Lesson 6: Motivational Interviewing - Evoking


Attention

http://omgcutethings.com/tag/motivation-2/  "Great things never came from comfort zones."

Change can be uncomfortable...even change that seems obvious and necessary. It is important that we understand that for most people, change implies some degree of fear and discomfort.


Learning Outcomes

Upon completion of this lesson's material, students will be able to:

  • Apply Evoking techniques and questions to explore client motivation to change.
  • Demonstrate the EARS model of evoking a client to change.

Teaching

Evoking

Read pages 13-18 in the CCNC Motivational Interviewing (MI) Resource Guide.

"Motivation" is a key term in the title of this model, and the Evoking step is all about exploring this motivation.

At this point in the process you have Engaged the client in the process by listening to them and having them tell their story and you have identified both long and short term issues to focus your work on...the next step is to explore, more deeply, the motivation someone has to change. This is the KEY step in this process.

Why change?

Many people have goals and desires that are never realized. One of the ways in which explain this is by saying..."Well, they never really wanted it anyway."

While this may be true, it is a bit premature to assume that a person did not really want it every time someone does not attain a goal. However, having a deep understanding of WHY we want a goal is key to building up the energy and desire to take the steps needed to achieve that goal.

On p. 19 in our CCNC Guide you can find the following:

  • Use OARS skills to explore patient's motivation, goals, and ideas/their own reasons to change.
    • We want to ask the WHY questions a lot. Even if it seems repetitive and obvious. Make sure that your client understands their own motivations and emotions (covered later) for entering a change process.
  • Identify and resolve barriers to change.
    • This is where we confront the internal and external barriers to change. We need to counter the attitudes, expectations, and other real barriers to change. In fact, a lot of our planning may focus on removing specific barriers.
  • Focus on past successes.
    • We are continually focused on our clients' strengths. Regardless of their past and circumstances, they have had successes in the past. Begin to explore how the skills used in other circumstances will help them in their current circumstances.
  • Understand impact of significant others.
    • Bring others in for support! Change works a lot better when others are there to help and support the person through the process.
  • Preparation - specific steps, dates, supports, resources, etc.
    • As you are going through this process you are beginning to formulate the specifics of the planning process you will engage in next.

This lists outlines the areas to explore in order to evoke someone's motivation!

On p. 22 of our CCNC Guide you can explore the EARS model of evoking and discussing motivation:

  • Explore
  • Affirm
  • Reflect
  • Summarize

Assessment

Lesson 6 Lab

You are going to complete your third Lab Assignment as part of this lesson. The goal is for you to demonstrate your ability to evoke motivation using the processes described in the lesson. To complete the assignment read the instructions the Lab Tab/Section in Blackboard.

Lesson 6 Discussion

In relation to the EARS model, discuss why you think Affirmation is so important in the process of working with clients with mental illness in this way.