Master of Motivation

& Influence Barbara Jordan, MS, LPC, CSAC

Welcome

Fast forward to 2:00

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Training Objectives

• Increase motivation for change in

clients/patients/employees/customers

• Respond effectively to people who dig in their

heels

• Avoid the common traps in

personal/professional relationships

• Practice using your “OARS” rather than going

“upcreek without a paddle”

Empathy Exercise

Definition: Motivational

Interviewing/Conversations

• A person-centered, yet directive, method

for enhancing intrinsic motivation to

change by exploring & resolving

ambivalence; a style of working with

someone (in which you) express empathy,

develop discrepancy, reduce resistance &

support a person’s self-esteem

Source: William R. Miller & Stephen Rollnick, Motivational

Interviewing: Preparing People to Change, 2002

Benefits of Motivational

Interviewing/Conversations

It has a solid evidence-base*

Promotes relationship-building, engagement,

and retention

Increases likelihood that person will cooperate

& achieve results

Individualist approach centered on

client/patient/employee/student facilitates

change

Source: William R. Miller & Stephen

Rollnick, Motivational Interviewing:

Preparing People to Change, 2002

5 Keys To Motivation

• Awareness/Feedback*

• Control/Autonomy*

• Purpose/Realistic Goals*

• Success Building*

• Social Support*

• *pair up & share how you do/have done this*

Beliefs re: Behavior Change

• Complete Sentence Stems & Belief

Questionnaire “Identify the Roots”

• Use scale provided

• Go with 1st answer

• Indicate what you actually think, believe

• Be honest, accurate, resist temptation

to make yourself look good*

Pair up for Step 2: “Pull Out the Weeds”

Tree of Life

T

B A

A

C

R R

How We Achieve Results

Beliefs Re: Behavior Change

1. People don’t change*

2. Ambivalence (feeling undecided) about change

is bad*

3. When people don’t change, it’s because they

haven’t suffered enough*

4. When people don’t want to change, someone

needs to force them to do so*

Beliefs re: Behavior Change

5. Motivation to change is something a person either has or

doesn’t have—there’s nothing anyone can do about it*

6. Threatening people with consequences is often the only

thing that causes them to change*

7. I don’t have time to sit around listening to people ; I just

need to tell them what to do & “ride them”*

8. People seldom know what will work for them; they just

need to be told what to do*

Beliefs re: Behavior Change

• Individually Complete Step 3, “Plant New

Seeds”

• Pair up & Do Step 4 “Nurture New

Seedlings”

Thinking for Success:

Declarations

• Choose your top declaration, stand, and

state aloud

• High-fives

Dyad Exercise

• Ordering, directing, commanding

• Warning or threatening

• Giving advice, making suggestions, providing solutions

• Persuading with logic, arguing, lecturing

• Changing the subject

• Moralizing, preaching, “shoulding”

• Disagreeing, judging, criticizing, blaming

• Name-calling, shaming, ridiculing

• Interpreting or analyzing

• Sympathizing, consoling

• Withdrawing, distracting, joking

• Open-ended questions*

• Affirmations*

• Reflections

• Summarizations*

*OARS Teaching Tool & OARS Observer Sheet

during demo*

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Ball Toss

• Demo: You “toss” a statement to me & I reply

with OARS

• Divide into 2 groups & “toss” statements &

OARS to each other

• Pair up for OARS Role-plays

• Bob Newhart video

Give Feedback & Plan

Change

• Recognize when ready to move on*

• Ask questions that focus on what’s next:

• Where do we go from here? What do you think you’ll do at this

point? & What’s the next step for you?

• Explore several options rather than one

• Negotiate plan that is interesting to person, invested in

• Strengthen commitment to plan

*Pair up-Feedback/Change Planning Teaching Tool*

MI Interview Role-plays

• Divide into groups of 3 or 4

• Separate into far away areas of the room (or

separate rooms, if possible)

• Designate speaker, listener, observer

• Use the Observer Rating Sheets

• Rotate roles until most or all have had the

opportunity to use skills

Observers Give Feedback

• Provide nonjudgmental/constructive feedback about

partner’s performance

• Comment positively on effective performance &

offer specific advice for improvement

Skill Development/

Planning

• Divide into groups and using feedback, real-

play again

• Divide into small groups & review “Feedback

& Change Planning” teaching tool

• Create a development plan based on real-play

experiences

Summary

• This is an individualistic, person-centered

approach*

• Lack of motivation usually=ambivalence*

• Put your O.A.R.S. in the water or you’ll end up

going upcreek without them!*

• Actively Listen & Reflect*

Continue the Learning

• On your own, complete these stems in

writing:

• One thing I learned was…

• I was reminded that…

• I can use these skills to…

• I will continue to practice these skills by:*

• A)

• B)

• Envelopes

Other Training Offerings

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