The initial goal statements in the box below are to vague too be of much use.  They has the usual load of value terms.

Value terms, as P. A. would like to tell the child, are expressions that carry a judgment about how the speaker evaluates something.  These statements sound like goals.  But they offer little help in problem-solving.  The child can recognize what is interesting (or confusing).  But the child does not know how to explain what it takes to meet that goal.  The purpose of the second box is to give the child practice in turning subjective values into objective goals.  

P. A. does not bother to try that pompous explanation on the child.  The child would respond with a value term such as, “That’s confusing.”   Fortunately, people (except academics) can function quite well without pompous explanations.  P. A. makes another box and inserts another question: "How do I explain my goals to anybody?"

The purpose here is to break away from mind reading.   Parents are skilled mind-readers.  That's why they can let their children talk in value terms. Adults can talk in value terms, too.  But not if they expect to solve problems. 

Real world problems require real world language.

The child can try out several candidates for ANYBODY.  Candidates can be the teacher, the principal, a favorite superhero, a favorite fictional character, or anyone else who does not know the child well.  This job is not something that the child can do easily the first time.  P. A. will have to play the role of a slow-witted ANYBODY.