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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 MaterialsFacilitator 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 takenFacilitator 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 ParticipantsFacilitator 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 changesFacilitator 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” likeFacilitator 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.

Materials: Workbook page 2/ Chart Paper


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?

6 Big Picture: Participants will experience what Guided Helping model feels likeFacilitator 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.

Materials: Workbook page 3/ Chart Paper


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 answerFacilitator Notes:Debrief (Facilitator put responses on chart paper)As the speakers what they were feeling and thinking when the interviewer was talking with themIn 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.


7 Big Picture: Summarize the activityFacilitator 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?

9 Big Picture: Participants will see some of the benefits to using MIFacilitator 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 UnderstandingFacilitator 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 changeFacilitator 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 changedThe second is: Contemplation, Acknowledging that there is a problem but not yet ready or sure of wanting to make a changeThe third: Preparation/Determination, Getting ready to changeThe fourth: Action/Willpower, Changing behaviorThe fifth: Maintenance, Maintaining the behavior changeEach 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

Workbook: page 5 and participants will return to page 1 (Quick write) and do reflection on page 6 of workbook.


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?

12 Big Picture: Big Picture: Participants will understand that MI can be used at any time during the stages of changeFacilitator 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 awarenessIn Contemplation it can help decision makingIn Preparation and Action it can offer support and be a reminder of resolution to changeIn Maintenance it can help identify and help them with strategies to help prevent relapseMotivational 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.

13 Big Pictures: Introduce the Spirit of MIFacilitator Says:Motivational Interviewing is a style of interacting with someone. If you are going to help someone go through the process of change you need to have a relationship with them. In our past trainings we have discussed the importance of having protective factors to help students thrive. What is the most important protective factor to have in place? (participants should identify caring adults)Kids need to know you genuinely care about them and your reason for helping them through this change process is because you care about them and it isn’t because YOU want them to change. This is in essence the Spirit of Motivational Interviewing.On page 8 in your workbook there is a place to take notes on the four interrelated elements of the Spirit on MI.


14 Big Picture: Participants will understand the first component of the Spirit of MI- CollaborationFacilitator Says:The first element involves collaboration and partnership. Think of MI as dancing and not wrestling. MI is like dancing rather than wrestling where you move with the person instead of against a person. It isn’t overpowering and pinning down rather a skillfully guiding without stepping on toes or tripping someone. Someone is still leading in the dance but without a partnership there isn’t a dance.MI is done for and with a person as opposed to on and to someone. People are experts on themselves and in MI the helper is a companion who typically does less half of the talking.



This is important because if the goal is for someone to change a behavior, they are the only ones who can make the change. You can’t do it for them.Your need to be able to see the world through their eyes and not yours.We have to let go of the assumption that we are supposed to have and provide all the answers because we don’t have all the answers when it comes to personal change.People are experts on themselves and in MI the helper is a companion who typically does less half of the talking.This is important because if the goal is for someone to change a behavior, they are the only ones who can make the change. You can’t do it for them.Your need to be able to see the world through their eyes and not yours.We have to let go of the assumption that we are supposed to have and provide all the answers because we don’t have all the answers when it comes to personal change.

15 Big Picture: Participants will understand the second component of the Spirit of MI- AcceptanceFacilitator Says:Related to collaboration is Acceptance. Accepting a person does not mean you approve of their actions. It is being a caring adult and looking at their worth and potential and acknowledging their strengths and efforts. It is important to inform and encourage their choices without judgment. We want to support them even when they aren’t following through the way we want them to. In MI you are the guide but they have to make their own decision to change. We have to let go of the idea that we can make people change- it is a power we don’t have.

Materials: Workbook page 8.


18 Big Picture: Participants will reflect on the 4 characteristics of the Spirit of MI/ Check for UnderstandingFacilitator Says:We have just covered the second objective- of identifying the characteristics of the Spirit of MI.In each of the four corners of the room you will see a sign “Collaboration”, “Acceptance”, “Evocation”, and “Compassion”. I would like each person to think about the 4 areas and decide which characteristic will be the easiest one for you to embrace. Please go to that corner. (ALLOW FOR MOVEMENT) Would anyone like to share why this characteristic will be easy for you? (ALLOW FOR REFLECTION)Now think about which one will be the most challenging. Please go to that corner now. (ALLOW FOR MOVEMENT) Would anyone like to share why this characteristic will be challenging? (ALLOW FOR RELFECTION)Thank you, you may return to your seat. It is important to remember that MI isn’t easy. Just attending this training doesn’t make you an expert. It takes practice, it is a skill and it will take time.We have talked about what Motivational Interviewing, the stages of change and the Spirit of Motivational Interviewing. Now let’s look at the 4 Processes of Motivational interviewing.

Materials: Posters or Cards with the words “Collaboration”, “ Acceptance”, “Evocation”, and “Compassion”Facilitator Says:


19 Big Picture: Participants will get a brief overview of the process of MIFacilitator Says:Turn to page 9 in your workbook. There are Four Processes of MI. They are…Engagement-Do you have the foundational relationship with the student that allows you to engage in a conversation? You can think of it as asking the student: “Hey, want to take a walk?”The next process is: Focusing- Being able to identify a change goal, coming up with a strategic direction. An example would be asking the student “Where are we going?”The next process is: Evoking- Preparing for change, this is when the student is making their own plans or motivation for change. Think of this stage in the process as “Why are you doing this?”The final step in the process is: Planning-This is the logical last step and considered the “Bridge to Change”- This is getting the student to ask themselves “How am I going to do this?”It is sequential but it is also recursive because engaging and re-engaging at times continues throughout.You may need to refocus and the focus may change. The four processes are woven together. Today we are not going to cover all four steps in the process, we are going to focus on Engagement- the most important step.



20 Big Picture: Establish Listening NormsFacilitator Says:In order to engage we have to have good communication. Good listening is fundamental and the key to understanding a persons’ dilemma. How do you know when someone is active listening?(Have participants call out characteristics and list these characteristics on chart paper)These are going to be our norms for the rest of the course today.Facilitator Note:It is important to stop for a minute at this point and have a discussion on active listening. Educators want students to show active listening, but they often don’t model it when having conversations with students. Teachers have a habit of multi-tasking while students are trying to talk to them, this communicates that what they are saying isn’t important or valued.

Materials: Chart Paper

21 Big Picture: Participants will start to be aware of some of the “traps” or holes they can quickly fall into when trying to help students through change conversationsFacilitator Says:Before we even begin looking at the core communication skills I want you to be aware there are some traps you can easily fall into that can derail engagement. When working to actively engage someone it is easy to get started in the wrong direction and easy to fall into six traps identified by Miller and Rollnick. Turn to page 11 in your workbook. There are two columns. Right now we are going to only talk about the first column, what the traps are. We will come back and talk about the second column later in the training.Assessment Trap

We think we need to find out a lot of information before we

Materials: Workbook Page 11


can help and it turns into us asking questions and the youth answering them. We think “ if I ask enough questions I will be able to tell them what to do”. You control by asking the questions and the youth replies with short answers and it turns into a question/answer sessionExpert Trap

We give the message that I am in control here and when I have enough information, I will have the answers. This leads to frustration because we get frustrated when we tell them over and over what to do and they still don’t change.Premature Focus Trap

If you focus before you engage and try and solve the problem before you have established a relationship and know their goal, the youth may have more pressing issues they need to deal with. The issues interest you but are of less concern to the youth. Example homework. You want them to do their homework but they are homeless and can’t do their homework due to their circumstances.Labeling Trap

This is a type of premature focus because we label and become judgmental. We want to focus on a certain problem and label it. You are unmotivated. You are in denial. You have a problem. You have anger issues. Labeling hinders engagement.Blaming Trap

This is when they are defensive the first time we talk to them and they are concerned with and defensive about blaming. They want to focus on whose fault it is and who’s to blame. You might say” it sounds like you are worried about who’s to blame here and this is not about deciding who is at fault. I am concerned about what is bothering you, and what you might be able to do about it.Chat Trap


This is just making small talk. One study showed that in the engaging process the attention is devoted to the youth’s concerns and goals. Not just chit chat.If we want to establish a connections and working relationship we need to establish rapport and build trust. This is done through communication and our taking the role of active listener, not problem solver.We are going to watch a short video and decide what trap the man is falling into.

22 Big Picture: Participants will how sometimes what a listener wants to do isn’t what the speaker is looking for from the listenerFacilitator Says:What trap did he fall into?(Expert—I am in control here and I have the answer to your problem. Premature focus-trying to solve the problems before you have engaged. Didn’t to find out what the person perceives as their “real” problem. They may have more pressing concerns that is more important to them what you perceive as the problem.)Facilitator Says: Yes, the nail was very obvious and to him there was an obvious solution. Just like other problems someone may have like anger or behavior issues, not eating healthy, substance abuse. To us it is obvious and if they would just listen to us we could fix their problem.Expert driven directing does not work well when what is needed is personal change.In addition, she didn’t feel like she was being heard. Communication was a big issue.

Material: Videourl for the video:https://www.youtube.com/watch?v=-4EDhdAHrOg


23 Big Picture: Introduction of the OARSFacilitator Says:There are four communication skills that are essential in Motivational Interviewing. They are: Open-ended questions, affirmations, reflective listening, and summary statements. The mnemonic acronym for these skills is: OARS. Like all skills, they have to be developed and practiced in order to develop and maintain efficiency.We are going to go over each skill one by one and then put them all together at the end, so it will be somewhat awkward as we practice the skills. As we go through our role plays you are welcome to adlib the back story and provide additional information as needed to help the conversation along. Also, I want you to remember that as teacher and student you have an established relationship. You can also establish before the conversation where you are in the stages of change, or as teachers you can use OARS to try and establish where the student is within the stages of change.Please turn to pages 13 and 14 and we will begin with open-ended questions.

Materials: Workbook page 13 and 14

24 Materials: Workbook page 12Facilitator Says:So let’s start practicing Motivational Interviewing! We are going to go through the Core Communication Skills and practice each one. In order to do this effectively we are going to work in Triads. These are the roles of each participant in the triad.We will be alternating each role. When you are the observer, there is a place on page 12 of your workbook to take your observation notes.


25 Materials: Workbook page 13 and 14Facilitator Says:OARS: Open QuestionsRead GOAL: Open questions invite others to “tell their story” in their own words without leading them in a specific direction. It invites them to think before speaking and leads them to talk about change. Open-ended questions are like an open door because you don’t know where they will lead.Facilitator Notes:Model what it looks like when you try to explain yourself but you can only answer yes or no. (role play in front of the class using the following example… The student is always late in the morning.Ask for a class participant to be the student and the facilitator to be the teacher.Teacher: Do you realize that you are late again?Student: YesTeacher: Did you set your alarm like I told you to?Student: YesTeacher: Did you walk to school today?Student: YesTeacher: Did you leave your house too late?Student: NoTeacher: This makes your 9th tardy in the class and you will have to go to lunch detention again. Do you enjoy lunch detention?Student: NoTeacher: I don’t know what to do about you and how often you are late. Can you come in after school and talk about it with me?Student: YesFacilitator Says: What happened during this conversation? (participants respond that it is a one sided conversation)

Materials: Workbook page 13 and 14


Read KEY ELEMENTS: Open questions are the opposite of closed questions. Closed questions typically elicit a limited response such as “yes” or “no.” You want to ask questions that need more than a yes or no answer because you want to encourage them to express their thought, feelings or concerns.Read AVOID: Close-ended questions limit the person’s options for responding. You also need to avoid asking “why” questions because it can put a person on the defensive. Use “how” or “what” instead.Activity: (2 minutes per scenario)We will switch roles each time. Students you need to be realistic, teachers you have an established relationship with this student and you can improvise the back story as needed, observer you are taking notes on the open ended questions used… This is going to be somewhat awkward because you are only using open ended questions and not using all of the OARS, we will put everything together shortly.Scenario #1: Work with your triad and use the same example (Student is Tardy for the 9th time) and utilize the open ended questions and see how the conversation changes. The teacher is having this conversation with the student at the beginning of the class, but what is the appropriate time to have this conversation? (answer… in private while other students are doing bell work or something independently)Observer… Was it difficult for your teachers to use open ended questions? Did they have to use the cheat sheet?Scenario #2:Let’s use another example- switch roles.You have a student in your class that is constantly tapping his/her pencil or making noises in your class. This behavior annoys you. You have decided to approach this student. When is it appropriate


to have this conversation? (prior to class… try talking to the student while they are eating lunch, on the playground, when they first get to school, before class, but not during class or while the behavior is happening)Students…. What was difficult for you in this situation?Scenario #3: One more example- switch roles.Student doesn’t want to do his/her work. He/she only wants to do things that are fun. Continuously asks questions in class, interrupts, and talks about what he/ she wants to talk about. When he/she does attempt to work he/she will blurt out “I can’t do this” and quits. You’ve decided to talk to this student. When do you have a conversation with this student? When you talk to the student he/she is in Contemplation stage (what does that mean? Thinking about making a change.)Teachers… What could you anticipate being the challenging part of this scenario?(Participants might say that a kid says he doesn’t have a problem and blame everyone else… this is called Sustain- Talk. We will address this talk later in the training)

26 Big Picture: Participants will learn Affirmations

Materials: Page 15

Facilitator Says:OARS: Affirmations

Affirmations are statements that identify something positive and give credit or acknowledgement. It may be a trait, behavior, feeling, or past or present accomplishment that leads in the direction of positive change, no matter how big or small.

Materials: Page 15


Read GOAL: focusing on their strengths encourages and supports. You are communicating “what you say matters, and I want to understand what you think and feel”. Affirmations comment on something that is good about the person. Affirming overlaps in at least two ways with empathy. It seeks to accurately understand where the student is coming from and to communicate that what the student is saying matters and that you respect the student.Read KEY ELELMENTS: In order to affirm you have to listen carefully. You can’t affirm what you don’t know and appreciate.

Read AVOID: Affirmation that begin with “I” because these focus more on you than the person.Affirmation is not the same as praise. Have you ever praised someone for a job well done even though they didn’t? We all do it. We feel bad they failed when we know they tried so hard so we tell them “good job” when they know they just failed. They start to wonder what else we say just to be nice.Affirmations comment on something that is good about the person. They involve noticing, recognizing, and acknowledging the positive. It can be a comment about something specific such as intentions and actions.An example of an Affirmation would be: If a student is struggling in math and has a tendency to give up easily… “Today on your math quiz you didn’t rush through the problems, on each one you took your time to think about the steps and how to solve it. You didn’t leave any question blank, even if you weren’t sure how to answer it you still tried. That shows you care if you do well or not on the quiz.”Affirmations can also come from the client/student by asking them to describe their own strengths, past successes, and good efforts.


You could ask the student “I watched you as you took the math quiz today. Tell me about what was going on in your head as you were taking it?” (probe the student for the successes and celebrations that he/she should have felt if he/she focuses on the negatives)Now let’s practice Affirmations. Please turn to page 15 in your workbook.

27 Big Picture: Participants will practice AffirmationsFacilitator Says:An example of an Affirmation would be: If a student is struggling in math and has a tendency to give up easily… “Today on your math quiz you didn’t rush through the problems, on each one you took your time to think about the steps and how to solve it. You didn’t leave any question blank, even if you weren’t sure how to answer it you still tried. That shows you care if you do well or not on the quiz.”Affirmations can also come from the student by asking them to describe their own strengths, past successes, and good efforts.You could ask the student “I watched you as you took the math quiz today. Tell me about what was going on in your head as you were taking it?” (probe the student for the successes and celebrations that he/she should have felt if he/she focuses on the negatives)Now let’s practice Affirmations. Please turn to page 15 in your workbook.

Materials: Page 15


28 Big Picture: Participants will practice AffirmationsFacilitator Says:Read the scenarios fill in the chart on page 15

Materials: Page 15

29 Big Picture: Participants will understand what Reflective Listening is and why it is usedFacilitator Says:Reflective listening is one of the most fundamental skills in MI. Miller and Rollnick recommend learning it first because it is so basic to the four processes of engagement, focusing, evoking and planning.OARS: Reflective ListeningReflective listening appears easy, but it takes hard work and skill to do well. It is easy to misinterpret what is said or assume what a person needs. Reflective listening is a way of checking for understanding, instead of assuming that you understand what they are meaning. Think about communication, where does it normally break down? (ask participants for their input- misunderstanding or not hearing what a person says)Read GOAL-Reflective listening is the pathway for engaging, building trust, and fostering motivation to change. Reflective listening is meant to close the loop in communication to ensure breakdowns don’t occur.Read ELEMENTS- It is important to respond with statements instead of questions. The reason is that a well formed reflective statement is less likely to make someone defensive and more likely



to encourage them to continue talking. Questions tend to interrupt their flow of conversation.Read EXAMPLES.The listener's voice turns down at the end of a reflective statement. Our voice tone typically goes up at the end when we are asking a question but reflective listening statements the voice should turn down at the end.Listen to the differenceYou don’t think this is a problem?You don’t think this is a problem.Read AVOID- Reflections should not be longer than the statement it follows. Make one guess and keep it simple.In order to practice Reflective Listening you must first train yourself to think reflectively. We have to remember that what we believe or assumes a person means may not necessarily be what they really mean. It is easy to get feedback because every time you offer someone a reflection you get immediate feedback as to how accurate it was.Let’s look at the three easiest ways to do Reflective Listening…

30 Big Picture: Participants will understand the three types of Reflective Listening strategies

Facilitator Says:There are three basic levels of reflective listening.Examples of the three levels include:Repeating or rephrasing: Listener repeats or substitutes synonyms or phrases, and stays close to what the speaker has saidParaphrasing: Listener makes a restatement in which the speaker’s meaning is inferred



Reflection of feeling: Listener emphasizes emotional aspects of communication through feeling statements. This is the deepest form of listening.

Varying the levels of reflection is effective in listening. Also, at times there are benefits to over-stating or under-stating a reflection. An overstated reflection may cause a person to back away from their position or belief. An understated reflection may help a person to explore a deeper commitment to the position or belief. The depth of reflections increases with practice. If it feels like you are going around in circles and getting nowhere, the reflections are probably too simple.Let’s look at a quick example-

31 Big Picture: Show examples of each type of Reflective Listening strategyFacilitator Says:Read examplesSo, why is reflective listening so important? On page 16 of your workbook you will see some of the key reasons we need to use reflective listening…When you use reflective listening….

• Allows you to check for understanding• Allows the student to hear what they are

saying and reflect• Allows the student to change their mind and

shift the conversation• Allows the student to know that you are

listening• Allows the listener to dig a little deeper by



trying to figure out the “feelings” behind what is happening… this is going to help advance the conversation

So let’s practice….We will shift roles with each scenario. Observer please keep track of Open Ended Questions and which Reflective Listening strategies are used.Scenario 1:A student is always getting in fights/ arguments at recessScenario 2:A student refuses to sit in his/her seat during class. He/ she is always roaming around the classroom and being disruptiveScenario 3:A student is constantly using inappropriate language in class.Debrief with the group

32 Big Picture: Participants will practice Reflective ListeningFacilitator Says:For this next role play, you will work in triads. Take turns rotating through the three roles. We will rotate every two minutes. Stay on track and we will debrief after everyone has had a chance. I will signal when it is time to switch. Turn to page 16 in your workbook for a guide.READ what is on SlideFacilitator Says: We are going to do this two more times with two different scenarios. Please switch teacher roles.

Materials: Page 16


33 Big Picture: Participants will practice Reflective ListeningFacilitator Says:READ what is on Slide and allow time for role play. Switch roles.

Materials: Page 16

34 Big Picture: Participants will practice Reflective ListeningFacilitator Says:READ what is on Slide and allow time for role play.Debrief… what was challenging, what came naturally?

Materials: Page 16

35 Big Picture: Participants will understand the goal of summariesFacilitator Says:The last communication skills in OARS are Summaries.Summaries are basically a collection of reflection statements that pull together several things you have been told. They are brief and concise.The “whole picture” element of a summary can be powerful as they listen to a summary of what they are saying. This allows them to reflect on what they just said.It is impossible to reflect and summarize everything that is said, so consciously or not, you decide to highlight certain things and pass over other parts. So it is important to stay in the spirit of motivational interviewing as you are actively listening to what they



say.Read Goal:Summaries essentially are using a series of reflections that pulls together several things. It provides a whole picture quality by putting together what might seem like separate pieces of the conversation.Read Key ElementsI will talk more about the three functions of summaries on the next slide.Read ExamplesRead AvoidWe can’t remember everything of what is said and consciously or not we choose to highlight certain aspects and pass over other aspects. As you do this, remember the spirit of motivational interviewing and the traps you need to avoid.Let’s take a closer look at the 3 functions of summaries.

36 Big Picture: Participants will understand the three types of summariesFacilitator Says:Miller and Rollnick identified three functions of summaries. On page 17 you will find notes on this information.Collecting summaries are short- just a few sentences and should continue the conversation rather than interrupt the momentum. It is helpful to end with what else.Linking summaries- pulls together what was just said from something said previously. The purpose is to encourage them to reflect of the relationship of two or more things. Use the work “and” rather than “but” to link the two.Transition summary- shows a shift to a new topic or wrapping up



at the end. Transition summaries are usually longer than linking or collecting summaries.A good place to use summaries is where you are stuck and not sure what direction to take. Instead of asking a question, use a summary to see if they add or clarify something for you. With a summary you can ask for feedback- “How am I doing?”, “What did I miss?” “Have I got this right?”They will let you know if you got it right or are missing something.We are going to put everything together and have you add Summaries to the end. But before we do that I want to pause for a moment and discuss some other questions you might have.

37 Big Picture: Review the engagement traps and decide how the use of OARS can prevent them from getting stuck in the trapsFacilitator Says:Turn back to page 11. Work with your table group and use what you have learned today to identify possible ways you can avoid these negative Engagement Traps.Assessment trap- use open-ended questions and reflective listeningExpert Trap- use reflections to give the person time to resolve the uncertainty about changes themselvesPremature focus trap- start with their concerns,, use reflections to focus on their concerns not what you see at the problemLabeling Trap- explore problems without attaching a label, use affirmations to reframe as personal attributes that are positive-Chat Trap- primary attention should be directed to the person’s concerns and goals.Blaming trap- Use reflection of feeing. remember it isn’t who is at fault rather what the problem in and what they are willing to do about it



38 Big Picture: Transition SlideFacilitator Says:I’m sure you have thought… sure this is great if you have kids who are cooperative, but what if

Materials: None

39 Big Picture: Participants will learn quick tips on when and how to give advice and informationFacilitator Says:What if they need information or want advice?In motivational interviewing there are times when it is appropriated to provide information and advice. Read slide.

Materials: None

40 Big Picture: Participants will receive advice on how to help those students who are stuck and don’t seem to want to/ or know how to make a changeMaterials: NoneFacilitator Says:What if they are stuck…Sometimes we need to jumpstart when we are working with a youth to get them thinking about preparing for a change.One strategy might be exploring extremes:Have youth to consider what is the “worst thing” that could or may happen if he/she continues with current behavior pattern.Ask youth:

Materials: None


what is the best thing or things that could happen as a result of a behavior change?Change Talk-Talk about how to make a change:“If you were to decide to make a change, what steps might you take?”“We have talked a lot about the reasons you think a change is important, Tell me how you will know that you are ready.”We want to avoid the “Expert Trap” and suggest changes without first helping students determine their own needs and desires. They tend to be less committed to change when we tell them what to do.

41 Big Picture: Transition SlideMaterials: NoneFacilitator Says:And what about the kid who blames everyone else?Image URL: http://cdn.www.ministry-to-children.com/wp-content/uploads/2011/07/no-more-church.jpg

Materials: None

42 Big Picture: Using Reflective Listening will help students who are stuck in sustain-talk

Facilitator Says:Utilizing the Reflective Listening Strategies can help with this situation. Keep them talking and let them know you are listening. You can also try and find deeper meaning…Try and verbalize the unspoken emotion.

Materials: none


43 Big Picture: Participants will put OARS all togetherFacilitator Says:Behavior change is consistent with what you value most. One tends to take action when the change is tied to something that is important and matters to them. Expert-driven directing doesn’t usually work when a personal change is what needed. Now let’s put together and apply what we have discussed today.Activity:In triads, let’s practice using our OARS. Pass out a scenario card to each group. (Collect after the group begins and then hand out new scenario once they begin, do this one more time)One person is student, one teacher, and one observer.

Materials: Workbook page 18, scenario cards

44 Big Picture: Check for Understanding- the course objectivesFacilitator Says:Time to practice summarizingSummarizing exerciseLet’s Summarize what we’ve learned today…

A. Collecting Summary- What have we learned today about Motivational Interviewing

B. Linking Summary- Link Motivational Interviewing with something else… make a connection

C. Transition Summary- Pull together what we have learned about Motivational Interviewing and tell me what you are going to do with it from here.

The class will be divided into the 3 groups. Each group will come up with a unique way to present a summary of Motivational Interviewing to the group. This can be done in a skit, using posters, etc.

Materials: Anything the group needs to perform their summary task


45 Big Picture: Participants will understand the key points to think about when evaluating their effectiveness during the MI processFacilitator Says:Read the slide. (They come in one at a time.)

Materials: None

46 Big Picture: Next StepsFacilitator Says:Today we focused on the first process of motivational interviewing and OARS, the core communication skills used throughout the process. The next training will explore the other processes of focusing, evoking and planning. We will also explore at facilitating and implementing change talk.

Materials: None

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