Each student colleague will conduct two interview sessions with one other student colleague in the class. ?Each student colleague will engage in one interview session in the role of the client, and then one session in the role of the coach. The activity will involve exploration of a health behavior change the student colleague is contemplating. Client role ?Choose one health behavior to discuss that you are comfortable talking about with a classmate colleague. The health behavior should be one about which you feel some ambivalence. Coach role Apply Motivational Interviewing (MI) techniques in the role of coach. Following the interviews, the student colleagues will conduct a post-interview debriefing.??? Each student colleague will critically self-reflect upon their experiences in each role. Then each student colleague will submit an independently constructed paper in APA format, analyzing his/her own actions and interactions in each role. Please follow my attachment for a format- clear directions. Watch https://youtu.be/0z65EppMfHk for an idea of what this entails. Specifics For the INTERVIEW: Coaches introduce themselves and ask about the behavior the client would like to change. The client explains the situation. The coach listens, reflects, and asks questions until there is an accurate understanding. Be sure to spend an adequate amount of time establishing rapport. Listen (apply reflective listening techniques), and validate more than you talk. Ask more open-ended questions than closed-ended questions. Offer approximately 2 reflections for every question you ask. Surrender your own agenda. Instead, evoke and attend to the client’s needs, wishes, and wants. Do not offer solutions unless directly asked to do so or unless there is a critical health or safety issue. Use a balance of following, directing and guiding communication styles as appropriate (Rollnick, et al., 2008, p. 13). After establishing rapport and gaining an understanding of the behavior the client would like to change, the coach asks: “At the present time, with 1 being the lowest value and 10 being the highest, how important is it to you to __________________?” The client chooses the number value. If the client chooses a number of 9 or higher, elicit and/or validate the reasons for the high importance level, and then ask: “How confident are you that you can make this change?” If a lower number, ask the following questions in this order. Give the client plenty of time to answer. “Why are you a [insert their number value] instead of a 1 or 2?” “What other reasons?” – Ask this until the client indicates no more reasons. “What would it take to get you to a __ ?” – Insert a number here that is 2-3 higher than the one they gave. “What else?” – Ask this until the client indicates there are no more reasons. “If you decided you were ready, who or what could help you make this change?” “Let us suppose that somehow you were at a ___ (insert a higher number than they gave) in the future. How would your life be different?” When the client has finished his/her story, the coach provides a summary that includes all the pertinent points, including the reasons for and against making the change. Do these according to what the client has said and in the order they gave them, Especially include any change-related talk that the client offered. Immediately following the summary, the coach asks: “Did I get it all?” The client may have something to add or clarify or correct. The coach should then ask the client: “Where does this leave you?” or something to this effect. The coach should then thank the client for sharing with her/him, and arrange for a follow up conversation if deemed necessary for closure of the topic. Specifics for DEBRIEFING: After you have finished the MI sessions with your classmate colleague, debrief for a few minutes about your experiences with the interviews. What were your colleague’s reactions to the session in which you were the coach? Was any resistance on the part of the client noted or felt by you as the coach? What portions of the interview did your colleague think were effective? What portions of the interview did your colleague think were ineffective, or a barrier to self-exploration on the part of the client? Was there a direction that the client would have liked you to take, or not take? What suggestions does your colleague/client have for you? Helpful References that need to be included: American Nurses Association. (2015). Code of ethics for nurses with interpretative statements. Nursing World. Retrieved from Rollnick, S., Miller, ., & Butler, C. (2008). Motivational interviewing: Principles and evidence. In Motivational interviewing in health care: Helping patients change behavior (pp. 3-43). New York: Guilford Press. PLEASR CITE SOURCES Regarding the: Rollnick, S., Miller, ., & Butler sources there are some useful resource regarding the underlying assumptions and key concepts in MI. ., the Four Guiding Principles: R: Resist the righting reflex U: Understand your patient’s motivations L: Listen to your patient E: Empower your patient
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