1. No category

5/2/2013
How to Motivate Early Educators to
Adopt Health and Safety Practices
PA Chapter, American Academy of Pediatrics
– ECELS
Section on Early Education & Child Care of
the American Academy of Pediatrics
Nancy Alleman, RN, BSN, CRNP, CSN – ECELS T/TA Coordinator
National Status of Child Care Health
Consultation 2012, available online at
http://nti.unc.edu/cchc_research.brief.pdf
• 34 states have active child care health
consultants who are providing services to
early education and child care programs
• Partnerships between health and early
education and child care professionals
This activity has been planned and implemented in accordance with the Essential Areas and Policies of the
Accreditation Council for Continuing Medical Education (ACCME) through the joint sponsorship of the
University of Pittsburgh School of Medicine, the Pennsylvania Chapter in partnership with the Section on
Early Education & Child Care of the American Academy of Pediatrics. The University of Pittsburgh School of
Medicine is accredited by the ACCME to provide continuing medical education for physicians.
The University of Pittsburgh School of Medicine designates this live educational activity for a maximum of
one and one half (1.5) AMA PRA Category 1 Credits™. Each physician should only claim credit commensurate
with the extent of their participation in the activity. Other health care professionals are awarded 0.1
continuing education units (CEU's) which are equivalent to 1.5 contact hours. Please note that in order to
receive a certificate of completion, each individual must register with his/her own email address and be
signed in for the entire webinar as it is presented. Credit is not available to listeners to the recording of the
webinar. To claim CME or CEU credit, complete the evaluation form in the handout packet for the webinar
and send it with a copy of your certificate of completion by fax or surface mail to ECELS within the next 2
weeks using the instructions on the evaluation form.
Presenters for this program have been requested to identify relevant financial or other relationships with
manufacturer(s) of any commercial product(s) or with provider(s) of any commercial service(s) which, in the
context of their topics, could be perceived as
real or apparent conflicts of interest. Beth DelConte, Angela Crowley and Jonnae Tillman have no disclosures
to report.
484-446-3003 (Phone)
484-446-3255 (Fax)
E-mail [email protected]
Download handout at
www.ecels-healthychildcarepa.org
For technical assistance during the webinar, call 1-866-709-8255
Poll
How frequently do you use the following approaches in your
work to improve the quality of care in early education and child
care programs?
Often
Sometimes
Infrequently
Collaborate
Inform
Direct an
Action
1
5/2/2013
Beth DelConte
Angela Crowley
Jonnae Tillmann
Beth DelConte, MD, FAAP
ECELS Pediatric Advisor
Child Care Health Consultant
Sue Aronson
www.gonapsacc.org
2
5/2/2013
Physical Activity - Streamers
3
5/2/2013
Child Care Health Consultation/
Advocacy: Developing Collaborative
Relationships to
Motivate Change
Angela Crowley, PhD, APRN, BC, PNP, FAAN
Yale University School of Nursing
Questions
Why do some health
consultants and
advocates and
directors work well
together and others
don’t?
What makes
consultation work?
Developing a Collaborative
Relationship with Early Care and
Education Providers
Collaborative Child Care Health
Consultation: A conceptual model.
Crowley, A. A. & Sabatelli, R.M. (2008). Journal for Specialists in
Pediatric Nursing, 2008, 3(2): 74-88
Definitions
Consultation:
– Problem-focused: Temporary, unidirectional,
power shift (consultant/advocate to provider)
Collaboration:
– Partnership: Joint, interactive, reciprocal,
development of a relationship over time
Wynne, L. C., Weber, T. T., & McDaniel, S. H. (1986). The road from family therapy to systems consultation.
In L. C. Wynne, S. H.McDaniel, & T. T. Weber (Eds.),Systems consultation: A new perspective for family therapy
(pp. 3–28). New York: Guilford Press.
McDaniel, S. H. (1995). Collaboration between psychologists andfamily physicians: Implementing the bio-psychosocial
model. Professional Psychology: Research and Practice26, 117–122.
Collaboration
“Integration of ideas
which results in a new
assessment, problem
definition, or plan
which would not have
occurred individually.”
Lamb, G. S. & Napodano, R. (1984). Physician
nurse practitioner interaction patterns in primary
care practices. American Journal of Public
Health,74, 26-29.
Stage 1- Beginning the role:
Past experiences/ attitudes
Collaborative
Conflicted
This image cannot currently be display ed.
D: I come from a Head
Start background…so
when (CCHC) applied
I was really glad
because not only had
she had the pediatrics
but she had special
needs pediatrics
D: I personally have a real
serious problem with the
health care
professions…I am always
having to overcome that
piece that says not only
do they not need to know,
but I need them out of my
life…”
Crowley, A. A. & Sabatelli, R.M. (2008)
4
5/2/2013
Stage 2 - Developing the Relationship and Role:
Stage 2: Developing the Relationship and Role:
Collaborative
Conflicted
D: “I had the state guidelines but I didn’t know if I should
expect more or less…she sort of had an idea of what
she was supposed to do…And for the first year or so we
…went back and forth as to what she would give me
over the state regs and what I expected.”
D: Our understanding of her job was that she was to keep
abreast of the children’s immunizations…offer some
assistance…workshops for the staff…she came in
weekly, stayed 5 to 10 minutes, sometimes took a tour of
the place…never updated the records…”
HC: “I kept thinking I was supposed to do something else
that I wasn’t doing because I kept thinking this is not
enough…”
HC: I checked their medical records for the employees and
the children…gave them a system for tracking their
infants…and immunizations…”
Crowley, & Sabatelli (2008)
Crowley, A. A. & Sabatelli, R.M. (2008)
Stage 2-Developing the Relationship/ Role:
Themes
Stage 2-Developing the Relationship/
Role: Themes:
Open/ active communication
Collaborative
Open/ active communication
Comprehensive commitment
Mutual respect
Congruent philosophy/ values
D: “Usually if (she) and I disagreed about a way to handle
something, we compromised…
HC: “We were working towards the same end. I wasn’t
pushing for something that she wasn’t in agreement with
and vice versa.”
Crowley & Sabatelli (2008)
Crowley & Sabatelli (2008)
Stage 2-Developing the Relationship/
Role: Themes:
Open/ active communication
Conflicted
Stage 2-Developing the Relationship/
Role: Themes:
Comprehensive commitment
Collaborative
D: “…she’ll call parents..without consulting me…I feel that
is something that should be dealt with through me first,
and something I talk to her a lot about…”
D: “I think she takes the role seriously…She seems to go
the extra mile if her schedule allows it, and I think that’s
good.”
HC: “I’m very concerned about allergies…in this case I left
messages with the mother several times and just sent a
note to the doctor..the mother got extremely upset…(the
director) may not have thought it was such a good
idea…”
HC: “…the day care consulting, if you really want to do it
right, you have to be able to do research between your
visits…write a letter for parents, do a presentation for
staff…”
Crowley & Sabatelli (2008)
Crowley & Sabatelli (2008)
5
5
5/2/2013
Stage 2-Developing the Relationship/
Role: Themes:
Comprehensive commitment
Conflicted
D: …the infection control is more facility driven…I would
rather have her spend more time communicating with
parents…the newsletter is being worked on this
weekend, would you have an article? ‘No, I have no time
for that’”.
HC: I do what is called surveillance rounds of the entire
facility…the director asked me to do (a newsletter article)
and I said, ‘Not today, tomorrow…”
Stage 2-Developing the Relationship/
Role: Themes: Mutual respect
Collaborative
D: “And she asked, “What do you think of this,” I said I think
we should get the parents’ permission and you can call
(the pediatrician) because (you) are more
knowledgeable (with) the terminology…”
HC: “She (director) has the final say…I don’t think the
nurse’s role is to dictate as to provide information for the
director.”
Crowley & Sabatelli (2008)
Crowley & Sabatelli (2008)
Stage 2-Developing the Relationship/
Role: Themes: Mutual respect
Conflicted
D: “She (nurse) doesn’t understand that I am busy, my job
is busy…and she comes at all different times…and she’ll
expect me to just stop what I am doing…”
HC: “…when I hear a hint of possibly jeopardizing a child’s
safety, I just can’t give it up…”
Stage 2-Developing the Relationship/
Role: Themes:
Congruent philosophy/ values
Collaborative
D: “It’s very important. Because if we’re not seeing, we
don’t have the same goal or philosophy, then we could
be working against each other…what she sees as part of
her role is to insure healthy families…and I have the
same philosophy…”
HC: “We seem to have a lot of similar thoughts,
approaches, philosophies on child care.”
Crowley & Sabatelli (2008)
Crowley & Sabatelli (2008)
Stage 2-Developing the Relationship/
Role: Themes:
Congruent philosophy/ values
Conflicted
D: “…she doesn’t understand and I don’t think that she
really totally supports it (child care)…And I think she
thinks of me differently…”
HC: “I really like the fact that I was able to have my children
with me (not in child care)…I have been a nurse for a
long time and she (director) is just beginning…”
Crowley & Sabatelli (2008)
Stage 3: Collaborative Relationship and
Expanded Role
Collaborative pairs showed evidence of:
–
–
–
–
Open/active communication
Comprehensive commitment
Mutual respect
Congruent philosophy/ values
Understanding and trust contributed to a
collaborative relationship/ expanded role
Crowley & Sabatelli (2008)
6
5/2/2013
Stage 3: Collaborative relationship and
expanded role
Key Points in Establishing and Maintaining
a Collaborative Relationship
D: “I know (the staff) are more comfortable calling our
nurse consultant…they know they have a relationship
with her…so they know they can trust (her)…”
Consultation is most effective when the child
care provider/director and consultant/ advocate
develop an effective relationship based on trust
and understanding
D: “I have to say that once you find a good person to work
with and good in terms of, again that it is a really good
relationship…it’s a big help…”
D: “…more than the regulations…we’re talking about
families and what’s important to the child…she (nurse)
gets right in there with the family…and staff…she does a
tremendous job…”
–
Relationship is dynamic and interactive
–
Both consultants/advocates and providers contribute
to the success of the relationship
Crowley & Sabatelli (2008)
Key Points in Establishing and
Maintaining a Collaborative Relationship
Stage 1: Beginning the
role (s)/relationship
Motivation for consultation
influences relationship
(positive or negative):
Voluntary, required by
statute, etc
Explore with
director why
s/he is
interested in
consultation or
developing the
role of health
advocate
Key Points in Establishing and
Maintaining a Collaborative Relationship
Stage 2: Developing the role
(s)/ relationship
Critical components of a
successful relationship
–
–
–
–
Open and active communication
Mutual respect
Comprehensive commitment
Congruent philosophies and
values
– Continue to monitor the
relationship for these
characteristics
Do each have opportunities
to communicate regularly?
Can each share opinions
respectfully?
Do each have respect for
the other’s role?
Are both committed to the
same goals?
Do both have the same
philosophy and values
about ECE, children and
families?
Key Points in Establishing and
Maintaining a Collaborative Relationship
Stage 1: Beginning the
role (s)/ relationship
Past experiences and
attitudes influence the
success of the
relationship
Has the director/ consultant
had past experiences with
consultation or health advoc?
Share experiences.
How do each see the role of
each and relationship.
What expectations do each
have?
Clarify misunderstandings
Develop a plan for assessing/
prioritizing and providing
services
Key Points in Establishing and
Maintaining a Collaborative Relationship
Stage 3: Collaborative
Relationship
If conflicted: examine
what has gone wrong
– Review Stages 1 and
2 for misconceptions,
misunderstandings
– Work together to
clarify issues and
determine what will be
most effective
Can we make an
appointment to discuss some
issues?
Re: (issue) It seems we have
different opinions/
approaches. This is my point
of view. Help me to
understand your perspective.
How can we work together
better on this issue?
Focus on common goals as
point where both agree.
7
5/2/2013
Poll
How much have you heard about Motivational
Interviewing for your work with early education
and child care programs?
I’ve never heard about it.
I’ve heard a little about it.
I’ve had training in using Motivational
Interviewing skills.
Motivational Interviewing
“Co-experts,” working toward shared goals
2 days in 30 minutes?
No, just a taste!
• What is Motivational Interviewing & why are
people talking about it?
• Our role in Ambivalence/Resistance/Motivation
• Style and Skills
• Affirmations vs. Praise
• Two Experts: the value of Promoting Autonomy
• Resources for more…
???????
Head Start
Early Head Start
ECEAP
National Indian Head Start
Migrant Head Start/EHS
Nurse Family Partnership
WIC, Women, Infants & Children
First Steps
Maternal Child Health public health programs
why don’t they just do what we say????????
8
5/2/2013
The problem with them is ...
Why don’t people change?
What Does It Take?
Four Common Ideas
•
•
•
•
They don’t see (denial, insight, etc.)
They don’t know
They don’t know how
They don’t care
Four Corresponding
Helping Roles
• Insight Induction - if you can make people see, then they
will change
• Don’t you see . . . .
• Knowledge Induction - if people know enough, then they
will change
• Let me explain . . .
• Skill Induction - if you teach people how to change, then
they will do it
• Have you tried . . .
• If you don’t . . .
• Distress Induction - if you can make people feel bad or
afraid enough, they will change
Motivational Interviewing
What is it?
1. MI is a particular kind of conversation about
change
2. MI is collaborative (not expert-recipient, patientcentered, partnership, honors autonomy)
What’s it for?
Motivational Interviewing is a collaborative
conversation to strengthen a person’s own
motivation for and commitment to change
3. MI is evocative, seeks to call forth the person’s
own motivation and commitment
9
5/2/2013
How does it work?
Why would I use it?
Motivational interviewing is a client-centered
method for addressing the common problem
of ambivalence about change
surprising fact:
Motivational interviewing is a collaborative, goaloriented 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
Change Talk and Sustain Talk
(Talking about change or talking about staying the same.)
Opposite Sides of a Coin
Very few people are truly unmotivated
to change
What is Resistance?
thinking about your own life, change is……
• Behavior
• Interpersonal (It takes two to resist)
• A signal of dissonance
• Predictive of (non)change
10
5/2/2013
•
Explain why the person should make this change
•
Give 3 specific benefits that would result from
the change
•
Tell the person how they could make the change
•
Emphasize how important it is to make the
change
Righting Reflex
Our desire to keep people from going down the
wrong path and to set things right…..
Ambivalence
Most people are ambivalent about making
behavior change
Ambivalence
• When Righting Reflex collides with
Ambivalence………………
• We simply get resistance……..
• Can be measured and turned up/down
like volume
Both sides are already within the person
If you argue for one side, the ambivalent
person is likely to defend the other
As a person defends the status quo, the
likelihood of change decreases
Common human responses to the Righting
Reflex
NOTICING THE WEEDS…
Why don’t you want to ___?
Why can’t you ___?
Why haven’t you ___?
Why don’t you ___?
Angry
Oppositional
Defensive
Discounting
Justifying
Not heard
Not understood
Afraid
Helpless
Ashamed
Avoid-don’t return
Trapped
Disengaged
Procrastinate
Resistant
11
5/2/2013
Trying it a different way…
Why would you want to make the change?
What would be the best part?
What would it be like if things were different?
What ideas do you have for making that change?
What’s worked in the past?
What might get in the way?
Who might be supportive?
Three Communication Styles
1. Following
Suspends our own “stuff.”
No instructing, advising, analyzing, warning,
agreeing, disagreeing, persuading, directing,
informing
No agenda other than to see and understand
the world through the other’s eyes
“I won’t change or push you”
What do you think you’ll do next?
What will be helpful ?
Three Communication Styles
2. Directing
Uneven relationship with regard to
knowledge, expertise, authority power
Sometimes this approach saves lives
Tells someone what to do without rationale
“I know what’s needed here and what you
should do”
SPIRIT the approach & style
(without the Spirit, it’s not MI)
Collaborative:
Active collaboration and joint decision-making
process
Evocative:
Not giving what they lack: advice, skills, insight,
knowledge.
But evoking what they already have, and
linking goals, values to behavior change
Three Communication Styles
3. Guiding
Guide helps you find your way
No authority to decide when or how or where
“I can help you solve this for yourself”
SPIRIT the approach & style
(without the Spirit, it’s not MI)
Collaborative:
Evocative:
Honoring autonomy:
Ironically, it is acknowledging the other’s right
and freedom not to change that sometimes
makes change possible. Involves caring
detachment from outcome – not a lack of
caring
12
5/2/2013
Common human responses to being
listened to
Understood
Want to talk more
Open
Linking the helper
Engaged
Able to change
Safe
Empowered
Hopeful
Comfortable
Interested
Want to come back
Cooperative
Respected
Accepted
Four Basic micromicro-skills in M.I.
OARS
Strategies
& Tools
Open-ended Question
Ask Open ended questions – not
yes/no, short answer
Affirm the person – strengths, effort,
intention
Reflect what the person says
Summarize – draw together the
person’s own perspectives on change
Affirmations
– not cheerleading
Affirmations
strengths in their attempts, values, fears, concerns
• Not, “I think…” but, “You are a person who…”
In the MI world, an affirmation is something you have
noticed that is;
Personal
Specific
Measurable
Not just Outcome, notice
Effort
Intention
Strengths
Values
• Re-orients them to their to strengths &
resources
• Anchors them to THEIR strengths & resources
• The change in pronoun relocates affirmation
from external to an internal quality
• Praise implies a “one-up” position
13
5/2/2013
Change Talk
Their desire, ability, reasons and need to change
Giving voice to inner motivation
Train our hears to hear it.
Recognize it.
Reinforce it.
Encourage it.
Simple guideline:
Ask open-ended questions
that can be answered with Change Talk
Desire: what do you want, like, wish, hope, why might
you like to make this change?
Ability: what is possible, if you did decide to make this
change, how would you do it?
Reasons: why would you make the change? what
would be some specific benefits
Need: how important is this change?
M.I. is the prep-step
Clean, scrape, putty - so the paint will stick
Traditional approach to change:
Goal-setting
Self monitoring
Action plans
Skill-building
Advice
Information
Telling
Referrals
Without the prep, it’s not gonna stick
2 YouTube examples –
Effective and Ineffective Physician
(watch for skills and spirit)
http://www.youtube.com/watch?v=80XyNE89eCs
(start at 50 seconds)
http://www.youtube.com/watch?v=OxC8oPKE_DA
(start immediately)
Given all of this;
what’s next?
Shift from feeling responsible for the
behavior, the outcome and our agenda,
to supporting people to think about their
own reasons & need for changing
14
5/2/2013
• Ask at least one Open-ended question that elicits Change Talk. For example;
“What areas are you feeling confident about now, what are you proud of?”
“What areas would you like to feel better about?” “What would be helpful?”
• Resist the temptation to fix or proactively offer suggestions or advice when it
comes to change. Ask what ideas they have, or what they have tried before. Ask
what options they see for themselves.
thank you, thank you,
please contact me with questions
or to receive an MI 101 summary via e-mail
[email protected]
• Affirm the struggles people are going through, the attempts they have made,
the feelings that they are having. Acknowledge these in a real, meaningful way.
• Consider creating an interaction that has two experts. You: the expert of the
science, knowledge, research and previous client experiences. Your Client: the
expert of their themselves, their families, what they care about and how these
changes will work best in their unique situation.
Questions and Comments
484-446-3003 (Phone)
484-446-3255 (Fax)
E-mail [email protected]
Download handout with evaluation form
www.ecels-healthychildcarepa.org
15
www.jtillmantraining.org
Simple ways to begin to integrate MI into your practice
1. Ask at least one Open-ended question that elicits Change Talk. For
example; “In what ways are you feeling successful right now?” “What areas
would you like to feel better about?” “What ideas do you have for making
the changes you want?” “How can I best support you?”
2. Resist the temptation to fix or proactively offer suggestions or advice when
it comes to behavior change. Ask what ideas they have, or what they have
tried before.
3. Affirm the struggles people are going through, the attempts they have
made, the feelings that they are having about changing, the forward
momentum they have made. Acknowledge these in a real, meaningful way.
4. Consider creating an interaction that has two experts. You: the expert of
your education/knowledge, research, science and previous experiences.
Your patients: the expert of themselves, their families, their experiences,
what they care about and how these changes will work best in their unique
lives.
16
A Definition of Motivational Interviewing The definition of Motivational Interviewing (MI) has evolved and been refined since the original publications on its utility as an approach to behavior change. The initial description, by William R. Miller in 1983, developed from his experience in the treatment of problem drinkers. Through clinical experience and empirical research, the fundamental principles and methodologies of MI have been applied and tested in various settings and research findings have demonstrated its efficacy. MI is now established as an evidence-­‐based practice in the treatment of individuals with substance use disorders. Motivational Interviewing focuses on exploring and resolving ambivalence and centers on motivational processes within the individual that facilitate change. The method differs from more “coercive” or externally-­‐driven methods for motivating change as it does not impose change (that may be inconsistent with the person's own values, beliefs or wishes); but rather supports change in a manner congruent with the person's own values and concerns. The most recent definition of Motivational Interviewing (2009) is: “. . . a collaborative, person-­‐centered form of guiding to elicit and strengthen motivation for change.” The Motivational Interviewing Approach Motivational Interviewing is grounded in a respectful stance with a focus on building rapport in the initial stages of the counseling relationship. A central concept of MI is the identification, examination, and resolution of ambivalence about changing behavior. Ambivalence, feeling two ways about behavior change, is seen as a natural part of the change process. The skillful MI practitioner is attuned to client ambivalence and “readiness for change” and thoughtfully utilizes techniques and strategies that are responsive to the client. Recent descriptions of Motivational Interviewing include three essential elements: 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)
These core elements are included in three increasingly detailed levels of definition: Lay person’s definition (What’s it for?): Motivational Interviewing is a collaborative conversation to strengthen a person’s own motivation for and commitment to change. 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. 17
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. The “Spirit” of Motivational Interviewing MI is more than the use of a set of technical interventions. It is characterized by a particular “spirit” or clinical “way of being” which is the context or interpersonal relationship within which the techniques are employed. The spirit of MI is based on three key elements: collaboration between the therapist and the client; evoking or drawing out the client‘s ideas about change; and emphasizing the autonomy of the client. •
Collaboration (vs. Confrontation)
Collaboration is a partnership between the therapist and the client, grounded in the point
of view and experiences of the client.
This contrasts with some other approaches to substance use disorders treatment, which are
based on the therapist assuming an “expert” role, at times confronting the client and
imposing their perspective on the client’s substance use behavior and the appropriate
course of treatment and outcome.
Collaboration builds rapport and facilitates trust in the helping relationship, which can be challenging in a more hierarchical relationship. This does not mean that the therapist automatically agrees with the client about the nature of the problem or the changes that may be most appropriate. Although they may see things differently, the therapeutic process is focused on mutual understanding, not the therapist being right. •
Evocation (Drawing Out, Rather Than Imposing Ideas)
The MI approach is one of the therapist’s drawing out the individual's own thoughts and
ideas, rather than imposing their opinions as motivation and commitment to change is most
powerful and durable when it comes from the client. No matter what reasons the therapist
might offer to convince the client of the need to change their behavior or how much they
might want the person to do so, lasting change is more likely to occur when the client
discovers their own reasons and determination to change. The therapist's job is to "draw
out" the person's own motivations and skills for change, not to tell them what to do or why
they should do it.
•
Autonomy (vs. Authority)
Unlike some other treatment models that emphasize the clinician as an authority figure,
Motivational Interviewing recognizes that the true power for change rests within the client.
Ultimately, it is up to the individual to follow through with making changes happen. This is
empowering to the individual, but also gives them responsibility for their actions.
Counselors reinforce that there is no single "right way" to change and that there are
18
multiple ways that change can occur. In addition to deciding whether they will make a change, clients are encouraged to take the lead in developing a “menu of options’ as to how to achieve the desired change. The Principles of Motivational Interviewing Building on and bringing to life the elements of the MI “style”, there are four distinct principles that guide the practice of MI. The therapist employing MI will hold true to these principles throughout treatment. • Express Empathy Empathy involves seeing the world through the client's eyes, thinking about things as the client thinks about them, feeling things as the client feels them, sharing in the client's experiences. This approach provides the basis for clients to be heard and understood, and in turn, clients are more likely to honestly share their experiences in depth. The process of expressing empathy relies on the client’s experiencing the counselor as able to see the world as they (the client) sees it. • Support Self-­‐Efficacy MI is a strengths-­‐based approach that believes that clients have within themselves the capabilities to change successfully. A client's belief that change is possible (self-­‐efficacy) is needed to instill hope about making those difficult changes. Clients often have previously tried and been unable to achieve or maintain the desired change, creating doubt about their ability to succeed. In Motivational Interviewing, counselors support self-­‐efficacy by focusing on previous successes and highlighting skills and strengths that the client already has. • Roll with Resistance From an MI perspective, resistance in treatment occurs when then the client experiences a conflict between their view of the “problem” or the “solution” and that of the clinician or when the client experiences their freedom or autonomy being impinged upon. These experiences are often based in the client’s ambivalence about change. In MI, counselors avoid eliciting resistance by not confronting the client and when resistance occurs, they work to de-­‐escalate and avoid a negative interaction, instead "rolling with it." Actions and statements that demonstrate resistance remain unchallenged especially early in the counseling relationship. By rolling with resistance, it disrupts any “struggle” that may occur and the session does not resemble an argument or the client’s playing "devil's advocate" or “yes, but” to the counselor's suggestions. The MI value on having the client define the problem and develop their own solutions leaves little for the client to resist. A frequently used metaphor is “dancing” rather than “wrestling” with the client. In exploring client concerns, counselors invite clients to examine new points of view, and are careful not to impose their own ways of thinking. A key concept is that counselor’s avoid the “righting 19
reflex”, a tendency born from concern, to ensure that the client understands and agrees with the need to change and to solve the problem for the client. •
Develop Discrepancy
Motivation for change occurs when people perceive a mismatch between “where they are and where they want to be”, and a counselor practicing Motivational Interviewing works to develop this by helping clients examine the discrepancies between their current circumstances/behavior and their values and future goals. When clients recognize that their current behaviors place them in conflict with their values or interfere with accomplishment of self-­‐identified goals, they are more likely to experience increased motivation to make important life changes. It is important that the counselor using MI does not use strategies to develop discrepancy at the expense of the other principles, yet gradually help clients to become aware of how current behaviors may lead them away from, rather than toward, their important goals. Motivational Interviewing Skills and Strategies The practice of Motivational Interviewing involves the skillful use of certain techniques for bringing to life the “MI spirit”, demonstrating the MI principles, and guiding the process toward eliciting client change talk and commitment for change. Change talk involves statements or non-­‐verbal communications indicating the client may be considering the possibility of change. OARS Often called micro counseling skills, OARS is a brief way to remember the basic approach used in Motivational Interviewing. Open Ended Questions, Affirmations, Reflections, and Summaries are core counselor behaviors employed to move the process forward by establishing a therapeutic alliance and eliciting discussion about change. •
Open-­‐ended questions are those that are not easily answered with a "yes/no" or short
answer containing only a specific, limited piece of information. Open-­‐ended questions invite
elaboration and thinking more deeply about an issue. Although closed questions have their
place and are at times valuable (e.g., when collecting specific information in an assessment),
open-­‐ended questions create forward momentum used to help the client explore the
reasons for and possibility of change.
•
Affirmations are statements that recognize client strengths. They assist in building rapport
and in helping the client see themselves in a different, more positive light. To be effective
they must be congruent and genuine. The use of affirmations can help clients feel that
change is possible even when previous efforts have been unsuccessful. Affirmations often
involve reframing behaviors or concerns as evidence of positive client qualities. Affirmations
are a key element in facilitating the MI principle of Supporting Self-­‐efficacy.
20
•
Reflections or reflective listening is perhaps the most crucial skill in Motivational
Interviewing. It has two primary purposes. First is to bring to life the principle of Expressing
Empathy. By careful listening and reflective responses, the client comes to feel that the
counselor understands the issues from their perspective. Beyond this, strategic use
reflective listening is a core intervention toward guiding the client toward change,
supporting the goal-­‐directed aspect of MI. In this use of reflections, the therapist guides the
client towards resolving ambivalence by a focus on the negative aspects of the status quo
and the positives of making change. There are several levels of reflection ranging from
simple to more complex. Different types of reflections are skillfully used as clients
demonstrate different levels of readiness for change. For example, some types of
reflections are more helpful when the client seems resistant and others more appropriate
when the client offers statements more indicative of commitment to change.
•
Summaries are a special type of reflection where the therapist recaps what has occurred in
all or part of a counseling session(s). Summaries communicate interest, understanding and
call attention to important elements of the discussion. They may be used to shift attention
or direction and prepare the client to “move on.” Summaries can highlight both sides of a
client’s ambivalence about change and promote the development of discrepancy by
strategically selecting what information should be included and what can be minimized or
excluded.
Change Talk Change talk is defined as statements by the client revealing consideration of, motivation for, or commitment to change. In Motivational Interviewing, the therapist seeks to guide the client to expressions of change talk as the pathway to change. Research indicates a clear correlation between client statements about change and outcomes -­‐ client-­‐reported levels of success in changing a behavior. The more someone talks about change, the more likely they are to change. Different types of change talk can be described using the mnemonic DARN-­‐CAT. Preparatory Change Talk Desire (I want to change) Ability (I can change) Reason (It’s important to change) Need (I should change) And most predictive of positive outcome: Implementing Change Talk Commitment (I will make changes) Activation (I am ready, prepared, willing to change) Taking Steps (I am taking specific actions to change) 21
Strategies for Evoking Change Talk There are specific therapeutic strategies that are likely to elicit and support change talk in Motivational Interviewing: 1. Ask Evocative Questions: Ask an open question, the answer to which is likely to be change
talk.
2. Explore Decisional Balance: Ask for the pros and cons of both changing and staying the
same.
3. Good Things/Not-­‐So-­‐Good Things: Ask about the positives and negatives of the target
behavior.
4. Ask for Elaboration/Examples: When a change talk theme emerges, ask for more details.
“In what ways?” “Tell me more?” “What does that look like?” “When was the last time that
happened?”
5. Look Back: Ask about a time before the target behavior emerged. How were things better,
different?
6. Look Forward: Ask what may happen if things continue as they are (status quo). Try the
miracle question: If you were 100% successful in making the changes you want, what would
be different? How would you like your life to be five years from now?
7. Query Extremes: What are the worst things that might happen if you don’t make this
change? What are the best things that might happen if you do make this change?
8. Use Change Rulers: Ask: “On a scale from 1 to 10, how important is it to you to change [the
specific target behavior] where 1 is not at all important, and a 10 is extremely important?
Follow up: “And why are you at ___and not _____ [a lower number than stated]?” “What
might happen that could move you from ___ to [a higher number]?”
Alternatively, you could also ask “How confident are that you could make the change if you
decided to do it?”
9. Explore Goals and Values: Ask what the person’s guiding values are. What do they want in
life? Using a values card sort activity can be helpful here. Ask how the continuation of target
behavior fits in with the person’s goals or values. Does it help realize an important goal or
value, interfere with it, or is it irrelevant?
10. Come Alongside: Explicitly side with the negative (status quo) side of ambivalence.
“Perhaps _______is so important to you that you won’t give it up, no matter what the cost.”
22
Sources Amrhein, P. C., Miller, W. R., Yahne, C. E., Palmer, M., & Fulcher, L. (2003). Client commitment language during motivational interviewing predicts drug use outcomes. Journal of Consulting and Clinical Psychology, 71, 862-­‐878. Center for Substance Abuse Treatment (1999). Enhancing Motivation for Change in Substance Abuse Treatment. Treatment Improvement Protocol (TIP) 35. Rockville, MD: Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment. Miller, W. R., Rollnick, S. (2002). Motivational Interviewing: Preparing People for Change. 2nd Edition. New York: Guilford Press. Miller, W.R. & Rollnick, S. (2009). Ten things that Motivational Interviewing is not. Behavioural and Cognitive Psychotherapy, 37, 129-­‐140. Miller, W.R. & Rollnick, S. (2010). What’s new since MI-­‐2? Presentation at the International Conference on Motivational Interviewing (ICMI). Stockholm, June 6, 2010. Accessed at http://www.fhi.se/Documents/ICMI/Dokumentation/June-­‐6/Miller-­‐and-­‐Rollnick-­‐june6-­‐pre-­‐
conference-­‐workshop.pdf Miller, W.R. & Rollnick, S. (2010). What makes it Motivational Interviewing? Presentation at the International Conference on Motivational Interviewing (ICMI). Stockholm, June 7, 2010. Accessed at http://www.fhi.se/Documents/ICMI/Dokumentation/June-­‐7/Plenary/Miller-­‐
june7-­‐plenary.pdf. Miller, W. R., Zweben, A., DiClemente, C. C., & Rychtarik, R. G. (1992). Motivational Enhancement Therapy manual: A clinical research guide for therapists treating individuals with alcohol abuse and dependence. Rockville, MD: National Institute on Alcohol Abuse and Alcoholism. Rollnick, S., & Miller, W.R. (1995). What is motivational interviewing? Behavioural and Cognitive Psychotherapy, 23, 325-­‐334. 23
PENNSYLVANIA CHAPTER, AMERICAN ACADEMY OF PEDIATRICS
CME/CEU Credits for Teleconferences
Special instructions for filling out and returning the evaluation forms:
1. Be sure to print all information clearly.
2. In order to get CME/CEU credit from the University of Pittsburgh, you must fill in your name,
degree, and the last 5 digits of your social security number at the bottom of the 2nd page of the
evaluation form.
3. Please follow the instructions for answering the questions on the evaluation form. If you need
more room to write the fill in answers, please attach a separate piece of paper to do so.
4. Fill in the circle completely. A “” or an “x” will not be recognized by the form scanner. You
may use a pen or a pencil.
5. All evaluations must be received no later than two (2) weeks from the date of the teleconference.
Any received after that time will not be eligible for CME/CEU credit.
Mail completed forms to:
PA Chapter, American Academy of Pediatrics
Rose Tree Corporate Center II
Suite 3007
1400 N. Providence Rd
Media, PA 19063
Attn: Pattie Davis
If you have any questions about completing the documentation, please contact ECELS at 800/243-2357.
Thank you.
24
Evaluation Form
Very
Low
Low
To what extent were you satisfied with the overall quality of the educational
activity?
To what extent was the content of the program relevant to your work?
To what extent did the program enhance your knowledge of the subject area?
O
O
O
O
4.
To what extent did the program change the way you think about clinical
care/professional responsibilities?
5.
Moderate
High
Very
High
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
To what extent did the activity present scientifically rigorous, unbiased and
balanced information?
To what extent were the speakers’ presentations free of commercial bias?
O
O
O
O
O
O
O
O
O
O
As a result of participation in this activity, I can describe the stages in the process
of developing a working relationship between child care providers and health
consultants/ advocates. I will use this understanding of the stages to
________________________________________________________________
As a result of participation in this activity, I can Identify factors and approaches
that contribute to a collaborative professional relationship between child care
providers and health consultants/advocates. With this understanding, I will
________________________________________________________________.
As a result of participation in this activity, I can describe how the style of
Motivational Interviewing decreases resistance and increases motivation in
conversations with child care providers. With this understanding, I will
________________________________________________________________.
As a result of participation in this activity, I can compare questions that elicit
either motivation or resistance to change. With this understanding, I will
________________________________________________________________.
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
As a result of participation in this activity, I can explain the difference between
evidence-based affirmations vs. praise in increasing confidence and motivation.
With this understanding, I will
________________________________________________________________.
As a result of participation in this activity, I can state how actively promoting
O
autonomy strengthens partnership between child care providers and health
consultants/advocates. With this understanding, I will
_______________________________________________________________.
Which of the following best describes the impact of this activity on your performance?
O
O
O
O
Please use the scale to the right in answering these questions.
Fill in the circle completely. You may use pen or pencil to fill in the circles.
For questions 7 to 12, please fill in the circle and complete the last sentence in each item.
1.
2.
3.
6.
7.
8.
9.
10.
11.
12.
13.
O
This program will not change my behavior because I am currently conducting my professional responsibilities in a manner
consistent with the information presented in this educational activity.
O
This activity will not change my behavior because I do not agree with the information presented.
O
I need more information before I can change my work behavior.
O
I will immediately implement the information into my work.
O
None of the Above
Please Print Legibly and Complete All Information Below
Name _______________________________________Degree __________ Social Sec # (last 5 digits only) XXX-X __-__ __ __ __
Address _______________________________________________________________________________________
City ___________________________State ____________Zip Code __________Phone ________________Fax_______________
Email __________________________
 I request PA Keys to Professional Development Credit
 I request Act 48 Credits Professional Personnel ID Number (PPID) _____________________________________
______I request University of Pittsburgh CME/CEU credit for this webinar.
25