Discussion/ Social work class/ Social worker role

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hink about a behavior that someone has mentioned they want to change.

How would you apply the information presented in materials ( attached) this week to evaluate and support the change process?

Consider:

Any problems to be aware of in identifying the problem?

How could you measure the behavior to track changes?

Provide specific examples of how a client might discuss changing this behavior if in the pre-contemplation stage?; the contemplation stage; or the preparation stage.

What resources did you turn to in order to prepare for this assignment?

If you found a useful resource please upload it into the thread so that classmates may benefit!

For your peer responses, you may want to discuss what may be helpful to motivate someone to progress through the stages of change.

For example, was there a positive incentive or reward for the behavior?

Were they avoiding something negative?

Do you think more likely to change for themselves or someone else?

What role might support or encouragement play in following through with change?

Unformatted Attachment Preview

Stages of Readiness to Change    Person denies the problem or does not see it as problematic. Person may have been sent to see practitioner by someone else. Practitioner should focus on raising clients’ awareness of the urgency of the issues and the pain or fear involved.    Involves ambivalence or conflict between pros and cons of making a change Considering a change in the next six months. Individual acknowledges problem but not quite ready to change.    Practitioner can discuss advantages and disadvantages of changing. Helpful to identify barriers or challenges to making changes. Small steps can be proposed toward considering a change.     Clients are ready to change and looking for information. They may have already made some changes and are wanting to make more progress. Members of families or groups may be at different stages of readiness. It is necessary to explore ambivalence of some members or to find ways to keep them from inhibiting change of larger number.     Clients are ready to take specific steps and may need little or no support from practitioner. If practitioner assumes clients are at this stage and yet they are still in a previous stage the practitioner will likely feel frustrated. Clients may feel that they should be ready to take steps they are not yet ready to take. Only about a third of clients come to a practitioner at this stage.    The pull to return to old behaviors is very strong. Clients need to develop ways to cope with temptations and to reward day-to-day successes. It is helpful to explore how past successes have been maintained and develop ways to maintain current changes.    Relapse is common and preparation for it needs to be a part of the process. Clients may return to any of the previous stages. Termination is the point at which there is no temptation to return to old behavior.  “Do you currently have a problem with____?”  If “yes” then client is in contemplation, preparation, or action stage.  If “no” then client is in pre-contemplation.  “Do you intend to deal with the problem?”  If the answer is “someday” then the client is in the contemplation stage.  If the answer is in the next few weeks or a specific date then they are in preparation stage.  If they say “right now” then they are in the action stage.   “Do you intend to deal with the problem?” If the answer to the question was “no,” then ask “What leads you to say that?”  If the answer is “Because it is not a problem,” the client is in pre-contemplation.  If the client responds, “Because I have already dealt with that problem,” the client is in the maintenance stage.   Considers the impact of environmental, personal, and behavioral factors on readiness to change. This includes physical make-up and brain structure, cognitive capacity, beliefs, selfconcept, goals and emotions.    Personal and environmental factors might include self-efficacy, SES, culture, etc. Environmental and behavioral factors might include support—or lack of it—from systems. Behavior and personal concerns in the client’s understanding that there is more to be gained from making the change than from the current behavior.     Need to take into account all factors that influence person, family, group or organization. Do they feel compelled to solve the problem? The amount of discomfort created by the problem impacts the motivation. Environmental factors can influence motivation.  The relationship of the client and practitioner influence motivation.  Positive regard can increase motivation.  Problems in the relationship must be dealt with non-defensively.  Important to regularly ask for feedback.   Discounting is a cognitive distortion that allows clients to deny or minimize existence of the problem. Four levels:     Thinking there is no problem. Thinking the problem is not significant but present. Thinking that the problem does not have a solution. Still blocks motivation. Thinking that others have changed the problem but that s/he cannot do it. Could be contemplation stage.    Strengths, capacity and resources have a significant effect on motivation. Resilience is an important strength. Level of stress and demands reduces or enhances motivation. Hope can increase motivation.     Strengths, Self-efficacy and the belief that person can make a difference increases hope. An internal locus of control is usually more powerful than an external locus of control. Practitioners influence level of hope significantly. The placebo effect or believing in the practitioner and what they are doing is also important. Identifying Key Problems or Challenges    This can be complicated. The process of coming to an agreement on problems and goals involves a thoughtful and complete assessment. It is important to work on what the client is ready to solve not what the practitioner might think is important.    The practitioner might have to act without fully exploring all problems. The immediate crisis situation will have to be dealt with first. The practitioner may have to be more directive.    It is important to stay calm and remember that safety is the first priority. Use skills of listening, asking questions for clarification, express empathy and warmth. Seek supervision as soon as possible.    Clients do not see any need to make a change. They do not see their behaviors or feelings as a problem. Blaming others for the problem   Moving from something clients cannot change to something they can improves efficacy. Empathy about problems that are out of clients’ control is necessary.   Motivational Interviewing can be very helpful. Rolling with resistance Clients have valid insights and ideas about their situation.  Arguments for change are avoided.  Practitioner indicates willingness to work on problem identified by the client.  Resistance often arises when client is required to see practitioner.   Identifying discrepancies    A motivational interviewing strategy that involves pointing out an incongruity between the client’s present behavior and something s/he values or wants. This may increase client’s motivation to change. Goal is to move the client to contemplating there is a problem that s/he can work on.    There is a readiness to believe there is a problem. The client can acknowledge the advantages of changing but is also aware of the costs. Express empathy    Important at all stages of change. This provides acceptance. Example: “I know that you know that your drinking is a problem but right now stopping seems impossible.”  Advanced reflecting Client’s perspective is essential.  Identifying values, meanings, feelings and expectations.  Expressions need to be stated tentatively.  The purpose is to invite the client to have insight, self-awareness, and/or a deeper understanding of his/her situation.  Example: “It seems like you are getting recognition on your job. Being valued for contributing seems to be important to your job satisfaction.”   Identifying Patterns and Themes     Themes may be related to interacting, behaving, thinking and/or feelings. Seeing patterns can help clients to make changes. A theme is an idea or point of view shared by several people. A pattern refers to consistent ways of thinking, feeling or behaving.  Identifying Patterns and Themes (continued)    A pattern might be related to how a client tries to escape, run away, or use some self-defeating behavior. The practitioner can ask about possible connections between problems and thoughts, feelings, ways of coping, and other situations. It is particularly powerful to relate themes and patterns to client’s experience of what is happening in his/her relationship with the practitioner.  Partializing  Clients can begin to identify their roles in problems and begin to set goals.  It is important to state and re-state goals until both client and practitioner are clear about them.  Partializing involves breaking a complex problem into manageable parts.  Partializing    Practitioner and client can decide which part of a problem should be dealt with first. This may be the easiest, the most painful, or one that can lead to the solvability of other aspects of the larger problem. It is important to remember that the client’s perception of what is manageable may be smaller than or different than the practitioner might see as possible.  Supporting self-efficacy    Encouragement given to clients that they can solve problems. Goal is to enhance clients’ confidence and capability to cope. Statements that recognize what the clients have already accomplished and identifies their strengths can support their belief in themselves.  Problem identification     Concerns aiding the clients’ identifying problems clearly. In larger systems and families different members may understand problems differently. Clients often think of problems as something to stop. Need to change to what they want to start doing.  Ethical considerations in problem identification    Practitioners need to support essential ethical principles related to autonomy and selfdetermination. Client decisions are influenced by culture, gender, age and other factors. Practitioners’ role is to support choices of clients even if they feel they should make other choices.
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Attached.

Running head: BEHAVIOR CHANGE

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Behavior Change
Student Name:
Institutional Affiliation:

BEHAVIOR CHANGE

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Behavior Change

Aggressive anger and temperamental behavior affect the welfare of an individual in very
many ways. For one to handle such behavior, it is crucial to consider the different aspects of
behavior change for the process to be successful. In the identification phase of the person
possessing the anger problem, no severe problems are associated with identifying the vice
because it is evident in both his verbal and non-verbal cu...


Anonymous
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