Motivational Interviewing Theories Flashcards
Motivational Interviewing (MI)
Evidence Based Practice (EBP) for motivating offenders and fostering positive behavioral changes
can encourage an offender to change their lifestyle and attitudes
listening to offenders and following up on the positive aspects of speech and thinking, you can help increase an offender’s motivation to make positive changes in their life that will reduce the likelihood of reoffending
Traditional Interviewing
relying on the threat of punishment and incarceration to influence offenders’ compliance with the conditions of probation
Cognitive Dissonance
the idea that it is impossible for a person to hold on to two opposing principles at the same time; one must give way to the other
discrepancy between the present state of affairs and how one wants to be, an instance of divergence or disagreement; or a conflict or variation between facts, figures, or claims
Ambivalence
dilemma of change, uncertainty, or indecisiveness on which course to follow; “I want to, but I don’t want to.”
Feeling two, contrasting ways about something or someone is a common experience, different from cognitive dissonance, but important in understanding how and why people change
Rokeach Value Survey
tool that psychologists, sociologists, and marketers use to help someone determine what is important in their lives that allows them to make good choices
survey asks the participant to arrange 18 terminal values in order of importance to them and 18 instrumental values in order of their most important guiding principles
someone’s value structure, as measured on the Value Survey, is made of these two different value dimensions: instrumental values or how they would like to behave and terminal values or how they would like to exist
Discrepancy
lack of agreement or balance; there is a difference between two things that should be alike
Terminal Values
desirable end-states of existence, goals that a person would like to achieve during his or her lifetime
Instrumental Values
preferable modes of behavior or means of achieving the terminal values
Stages of Change
Precontemplation
Contemplation
Preparation
Action
Maintenance
Relapse
Precontemplation
offender may be in denial and not even recognize there is a problem that applies to them personally; they appear argumentative, hopeless, or in denial
listen and reflect more than you talk, express accurate empathy, instill hope and explore barriers to change, and inquire about risks and problems with current behavior
Contemplation
offender may have mixed feelings about change, may dwell on the barriers to change, acknowledge a behavior as maybe becoming a problem, gather information on how to fix the possible problem, but never follow through to actually making a change
point out the discrepancies between their current behavior and what they say is important to them, listen for ambivalence and tip the scale to favor change, and use cognitive dissonance
Preparation
offender may make small steps to move toward change and experiment with small changes. They are ready to change in the near future, on the verge of taking action, may have tried to change in the past, but failed, or are ready to make a plan
Assess the strength of the commitment to change, support skills, knowledge, and experiences supportive of change. Support self-efficacy and listen
Action
offender takes action to make and demonstrate changes. This is the most obvious, observable stage. The offender makes the moves and implements the plan they spent time developing
Develop ongoing support, focus on successful activities, reaffirm the decision for change, reaffirm and build self-efficacy, assist with revising the plan if needed, and assure the offender they can continue the change long term
Maintenance
offender incorporates the new behavior over a prolonged period. This is the final stage in the process of change. The offender is working toward evaluating the gains and struggles and preventing relapse in this stage. It can last anywhere from as little as six months to as long as a lifetime
Focus on relapse prevention strategies (roleplay), discuss the effects of complacency (confidence can slip into complacency very quickly), and focus on strengthening family and community support
Relapse
Offenders will often recycle through the stages many times before being successful. Do not consider a slip as a failure but rather a step back
Offer to help with revisiting the process, support the acknowledgement of relapse, show disapproval of relapse appropriately, and acknowledge the offender’s accountability for the relapse
Officer Behavior During the Stages of Change
Express Empathy
Develop Discrepancy
Avoid Arguing
Support Self-Efficacy
Roll with Resistance
Express Empathy
seeing the world through the eyes of an offender, without judging, criticizing, or blaming
Develop Discrepancy
create and amplify, in the offender’s mind, a discrepancy between the offender’s present behavior and patterns of thoughts and feelings with what they say they want from life
Avoid Arguing
increase awareness for problems and the need to do something about them
Support Self-Efficacy
offenders have within themselves the strength and potential to change successfully
To instill hope about making those difficult changes, an offender must believe that change is possible
Roll with Resistance
Resistance often occurs when an offender experiences a conflict between their view of the “problem” and solution and your view of the “problem” and solution
de-escalate and avoid a negative interaction by “rolling with it.” Do not argue with the offender, be patient, and try to redirect the conversation
Resistance Behaviors
Arguing
Interrupting
Denying
Ignoring
Arguing
offender contests your accuracy, expertise, or integrity
Challenging—The offender directly questions or challenges the accuracy of what you say.
Discounting—The offender questions your personal authority, expertise, experience, or understanding.
Interrupting
Talking over—The offender speaks while you are still talking, without waiting for an appropriate pause of silence.
Cutting off—The offender breaks in with words obviously intended to cut you off.
Denying
Blaming—The offender blames other people for problems.
Disagreeing—The offender disagrees with a suggestion you have made and offers no constructive alternatives.
Excusing—The offender makes excuses for their behavior.
Claiming impunity—The offender claims that they are not in any danger.
Minimizing—The offender suggests that you are exaggerating risks or dangers.
Pessimism—The offender makes general statements about self or others that are defeatist or negative in tone.
Reluctance—The offender expresses reservations and reluctance about information or advice given.
Unwillingness to change—The offender expresses a lack of desire to change or an intention to change.
Ignoring
Inattention—The offender’s response indicates that they have not been paying attention to what you are saying.
Non-answer—The offender gives a response that is not an answer to your question or request.
No response—The offender gives no audible or verbal reply to your question.
Sidetracking—The offender changes the direction of the conversation you have been pursuing.
So, you cannot argue and you cannot debate? You cannot tell the offender what to do? How can you respond when the offender tries to disagree, sidetrack, minimize, and talk over you?
