Presentation on theme: "Motivational Interviewing Mary Dugan, Ph.D., LCSW Amanda Anderson Shelly Evans & Jennifer Bartlett Marla Gamble."— Presentation transcript:
Motivational Interviewing Mary Dugan, Ph.D., LCSW Amanda Anderson Shelly Evans & Jennifer Bartlett Marla Gamble
Objectives MI Definitions Processes of MI OARS Change Talk Resistance Learning to use MI
MI: A way to talk about behavior change Person-centered Directional method Enhances internal motivation for change Explores and resolves ambivalence Empirically supported
Motivational Interviewing.. ... is a clinical method that overlaps humanistic and cognitive therapies ... is not behavior therapy although there is some use of reinforcement to elicit and shape client speech ... Has a strong focus on acceptance and commitment as interpersonal transactions
MI is an Evidence Based Practice On the federal NREPP list Being vetted by American Psychological Association Strongest evidence in alcohol and drug abuse Good outcomes for alcohol, drugs, hypertension, bulimia, and compliance in diabetes Support for smoking, physical activity, and adherence with hyperlipidemia treatment AMIs (Adaptations of MI) were superior to placebo controls and equal to active treatments. Noonan and Moyers (1997); Dunn (2003)
Broader than Behavior Change Decision – to make a choice –Forgiveness, Leaving or staying Attitude - to become a different person –To be more Compassionate, Assertive etc. Resolution - Acceptance –Complicated grief –Finding peace regarding a decision –Tolerance for anxiety, uncertainty etc.
Three Essential Elements in any Definition of MI 1. MI is a particular kind of conversation about change (counseling, therapy, consultation, method of communication) 2. MI is collaborative (person-centered, partnership, honors autonomy, not expert-recipient) 3. MI is evocative, seeks to call forth the person’s own motivation and commitment
DEFINITIONS OF MI Three levels of definition (of increasing specificity) 1. A layperson’s definition (What’s it for?) 2. A pragmatic practitioner’s definition (Why would I use it?) 3. A technical therapeutic definition (How does it work?)
1. A layperson’s definition (What’s it for?) Motivational interviewing is a collaborative conversation to strengthen a person’s own motivation for and commitment to change
2. A pragmatic practitioner’s definition (Why would I use it?) Motivational interviewing is a person- centered counseling method for addressing the common problem of ambivalence about change
3. A technical therapeutic definition (How does it work?) Motivational interviewing is a collaborative, goal- oriented method of communication with particular attention to the language of change. It is designed to strengthen an individual’s motivation for and movement toward a specific goal by eliciting and exploring the person’s own arguments for change
4 Fundamental Processes in MI 1. Engaging – The Relational Foundation Person-centered style Listen – understand dilemma and values OARS core skills Learn this first
4 Fundamental Processes in MI 1. Engaging – The Relational Foundation 2. Focusing – Strategic Centering Agenda setting Finding a focus Information & advice
4 Fundamental Processes in MI 1. Engaging – The Relational Foundation 2. Focusing – Strategic Centering 3. Evoking – The Transition to MI Selective eliciting Selective responding Selective summaries
4 Fundamental Processes in MI 1. Engaging – The Relational Foundation 2. Focusing – Strategic Centering 3. Evoking – The Transition to MI 4. Planning – The Bridge to Change Replacing prior Phase I and Phase II Negotiating a change plan Consolidating commitment
Can it be MI without... Engaging ? Focusing ? Evoking ? Planning ? No Yes
So it’s MI when.. 1. The communication style and spirit involve person-centered, empathic listening (Engage) AND 2. There is a particular identified target for change that is the topic of conversation (Focus) AND 3. The interviewer is evoking the person’s own motivations for change (Evoke)
The 4 processes are somewhat linear.... Engaging necessarily comes first Focusing (identifying a change goal) is a prerequisite for Evoking Planning is logically a later step Engage Focus Evoke Plan
.... and yet also recursive Engaging skills (and re-engaging) continue throughout MI Focusing is not a one-time event; re-focusing is needed, and focus may change Evoking can begin very early “Testing the water” on planning may indicate a need for more of the above
Four Foundational Processes Planning Evoking Focusing Engaging
Engaging – The Relational Foundation Best Developed Process Person-centered style Listen – understand dilemma and values MI SPIRIT OARS core skills
How do we help people solve problems? Steve Rollnick (Sophia, Bulgaria 2007)
manage, prescribe, lead, tell, show the way, take charge of, preside, govern, rule, have authority, exert authority, reign, take the reins, take command, point towards; conduct, determine, steer one’s course, pull the stroke oar. Direct
Go along with, allow, permit, be responsive, have faith in, go after, attend, take in, shadow, understand, observe. Follow
A widespread dichotomy DirectManagePrescribeLeadTellFollowPermit Let be Allow Go along
Affirm a person’s struggles, achievements, values, and feelings Emphasize a strength Notice and appreciate a positive action Should be genuine Express positive regard and caring Examples –“It takes courage to face such difficult problems” –“This is hard work you’re doing” –“You really care a lot about your family” –“Your anger is understandable” Affirmations
The Function of Reflection What the speaker means 1 What the listener hears 3 What the speaker says 2 What the listener thinks the speaker means 4 Bridge the gap by reflection R
Reflective Listening A critical MI skill Mirrors what the individual says Is non-threatening Deepens the conversation Helps people understand themselves
MI Listening Method Reflective listening encourages disclosure and exploration. Listen carefully Generate hypothesis about content, meaning, emotion Put your hypothesis in form of a statement Keep voice inflection neutral/down at end Listen to individual’s clarification Restate hypothesis of the clarified content
Reflective listening stems So you feel like.. It sounds like you…. You’re wondering if… In other words you’re saying…. Let me see if I heard you correctly…. What I hear you saying… Ask for clarification- I want to understand, help me to understand what you’re saying You’re feeling... It seems that you …. So you….
Reflections First, train yourself to think reflectively What does this person really mean? How does this fit with cultural competence? Reflective listening is a way to check in with the patient. Can be a guess about what they really meant.
Practice Exercises Workbook OARS Practice sheet Virginia Reel
Focusing – Strategic Centering Developing a clear direction and goal(s) Sometimes the change goal is clear, but often it’s not Most often, from the client’s agenda; Sometimes prescribed by the context
Agenda Setting Eliciting the client’s agenda –“Miracle question” Offering a menu –What are the options? Asking permission to discuss your agenda –I’d also like to talk a bit about ? and you can decide if that would be helpful
Finding a Focus What is the focus, the “change goal” for MI? Most often, it is from the client’s agenda Sometimes prescribed by the context What if you have your own goal(s) that the client does not currently share?
Evoking – The Transition to MI A clear focus is a prerequisite Eliciting change talk –Selective eliciting –Selective responding –Selective summaries
Change Talk Change talk is any client speech that favors movement in the direction of change Previously called “self-motivational statements” (Miller & Rollnick, 1991) Change talk is by definition linked to a particular behavior change goal DARN CATs
Preparatory Change Talk Four Examples DARN D ESIRE to change (want, like, wish.. ) A BILITY to change (can, could.. ) R EASONS to change (if.. then) N EED to change (need, have to..)
Responding to Change Talk All EARS E: Elaborating: Asking for elaboration, more detail, in what ways, an example, etc. A: Affirming – commenting positively on the person’s statement R: Reflecting, continuing the paragraph, etc. S: Summarizing – collecting bouquets of change talk
MI Flow Chart OARS Does change-talk occur naturally without explicit elicitation ? yes no Develop a plan, etc Apply Techniques For Eliciting Change-Talk Respond with Elaboration Qs Reflection Affirmation &or Summarization https://adept.missouri.eduhttps://adept.missouri.edu/
DESIRES Strengthen Client Commitment Talk ABILITIES REASONS NEEDS Client Behavior al Change Seeing Behavior Change Asking for Clients Assessing Hearing Strong Commitment Talk MI Change Talk Strategy Process
Change Talk and Sustain Talk Opposite Sides of a Coin
Examples of Sustain Talk Desire for status quo Inability to change Reasons for sustaining status quo Need for status quo Commitment to status quo
Sustain Talk The other side of ambivalence I really like marijuana(D) I don’t see how I could give up pot (A) I have to smoke to be creative (R) I don’t think I need to quit (N) I intend to keep smoking and (C) nobody can stop me I’m not ready to quit (A) I went back to smoking this week (T)
Previously, we learned that change talk can flow naturally by simply using OARS In this lesson, we will learn strategies for eliciting change-talk when it does NOT naturally occur We will list, define, and discuss 7 strategies for eliciting change talk Eliciting change talk
Ask Evocative Questions (Assumes a problem)- What happened the last time you used? How did your little sister react the last time you and your mom fought? Explore Decisional Balance – Weighing Costs & benefits. *Consider short & long term consequences (+/-) How to Evoke Change Talk! (How MI becomes directive)
Ask for Elaboration or Examples – What else do you think is going on with that? Tell me a little more about your situation at school… Tell me about the last time you got in a fight…. Looking Back – Think back to a time when things were OK [you weren’t using]? What things did you do to keep you on track? More Strategies…
Looking forward – How would you like your life to look a year form now? What will be different in a year if you stop using? Query Extremes - what is the worst that could happen if you [quit behavior]? What is your worst fear? What is the best thing that could happen if you [quit behavior]? More Strategies….
Use Change Rulers – On a scale of 1-10, how important is it for you to get through treatment? What would it take for you to go even higher on the scale? Explore Goals & Values – What’s most important to you? Where would YOU like to start? Which of these 3 areas would you like to work on first? More Strategies….
Come Alongside – Explicitly side with the negative (or status quo) side of ambivalence. This may be so important to you that changing is out of the questions, no matter what the cost. More Strategies….
Change talk: I wouldn’t have a hangover. Open Question: What might be some advantages of quitting? Change talk: I suppose I could go with a buddy. Open Question: What might make it easier for you to get to the program? Change Talk Jeopardy: Examples
Recognizing and Attending to Commitment High Commitment Strength Medium Commitment Strength I will I definitely will I promise I swear I guarantee I know I will I intend to I am ready to I am going to I plan to I think I will I expect to
Planning – The Bridge to Change Replacing prior Phase I and Phase II Negotiating a change plan & Consolidating commitment
It’s time for the Planning Process when: There is sufficient engagement AND A clear shared goal AND Sufficient client motivation for change Often a “testing the water” strategy such as recapitulation and key question
Planning: A Continuum Clear Plan Menu of Options Unclear What is the client/patient role in planning? How does the interviewer influence planning? What are the key elements of MI-guided planning?
Motivation is Interactional If you treat an individual as he is, he will stay as he is, but if you treat him as if he were what he.. could be, he will become what he.. could be. (Johann Wolfgang von Goethe) Change the interaction and the person changes!
Ambivalence: A Central Concept Simultaneous motivations leading in different directions –Desire to gain medication benefits and avoid side-effects –Desire to be strong and healthy and to relax and eat enjoyable foods –Desire to be in greater control/feel on top of things, desire to let go and escape –Hope for change / fear of failure
Role of Ambivalence Ambivalence is a normal component of psychological problems Acknowledge and protect the side that doesn’t want to change Explore pros and cons of change (decisional balance) Specifics are unique to each person--try not to assume
What is Resistance? Behavior (a state not a “trait”) Interpersonal (It takes two to resist) A signal of dissonance Predictive of (non) change Highly responsive to practitioner style
Psychological reactance Individuals will defend their freedom when it is threatened, especially when the threat is perceived as unfair. –Restricted behaviors may increase in attractiveness (forbidden fruit) –Person may become aggressive or assert other freedoms Therapeutic relationship (advising, addressing problems) may induce reactance (Brehm, 1966)
Status Quo or Option A Change or Option B Advantages + Good things about Status Quo or Option A CON Good things about Change or Option B PRO Disadvantages - Less-good things about Status Quo or Option A PRO Less-good things about Change or Option B CON 2 x 2 Decisional Balance Grid PROs and CONs of Change
Rolling with Resistance Don’t push back Avoid arguments Reflect Remind the person (and yourself) about autonomy What do you feel when the individual resist?
Sustain Talk and Resistance Sustain Talk is about the target behavior –I really don’t want to stop smoking –I have to have my pills to make it through the day Resistance is about your relationship –You can’t make me quit –You don’t understand how hard it is for me Both are highly responsive to practitioner’s style
Traps to Avoid Question/Answer Premature Focus Taking Sides Expert Role Blaming
Another Trap: The Righting Reflex Born of concern and caring There’s a problem? Let’s fix it! Fails to consider ambivalence in change process May engender resistance
Possible contraindications for MI Clients who are already ready for change or appear to be at the action stage Clients who are low in anger or resistance Clients making a decision we should not be involved with!
When, in MI, do you give information and advice?
Three kinds of permission: The person asks for advice You ask permission to give advice: “Can I make a suggestion?” “Would you be interested in some resources?” “Would you like to know what has worked for some other people?”) You qualify your advice to emphasize autonomy: “A lot of people find that _____works well, but I don’t know if that’s something that interests you.” Giving information & Advice
Get Permission (sometimes best to ask permission to listen & learn more before giving advice!) Qualify, honoring autonomy For suggestions, offer several instead of just one The Process for giving advice…
Building MI Skills Ongoing training in MI Supervision/Coaching and feedback Reading MI Workbook Watching training videos (YouTube) Watching or listening to your own sessions Coding sessions Peer support
Getting Stuck while learning MI Being open to change & letting go of some old habits Proficiency in reflective listening Recognizing change talk & evoking change talk Summarizing Transitions to other therapeutic methods
The FRAMES Model F – providing feedback R – emphasizing that the individual is responsible A – giving clear advice M – providing a menu of alternative options E – using empathetic conversational style (reflective listening) S – supporting self-efficacy
Using FRAMES in MOSBIRT F – providing feedback on the patient’s screening results R – emphasizing that the individual is responsible for their own behavior A – giving clear advice that the best way to reduce the risk is to cut down or stop engaging in the risky behavior (drinking, using drugs, etc.) M – providing a menu of alternative change options E – using empathetic conversational style (reflective listening) S – supporting self-efficacy of the individual
Brief Education Provided when ASSIST Score for Alcohol = 11 to 19 and/or ASSIST Score for Drugs = 4 to 19 Consists of 1 Session Follows (usually immediately) completion of the Screening forms Average time about 30 minutes
Brief Education in 3 Steps Step 1: Orientation & Print Personal Feedback Form Step 2: Build Rapport, Review Personal Feedback Form, Provide Feedback on Screening Results, Give Clear Advise, and Provide a menu of alternatives Step 3: Summarize Session, and emphasize personal responsibility.
Brief Education Handout Personal Feedback Form
Brief Education Step 1: Orientation & Print Personal Feedback Form Deliver orientation: welcome and rational –Brief Assessment (Pre-Screening) –HIPPA Consent Form –ASSIST & GPRA Interviews –Follow-up Survey Contact Form (when appropriate) Print Personal Feedback Form (PFR) –Review the patient’s ASSIST Score to determine level of intervention
Brief Education Step 2: Build Rapport, Review Form, Provide Feedback, Advise, and Menu of Alternatives Rapport building – focus on strengths (use Empathy & Support self-efficacy) Review Personal Feedback Form Provide Feedback on the screening results – focus on concerns (remind Responsibility of patient use Empathy & Support self-efficacy) Give clear Advice (with permission) that the best way to reduce the risk is to cut down or stop drinking Provide a Menu of alternatives for change
Brief Education Step 3: Summarize Session, Emphasize Responsibility, and Feedback from Patient Summarize session Emphasize that the individual is Responsible for their own behavior