APPLYING MOTIVATIONAL INTERVIEWING FOR STUDENTS IN RESIDENCE N A T - - PowerPoint PPT Presentation
APPLYING MOTIVATIONAL INTERVIEWING FOR STUDENTS IN RESIDENCE N A T A L I E V I L H E N A - C H U R C H I L L , P H . D . , C . P S Y C H ( S U P E R V I S E D P R A C T I C E ) P O S T D O C T O R A L F E L L O W C A M P B E L L F A M I
N A T A L I E V I L H E N A - C H U R C H I L L , P H . D . , C . P S Y C H ( S U P E R V I S E D P R A C T I C E ) P O S T D O C T O R A L F E L L O W C A M P B E L L F A M I L Y M E N T A L H E A L T H R E S E A R C H I N S T I T U T E C E N T R E F O R A D D I C T I O N A N D M E N T A L H E A L T H ( C A M H )
Project ct fund nding ng provid vided by Gambling ng Re Research ch Excha hange nge Onta tario rio Suppor port t provi vided ed by: Univer ersity ty of Toront nto Mississauga uga Re Residence nce Life Staff
nica cal Research ch Lab ( (Campbe mpbell Family y Mental Health h Research ch Institut stitute - CAMH) Problem m Gambling ng Servi vice e Clinici nicians ns (CAMH) Mot
ationa
viewi wing ng Communi unity y of Practi tice (CAMH)
1.
p a bet better r under erst standi nding ng of rates es of addicti ctive behavi viour urs among young adults ts in Canada da 2.
p knowledg edge of mot
ationa nal int ntervi viewing wing and behavioura
3.
p a bet better r under erst standing nding of how you, as student udent leaders, s, can fa facilitat tate/c /cont ntribut ribute to behaviour ural changes es
1.8% % of univer ersity sity stude udent nts s are past t month th drinker ers s (NCHA HA, 2013) 13)
sified ed as hazardous/ha dous/harmfu rmful drink nkers (Ad Adlaf af et et al., 2005) 5)
% endorsed d at least t one episo sode de of binge ge dri rinking nking (5+ drinks nks in one sitt tting) ng) in past st 2 weeks (NCHA, , 2013) 13)
rienced ed alcohol-re relat ated assaul ult
% experience rienced d alcohol-rel relat ated sexua ual harassme ment nt
% physic sically y injured ured while e drinking king in past st 12 months hs
% did d somethi ething they later r regrett etted d when drink nking ng (past t 12 months hs)
d alcohol negati tively y impact mpacted d academic c perform
ance in past t 12 months hs
% used d marijua uana na in past t 30 days
% used d ot
r illici cit substa stance nces
1.1% % used d Cocaine ne, , 0.1% % used d met etham ampheta phetami mine nes, s, 1. 1.6% used d amp mphetamin etamines, es, 1. 1.6% % used d sedati tives, es, 0.5% used d halluci ucino noge gens ns, 0.1% % opiates, es, 1. 1.5% % used d MDMA
1.8% % said d drugs ugs negati tively y imp mpact acted d academic c perform
ance in past t 12 months hs (NCHA HA, , 2013) 13)
1.1% % said d int nterne rnet/ t/co comput puter r use negati tively ly impa pact cted d academic c performanc
t 12 months ths (NCHA, 2013 13)
ng adults ts age 18 18-24 4 have the highest hest rates es of problem gambling ng (Wiebe, , 2002)
ernet t gambling ng is incre creasi asingly ngly concerni rning ng and most t popula ular r among adolesce scents nts (Elton
Marsh shall et
seque uenc nces es of problem m gambling ng include ude fina nanci ncial, , relati tions nship, hip, mood and academic mic diffi ficulti culties es among ot
ers
udent nt Safet ety
ding Relati tions nships hips
ntify y Problems ms and Refer r as Appropria priate
tandi ding the limits mits of your Role
ended d to be t thera rapeu peuti tic - rather her to engage and help stude udent nts s think nk about change and provide vide resour urces ces where e needed
nsparent nt about your role with th stud udents nts
styl yle or way of being int nterpe personal sonally y with th anot
her perso son
rative
mphasizes hasizes Autono nomy y in Decisio sion n Making ng
rengths ngths-base ased d approach ch “Motivational interviewing is a collaborative conversation style for strengthening a person’s own motivation and commitment to change.” (Miller & Rollnick, 2013, p.12)
facing each ot
say go, use your inde dex x fing nger er to write in the air numbers 1 to 20 bet etween yoursel selves es Credi dit: Richar hard d Rutsc scham ham
Involves s five compone nent nts: s: Collaboration - a partnership Evocation - eliciting information vs. imparting knowledge (not as an expert) Autonomy - giving the person the ability to choose Compassion - Being empathic (understanding their perspective) Guiding - not following or leading Belief that every person has the ability to move towards best health and the listener’s role is to help bring ng that t mot
tion
ce
s the ot
r perso son n to feel heard. d. More likely to be open if they feel heard and this can facilitate referrals to appropriate resources/treatment
ch has demonstr nstrated ed that at MI is s usefu ful for a va vari riety ety of concerns ns (including uding addi dicti ctive behaviours urs and ot
ers!) !)
ful to get et students udents thi hinking nking about change
tion
s and wanes)
nce e is s normal! al!
cribed d as a w way of being with th anot
her perso son n - not
et of tri ricks ks or techni nique ues s to get et a p perso son n to do what you wan want. t.
ning ng some communica unicati tion
kills s however r can be h helpfu ful in developi ping ng and conveyi ying ng the MI spi pirit rit in your int nterac racti tions
Disc sclosures losures of sexual ual viole lence nce Suici cida dal Ideati tion
When a p perso son n is committ tted d to making ng changes es already dy (i.e., ., provide vide resour urces ces inst nstead ead of explori
valence nce)
hting ng Reflex is a n natural ural desi sire re of a perso son n in a h helping ping posi siti tion
et thing ngs s right, ht, to reduc uce harm to the ot
r perso son
hting ng Reflex appears as directing or telling someone what they “need” to do or should uld or should uld not
Think nk about the last time me you had a d debate e with th someone ne over an iss ssue ue and they reject cted d all of your argumen ents ts - what happe pene ned? d? OR OR Think nk about the last time me a p perso son n in a p posi siti tion
hority (e.g., parent, nt, teacher) er) told you there e was somet ethi hing ng you needed d to change - what happen ened? d?
“I want…” “I can…” “I wish…” “I will…” “I need…” Stati ting ng reasons ns for changing ging Use reflecti ctions ns and open qu questi tions ns to expand nd when you hear change talk k (you get et more of what you talk about!) !)
ment nts s about why a p person son does not
y can change or does not
want t to change
int ntersper persed sed with th change talk k E.g., “I want to maintain my scholarship but it’s so hard and it’s really easy to get to the casino, have a few drinks and I end up spending the entire weekend out there”
quent ntly y may take the form of “yes … but …” Examples mples: “I need to stop smoking up, at least for a little while, but it’s hard to say no when it’s offered to me and I really love getting high.” “I’m so tired of being told about how bad drinking is. I enjoy it so I’m going to keep on doing it.”
the most impo porta tant nt principl nciple in using ng MI MI
e Brown n https://ww tps://www.y .youtub utube.co com/w m/watch? atch?v=1Evw =1Evwgu369Jw u369Jw
4 Core Skill lls: s: OAR
stions ns that t ask for thoughts ughts and feelings ngs (witho thout ut sugge gest sting answers). .
respon ponse se). ).
mit qu questi tions ns asked d (do not
ree in a row!) !) E.g., “Are you worried about the amount of time you spend gambling?” Vs. “What are some reasons to cut down your gambling?”
What are your goals for thi his s year? Tell me about your dri rinking nking habits ts What’s good about smoking pot?
Do y you wan want t to qu quit t gaming ng? Do y you wan want t to do w well in your psycho hology gy course se? Do y you enjoy gambling ng?
Select t the open qu questio stions
ge the closed d qu questi stions
questi tions ns
ngs you here today?
e about drinking nking?
ng depress essed? d?
udy routi tine ne
me do you get et up for class ss?
you wan want t to talk about your r relati tions nship hip with th your boyfri riend/ end/gi girl rlfrie friend/pa nd/partne ner? r?
you wan want t my help?
ning ng to change ge your r pot
king? ng?
How has gambling ng impa pact cted ed your life? e?
rategies gies have been helpful pful before e now to help you feel bet etter? r?
ed to stop
rinking nking in the past? t?
ment nts s to highli ghlight ght the posi siti tive, genui uine nely y see and acknowledg edge the good of what the
r person son is s doing ng or has done.
er from compli liments nts - are not
valuati tive
Examples mples
Active list sten ening ng (in n a s speci cifi fic way)
strat rate you are int nterest rested d in what t the ot
r perso son n is saying ng
ntain n momentum tum in a c conversati tion n (ideal ally y towar wards ds change)
ful in respondi ponding to sustai stain talk and building ng up change ge talk
sed d as a s stat ateme ment nt, not
questio stion
“It sounds like…”
Speaker: “I had a hard time on Monday.” List stener ener: “Monday was a difficult day.” Speaker: “I could make some changes, study more, but what’s the point?” List stener ener: “You’re not sure if studying more would make a difference.” Speaker: “I enjoy gambling and it’s not like I’m hurting anyone, it’s my money.” List stener ener: “You don’t see any harm in your gambling.”
What are some difficult ulties es you have had with th X (e.g. dri rinking nking, , smoki king, ng, gambling ng)? )? What are some reasons ns to make thi his s change? Why do you wan want t to make a c change? What are benefits s of changing ging? How would you make this change? What would be y your first st step ep? Ask about goals and va values es (how does X be behaviour ur fit t with th goals and va values?) s?)
He Helpful ful to elici cit t change talk Example mple: “On a scale of 1 to 10, how confident are you that if you chose to change X (e.g., gambling, alcohol use et etc.), that t you could d change? With th 1 r represe resent nting not
dent nt and 10 meaning ng extre reme mely y confide dent nt?” “Why did you choose a 5 instead of a lower number like a 2 or a 3?” “What would it take to move from a 5 to a 6 or a 7?”
Ad Advice e givi ving ng is not
ly out of the qu questi tion n in MI, but the deliver ery y of advice ce is impor
tant nt. Aski king ng permis missio sion n allows s the ot
r perso son n to ret etain ain their eir autono nomy. E.g., “I’ve got some ideas, about how we c can work rk on this s iss ssue ue, , would it be al alright ght if I s share red d them with you?” “Would it be alright if I made a suggestion?” → Emphasis is on choice and student’s autonomy
Spli lit t into triads ds with th two scenari rios
One perso son n is role playing ying the stude udent nt One perso son n is role playing ying the residenc nce e student udent staff One perso son n is the observer r who can provide vide feedback ck and take not
es on the OARS tracking king form You will be c cued prior
tching ng roles
https:/ ps://ww /www.y .you
ube.com/
ch?v=Zx =ZxKZ KZaKFz FzgF8 gF8
MI 3 book
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