3 The processes are somewhat linear... Engaging necessarily comes first Focusing (identifying a change goal) is a prerequisite for Evoking Planning is logically a later step Engage Focus Evoke Plan Shall we walk together? Where? Why? How?
4 .... and yet also recursive Engaging skills (and re-engaging) continue throughout MI Focusing is not a one-time event; re-focusing is needed, and focus may change Evoking can begin very early Testing the water on planning may indicate a need for more of the above The four processes are inter-woven
5 Four Foundational Processes Planning Evoking Focusing Engaging
6 Can it be MI without... Engaging? Focusing? Evoking? Planning? No No No Yes
7 So it becomes MI when.. 1. The communication style and spirit involve person-centered, empathic listening (Engage) AND 2. There is a particular identified target for change that is the topic of conversation (Focus) AND 3. The interviewer is evoking the person s own motivations (or plans) for change (Evoke)
8 Change is Broader than Behavior Decision to make a choice Forgiveness, Leaving or staying Attitude - to become a different person To be more Compassionate, Assertive etc. Condition to address a complex problem Diabetes, depression, PTSD Resolution - Acceptance Complicated grief Finding peace regarding a decision Tolerance for anxiety, uncertainty etc.
9 Collaboration Compassion MI Spirit Acceptance Evocation
10 LEARNING TO ENGAGE
11 What do clinicians tell themselves that leads them away from MI?
12 Mental Shifts in Engaging Engaging is Task #1 Directing, Guiding and Following Resist the Righting Reflex, Directing, and Fact Gathering [Decrease MI-inconsistent responses]
13 Skills in Engaging OARS Replacing questions (fact gathering) with reflections Complexifying reflections
14 Measuring Engaging Global: Spirit (Collaboration and Autonomy Support) Clinician Behavior OARS Reflection/Question Ratio % Complex Reflections Client Working alliance Retention
15 How To Teach OARS?
16 LEARNING TO FOCUS
17 Mental Shifts in Focusing Importance of focusing clarifying one or more goals Balancing of expertise client s and clinician s Developing shared goals - Negotiating the focus Three scenarios: Clear focus (proceed to evoking) Menu of options (agenda mapping) [Living with diabetes] Unclear focus (formulation) [The confused artist] 4-Process coding sheet What are the focusing challenges where you work? 3-month priorities
18 When there is a pre-set focus: What if the client doesn t share it? Evoke! Dealing with coercion and dual roles What if you get no change talk at all? Develop discrepancy! [Original MET demo] How to do that? Develop a training exercise not MET or values card sort
20 Measuring Focusing Global: None so far. Clarity of goal by end of session? Clinician Behavior Unless the client or context immediately define the goal(s), there should be an observable process of discussing the possible objectives of consultation. Client Working alliance: Goal agreement
21 LEARNING TO EVOKE
22 Can Counselors Evoke Change Talk? Moyers, Martin, Houck, Christopher & Tonigan, 2009 Associational Evidence
24 Can Counselors Evoke Change Talk? Glynn & Moyers (2010), Journal of Substance Abuse Treatment 39: Experimental Evidence
25 Can Counselors Evoke Change Talk? Glynn & Moyers (2010), Journal of Substance Abuse Treatment 39: counselors alternated (in 12-minute segments) between MI: Change talk evocation (CT) and FA: Functional analysis of drinking in conversations with 47 college students about drinking concerns Coded change talk (CT) and sustain talk (ST)
26 % Change Talk and Sustain Talk and their Ratio FA1 MI1 FA2 MI2
27 Can Counselors Evoke Change Talk? Moyers et al (in progress) Project ELICIT Training counselors in two different MI strategies: Plain or Pure MI Change-Talk-On-Steroids MI (MI) (MI+) Frontline substance abuse providers in public agencies Work samples at baseline, post training, 3, 6, 12 months Does change talk in clients differ depending on what clinicians have been taught?
28 Project Elicit Workshop Training (n=191) MI Standard (MI) N = 96 MI with Change Talk Emphasis (MI Plus) n = 95 Coaching and Feedback Standard Coaching and Feedback Specific to Client Speech NIDA , 6 and 12 month Follow-Up Percent Change Talk in Client Sessions
29 Results for post-training time point MI group n = 78, MI+ group n = 75 No significant differences between groups in change talk Significant difference between groups in sustain talk HLM: β = , p <.05 MI group mean = 25.05, SD = MI+ group mean = 21.79, SD =
30 Mental Shifts in Evoking Evoke ( don t try to install) motivation Requires a focus (and engagement) Let go of assessment as a prerequisite Resistance = Sustain Talk + Discord (Interpersonal)
31 X What is Resistance? Sustain Talk Discord
32 Sustain Talk and Discord Sustain Talk is about the target behavior I really don t want to stop smoking I have to have my pills to make it through the day Discord is about your relationship You can t make me quit You don t understand how hard it is for me Both are highly responsive to counselor style
33 What is Discord? Behavior Interpersonal (It takes two to have discord) A signal of dissonance in your relationship Predictive of (non)change
34 Some Discord Signals Defensiveness Arguing Challenging Discounting Hostility Interrupting Talking over the counselor Ignoring Inattention Changing the subject
35 Skills in Evoking Recognizing change talk How to teach it?
36 Preparatory Change Talk Four Examples DARN DESIRE to change (want, like, wish.. ) ABILITY to change (can, could.. ) REASONS to change (if.. then) NEED to change (need, have to, got to..)
38 Yet another metaphor MI Hill (Pre-) Contemplation Preparation Action
39 CHANGE TALK AND SUSTAIN TALK Opposite Sides of a Coin
40 Examples of Sustain Talk The other side of ambivalence I really enjoy gambling I don t think I can give it up Gambling is how I have fun I don t think I need to quit I intend to keep on gambling and nobody can stop me I m not ready to quit I went back to the casino this week (D) (A) (R) (N) (C) (A) (T)
41 Skills in Evoking Recognizing change talk Embedded change talk How to teach it?
42 Snatching Change Talk from the Jaws of Ambivalence Change talk often comes intertwined with sustain talk. That s the nature of ambivalence.
43 Snatching Change Talk from the Jaws of Ambivalence I really don t want to stop smoking, but I know that I should. I ve tried before and it s really hard. 1. You really don t want to quit 2. It s pretty clear to you that you ought to quit. 3. You don t think you can quit
44 See, the thing is, all my friends drink. Some of them probably drink way too much, too, but if I quit drinking, I don t have any friends. I just stay home. That would be pretty lonely. Quitting would cause a new problem for you. And at the same time you recognize that you, and probably some of your friends, are drinking way too much.
45 I know you re worried that I m getting addicted, and I guess I can see what you mean, but I really need more pain medicine. I don t know how I would get through the day without it. If you won t prescribe it, then I ll find someone else who will. You understand my worry about dependence. It s hard to imagine how you would get along without more medicine. One way or another, you re going to get more medicine.
46 Skills in Evoking Recognizing change talk Embedded change talk Evoking change talk Evocation Coding Sheet Strategic thinking Evoking confidence The Committed Smoker What was she thinking? Evoking Confidence Evoking Client Strengths
47 Evoking Confidence: Speaker Topic: Something that you: would like to do have reason to do and/or is important for you to do But also you are not sure whether: you can do it you have the ability to do it You have the time/energy to do it, etc.
48 Listener Listen carefully with a goal of understanding the dilemma, but give no advice Ask these four open questions, and listen: On a scale from 0 to 10, how confident are you that you could make this change if you decided to? Follow-up: And why are you at and not zero? What is there about you (strengths, abilities, talents) that would help you do this? How might you go about it, in order to succeed? What have you done successfully in the past that was like this in some way? Reflect and summarize confidence statements
49 Observer Use 4-process coding sheet
50 Skills in Evoking Recognizing change talk Embedded change talk Evoking change talk Evocation Coding Sheet Strategic thinking Evoking confidence CT bingo Using summaries Bouquets Responding to change talk Easy as 1-2-3(4)
51 EASY AS Responding to Change Talk
52 Easy as Write down 3 or 4 statements about some change that you are thinking about making within the next six months: D: Why do you want to make this change? A: How might you be able to do it? R: What is one good reason for making the change? N: How important is it, and why? (0-10) C: What do you intend to do? A: What are you ready or willing to do? T: What have you already done?
53 Responding to Change Talk All EARS E: Elaborating: Asking for elaboration, more detail, in what ways, an example, etc. A: Affirming commenting positively on the person s statement R: Reflecting, continuing the paragraph, etc. S: Summarizing collecting bouquets of change talk
54 Easy as (One Step) Sit in a circle of 6, including an observer 1. One speaker offers a change talk statement 2. Person to the right (listener) responds once by: Evoking elaboration, example, etc. or Affirming or Reflecting 3. The original speaker gives a natural reply Then the listener becomes the next speaker
55 Easy as 1-2-3: The Observer Observer is not a speaker or listener For each sequence record: 1. Was it change talk? (+ or -) 2. How did the listener reply? E, A, R, or X (other) 3. Was the speaker s reply change talk? (+ -) If you want more of a challenge, think about what kind of change talk it might be: D A R N - C A Ts
56 Easy as Speaker offers a change talk statement (a) 1. Person to the right responds by Elaborating evoking elaboration, example, etc. and the speaker responds naturally (b) 2. Next person responds by Reflecting a/b and the speaker responds naturally (c) 3. Next person responds by Affirming a/b/c and the speaker responds naturally (d) 4. Next person responds with a Summary of abcd And the original speaker responds naturally (e) Then the first listener becomes speaker Observer: How did each speaker respond to E,R,A,S?
57 Measuring Evoking Globals: Spirit (Evocation) Direction Clinician Behavior Open questions (to evoke change talk) Sequential coding pears::ct (Missed opportunities) Client Change talk CT:ST ratio
58 LEARNING TO PLAN
59 Mental Shifts in Planning Planning as an ongoing process (into implementation) Using the client s expertise You don t have to provide all the answers Balance with appropriate use of professional expertise Three scenarios: Clear plan Menu of options for how to proceed The Confused Artist Unclear (Planning funnel: Moving from general to specific)
60 Skills in Planning Testing the water (e.g., recapitulation, key question) Negotiating a plan How will you know it s working? Recognizing CATs Evoking CATs Implementation intention Calling the CATs Plan B inoculation
61 Measuring Planning Global: Implementation Intention? Clinician Behavior Is there discussion of one or more specific actions that the client could take toward a focal goal? Does the clinician attempt to elicit activation and commitment language for this action? e.g. Open questions about doing (CATs) Client: CATs
62 Calling the CATs Work in groups of 3 Speaker, Interviewer, Observer Interviewer: What have you learned in this workshop that you can put into practice? Then do your best to evoke CATs Observer: Listen for CATs and write them down
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