File - 2014 Trauma Informed Care Conference

Introductory Motivational
Interviewing Workshop
The University of Mississippi
Medical Center
Practice exercises adapted from MINT 2003,
2008; Concepts adapted from Miller & Rollnick
2002, 2012; and Rollnick et al., 2008
 At the end of this training, participants should be able to:
 Objective 1: List the core features of Motivational
 Objective 2: Demonstrate the Core Skills of Motivational
 Objective 3: Discuss how to apply motivational interviewing
to trauma-informed care
Review: What are the characteristics
of clients who:
make your job
make your job
Client A
Client B
A Demonstration
A Discussion
What Motivational Interviewing is not
(Miller & Rollnick, 2009)
The transtheoretical model of change
A way of tricking people into doing what you want to
A technique
Decisional Balance
Assessment Feedback
What Motivational Interviewing is
not (Miller & Rollnick, 2009)
6. Cognitive-behavior therapy
7. Client-centered therapy
8. Easy to learn
9. Practice as usual
10. A panacea (an answer or solution for everything)
What Motivational Interviewing is
 “A collaborative, person-centered form of guiding to
elicit and strengthen motivation for change” (Miller &
Rollnick, 2009)
(This is not a NEW idea, it’s just a very useful integration
of psychological principles and techniques from
various traditions)
Four Foundational Processes
Process where both parties establish a
connection & working relationship
A prerequisite for the rest of MI
Person-centered style
Listen – understand dilemma and values
OARS core skills
Questions to Ask Yourself
MI Consistent Engaging
• How comfortable is this person talking to me?
• How supportive & helpful am I being?
• Do I understand this person’s perspective &
• How comfortable do I feel in this conversation?
• Does this feel like a collaborative partnership?
Focusing – Strategic Centering
Developing and maintaining a specific
direction in the discussion.
Clarify the direction toward which one
wants to move
What changes are expected from the
Agenda setting
“If it’s okay with you, I’d like to
chat a bit about your frustrations
with money management.”
 “It sounds like there is a lot
going on right now. I’ve got a few
minutes what would be most helpful
for us to talk about?”
Questions to Ask Yourself
MI Consistent Focusing
• What are this person’s goals for change?
• Do I have different goals than this person?
• Are we working together with a common purpose?
• Do I have a clear sense of where we are going?
• Are we moving together or in different directions?
Selective eliciting
Try to identify the client’s own
motivations for change
Selective responding
The client may be saying a lot – use
reflective listening to emphasize things
they are saying that will help them change
Selective summaries
To client statements in favor of change
Help the client see all the reasons he or
she has for desiring change
Questions to Ask Yourself
MI Consistent Evoking
• What are this person’s reasons for change?
• Is the reluctance more about confidence or
• What change talk am I hearing?
• Am I steering too far or too fast in a particular
• Am I the one arguing for change?
Planning – The Bridge to Change
 Negotiating a change plan
 Consolidating Commitment
 Note – this is the part of MI that will feel most familiar
 This is the part we focus on the least in training
If you develop the other skills, you will be able to do this
without much direct training
If you focus on this during the training, it will make it harder
to develop the other skills
 The most difficult and important part of MI is getting
clients ready to change, so usually we jump over or speed
through that part, and focus on “how to change”
Questions to Ask Yourself
MI Consistent Planning
• What would be a reasonable next step toward
• What would help this person to move forward?
• Am I remembering to evoke vs prescribe a plan?
• Am I offering information & advice with
• Am I retaining a quiet curiosity about what works
best for this person?
The “Spirit” of Motivational Interviewing
 When it comes to lifestyle changes or management of
chronic illness the best reasons and solutions will be
“evoked” from the client, rather than “instilled” by the
 Hearing themselves talk about why they want to
change and how they will do it actually helps clients
Example: Evocation
 Provider Statement: What brings you in today?
 Client Response: My wife says I haven’t been the same
since the car accident.
 Provider Responses:
 A lot of people develop symptoms after a car accident like
nightmares or feeling jumpy or avoiding driving, so it’s
good that you came in today. Let’s get started with the
 What sorts of things has she noticed since the car
• During MI, the provider forms a partnership with the
• The provider is an expert on what has helped other
• The client is an expert on themselves (what they
like/don’t like, what has worked in the past, etc.)
• A collaborative solution is likely the best solution
• A collaborative provider avoids over- prescribing, and
accepts and values clients contributions
Example: Collaboration
 Provider Statement: What brings you in today?
 Client Response: My wife says I haven’t been the same
since the car accident.
 Provider Responses:
 She was right to send you here. If you don’t take steps to
address your feelings about the accident things could get
a lot worse.
 It sounds like you’re not sure whether she’s right or not.
How do you believe the car accident has impacted you?
• Added in 3rd Edition of MI Text (November, 2012)
• Compassion is a deliberate commitment:
• To actively promote others’ welfare
• To give priority to others’ needs
• NOT sympathy or identification
• This means that MI is not to be used for provider gain
• If you are trying to get a client to do something because
it is easiest or best for you, you are not doing MI
• If you are trying to get a client to follow your advice
(when there are other reasonable options the client may
prefer), you are not doing MI
Example: Compassion
 Provider Statement: What brings you in today?
 Client Response: My wife says I haven’t been the same
since the car accident.
 Provider Responses:
 Sounds like you’re a perfect candidate for our residential
trauma recovery program.
 If you are still being impacted by the accident there are a
variety of different treatment options we can discuss,
some here, some at other facilities, and some self-help
activities you could do on your own.
 Affirmation
 Absolute Worth
 Autonomy
 Accurate Empathy
 Seek to acknowledge person’s strengths and efforts
 Not a private experience of appreciation, but a way of
being and communicating
 “It’s true you aren’t doing the assignments, but at least
you’re still coming”
 The opposite of evaluation, which tends to focus on
finding out what’s wrong
Example: Affirmation
 Provider Statement: What brings you in today?
 Client Response: My wife says I haven’t been the same
since the car accident.
 Provider Responses:
 Sometimes it takes someone else to help us see things.
 It sounds like you’re not so sure about that, but you were
open to coming in to see what I my have to say.
Absolute Worth
 Identify the inherent worth in every client
 The opposite of this is judgment
 “He’s working the system”
 “She just doesn’t want to get better”
Example: Absolute Worth
 Provider Statement: What brings you in today?
 Client Response: My wife says I haven’t been the same
since the car accident.
 Provider Thoughts:
 This guy is totally clueless about his emotions.
 Pretty impressive that this guy is coming in at the urging
of his wife. A lot of husband’s wouldn’t do that.
Autonomy Support
• Regardless of what the provider wants, the client
ultimately makes the decision about what he/she will
do (or not do)
• Respecting client choice even when we don’t agree
• Share your concerns and at same time recognize you
can’t force client change
• By giving clients the freedom to choose, you actually
increase the likelihood they will make healthy
Example: Autonomy Support
 Provider Statement: What brings you in today?
 Client Response: My wife says I haven’t been the same
since the car accident.
 Provider Responses:
 Then it sounds like this has been impacting her too and
you really need to take care of it.
 What’s most important is what you think.
Accurate Empathy
• Empathy is:
• Interest & effort to understand the other’s perspective
This is not the same as acceptance
This is not the same as sympathy
• In MI, empathy is achieved:
By asking open ended questions
Using reflective listening
Example: Accurate Empathy
 Provider Statement: What brings you in today?
 Client Response: My wife says I haven’t been the same
since the car accident.
 Provider Responses:
 So you had a car accident and you haven’t been the same.
 So your wife says she has noticed some changes in you
since the car accident
Basic Skills of Motivational Interviewing:
Open-ended questions – Questions that do not
invite brief answers
Affirmations - Directly affirming and supporting
the client during the interaction
Reflections – Making a guess at what the speaker
means, using a statement rather than a question
Summaries – Summary statements link together
and reinforce material that has been discussed
Skills that are not used in MI
 During an M.I. session, a provider uses very
 advice
 confrontation
 closed questioning
 and direct persuasion
Reflective Listening
Thomas Gordon’s Model of Listening
Words the
Speaker Says
Words the Listener
What the Speaker
What the Listener Thinks
the Speaker Means
* Communication can go wrong because:
(1) The speaker does not say exactly what is meant
(2) The listener does not hear the words correctly
(3) The listener gives a different interpretation to what the words mean
* The process of reflective listening is meant to connect the bottom two boxes
(4), to check on whether "what the listener thinks the speaker means" is the same as
"what the speaker means."
Reflective Listening
 There is a way of thinking that accompanies good
reflective listening.
 It includes, not only
 interest in what the person has to say
 respect for the person's inner wisdom.
 But also, a hypothesis testing approach to listening
 the knowledge that what you think a person means may not
be what he or she really means.
 A good reflective listening response tests a hypothesis. It asks,
in a way, "Is this what you mean?"
Thinking Reflectively
 Break into groups of 3-4.
 Each person in the group should be prepared to be speaker with
“One thing I like about myself is that I…”
 When a speaker has offered a sentence, the other two serve as
listeners and respond by asking questions of this form: "Do you
mean that you___________________?"
 The speaker responds to each such question only with "Yes" or
"No." No additional elaboration is permitted.
 After 4-8 questions, switch roles and have someone else serve as
Forming Reflections
 Good reflective listening statements are very similar to
the “Do you mean…?” questions we just practiced.
 Key difference – hypothesis about speaker’s meaning is
presented as a statement (inflection down at the end)
rather than a question (inflection up at the end).
Reflection Stems
 Some people find it helpful to have some words to get
them started in making a reflective listening
 So you feel . .
 It sounds like you . .
 You're wondering if . .
 You . .
Practice Exercise 3:
Forming Reflections
 Break into groups of 3-4
 Each person in the group should be prepared to be speaker with
“One thing I’d like to change about myself is…”
 When a speaker has offered a sentence, the other two serve as
listeners and respond with reflective listening statements
 The speaker responds to each statement with elaboration that
probably includes but is not limited to "Yes" or "No."
 The next reflective-listening statement, then, takes this new
information into account.
 After each listener has had 2-4 turns reflecting, switch speakers
Practice Exercise 3: Debriefing
 How did clients feel in this exercise as compared to the
previous one?
 How easy was it to generate reflective listening
 What difficulties were there?
Practice Exercise 4:
Batting Practice
 Each table is a batting cage
 Each at the table will take a turn at bat. When you are
the batter your job is to reflect whatever statement is
pitched to you.
 Just like batting practice, the goal is not to hit a home run
every time, but just to make contact with each statement
 Those who are not at bat, will “pitch” statements to the
batter. These statements should be things that you
might hear from clients (repetition is okay).
Practice Exercise 5:
Observer Tracking – Reflection
 You are about to watch a video clip featuring Bill Miller
conducting a Motivational Interview
 To help you get a sense of how often reflections are
used relative to other utterances in motivational
interviewing, you will keep track of the reflections,
questions, and other utterances you hear from Dr.
Miller as you watch the interaction
Practice Exercise 5:
Observer Tracking – Reflection
 As you watch the video, mark an R (reflection), Q
(question), or O (other) in each consecutive box to
track Dr. Miller’s utterances (Tell me… statements
count as questions)
 Let’s do the first 2-3 minutes together
Practice Exercise 5: Debriefing
 How many reflections did you count?
 How many reflections were there relative to questions?
 How was this the same or different than your typical
first session with clients?
 How would the session have gone if Dr. Miller had
asked more questions?
Reflective Listening Strategies:
Simple Reflection
This is a basic acknowledgement of what a person has
just said. The provider restates without adding new
1. Repeating. The simplest reflection simply repeats
an element of what the speaker has said.
2. Rephrasing. Here the listener stays close to what the
speaker said, but substitutes synonyms or slightly
rephrases what was offered.
Reflective Listening Strategies:
Complex Reflections
Complex reflections add meaning to what the speaker has said and
can often be used to emphasize key elements (e.g., change talk) or
even guide the session.
1. Paraphrasing. This is a more major restatement, in which the
listener infers the meaning in what was said and reflects this
back in new words. This adds to and extends what was actually
said. In artful form, this is like continuing the paragraph that
the speaker has been developing – saying the next sentence
rather than repeating the last one. This is not the same as
finishing someone’s sentence.
2. Reflection of feeling. Often regarded as the deepest form of
reflection, this is a paraphrase that emphasizes the emotional
dimension through feeling statements, metaphor, etc.
Reflective Listening Strategies:
Double-Sided Reflection
Reflection of Ambivalence or Double-sided
reflection. This can be considered a special case of
reflection of feeling. A double-sided reflection is
appropriate when the client is expressing some
ambivalence about change. The counselor reflects
that the person seems to “feel two ways about” the
issue, “one the one hand….. and on the other
Reflective Listening Strategies:
Summary. A summary is simply a reflection that
includes two or more separate ideas. A double-side
reflection can be considered a type of summary.
Summaries are useful after a sustained period of
reflective listening for checking in with a client
about what the counselor has heard, and allowing
him/or her to elaborate on anything the counselor
may have missed. As will be covered later,
summaries can also be great tools for gathering
change statements, and handing the client a
“change bouquet.”
Reflective Listening Strategies:
Expert Tip
 Using Similes and Metaphors as Reflections
 Metaphors and similes may be used as reflective
listening. These are generally complex reflections and
often work very well therapeutically:
 Kind of like . . .
 It's as though . . .
Reflective Listening:
Overstating Versus Understating
 Choosing a word that overstates the client's feeling
tends to cause the person to stop talking or back away
from the experience
 So if a client is making resistant statements, overstating
might cause a client to step back from counter-change
 Client: “I am not sure I need this medication any
 Provider: “So you’re pretty confident that your
symptoms won’t return if you stop taking it”
 Client: “Well, I don’t know about that. Last time I ran
out I did get a little depressed. But I just don’t like the
way it makes me feel.”
 Using a word that understates the intensity of feeling
tends to cause the person to continue experiencing
and discussing it
 So if a client is making statements that are pro-behavior
change, understating might cause a client to advocate
for change.
 Client: “I am not going to spend all my money this
 Provider: “So you’re thinking about starting to save
some money.”
 Client: “I am definitely going to save money. I want my
own place and if I don’t save I’m never going to get
Practice Exercise 6:
Levels of Reflection
 On the worksheet provided, try to write down one
simple and one complex reflection for each statement.
 Simple reflections are restatements of all or part of
what was said or slight rephrasing
 Complex reflections are paraphrases, reflections of
feeling, double-sided reflections, similes, metaphors,
 In about 5 minutes we’ll discuss as a group
Fisher & Rosengren, 2003
Practice Exercise 6:
Client Statements
It’s been fun, but something has got to give, I just
can’t go on like this any more
2. It’s been over a year since I’ve had an HIV test
3. You know if she would just back off, then the
situation would be a whole lot less tense and then
these things wouldn’t happen.
4. I’ve been depressed lately. I keep trying things to help
me feel better but nothing seems to work.
Practice Exercise 7:
Summarizing - Counselor 1 Role
 Break into pairs and decide who will be the
client first.
 Each client will discuss “Something I’m
considering changing is…” for 90 seconds
 The first counselor's task is to be an
interested listener without saying anything
and then summarize what you’ve been told
 DO NOT try to problem solve, give advice,
or add or change anything you heard just
summarize what you heard.
Practice Exercise 7:
Summarizing – Counselor 2 Role
 Each client will discuss “Something I’m
considering changing is…” for 90 seconds
 The first counselor's task is to be an interested
listener without saying anything and then
summarize what you’ve been told
 DO NOT try to problem solve or give advice,
however, your summary may include what you
think is the underlying meaning, feeling, or
dilemma in the story you’ve heard
Practice Exercise 7:
 What are the differences between the two types of
 How was it for the client?
 How was it for the counselor?
 Which summary was most difficult? Why?
Open-Ended Questions
 An open ended question is one that has a wide range of
possible answers. The question may seek information,
invite the client’s perspective, or may encourage selfexploration. The open question allows the option of
surprise for the questioner. “Tell me more” statements
are usually considered open questions.
Closed Questions
 Closed questions invite only a small range of answers
 Closed questions can’t and shouldn’t be avoided
 Even at expert proficiency in Motivational
Interviewing, up to 30% of questions will be closed.
 Most people find that closed questions come more
naturally, particularly in a first session. Therefore it’s a
good idea to err on the side of asking open questions.
Open or Closed?
What do you like about drinking?
Where did you grow up?
Isn’t it important for you to have meaning in your life?
Are you willing to come back for a follow-up visit?
What brings you here today?
Do you want to stay in this relationship?
Open or Closed?
Have you ever thought about walking as a simple form of
In the past, how have you overcome an important obstacle in
your life?
What would you like to set as your quit date?
What possible long-term consequences of diabetes concern you
Open or Closed?
Do you care about your health?
What are the most important reasons why you want to decrease
your use of closed-ended questions?
Will you try this for 1 week?
Is this an open or a closed question?
Making Open Questions
 Each of the following is a closed question, try to
rephrase it as an open question:
 Have you considered psychotherapy?
 Don’t you think it would be a good idea to have your
cholesterol rechecked?
What would you like to set as your quit date?
How long have you been using cocaine?
It’s very important that you start taking your medication every
day. Are you ready to do that?
Have you thought about the impact your death would have on
your children?
 How do you affirm?
 Affirmations can come in the form of:
 Compliments or statements of appreciation and
 Commenting on the client’s strengths, abilities or efforts in
any area (not simply related to the target behavior).
 Reviewing client’s past successes can help identify strengths,
abilities, and efforts.
 An affirmation is typically more subtle than “praise”
and doesn’t have the feel of a power differential.
Examples of Affirmations
 I appreciate that you took a big step in coming here today.
 You’re clearly a resourceful person to cope with such difficulties
for so long.
That’s a good suggestion.
It seems like you’re the kind of person who once you make up
your mind you are going to do it
You are a really warm and caring person.
Not everyone is willing to do the kind of difficult self-exploration
you are doing
It’s important to you be a good parent, just like your folks were
for you.
You’ve already taken some important steps toward reducing your
risk for a future DWI.
Affirming “Difficult” Clients
 It can be difficult to affirm clients who are resistant to
 It is natural to perceive weaknesses or faults more easily
in these individuals than strengths are perceived
 It is difficult to support a client’s self-efficacy if you
cannot see their strengths
 To practice affirming difficult clients, it can be useful
to think of anyone you don’t like and try to think of
one or more genuine strengths this person possesses
Other MI Behaviors
 Asking Permission Before Giving Advice or
 I have a suggestion about how you might remember to take
your medication. Would it be all right if I shared it with you?
 Emphasizing Control
 Only you can decide whether or not you are ready to be tested
for HIV
 Support
 This is a really difficult situation for you
 It must be difficult to manage all of these stressors at the
same time
MI Inconsistent Behaviors
Advise (without permission)
 I’d recommend you complete your homework assignments before
watching television
 If I were in your shoes, I’d tell her that her snoring bothers you
 Confront
 You are an addict, and if you’re not willing to admit that, you can’t
 Your lack of participation in group is a clear indication that you are
not serious about your recovery
 You need to stop calling your ex-husband or your never going to
 Direct
 Complete your second step by next Tuesday
Practice Exercise 8:
Sustained Reflective Listening
 Break into pairs
 Participants in each pair decide who will be the first
Each speaker will discuss “Something I’m considering
changing is…”
The listener's task is to respond only with reflectivelistening statements.
The speaker responds to reflection by continuing to
After 10 minutes you will switch
Stay in role, not discussing or breaking role until I tell
you to stop (if you get stumped, call a trainer over for
Practice Exercise 8: Debriefing
 How natural did it feel to be the speaker?
 How natural did it feel to be the listener?
 How was this experience different than the first
exercise (Direct Persuasion)?
Change Talk
MI is Focused
In MI, the counselor works with the client to collaboratively find
a focus for the session and then “guides” the client toward
positive change.
In motivational interviewing clients are not “talked into” making
a change or “convinced” to make a change. Direct persuasion,
providing advice, and providing information are not tools of
change used in MI.
An important tool for guiding clients toward change is to elicit,
explore, and reflect client change talk.
Supporting self-efficacy is an important aspect of working with
change talk. Clients must be hopeful that things can be different
Although MI traditionally involves helping an individual move in
a particular direction, sometimes the skills of MI will be used
without taking a side, because there is not an “objectively good
This has been called “Equipoise”
For example, if you are working with an individual who is
dependent on the system and really would prefer to be
independent (but is having difficulty moving in that direction)
You might strategically elicit and reinforce change talk about becoming
more independent to help him begin moving in that direction
However, if that individual was trying to decide whether to move
into a boarding home or his sister’s house, and both were
reasonable options (i.e., safe, drug free, etc.), you might use
reflections and questions to help that individual figure out what
he wanted, but would not try to steer him toward one option or
the other
What is Change Talk?
Desire to change the behavior
Ability to change the behavior
Reasons to change the behavior
Need to change the behavior
Commitment to change the behavior
Activating to change the behavior
Taking Steps to change the behavior
What will be observed most commonly during a
motivational interview are statements about desire,
ability, reasons, or need (DARN). Commitment to
change is less likely to be spontaneously elicited, and
must often be specifically elicited.
Practice Exercise 9:
Identifying Change Talk
 We are going to watch a
different video clip of Bill
Miller using MI
 As you watch the video,
try to keep track of client
utterances that match
each of these “change
talk” categories
Taking Steps
Practice Exercise 9
 How easy was it to find change talk in this video
 How easy would it have been to miss it completely if
you hadn’t been looking for it?
One Strategy for Evoking Change
Talk: Decisional Balance
 Decisional Balance can be done formally (i.e., using a worksheet or
a drawing of a pros and cons list on a blank sheet of paper) or
informally (i.e., just discussing aloud the pros and cons of change)
 When presenting decisional balance you can ask about “good
things” and “not so good things” about the change being
 After completing the decisional balance, always summarize and ask
the patient which way he or she is leaning. If patient reports few
pros relative to cons, but concludes that he or she wants to change,
you might probe further. Which of the pros are so important that
they make it worth it despite the cons?
Pros and Cons of Change
and Staying the Same
 Changing
 Pros
Goals that will be achievable if change is made
How life will be better if they change
 Cons
Anticipated difficulties regarding change process
 Staying the Same
 Pros
What are the good things about the status quo? (i.e. what would
you have to give up if you changed?)
 Cons
What are the not so good things about the status quo?
Decisional Balance
of Changing
of changing
-What will be better or different if
-What might be difficult about
you change?
the change process?
of Staying the
-What is bad about the way
things are?
of staying the same
-What is good about the way
things are/What do you have to
give up if you change?
Practice Exercise 10:
Decisional Balance
 Break into pairs of two
 Decide who will be the client and who will be the
 The client will talk about something they are thinking
about changing
 The counselor will use open questions, reflections, and
summaries to assist the client in completing a
decisional balance