Filetype PDF | Posted on 16 Sep 2022 | 4 years ago
Authentication
digital resources
393x Filetype PDF File size 0.29 MB Source: www.childwelfare.gov
ACTSHEET
December 2017
WHAT’S INSIDE
Motivational Interviewing: verview
A Primer for Child Welfare hen to use
Professionals motivational interviewing
Motivational interviewing is a method professionals asics of motivational
can utilize to support families who may be ambivalent interviewing
or hesitant about support from the child welfare oring toward change
system. It was designed to help engage individuals
and assist them in exploring and resolving their raining
1
ambivalence about change. Given that families
often become involved in the child welfare system onclusion
involuntarily and that engagement may be a challenge eferences
for caseworkers, motivational interviewing is a
method caseworkers may want to consider in their
practice (Mirick, 2013). This factsheet provides child
welfare professionals with an overview of motivational
interviewing, describes circumstances when it could
be applied, and highlights the basics of the method.
It also provides links to additional resources.
1 Ambivalence is a common term in the motivational interviewing literature. It refers
to the client’s state of both wanting and not wanting to change or, in other words,
having simultaneous conflicting motivations. For example, a client may see the negative
consequences of her substance use e.g., impairing her ability to parent but at the same
time continue using substances.
hildren’s ureauAFAF
.. mail infochildwelfare.gov httpswww.childwelfare.gov
Motivational Interviewing: A Primer for Child Welfare Professionals https://www.childwelfare.gov
verview process includes four overlapping processes—engaging,
focusing, evoing, and planning—that are discussed in
otivational interviewing was developed by . . iller greater detail in the asics of otivational Interviewing
and
. ollnic. It was first introduced in the 1s as section.
a method to engage and support adults coping with
substance use issues and has since been adapted to meet When to se Motivational
the needs of other helping fields, including child welfare, Interviewing
criminal ustice, and health. iller and ollnic 1, p.
define motivational interviewing as follows he use of motivational interviewing may be most
applicable when the following circumstances are present
otivational interviewing is a collaborative, goal
ilovsy, ¤effingwell, echt,
oriented style of communication with particular he client has a specific target behavior that is leading
attention to the language of change. It is designed to to negative outcomes.
strengthen personal motivation for and commitment
to a specific goal by eliciting and exploring he client is ambivalent about change.
the person’s own reasons for change within an hoices that could benefit the client and family are
atmosphere of acceptance and compassion. available.
otivational interviewing was intended for a counseling ¥iven that many parents involved with child welfare
relationship that could extend several wees, but it may have substance use disorders and that children
has also been shown to be effective during shorter with parents who use substances are more liely to be
interventions for substance use, smoing cessation, and maltreated, motivational interviewing holds promise for
peer violence iggins, 1. According to the alifornia use with child welfare clients hild elfare Information
videnceased learinghouse for hild elfare , ¥ateway, 1. uch lie clients in the substance use
motivational interviewing can be used with caregivers field, child welfare clients may be ambivalent to change,
of children, as well as with adolescents , n.d.. which maes them good candidates for the use of
Additionally, awarded the method its highest rating motivational interviewing. hild welfare practice also
“wellsupported by research evidence”. he method has tends to embrace some of the same tenets present in
been shown to help engage clients and enhance their motivational interviewing, such as engaging clients in
motivation to use and complete services—including those decisions and focusing on their strengths. Additionally,
related to child welfare—that can support them in maing motivational interviewing incorporates selfdetermination,
positive life changes
terrett, ones, alot,
hoo, which is one of the tenets of traumainformed care.
1 ¡amashe, ¡oughty, are,
ilovsy, 11. ¢sing esearch has shown that motivational interviewing is also
motivational interviewing also may help caseworers effective when paired with other treatment strategies,
assess families’ readiness to change and assist families in such as cognitive behavioral therapy
ubstance Abuse
better understanding the steps necessary for changes to and ental ealth
ervices Administration, 1¦.
occur.
otivational interviewing may also be beneficial when
£ractitioners of motivational interviewing approach the supporting youth involved with child welfare who are
method with a perspective that includes partnership exhibiting negative behaviors. Adolescents often feel
with the client, acceptance of the client, compassion, they are being udged or told what to do by providers,
and an evocation i.e., helping bring forth what is needed which is not effective. Instead, using a nonconfrontational
for change from the client iller ollnic, 1. and nonudgmental approach such as motivational
hese four components are often called the “spirit” of interviewing can help them explore ways to change their
motivational interviewing. he motivational interviewing behaviors ohman, arnett,
hillington, 1.
his material may be freely reproduced and distributed. owever, when doing so, please credit hild elfare Information ¥ateway.
his publication is available online at httpswww.childwelfare.govpubsmotivationalinterviewing. 2
Motivational Interviewing: A Primer for Child Welfare Professionals https://www.childwelfare.gov
hild welfare professionals should be aware of power otivational interviewing relies on four core
differentials and families’ values when using motivational communication sills to help guide professionals iller
interviewing. he power differential between a ollnic, 1
caseworer and parent—or youth—could create As ing oenended estions: penended
additional resistance or negative reactions from the questions allow clients to expound upon issues and
parent iric, 1. £arents may feel forced to comply provide richer detail than would be elicited through
with a suggested or mandated activity due to the threat a closedended question, which typically can be
of court action e.g., removal of the child from the home, answered with a oneword response or little detail.
termination of parental rights rather than an internal xamples of openended questions include “hat
motivation to change
ilovsy et al., . hat would brought you to spea with me today¨” or “ow has this
run counter to the premise of motivational interviewing. issue affected your family¨”
Additionally, motivational interviewing should not be used
to compel families to tae actions that are in contrast to Affirming: hese statements acnowledge client
their values
ilovsy et al., . strengths and are encouraging. Affirmations can help
in several ways, including strengthening providerclient
asis of Motivational Interviewing relationships, reducing defensiveness, and facilitating
change. An example of an affirming statement is
his section summari§es the basics of motivational “ou’ve been woring very hard to attend all the
interviewing. his information is not intended as a sessions of your parenting class.”
training for child welfare professionals about how to efleting: hese statements help show clients that
use motivational interviewing with a client. For more you are understanding them. hey repeat or rephrase
information about becoming trained in motivational what the client has said. eflective statements can
interviewing, refer to the oring oward hange encourage the client to further explore an issue.
section. otivational interviewing utili§es several types of
reflections, each of which has a particular purpose in
ather than occurring in distinct stages, motivational helping guide the conversation and client exploration.
interviews progress through the following four processes For example, a simple reflection provides nearly
in varying combinations and orders depending on the the exact meaning intended by the client and helps
flow of the discussion and client needs iller ollnic, show the provider understands what the client has
1 said. lient “It’s been very difficult to meet all the
Engaging: he provider and client develop a woring court requirements.” £rovider “ou’ve had a lot of
relationship. difficulty meeting the court requirements.” A complex
osing: he provider and client develop and reflection, on the other hand, is a restatement of what
maintain a focus on the client achieving a particular the client said with some additional meaning inferred
change goal. by the provider. lient “It’s been very difficult to meet
all the court requirements.” £rovider “ he difficulty
Evo ing: he provider helps the client to express his meeting the court requirements is probably pretty
or her own motivation for change. stressful and frustrating.”
Planning: he provider wors with the client to Smmariing:
ummaries are essentially reflections
cultivate the client’s commitment to change and how that tie together several of the client’s statements,
that change will occur. which can provide clients with an opportunity to hear a
retelling of their experiences and their thoughts about
change.
his material may be freely reproduced and distributed. owever, when doing so, please credit hild elfare Information ¥ateway.
his publication is available online at httpswww.childwelfare.govpubsmotivationalinterviewing. 3
Motivational Interviewing: A Primer for Child Welfare Professionals https://www.childwelfare.gov
Wor ing Toward Change Training
otivational interviewing is focused on helping clients raining in motivational interviewing, as well as ongoing
consider their readiness and willingness to change to coaching, is essential to helping practitioners ensure
improve their lives and, particularly in child welfare, the they are properly utili§ing its techniques and progressing
lives of their family members. otivational interviewing is toward the best possible outcomes for clients
nyder,
not about persuading a client to change, though it sees ¤awrence, eatherholt, ©agy, 1. he otivational
to help the client develop his or her own motivation to Interviewing ©etwor of rainers website httpwww.
change. motivationalinterviewing.org provides details about
upcoming training as well as other educational materials.
It is important for providers to recogni§e change tal that
indicates a client is willing to change e.g., “I really want he following resources provide additional information
to get myself together so I can get my ids bac.” and about motivational interviewing
help elicit additional change tal, with an eventual goal “otivational Interviewing echniques in hild
of client commitment to change and a plan for how to elfare” ªvideo« enter for Advanced
tudies in
achieve it. hen change tal does occur, providers can hild elfare httpcascw.umn.eduportfolioitems
help clients progress toward actual change by asing motivationalinterviewingmodule
questions or maing statements about the clients’
desires, abilities, reasons, and commitments related to “otivational Interviewing as a £ractice Innovation
the change. otivational interviewing also includes a in hild elfare” ªvideo« ©ational hild elfare
variety of techniques to help evoe change tal if the orforce Institute httpsvimeo.com¦¦¦
client is more focused on sustain tal i.e., statements that Motivational Interviewing in Child Welfare Services
support not changing. For example, a provider can as ©orthern alifornia raining Academy https
the client how important something is for them e.g., “n humanservices.ucdavis.edusitesdefaultfiles11¬
a scale from to 1, how important is it for you to ensure 11¬I¬video¬guide¬revised¬¦1.
your children are safe at home¨” and then as a followup pdf
question based on the response to initiate change tal Encouraging Motivation to Change: Am I Doing
e.g., “hy are you at a and not a ¨”, “hat would it this Right? enter for videnceased £ractice
tae to go from a to a ¦¨”. Another method is to as httpwww.centerforebp.case.educlientfilespdf
questions regarding the extremes of their concerns, miremindercard.pdf
such as “hat would be the bestworst outcome if you
changed the way you discipline your children¨”
£roviders may also encounter discord, or resistance, when
woring with clients. ithin the context of motivational
interviewing, discord occurs when the clientprovider
relationship is not optimal e.g., the client perceives
the provider as pushing him or her toward change,
which some practitioners see as a sign that the provider
has veered from the fundamentals of motivational
interviewing all ohman, 1.
ignals of possible
discord include defensiveness, oppositional statements,
interrupting, and withdrawal iller ollnic, 1.
£roviders should be aware of their own contributions to
resistance and respond accordingly, perhaps through
reflections, an apology, or even shifting the focus.
his material may be freely reproduced and distributed. owever, when doing so, please credit hild elfare Information ¥ateway.
his publication is available online at httpswww.childwelfare.govpubsmotivationalinterviewing. 4
no reviews yet
Please Login to review.
