PD Title: Motivational Interviewing Part 1

Time Required for Workshop (in minutes) / 120 minutes
Materials
Technology / Computer/Laptop; Projector; thumb-drive containing presentation videos
Special Considerations / Consider breaking up the presentation into smaller sections in effort to accommodate different audiences/schools.
Outcomes / · Develop an understanding of Motivational Interviewing
· Identify the characteristics of the Spirit of Motivational Interviewing and understand why you have to be in the spirit in order for Motivational Interviewing to be successful
· Understand and apply the Engagement Process of Motivational Interviewing
Assessments / N/A

Facilitator Displays / Facilitator Says / Facilitator Does and/or Distributes
1 / Big Picture: Review Norms and Review Materials
Facilitator Says:
How many people would admittedly consider themselves a “know-it-all”? As educators we have a tendency to give advice to kids all the time. We want to fix kids and solve their problems. But, what happens when we solve problems for kids? What happens when we give unsolicited advice to kids?
Possible answer: Student’s become reliant on teachers to solve their problems, students get upset because they don’t want advice and teachers get frustrated because the advice isn’t taken
Facilitator Says:
As educators we often struggle with changing a student’s behavior. It can be working with unmotivated, underachieving students or students with behavior issues. We have used behavior charts, rewards, discipline, pleading, shaming, bribing and anything else we can think of to achieve the desired behavior. How successful has this been when working with your more challenging student? Often this direct helping style isn’t successful in changing behavior.
Today I’m going to teach you the fundamentals of Motivational Interviewing and you are going to see how you can utilize it with kids to help them begin to solve their own problems and begin to change their own behaviors. / Materials: Workbook and Handouts
2
3 / Big Picture: Review Objectives with Participants
Facilitator Says:
Today we are going to gain a basic understanding of Motivational Interviewing and how it is used to help people makes changes in themselves.
The primary purpose of motivational interviewing is to strengthen an individual’s own motivation for change. This training is the first of a two part presentation on Motivational Interviewing and will ……. (READ THE OBJCECTIVES. Each one comes in with a CLICK.)
Today’s training will not make you an expert, but rather introduce you to what Motivation Interviewing is and questioning techniques that focus on engagement. Engagement is the relational foundation and used throughout Motivational Interviewing. / Materials: Workbook- Facilitator will introduce the workbook
4 / Big Picture: Have participants begin to think about what it takes to make changes
Facilitator Says: Today as we talk about the process of Motivational Interviewing, we will relate it to a change we are considering making ourselves. We will be working with partners or groups today, so unless you want to share your deepest, darkest secret with the rest of the class please keep your responses something that you are comfortable sharing.
Turn to your workbook on page 1.Think of a behavior that you have been trying to change or would like to change. Please take a few minutes to write down a change statement and in the space write anything that comes to mind related to what you would like to change.
It can be a habit, behavior or attitude. It doesn’t have to be organized writing. Just keep writing until I say stop. You have 2 minutes. / Materials: Workbook page 1
5 / Big Picture: Participants will experience what Direct Helping Style “feels” like
Facilitator Says: Now that you have identified something they would like to change we are going to have two role plays. Choose a partner and decide who is going to be the “speaker” and who is going to be the “listener”. You will keep the same role for both role plays.
Turn to page 2 in your workbook for directions:
Speaker role: Using your Change Plan, Tell the listener about this change you are considering.
Listener role: Your task is to try as hard as you can to convince and persuade the Speaker to make the change that he or she is considering. Specifically, once you find out what the change is that the person is considering, do these five things:
1. Explain why the person should make this change.
2. Give at least three specific benefits that would result from making the change.
3. Tell the person how they could make the change.
4. Emphasize how important it is for them to make the change. This might include the negative consequences of not doing it.
5. Tell/persuade the person to do it.
And if you encounter resistance, repeat the above, perhaps more emphatically.
Facilitator Notes:
DEBRIEF (Facilitator put responses on chart paper) - As the speaker, what were your feeling and thinking? (Common responses are angry, defensive, no heard, passive, ashamed, disengaged, and uncomfortable. How did it feel being the listener? Who did most of the talking? / Materials: Workbook page 2/ Chart Paper
6 / Big Picture: Participants will experience what Guided Helping model feels like
Facilitator Says: We are going to repeat the activity keeping your same role as speaker and listener.
On page 3 you will find directions.
Speaker role: Using your change statement, tell the listener about the change you are considering
Listener role: This time don’t try to persuade or fix anything. Don’t offer advice. Instead ask these four questions one at a time, and listen carefully to what the person says:
1. Why would you want to make this change?
2. If you did decide to make this change, how might you go about it in order to succeed?
3. What are the three best reasons for you to do it?
4. How important would you say it is for you to make this change, on a scale from 0 to 10,where 0 is not at all important, and 10 is extremely important?
[Follow-up question: And why are you at ___rather than a lower number of 0?]
After you have listened carefully to the answers to these questions, give back a short summary of what you heard, of the person’s motivations for change. Then ask one more question:
“So what do you think you’ll do?” and listen with interest to the answer
Facilitator Notes:
Debrief (Facilitator put responses on chart paper)
As the speakers what they were feeling and thinking when the interviewer was talking with them
In debriefing, ask first about the Speakers’ experience in this conversation. What was happening?
Some common responses: understood, want to talk more, liking the listener, open, accepted, respected, engaged, able to change, safe, empowered, hopeful, comfortable, interested, want to come back, cooperative. / Materials: Workbook page 3/ Chart Paper
7 / Big Picture: Summarize the activity
Facilitator Says: “Which style would you rather work with?” The first was the direct helping style by giving advice and telling them what to do. The second approach was a guided helping style that focused more what the speaker was saying and helped the speaker access their own reasons and desires for changing a behavior. This guiding helping style is the basic approach and feel of Motivational Interviewing. Motivational Interviewing is not telling someone what to do rather helping them talk themselves into changing. / Materials: None
8 / Big Picture: Have participants begin to think about what it takes to make changes
Facilitator Note: Participant will be completing the definition in their workbook by filling in the blanks- so read the following word for word slowly. Only part of the statement is on the slide.
Facilitator Says:
As educators we always have to have formal definitions, So what is a more formal definition of Motivational Interviewing? Turn to page 4 to write down the definition. (Read slide) Motivational Interviewing is a collaborative conversational style for strengthening a person’s own motivation and commitment to change.
READ THIS WORD FOR WORD- According to William Miller “MI is a strength-focused model rather that a deficit focused model and should be used only when there is a primary focus on intentionally increasing readiness for change.”
It is the process of helping people moving through the stages of change and a conversation about change which creates cognitive dissonance between where one is and to where one wants to be. This is what leads to a change in behaviour
Motivational Interviewing isn’t a magic bullet but it considered an evidenced based program and has been used for the past 30 years to be an effective method across many population groups and cultures when the focus is change. It can be brief or prolonged but it is always collaborative conversations, never a lecture or monologue.
So why do we use Motivational Interviewing? / Materials: Workbook page 4
9 / Big Picture: Participants will see some of the benefits to using MI
Facilitator Says:
Motivational interviewing was primarily developed to help individuals through obstacles and help them to change. The goal is to create discrepancy from where one is to where one wants to be. These are some of the benefits to motivational interviewing.
(READ SLIDE)
In addition, what kind of resources do you need? (Participants should say NONE!)… so Motivational Interviewing is free- you don’t have to worry about budget cuts taking the program away.
Who can use Motivational Interviewing on your campus? (Everyone)… so you don’t need to wait for the counselor to see your student. The only key factor is that you need to have an established relationship with the student. It won’t work if you don’t know the student.
In what situations can you use MI? (All different situations)… yes, anytime a student is trying to figure out a solution to a problem you can help them by utilizing the MI techniques.
So, let’s quickly check and see if you understand the basic concept of Motivational Interviewing… / Materials: None
10 / Big Picture: Check for Understanding
Facilitator Says:
I want your group to come up with a Tweet that discusses MI in 140 characters or less. When people Tweet out something it is catchy, witty, written in a way that people want to “follow” you. Let’s see which group can come up with the most creative MI explanation. You will have 5 minutes, so put on your creative thinking cap and begin.
Facilitator Note: Have groups write their tweets on chart paper and hang on the wall for the whole group to discuss.
Facilitator Says:
I’ve already said that MI isn’t a magic bullet. The first thing we need to think about is the mental process that someone goes through when they are going through the process of changing a behavior. / Materials: None
11 / Big Picture: Participants will learn about the stages of change
Facilitator Says: There are FIVE Stages of Change and on page 5 of your workbook you can see those stages. It is important to think about where a person is in the process of change when you are utilizing Motivational Interviewing with them.
The first stage is: Pre-contemplation , Not yet acknowledging that there is a problem behavior that needs to be changed
The second is: Contemplation, Acknowledging that there is a problem but not yet ready or sure of wanting to make a change
The third: Preparation/Determination, Getting ready to change
The fourth: Action/Willpower, Changing behavior
The fifth: Maintenance, Maintaining the behavior change
Each stage requiring certain tasks to be accomplished and certain processes to be used in order for change to occur.
CLICK- what do the arrows show? (Wait for response) this is called relapse and it can occur anywhere during the stages of change.
What is relapse? (Returning to older behaviors and abandoning the new changes)
Go back to your statement of change and quick write. Glance over your notes and determine where you are on the stages of change. Page 6 in your workbooks has a place to reflect on your stages of change. Have you had relapses? How many times? Have you been in one stage for a long period of time?
Share at tables. What did you notice? Are there any similarities? At your table talk about your answers. (change is not easy, it is easy to relapse, I can’t move past contemplation….)
Why is it important to keep in mind these stages as we are talking with our students? / Workbook: page 5 and participants will return to page 1 (Quick write) and do reflection on page 6 of workbook.
12 / Big Picture: Big Picture: Participants will understand that MI can be used at any time during the stages of change
Facilitator Says:
When working with students it helps to know where they are in the stages of change so you can best support them:
(Click and they come in one at a time.)
In Pre-Contemplation it can raise awareness
In Contemplation it can help decision making
In Preparation and Action it can offer support and be a reminder of resolution to change
In Maintenance it can help identify and help them with strategies to help prevent relapse
Motivational Interviewing isn’t a quick fix; we have to remember that we can’t fix anyone. As teachers and others in helping professions, we think we can to fix and help. We have to stop and think what your locus of control is. Our job is to keep them in the conversation and not tell them what to do just like we did in the second role play. / Materials: Workbook page 5