Kings College Motivational Interviewing Skills Questions

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1. Create a brief summary of the research you had done earlier in the quarter regarding the current state of using MI within your future profession, and write a few sentences on how you are planning to use MI in your future profession. Upload your short essay here.

2. Complete Exercises  14. 1 and 14.2 and upload them here.

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MI Skill Chart (p. 2 of 2) Sustain talk/ discord Differentiate sustain talk and discord; can use basic skills to respond on demand; tend to stay on the surface or revert to usual practices with clients Comfortable with sustain talk and discord as part of the change process; tend to go deeper in response, which shifts the conversation away from sustain talk and discord; respond to change opportunities in the midst of sustain 19 talk and discord Continue to use Ml guiding and information Change planning Recognize the need for Mi skills, but tend to revert to usual practices Consolidating Tend to react to commitment as a commitment one-time event; a lack of action on the commitment is a sign of lack of readiness to change Switching These tend to be done as discrete between Ml and techniques and only at particular other methods times sharing skills Recognize that commitment is an ongoing process and will need to be reaffirmed; lack of action viewed as a signal for exploration and strengthening commitment MI tends to be infused into the use of other techniques; they're not done separately, but rather shifted into and out of continuously " In practice, differentiating elements of MI spirit is a challenge. As a result, these are presented together, and the counselor is encouraged to attend to how the interaction feels, as well as the more thinking and attitudinal elements. Beginning MI spirit Recognize need for partnership, but tend to slip into advice giving (persuasion without Ono permission) in areas of expertise Emerging Advancing Actively elicit aspirations and encourage clients to choose methods that seem right for omnes them 2 Able to communicate accurate empathy and stay engaged, even when clients make problematic choices; affirms clients' capacity to change hon at to change Recognize and communicate worth, but struggle when clients make choices that negatively impact either themselves or others Done 098 90 01 03 Recognize need for compassion, but may find it hard to maintain when client makes high- risk choices wer G May elicit a few ideas, but then tend to either move into planning quickly or start offering other alternatives Orbe boto While recognizing harmful choices, continues to work in the best interests of clients, respecting their autonomy Continue to draw out client ideas; offer ideas only when needed and in an MI-consistent manner Feeling-engaged and anxious about doing things right; curious and feel an urgency to move the conversation forward; struggle to be fully present because of pressure to do MI Feeling-relaxed and engaged; curious about the client and where the conversation will move; peaceful and calm Areas that you identify in the beginning proficiency level would be useful topics for initial coaching and feed- back. Availing yourself of learning communities, advanced training, and/or simulation programs would all be potential resources to consider as well. Of course, you can always review those areas within this book and rework the exercises here. It is rare that we squeeze all the learning available out of an activity on our first time through. 490 EXERCISE 14.2. MI Skill Chart This chart is meant to be a way for you to self-assess your development across a number of skills that have been identi- fied as important in doing MI. Put an “X” in the column of the chart that seems to best represent your current level of proficiency with each skill. If you find that your skill levels sometimes fall under both Beginning and Advancing columns, put an "X" in the Emerging or in the Beginning column, depending on where you see the balance of skills at this point. In either case, know your skills are improving. Four processes Beginning proficiency Emerging Advancing proficiency Can articulate four processes; tend Move fluidly between the processes; recognize to either not use them or use them and use them as an organizational tool mechanistically Open questions Ask more open than closed Ask open questions in a directional manner; questions use closed questions strategically Affirmations Notice difference between Offer spontaneous affirmations that direct cheerleading, compliments, and clients to their resources 2010 affirmations; can offer affirmation when prompted Reflections- 1:1 2:1 ratio of reflections One reflection to each question Two reflections to each question to questions Reflections- Mostly surface, with some deeper Mostly deeper, with surface level done depth reflections strategically 29 rings 8 Reflections— Tend to follow the client; respond Tend to guide the client's attention; respond to directionality to change talk when evident subtle or possible change elements Reflections Tend to be surface level, with some Tend to be deeper reflections that sustain talk deeper reflections acknowledge and move beyond sustain talk toward neutral or change directions Summaries Are shorter and more organized Tend to be succinct, targeted, and strategic ud golcsegmgo of bonesto than previously Information There's a balance between asking Share thoughts comfortably and with sharing permission and giving unsolicited permission, but give preference to obtaining advice; some uncertainty about the client's views and wisdom whether it's okay to share your ohista o yolup thoughts Recognize differences between Recognize and respond to subtle forms of 0 change and sustain talk, and change talk 10 lor preparatory and mobilizing talk; reinforce obvious change talk Change talk juodis eu -1991 soo istinitof colod lagu 9d blow level onglot ad snil ni lünebi Uo Ibinošoq edi blow empong Me sal lo llano (cont.) From Building Motivational Interviewing Skills: A Practitioner Workbook, Second Edition, by David B. Rosengren. Copyright © 2018 The Guilford Press. Permission to photocopy this material is granted to purchasers of this book for personal use or use with individual clients (see copyright page for details). Purchasers can download a version of this material (see the box at the end of the table of contents). 489 The Nine Tasks of Learning MI (p. 2 of 2) 1 2 3 Shifting into and out of MI and other counseling approaches 17. I often see opportunities to use Mi in the midst of my other work. 18. I know how to move into other methods without losing the MI spirit. 4 5 1 2 3 4 8 Ол Total the two questions under each task and put it into the gray square in the far right column for that task. Scores should range from 2 to 10. Here are some scoring guidelines: • 2-4 = low confidence. • 5-7 = modest confidence. 8-10 = high confidence. For specific areas where you are low in confidence, you might want to think about reviewing those elements in the book again . If all areas are low, then you might consider doing another introductory training or obtaining a coach. For the modest areas, you might look to see if there is a pattern, with one of the questions being higher than the other. If So, you might specifically target that area. Coaching might also be of help here. If you're high in all areas, congratula- tions. Still, you might ask yourself whether this is indeed an accurate reflection of your Ml skills or where you aspire to be, but aren't quite yet. Coaching can still be useful for you, but make sure you find someone who can help with the nuances of MI. I mostly struggle in depth reflections and having the flexibility to move found between the five Cores Skills GOOD 90 ar CH3 488 10 EXPO . EXERCISE 14.1. The Nine Tasks of Learning MI Miller and Moyers (2006) identified eight stages for learning MI. While this article provided a useful structure to ele- ments in learning MI, it was clear these were not "stages" but rather “tasks" in learning MI. This exercise, building on the Miller and Moyers (2006) framework, uses the term "tasks" and adds one more task to the mix. With nine tasks now, this exercise poses a series of questions to assess where you are in the learning process for each task. Answer the following questions using a 5-point scale that extends from 1 = not at all agree to 5 = completely agree. in 2010 Embracing and conveying the spirit of MI 4 3) 5 2 1 8 4 1. / find the four elements of the Mi spirit fit my beliefs about what clients need. 2. What the client thinks about change is far more important than what I think. 3 5 1 2 4 Understanding and working with the four processes 3. I can describe the four processes. 3 5 2 - 1 10 4 5 1 2 3 4. / feel clear about how to alter my approach within each of the four processes. 5 1 2 3) 4 3 4 6 2 1 5 1 1 2 3 4 5 6 Using and being intentional with OARS+ 5. I can move easily among the five core skills. 6. I use my core skills with a purpose in mind. Recognizing and reinforcing change talk 7. I hear change talk, even when it's not obvious. 8. I find it easy to respond to change talk with a reflection. Eliciting and strengthening change talk 9. I recognize opportunities for change talk within sustain talk and discord. 10. I know how to elicit change talk even if I'm not hearing it. Dancing with and moving past discord 1 2 (3 4 | 5 1 2 3 4 5 4 | 5 ㅋ 1 23 11. I feel relaxed in the face of discord. 1 2 3 4 5 ㅋ 7 1 1 2 3 4 5 1 2 (3 4 5 6 12. I know how to address discord without the client or me getting stuck in it. Developing and revising a change plan 13. I know how to develop a change plan in an Ml-consistent manner, including implementation intentions. 14. I know how to have an Ml-consistent conversation when the plan doesn't work as expected. Consolidating and reengaging client commitment 15. I know when and how to ask for commitment. 16. I know what to do with ambivalence in people who are already making a change. 1 2 3) 4 | 5 1 N 321 4 | 5 6 1 2 3 4 5 (cont.) From Building Motivational Interviewing Skills : A Practitioner Workbook, Second Edition, by David B. Rosengren. Copyright © 2018 The Guilford Press. Permission to photocopy this material is granted to purchasers of this book for personal use or use with individual clients (see copyright page for details). Purchasers can download a version of this material (see the box at the end of the table of contents). 487
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MOTIVATIONAL INTERVIEWING

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MOTIVATIONAL INTERVIEWING
Summary of The Research
A leader should major his/her concentration on the followers rather than the task. A
leader refers to an individual that is able to guide, motivate, and encourage followers toward
achieving sets goals. In other words, a leader should empower and address followers to
accomplish a task and not by manipulating them. Different leadership styles...

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