Mrs. Delgado identifies four occupational performance issues: cooking, choir participation, bathing, and medication management. She rates the importance of each on a 1–10 scale: cooking = 9, choir = 10, bathing = 7, medication management = 6. The therapist also completes standardized assessments (e.g., FIM, Behavioral Inattention Test) to quantify functional limitations.

Client-rated priorities: Choir (10) > Cooking (9) > Bathing (7) > Medications (6)
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Step 2 — Screen for Safety Concerns

The therapist identifies two significant safety concerns. First, Mrs. Delgado's left unilateral neglect creates a substantial fall risk during bathing, as she may not notice wet surfaces or obstacles on her left side. Second, her mild cognitive-perceptual deficits combined with the neglect raise concerns about medication management accuracy—missing doses or double-dosing could have serious health consequences. Although bathing and medication management were not her highest-rated priorities, safety concerns elevate these areas in the prioritization hierarchy.

Safety-adjusted priorities: Bathing safety ↑, Medication management ↑
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Step 3 — Map Contextual Factors and Support Systems

The therapist maps Mrs. Delgado's context: her upstairs bathroom has a tub without grab bars (physical context barrier); her daughter can provide support only on weekends (social context limitation); her church community has offered to provide rides and the choir director is willing to accommodate adaptive participation (social context facilitator); and she has Medicare Part B coverage for outpatient OT (financial facilitator). The therapist also notes that Mrs. Delgado is a devout Catholic and her faith community is central to her identity (cultural-personal context), which validates the high importance she places on choir participation.

Key supports: weekend daughter assistance, church community, Medicare funding. Key barriers: no grab bars, limited weekday support
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Step 4 — Negotiate Priorities Collaboratively

The therapist shares the assessment findings with Mrs. Delgado, explaining the safety rationale for elevating bathing and medication management. Mrs. Delgado initially resists, stating 'I've been bathing myself for 72 years.' The therapist uses motivational interviewing—'I can see how important your independence is. Let's find a way to make bathing safe so you can stay in your home. If we don't address the fall risk now, a fall could delay your return to choir.' This reframing connects the safety goal to Mrs. Delgado's highest-valued occupation. They negotiate the following priority order.

Negotiated priority order: (1) Safe bathing with adaptive equipment, (2) Medication management system, (3) Graded return to choir, (4) Cooking with compensatory strategies
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Step 5 — Formulate SMART Goals

The therapist and Mrs. Delgado write measurable goals: 'Within 4 weeks, Mrs. Delgado will bathe independently using a tub transfer bench and grab bars with standby assistance from her daughter for initial setup, demonstrating visual scanning to the left in 4 out of 5 trials.' For choir: 'Within 6 weeks, Mrs. Delgado will participate in her weekly church choir rehearsal for at least 45 minutes using adapted seating and a transportation plan coordinated with church volunteers.' Each goal reflects the client's values, is grounded in contextual feasibility, and leverages available supports.

Final goals integrate values (independence, faith), context (home layout, transport), and supports (daughter, church community)

SECTION 7

Strengths and Limitations of Collaborative Goal Prioritization

Collaborative goal prioritization represents current best practice in occupational therapy, but like any clinical process, it has both strengths and inherent challenges. Understanding these nuances is critical for advanced clinical reasoning and for responding to NBCOT exam questions that test your ability to recognize when the standard process must be adapted.

Strengths	Limitations / Challenges
Improves client engagement and adherence to intervention plans because goals are personally meaningful	Clients with cognitive impairments, aphasia, or limited insight may struggle to participate fully in the collaborative process
Produces ecologically valid goals that can be practiced and sustained in the client's real-world environment	Time-intensive in acute care settings where discharge timelines are compressed and immediate safety takes precedence
Leverages support systems proactively, increasing the likelihood of carryover after discharge	Cultural differences in health decision-making may complicate the assumption that clients want or expect to participate actively in goal setting
Dynamic reprioritization allows the plan to evolve with the client's changing status and circumstances	Insurance and reimbursement structures may constrain goal selection to medically necessary domains, limiting alignment with client values
Respects client autonomy, consistent with ethical principles of beneficence and self-determination	When client and caregiver priorities conflict (e.g., an aging parent wants independence but the adult child wants maximum supervision), mediation skills are required

Strengths and Limitations of Collaborative Goal Prioritization in OT Practice

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KEY TAKEAWAY

Collaborative goal prioritization is like tuning a musical ensemble: each instrument (client values, contextual factors, support systems, clinical expertise) has its own voice, and the goal is not to silence any one instrument but to achieve a balanced harmony. Sometimes the safety 'drum' must beat louder; sometimes the client's values 'melody' carries the song. The skilled therapist serves as the conductor, ensuring every voice contributes to a coherent performance that the client—the lead musician—wants to play.

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Connection to Advanced Practice & Emerging Trends

Collaborative goal prioritization, while well-established in foundational OT practice, continues to evolve as the profession engages with emerging frameworks and technologies. Understanding these connections positions you not only for the NBCOT exam but also for reflective, evidence-based practice throughout your career.

Foundational Concept	Advanced / Emerging Application
Client-centered goal setting using COPM	Participatory action research models where clients co-design intervention programs and outcome measures for community-based practice
Contextual mapping using OTPF contexts	Use of geographic information systems (GIS) and community asset mapping to identify environmental resources and barriers at population health levels
Motivational interviewing for value-goal alignment	Acceptance and Commitment Therapy (ACT)-informed goal setting that integrates psychological flexibility with occupational engagement
Support system assessment	Telehealth-based caregiver training and remote support monitoring using wearable technology and smart home systems
SMART goal formulation	Occupation-based goal formulation using narrative reasoning and life history interviews to embed goals in the client's biographical identity

From Foundational to Advanced: Evolving the Goal Prioritization Process

A particularly important emerging trend is the integration of health equity considerations into goal prioritization. Historically, the collaborative process assumed relatively equal power dynamics between therapist and client, but structural inequities—including systemic racism, poverty, immigration status, and linguistic barriers—can profoundly shape which goals are even imaginable to a client, let alone feasible. Advanced practitioners are increasingly using frameworks like occupational justice to interrogate whether a client's expressed priorities are truly autonomous choices or reflections of constrained opportunity structures. This critical lens does not replace collaborative goal setting—it deepens it, ensuring that the therapist's professional responsibility extends beyond individual rehabilitation to advocacy for systemic change when contextual barriers are structural rather than personal.

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Looking Ahead

As you progress into clinical fieldwork and entry-level practice, you will encounter situations where textbook models of collaboration are challenged by real-world complexity—clients who defer all decisions to family members, payers who restrict goals to narrow functional domains, or settings where productivity standards limit the time available for in-depth values clarification. Developing comfort with these tensions, rather than seeking to eliminate them, is the hallmark of clinical maturity.

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Practice Problems

Question 1: CONCEPTUAL

A client with a new C6 spinal cord injury rates 'returning to my job as a software engineer' as the most important goal (COPM importance = 10) and 'self-care independence' as less important (importance = 5). The therapist recognizes that self-care training is foundational for discharge readiness. How should the therapist approach goal prioritization in this situation, and what principle justifies the approach?

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The therapist should use collaborative negotiation to honor the client's value of vocational engagement while explaining why foundational self-care skills are prerequisite for the independence needed to return to work. This is justified by the principle of contextual feasibility—the client cannot sustain employment if basic self-care needs are unmet and require full caregiver dependence. The therapist might frame self-care goals as stepping stones toward the vocational goal: 'Building your independence in dressing and grooming will free up time and energy for the computer access skills you'll need at work.' This approach preserves the client's underlying value (professional identity and productivity) while sequencing goals pragmatically.

Question 2: BASIC CALCULATION

A therapist administers the COPM to a client who identifies five occupational performance issues. The client rates them as follows: meal preparation (importance = 8, performance = 3, satisfaction = 2), driving (importance = 9, performance = 1, satisfaction = 1), laundry (importance = 4, performance = 5, satisfaction = 5), gardening (importance = 7, performance = 2, satisfaction = 3), and managing finances (importance = 6, performance = 4, satisfaction = 4). Using the COPM scoring protocol, the therapist selects up to five priority problems based on importance ratings. Rank these problems from highest to lowest priority based on the importance scores and calculate the mean performance and satisfaction scores for the top three priority areas.

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Ranking by importance: (1) Driving = 9, (2) Meal preparation = 8, (3) Gardening = 7, (4) Managing finances = 6, (5) Laundry = 4. For the top three priority areas, the mean performance score = (1 + 3 + 2) ÷ 3 = 6 ÷ 3 = 2.0, and the mean satisfaction score = (1 + 2 + 3) ÷ 3 = 6 ÷ 3 = 2.0. These low mean scores (2.0 out of 10 for both performance and satisfaction) indicate substantial gaps between the client's current abilities and their desired level of functioning in their most valued occupations, confirming that these areas warrant intervention focus. Note that driving, while rated highest in importance, also has the lowest performance and satisfaction scores, suggesting it represents the greatest discrepancy and thus the highest priority for collaborative discussion.

Question 3: INTERMEDIATE

An OT in an inpatient rehabilitation facility is working with Mr. Okoro, a 45-year-old Nigerian immigrant who sustained a traumatic brain injury. Mr. Okoro's wife insists that he should focus on returning to his role as the family's primary breadwinner. Mr. Okoro, when spoken with individually, expresses that he most wants to be able to play with his children again. The therapist's assessment reveals significant executive function deficits that will affect both vocational and leisure performance. Describe how the therapist should navigate the conflicting priorities between Mr. Okoro and his wife, incorporating cultural considerations, and formulate one goal that addresses the family's concerns while honoring Mr. Okoro's expressed values.

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The therapist must first recognize that in many Nigerian cultures, family decision-making is collective, and the wife's emphasis on the breadwinner role may reflect genuine cultural values rather than a disregard for Mr. Okoro's preferences. The therapist should facilitate a family meeting in which both perspectives are explored openly, using motivational interviewing to help each party articulate the values underlying their stated goals. The therapist can identify shared underlying values—family well-being and Mr. Okoro's functional independence—that both priorities serve. A bridging goal might be: 'Within 6 weeks, Mr. Okoro will independently plan and carry out a 30-minute structured play activity with his children, demonstrating the executive function skills (sequencing, attention, problem-solving) that are also foundational for vocational retraining.' This goal honors Mr. Okoro's expressed desire, builds executive function skills relevant to work, and demonstrates to the family that leisure and vocational rehabilitation are complementary rather than competing.

Question 4: APPLIED

You are an OT working in a rural community health center. Your client, Maria, is a 34-year-old mother of three who has rheumatoid arthritis. She identifies her top goals as (1) being able to braid her daughters' hair for school each morning, (2) returning to her part-time cashier job, and (3) reducing her morning stiffness to get out of bed more easily. Her contextual assessment reveals: she lives 45 minutes from the nearest hand therapy specialist; she has no reliable internet for telehealth; her employer is willing to provide reasonable accommodations; her mother-in-law lives next door and helps with childcare; and her insurance covers 12 OT visits per year. Given these constraints, prioritize Maria's goals, justify your prioritization, and describe how you would leverage her support systems in the intervention plan.

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Given the constraints, the recommended priority order is: (1) Morning stiffness and bed mobility, (2) Hair braiding, (3) Return to cashier role. The rationale: morning stiffness affects all downstream activities and is foundational—if Maria cannot get out of bed efficiently, she cannot braid hair or get to work. Hair braiding is next because it addresses her most personally meaningful role (mother) and requires fine motor skills that overlap with cashier tasks (handling coins, scanning items). The cashier role, while important, has the advantage of an accommodating employer and can be addressed as the fine motor gains from hair braiding transfer. Support system integration: Maria's mother-in-law can serve as a practice partner for joint protection and energy conservation techniques during childcare transitions. The employer's accommodation willingness means the therapist should provide a worksite assessment letter early in treatment. Given the 12-visit limit, the therapist should front-load visits for joint protection education and self-management strategies, then use phone check-ins (since telehealth is unavailable) for follow-up. A home exercise program with illustrated guides (paper-based, given no internet) should emphasize morning stiffness management routines that Maria can perform independently.

Question 5: CRITICAL THINKING

Critically analyze the following scenario: A therapist working in a skilled nursing facility consistently prioritizes goals related to transfers, toileting, and self-feeding for all clients, regardless of individual clients' stated preferences, because the facility's reimbursement model rewards functional independence gains in these areas. The therapist argues that this approach is justified because these are 'universally important' functional areas. Evaluate this practice using the principles of collaborative goal prioritization, identify the ethical tensions involved, reference relevant professional standards, and propose a specific strategy the therapist could use to reconcile institutional pressures with client-centered practice.

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This practice fundamentally violates the principles of collaborative goal prioritization as defined by the OTPF-4 and the AOTA Code of Ethics. While transfers, toileting, and self-feeding are indeed critical functional areas, applying them as uniform priorities for all clients represents a return to the medical model's clinician-directed approach and fails the test of client values as the compass. Ethically, this raises tensions between beneficence (doing good by promoting functional independence), autonomy (the client's right to self-determination in goal setting), and justice (equitable allocation of therapy time toward the client's personally meaningful goals, not just institutionally rewarded ones). The AOTA Code of Ethics Principle 3 (Autonomy) explicitly requires that practitioners 'respect the right of the individual to self-determination, privacy, confidentiality, and consent.' The NBCOT practice standards further require that goal prioritization be a collaborative process. To reconcile institutional pressures with client-centered practice, the therapist could use a 'dual-track' goal strategy: collaboratively identify the client's personally meaningful goals alongside the institutionally required functional areas, then demonstrate to administration how client-valued goals drive engagement and produce the functional gains the facility needs for reimbursement. For example, if a client values social dining with her tablemates, a goal addressing meal-time social participation inherently targets self-feeding performance while also honoring the client's relational values. This reframing requires the therapist to advocate within the institutional system rather than acquiescing to it, which is both an ethical obligation and a competency tested on the NBCOT exam.

SUMMARY

Lesson Summary

Summary

Collaborative goal prioritization is the clinical reasoning process through which occupational therapists and clients jointly determine which goals will take precedence in intervention planning. This process integrates three essential domains: client values (personal meaning, cultural identity, life roles), contextual factors (physical, social, cultural, temporal, and virtual environments), and support systems (family, community resources, funding, technology). The therapist brings clinical expertise in activity analysis, prognosis, and safety screening, while the client provides expert knowledge of their own life, priorities, and aspirations.

Key tools supporting this process include the COPM for eliciting and quantifying client priorities, Goal Attainment Scaling for measurable outcome calibration, and theoretical models such as PEO and MOHO for analyzing person-environment-occupation fit and volitional motivation. Safety concerns always receive prioritization weight regardless of client preference, but the therapist uses motivational interviewing and transparent reasoning to connect safety goals to client-valued outcomes. Goals are formulated using SMART or COAST criteria and are subject to dynamic reprioritization as the client's condition, context, and support landscape evolve over time.