9/20/2016 Values-Based Motivation for Behavioral Change in Patients - - PDF document

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Values-Based Motivation for Behavioral Change in Patients with Chronic Illnesses

Michelle A. LeRoy, Ph.D., L.P. Clinical Psychologist Mayo Clinic Health System – Red Wing

26th Annual MNACVPR State Conference October 7, 2016

Objectives

• Describe two theoretical models of health behavior

change that can guide conversations with patients with chronic illnesses;

• Discuss the role of motivational interviewing in

promoting health behavior change and increasing treatment adherence and self-management;

• Describe how motivational interviewing can be used to

help patients identify discrepancies between deeply held beliefs/values and current problematic behaviors to move patients toward change.

Theories of Behavioral Change

• Transtheoretical Model
• Social Cognitive Theory
• Health Belief Model
• Social Ecological Model

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Transtheoretical Model

(Prochaska, DiClemente, & Norcross, 1992)

Transtheoretical Model

(Prochaska, DiClemente, & Norcross, 1992)

Transtheoretical Model

(Prochaska, DiClemente, & Norcross, 1992)

Stage Intervention Precontemplation Build rapport and trust. Express non-judgmental concern. Emphasize importance of seeing you again. Contemplation Normalize ambivalence. Elicit reasons for change. Gently point out discrepancies between values and actions. Preparation Acknowledge decision to make change. Affirm ability to make change and identify what has worked in past. Help set appropriate, achievable goals. Action Encourage and support small steps toward change. Acknowledge uncomfortable aspects of change. Explain that “slips” should not disrupt the patient-provider relationship. Maintenance Anticipate difficulties to help prevent relapses. Recognize patient’s struggle and praise patient’s resolve. Connect changes back to values. Relapse Explore meaning of recurrence as a learning opportunity. Commend any willingness to reconsider positive changes. Support self-efficacy so that changes seem achievable.

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Social Cognitive Theory

(Bandura, 1986)

Social Cognitive Theory

(Bandura, 1986; Ashford, Edmunds, & French, 2010)

Factor Intervention Self-efficacy Vicarious experience of “similar other.” Help set realistic and achievable goals. Give feedback on performance. Verbal persuasion. Identify barriers. Outcome expectations Ask about perceived consequences of behavior change. Encouraging activities most likely to lead to desired

• utcome.

Self-control Implementation intentions (“if-then”). Reinforcements Patient sets planned rewards for self. Pleasant experience in clinic, provider praise. Emotional coping Education about coping/stress management skills. Refer to Behavioral Health if appropriate. Observational learning Lead by example. Group intervention to learn from others.

Outcome Expectations for Exercise Scale

(Wojcicki, White, & McAuley, 2009)

Physical outcome expectations

Exercise will improve my ability to perform daily activities Exercise will improve my overall body functioning Exercise will strengthen my bones Exercise will increase my muscle strength Exercise will aid in weight control Exercise will improve the functioning of my cardiovascular system Social outcome expectations Exercise will improve my social standing Exercise will make me more at ease with people Exercise will provide companionship Exercise will increase my acceptance by others Self-evaluative outcome expectations Exercise will help manage stress Exercise will improve my mood Exercise will improve my psychological state Exercise will increase my mental alertness Exercise will give me a sense of personal accomplishment

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Social Cognitive Theory

(Bandura, 1986; Ashford, Edmunds, & French, 2010)

Factor Intervention Self-efficacy Vicarious experience of “similar other.” Help set realistic and achievable goals. Give feedback on performance. Verbal persuasion. Identify barriers. Outcome expectations Ask about perceived consequences of behavior change. Encouraging activities most likely to lead to desired

• utcome.

Self-control Implementation intentions (“if-then”). Reinforcements Patient sets planned rewards for self. Pleasant experience in clinic, provider praise. Emotional coping Education about coping/stress management skills. Refer to Behavioral Health if appropriate. Observational learning Lead by example. Group intervention to learn from others. Changes in home/work environment.

Behavior Change Considerations

Behavior change is a process, not an event.

• Episodic vs. lifestyle
• Gradual vs. abrupt
• Restrictive vs. additive
• Single vs. multiple

Objectives

• Describe two theoretical models of health behavior

change that can guide conversations with patients with chronic illnesses;

• Discuss the role of motivational interviewing in

promoting health behavior change and increasing treatment adherence and self-management;

• Describe how motivational interviewing can be used to

help patients identify discrepancies between deeply held beliefs/values and current problematic behaviors to move patients toward change.

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Motivation is...

• Multidimensional
• Dynamic
• Modifiable
• Influenced by social interactions
• Influenced by provider

Resistance Ambivalence Motivation

Traditional Medical Model

Confrontation Patient is impaired, unable to comprehend situation. Provider imposes reality. Education Patient lacks knowledge. Provider to enlighten. Authority Patient lacks self-direction. Provider instructs patient what to do.

Motivational Interviewing

(Miller & Rollnick, 1991)

• Directive, patient-centered style of eliciting

behavior change by helping patients explore and resolve ambivalence.

• Motivational interviewing outperforms

traditional “advice-giving” in the treatment of lifestyle problems and disease. (Rubak et al., 2005)

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Foundations of Motivational Interviewing

(Miller & Rollnick, 1991) Collaboration

(vs. Confrontation)

Patient is the expert. Patient-provider relationship is built on partnership. Evocation

(vs. Education)

Patient has resources and motivation to change. Provider must evoke. Autonomy

(vs. Authority)

Patient has right and capacity for self- direction. Provider respects and affirms this.

Key Principles of Motivational Interviewing

Principle Purpose Examples Express empathy Build rapport and trust. “Yes, making changes in hard work.” “That must have been very challenging for you.” Develop discrepancy Patient identifies reasons for change. “Tell me some good things and some not-so-good things about X.” “How does X fit in with your goals?” Roll with resistance Avoid power struggle/ arguing for change. Preserve rapport. Freedom of choice. “It is your decision whether or not you want to quit.” “What do you want to do? Where do you want to go from here?” Support self-efficacy Patient is responsible for carrying out change. “You have made some real progress.” “You have put a lot of thought into X.”

Objectives

• Describe two theoretical models of health behavior

change that can guide conversations with patients with chronic illnesses;

• Discuss the role of motivational interviewing in

promoting health behavior change and increasing treatment adherence and self-management;

• Describe how motivational interviewing can be

used to help patients identify discrepancies between deeply held beliefs/values and current problematic behaviors to move patients toward change.

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Explore Goals and Values

• Use open-ended questions
• What were some times in your life when you were

happiest or most proud/fulfilled/satisfied?

• What makes that important to you?
• How does that give your life meaning?
• What are your hopes for the future?
• Imagine your life 5 or 10 years in the

future if you were to continue on the same path without making any changes. Now imagine your life 5 or 10 years in the future if you were to make

• changes. What are the differences?

Decisional Balance

• To change, the scale needs to tip so that the

benefits outweigh the costs

• Explore/Elicit
• 1. Advantages of NOT changing
• 2. Disadvantages of NOT changing
• 3. Disadvantages of changing
• 4. Advantages of changing

Decisional Balance

Advantages Disadvantages Not Changing Changing 1 2 3 4

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Decisional Balance Example: Increase Physical Activity

Advantages Disadvantages Not Changing Changing

One less thing to think about More time to watch TV Easier More stressed Can’t play with grandkids Worry more about health More energy More self-confidence Sleep better Increase strength Buy equipment/gym membership Time commitment Don’t like it

Readiness Ruler

• On a scale of 0 to 10, how ready are you to

change X? Score

Readiness Stage of Change 0-3 Not ready Pre-Contemplation 4-7 Unsure Contemplation 8-10 Ready Preparation; Action

Readiness Scores 0-3 Motivational Interviewing

Technique Example Elicit negative consequences

• f not changing

“What kinds of things happened while (engaging in problem behavior) that you later regretted? Express concern “I’m concerned about how X is contributing to your (health problem).” Offer information (don’t force!) “Would you like more information about the effects of X on your health?” Support and follow-up “I understand you aren’t ready to work on this yet. I’d like to check in with you about this again at your next appointment if that’s

• kay.”

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Readiness Scores 4-7

Motivational Interviewing Technique Example Elicit motivation to change “Wow, you said 6 out of 10. What made you say 6 instead of a 2?” “What would need to happen to get your up to an 8?” Negotiate a plan “What ideas do you have to start X?” Support and follow-up “I’m really impressed that you’ve decided to take this next step. I’d like to check back with you in two weeks to see how it’s going.”

Readiness Scores 8-10

Motivational Interviewing Technique Example Help develop action plan “Let’s look at the steps necessary to help you X. What would be your first step?” Identify resources “Who has been supportive of you before? How can that person help you X” Instill hope “You’ve been successful with Y, so you have the ability to X.”

Questions/Comments? Contact: Michelle LeRoy, Ph.D., L.P. leroy.michelle@mayo.edu

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References

Ashford,S., Edmunds, J., & French, D.P. (2010). What is the best way to change self-efficacy to promote lifestyle and recreational physical activity? A systematic review with meta-

• analysis. British Journal of Health Psychology, 15 (2), 265-288.

http://dx.doi.org/10.1348/135910709X461752 Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, New Jersey: Prentice-Hall. Miller, W. R. and Rollnick, S. (1991). Motivational interviewing: Preparing people to change addictive behavior. New York: Guilford Press, 1991. Prochaska, J.O., DiClemente, C.C., & Norcross, J.C. (1992). In search of how people change: Applications to the addictive behaviors. American Psychologist, 47, 1102-1114. PMID: 1329589 Rubak, S., Sandbæk, A., Lauritzen, T., & Christensen, B. (2005). Motivational interviewing: a systematic review and meta-analysis. The British Journal of General Practice, 55(513), 305–312. Wójcicki, T.R., White, S.M., & McAuley, E. (2009). Assessing outcome expectations in older adults: The multidimensional outcome expectations for exercise scale. Journal of Gerontology: Psychological Sciences, 64B(1), 33–40, doi:10.1093/geronb/gbn032