1. Precontemplation

2. Contemplation

3.  Preparation

4. Action

5. Maintenance

Unaware of problem behavior or are unwilling or sicouraged when it comes to change.

Not convinced that the negative aspects fo the behavior outweight the advantages

Strategies

1. Listen, communcate empathy, allow them to verbalize resistance

2. Provide menu of options

3.  Instill hope and build confidence slowly

4. Highlight the positive and negative aspects of the behavior of the client

1. Reluctant precontemplator - through lack of knowledge or inertia don't want to consider change

2. Rebellious precontemplator - may not have a great deal of knowlege about the problem.  Heavy investment in behavior.  Doesn't like being told what to do.

3. Resigned precontemplator - lack of energy and investment.  Have given up, feel hopelessly stuck.

4. Rationalizing precontemplator - often appears to have all the answers.  They don't consider change because they think they've figured out the odds of personal risk or their behavior is the result of someone else's problem.

acknolwedges there is a problem and begins to think seriously about solving it.

One experiences the most ambivalence in this stage.

Strategies

1. Make it personally relevant.

2. Help students think through the risks of the behavior and potential benefits of change.  Instill hope.

The client is ready to change in the future - on the verge of taking action.

Strategies

1. Being prepared doesn't mean all ambivalenceis removed.

2. Help the student develop a change plan that is personally acceptable, accessible, and effective.

Stage where people modify their behavior

Changes made in this stage are more visible to others

Strategies

Students may have some conflicting feelings

Affirming the students actions

Check with the student about the need to revise the plan if necessary

Person works to consolidate gains attained during action and works to prevent relapse.

Environment is full of triggers for relapse, change is not established even after more than six months.

Strategies

A slip is not a failure, but the student must see the crisis as a an opportunity to learn from rather than look at it as a failure.

Motivational Interviewing

Traps to Avoid

The question/answer trap

The confrontation/denial trap

(the "yes, but..." game when the counseler takes on the advice giver or police officer role)

The expert trap

(too much direction, too early)

Labeling trap

(convincing the student that he/she is ________)

The OARS of

"Sailing through the stages of change"

Open-ended questions

Affirmations

Reflective listening

Summaries

names and feeds back the emotional tone of the coversation/story/statement.  A good reflection of feeling often takes it a step further than what the student has stated.

1. "I hear you saying..."  "Looks like..."

2. Include a feeling label

3. A context or brief paraphrase

4. Adding pre or past tense

5. Check for accuracy

" It sounds like you're exhausted, is that right?"

Reasons for Use of Reflection

&

How to Elicit Feelings

Communicate Empathy

Build trust, rapport

Help students explore feelings on a deeper level

Assist students with defining intense, confusing

emotional experiences

____________________________________

Use of questions, non/verbal encouragers, reflection

Incongruities within verbal statements

Mixed messages and nonverbals

Discrepencies between what someone says or does

(verbal and non-verbal behavior)

Discrepancies between the client and external world

Discrepencies between the client and you

Feelings we experience during or prior to conflict

(anger, fear, despari, anxiety, confusion)

Emotional responses are typically misunderstood as people tend to be egocentric - believing others should feel and/or see things the way that they do.

Our physical response to conflict plays an

important role in our willingness and ability

to meet our needs in conflict. 

Heightened stress (tension, perspiration, tunnel vision, shallow/accelerated breathing, nausea) often occurs.

Culture, Race, and Ethnicity

(Approach to Conflict, Face-face vs. tech)

Gender and Sexuality

(Males are expected to confront, women are bitchy)

Knowledge

(Past success or failures)

Impressions of the Messenger

1. Discuss and clarify feeling stuck.

2. Reframe the issue:

discuss concerns rather than direct issues

3. Break the problem down to manageable steps

4. Use microskills and reflection of feeling

5. Remain neutral

6. Clarify the criteria

7. Reaffirm ground rules

8.  Take a structured break

Flesh colored bandaids

Buying posters/postcards/picture books/ greeting cards/ dolls featuring people of your race

Turning on the tv or front page of the paper and see people of your race

Go into a music shop and find music that represents your race, supermarket with staple foods, and a hairdresser that can cut your hair

Never have to speak for all the people in your racial group

If you're pulled over, you won't be singled out for race

• Bigger is better
• Eye contact
• Do not show signs of weakness
• Responsible for self and immediate family
• Competition is good and fun
• Be assertive, stick up for yourself

A high context message is anchored in the physical context/situation or internalized in the person - less emphasis on the message, more on how it is said.

Low context cultures place a greater emphasis on the verbal part of the message.

To conserve time and energy, human beings frequently depend on automatic assumptiosn which requires very quick categorization.  This is frequently inaccurate.

Also known as: mindfulness

This requires extra effort on our part.  We typically only use controlled processing when we believe the information is personally relevant.

Attributing the cause of discrimination or misfortune to the personal characteristics and actions the victim or survivor.

"We get what we deserve."

The tendency to behave toward others in ways that confirm our expectations about them.

We often selective recall facts to fit our views of others.

1. Naivete - little awareness of self as a cultural being

2. Encounter - experiences that challgen naive views

                    (realizing that oppression exists)

3. Act of naming as transformation

4. Reflection on self as a cultural being - development of a keener awareness of being who one is.  Developing and establishing cultural consciousness.

5.  Multiperspective Internalization - developing pride in self and awareness of others.  Accepts dimensions of majorite culture and views the world through many perspectives.

1. Preexposure: sees all people as "the same." Thingks that he/she is bias free.

2. Exposure: learns about cultural differences and realizes that opression exists.

3. Defensiveness: may respond to a variety of ways when faced with the challenge of multiculural issues: angry/activist, passive-agressive, or may retreat to white culture.

4. Integration: not only aware of multicultural differences but repsects and appreciates them.

How to Help Students Increase/Decrease

Emotional Expression

1. Pay attention to non-verbals

2. Pace your student

3. Support Your Student

4. Tread lightly

Open-ended Questions

Can't be answered with a yes/no or one word answer

Gives the client more control

Can be answered with a yes/no or very brief answer

Gives the interviewer more control

Use this only when the student is feeling comfortable and rapport is established.

One can point out discrepancies between:

• what the students says and what the client does
• between statements and nonverbal behavior
• within verbal statements
• in nonverbal behaviors

Restatement of what the client has just said in a clear, succinct wayl using key words of student, but in your own words.

"What it sounds like is....."

requires the interviewer to attend to verbal and nonverbal comments over a longer period of time (compared to paraphrasing). 

Interviewer clarifies and distills what the student has said, organizing thoughts about what is happening and helps the client feel understood.

Used with clients who are tense, anxious, overly stimulated, hostile, etc. 

Begin by matching the client's movements, then more to being more open and relaxed with the client and slowly changing the pace.

Movement Synchrony

Movement Complementarity

Noticing how pairs or people interact.  If they mirror each other's movements, they are probably in agreement on an issue.

If a pair or people interact in a back and forth harmonious way, this would indicate a harmonious relationship.

I feel ___(emotion)___ when you ___(non-blameful, objective description of behavior)___ because ___(concrete effects of behavior)___ and I want _(what needs to change to maintain relationship)_.

1. Primary emotion

2. Non-blameful behavior

3. Effects on the behavior

4. What needs to change

Instillation of Hope

(Curative Factors in Groups)

Universality

(Curative Factors in Groups)

Imparting Information

(Curative Factors in Groups)

Altruism

(Curative Factors in Groups)

Corrective Recapitulation of the primary family group

(Curative Factors in Groups)

Development of Social Techniques

(Curative Factors in Groups)

Imitative Behavior

(Curative Factors in Groups)

Interpersonal learning

(Curative Factors in Groups)

Catharsis

(Curative Factors in Groups)

Group Cohesiveness

(Curative Factors in Groups)