MI_possitive_self_talk

MI_possitive_self_talk

• 1.
  Recognizing and elicitingchange talk Presented by Wendell Brown and Chad Lewis
• 2.
  Definition of Motivationalinterviewing • Collaborative, goal oriented style of communication • Attention to the language of change • Designed to strengthen personal motivation and commitment to a specific goal • Eliciting and exploring a person’s own reasons for change • Within an atmosphere of acceptance and compassion Motivational interviewing was originally developed to help recovering alcoholics and to help diabetics manage self care behavior.
• 3.
  Ultimate goal ofMotivational interviewing Allow space for: • a real relationship • an honest discussion • to experience, clarify and resolve ambivalence about behavior change. MI creates cognitive dissonance between where one is now and where one wants to be. MI provides a client‐centered, directive style to allow clients to experience the tipping point for change and use that information and momentum towards the implementation and maintenance of such change
• 4.
  Two quotes intrinsicto this process “Whether you think you can or think you can’t, either way you are right.” Henry Ford (1863-1947) “We are usually convinced more easily by reasons we have found ourselves than by those that have occurred to others” Blaise Pascal (1623-1662)
• 5.
  Acronyms, acronyms, acronyms… •OARS – Open questions – Affirming replies – Reflecting questions – Summarizing • DARN – Desire – Ability – Reason – Need • CAT – Commitment – Action – Taking steps • EARS – Elaborating – Affirming – Reflecting – Summarizing
• 6.
  Why not change? Mostpeople resist, or are ambivalent about change. Are you ambivalent about… Of course not. No matter who you are, you have strong feelings about a king cobra, and can act decisively.
• 7.
  Eliciting change behavior •Preparatory – Help student identify their desire, ability, reason, and need for change in their lives. • Mobilizing – Getting student to make a commitment, helping them achieve activation of change, and helping them to identify the necessary steps to take. • Behavior change – “A jug fills drop by drop.” Buddha – Helping students with follow up, evaluation, and planning.
• 8.
  Mandatory and thoughtprovoking sarcasm 
• 9.
  The Purpose –Help them remember why they are here (DARN), ask questions that act as checkpoints in the affirmation of their need for change.
• 10.
  They will resist…Thefour R’s • Reluctance: – may recognize some benefits but may also have valid concerns about change or unknown – needs space to verbalize reluctance • Rebellion: – may have info and be highly invested in not changing – needs a menu of options and agreement “of course, no one can make you change, it is completely up to you…” • Resignation: – Overwhelmed, hopeless, exhausted – Needs hope, ride on the coaches hope – Coaches belief in the client’s ability to make change is a strong predictor of positive outcome • Rationalization – Has all of the answers/thought through and is okay with taking chances – Fan of “harm minimization” or effort minimization (biggest bang for buck, even if far from goal) – Needs evocative questions tied to values and goals
• 11.
  What can wedo? Ask for commitment!! • “I will…” • “I plan to…” • “I intend to…” • “I am ready to…” • “I will think about…” • “I will consider…”
• 12.
  How does thisrelate to academic advising? “Advisors may recognize a number of advisee behaviors that may benefit from the use of MI. Poor study skills, low engagement, low academic self-efficacy, and poor time-management skills all can negatively impact the academic success of students. Instead of handing materials to the student or giving advice in a prescriptive manner, MI would allow the student and advisor to work in collaboration, with the student choosing initial behavioral changes to Improve the current situation.” Robert F. Pettay Department of Kinesiology Kansas State University
• 13.
  MI Self Check Myclients would say that I… [ ] Believe that they know what’s best for themselves [ ] Help them to recognize their own strengths [ ] Am interested in helping them solve their problems in their own way [ ] Am curious about their thoughts and feelings [ ] Help guide them to make good decisions for themselves [ ] Help them look at both sides of a problem [ ] Help them feel empowered by my interactions with them Adapted from Hohman. & Matulich. Motivational Interviewing Measure of Staff Interaction, 2008