Motivational Interviewing Techniques
ADCN 512
Motivational Interviewing Assignment Instructions
Student Name: _______________________________________________________________________
Parts I and II of this document must be completed for each assignment due. Complete both parts for each week and video that is viewed. Note that this assignment is worth 150 points total. Thoroughness is important in order to do well.
Part I. As you review the required video, rate the group leader on these skills. Provide comments for why you rated the group leader as you did. There must be at least two sentences for each area. If you did not see the group leader display the skill, then note that you did not see this in the video and include a statement on why you do not think the skill was used. (70 points)
Group Leader Skills Rating Scale
This is a scale designed to provide feedback on group leader counseling skills- yours or your peers. It measures skills grouped in the following categories:
· Group Attending Skills
· Group Intervention Skills
· Group Process Skills
Rate each skill using the following scale:
5 – Always 4 – A great deal 3 – Somewhat 2 – Not at all 1- N/A
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Item |
Rating |
Comments |
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Group Attending Skills |
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Opening – Able to focus group & facilitate start in timely manner |
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Eye Contact – consistently scanning & glancing at each member in group |
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Body Posture – Open, relaxed posture. Leaning forward when talking, leaning back when members talk on target |
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Tone of Voice – caring, calm voice that is not overpowering or too meek |
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Body Gestures – appropriate head nods and minimal encouragers |
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Group Intervention Skills |
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Verbal Tracking – Uses reflection comments on both content and feeling |
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Engaging-enlisting clients in the process of opening up and discussing personal information |
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Evoking-motivate clients to develop their own ideas about change |
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Facilitates member to member interaction |
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Questions – Uses questions sparingly and open-ended |
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Paraphrasing – brief, accurate rephrasing of member comments |
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Linking – able to link feelings and content between/among members |
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Refocusing – recognizes when group is off-topic & makes comments to refocus group |
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Requests Concrete/Specific Comments – focuses members on speaking in “I” statements; being specific and concrete |
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Meaning Making/Reflections – able to assist members in discovering the meaning behind thoughts/emotions |
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Focusing – able to focus group/member; does not let focus remain too long on one person; changes focus appropriately |
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Use of Silence – Allows some silence in group. Does not fill silence up inappropriately |
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Self-Disclosure – uses self-disclosure sparingly. Self-disclosure does not take focus off group/member |
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Group Exercises – uses exercises appropriately and provides clear directions |
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Feedback – able to provide honest observations of individual and group members |
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Confrontation – Addresses conflict in group in timely manner |
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Affirmations-exploring and highlighting strengths |
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Planning-utilizes discussion of how to accomplish change to move group members to action. |
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Summaries-providing overviews of a significant portion of the group process. Often used at the end of group. |
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Group Process Skills |
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Here & Now Focus - Draws focus to interactions between/among members as happening |
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Process Statements– verbalizes observations about group/ individual member |
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Balances focus on content versus process |
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Identifies and verbalizes group/individual resistance |
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Part II. Below, document and explain where you would utilize some of the skills that you did not see displayed. Note the exact time on the video when you would utilize the skill, state what the skill is, and state why you would use that skill at that specific time.
You must document at least 10 different areas within the video in which you would utilize additional skills. (80 points).
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Exact Time on Video |
Skill to Be Used |
Why Would You Use That Skill? |
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