11 - Exchanging Information Flashcards
What is considered a “one-way” process to exchange information in MI?
The one-way alternative to such a reciprocal flow you can probably do in your sleep: ask lots of expert questions and then tell the client what to do.
The outcome of this approach can be a disengaged, frustrated, and unmotivated client.
What process should you typically follow when giving information?
Elicit - provide - elicit
Describe the first elicit process of EPE.
Tasks
• Ask permission.
• Clarify information needs and gaps.
In practice
• May I . . . ? or Would you like to know about . . . ?
• What do you know about . . . ?
• What would you like to know about?
• Is there any information I can help you with?
Describe the tasks of the “provide” portion of EPE.
Tasks • Prioritize which information to convey. • Be clear. • Support autonomy. • Don’t prescribe the person’s response.
Describe the final elicit of EPE.
Ask for the client’s interpretation, understanding, or response to what you just said.
It helps to:
• Ask open questions.
• Reflect reactions that you see.
• Allow time to process and respond to the information.
What are the 3 functions served by the 1st Elicit phase of EPE?
There are three general functions that eliciting serves:
1) asking permission,
2) exploring clients’ prior knowledge,
3) and gauges their interest in whatever information you may be able to provide.
Why elicit first before providing information?
eliciting helps you focus on what information is most important to your client and increases the likelihood that clients will hear what you have to say.
What are the three ways to get permission to provide?
1) the client asks for information
2) you ask permission
3) you use autonomy supporting language before you provide
What is the phenomenon of “reactance?”
when one’s freedom is threatened there is a natural tendency to reassert it.
People tend to be driven to do what they’re told they can’t
How might you know if your advice isn’t hitting the mark?
A glazed-over passive look, defensiveness, or an explanation of why your advice won’t work (sustain talk) is a likely sign that you have missed the mark. “Yes… but”
Why would you want to acknowledge that someone has the freedom to ignore your advice?
Acknowledging this freedom has the paradoxical effect of making it more likely that the person will listen to and heed the advice.
Why might you want to provide a menu of options in MI?
A menu of possibilities prompts a different mind-set: Which of these options might be best? Rather than coming up with objections to a single suggestion, the client’s task is to consider a range of possibilities and choose among them.
When people perceive that they have freely chosen a course of action from among alternatives, they are more likely to commit to and follow through with it.
What has been shown to be the outcome of using an EPE framework to give assessment feedback?
When information is presented in this way, clients often reach the same conclusion that the interviewer might have advocated.
The difference, of course, is that they have reached the conclusions in their own way and time.
In practice, what should you keep in mind about the “Provide” portion of EPE?
It helps to:
• Focus just on what the person most wants/needs to know
• Avoid jargon; use everyday language.
• Offer small amounts with time to reflect.
• Acknowledge freedom to disagree or ignore.
• Let them digest. Don’t interpret it for them.
