Transcript Slide 1

Motivational Interviewing
for Health Behavior Change
Paul F. Cook, PhD & Laurra M. Aagaard, MS, MA
University of Colorado College of Nursing
DISCLOSURES (past 12 months)
• Grant Funding: National Institutes of Health, HRSA
(Federal), SAMHSA (Federal), CDC (Federal),
Merck & Co. Inc., Colorado Health Foundation
• Speaking: University of Colorado Hospital, Children’s
Hospital of Colorado, National Food Program Sponsors’
Association, Colorado Dept. of Workers’ Comp.
• Consulting: Takeda Inc., Covance Market Access Inc.,
Medical Simulation Corp., Academic Impressions Inc.,
Competency & Credentialing Institute Inc.
The Problem
• Health is getting worse over time. From 1994 to
2000, the U.S. obesity rate rose by 1/3
• Patients don’t follow medical recommendations:
50% for medication adherence, lower for diet,
exercise, recommended screening & prevention
• Behaviors are independent of each other
• Patients aren’t always honest about behavior
Abid, et al., 2005; Goldstein, Whitlock, & DePue, 2004; Polivy &
Herman, 2002; WHO, 2002
OUR OBJECTIVES FOR YOU
• Use the spirit of MI to guide your work with clients and
avoid unproductive interactions
• Describe the research basis for MI as a best practice
• Identify key MI principles: rolling with resistance,
expressing empathy, developing discrepancy, an
supporting self-efficacy
• Recognize MI "micro-skills" like reflection,
open-ended questions, and the elicitprovide-elicit method of patient education
• Recognize change talk and sustain talk, and
apply strategies for responding to each
Behavior Change is Difficult!
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Individuals and systems tend to resist change
50% of meds abandoned by 12 mos.
Exercise has even lower adherence
Diet changes are hard to sustain
Environmental pressures and habits
affect behavior outside awareness
• Some barriers are legitimate concerns: cost,
time, weather, transportation, pain
• Change in one area does not generalize
to changes in other areas
Glasgow, McCaul, & Schafer, 1987 ; Meichenbaum
& Turk, 1987; NCPIE, 1994; Polivy & Herman, 2002
Help, I really want to change!
Everyone is Ambivalent
• The nonadherent person
– Argues or interrupts: yeah, but …
– Denies or ignores problems:
it’s not a big deal …
– Still has a part of them that values health
– Still has a part of them that wants to change
• The adherent person
– Is (probably) telling you the truth
– Is doing fine for now
– Still has a part of them that resents/resists change
Beliefs
PARIS
IN THE
THE SPRING
POP
GOES THE
THE WEASEL
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12 Roadblocks
• Shaming
Psychoanalyzing
• Sympathizing
• Praising
• Questioning
• Changing the
Subject
Ordering
Threatening
Persuading
Lecturing
Moralizing
Criticizing
Try it!
Gordon, 1970
A Way Through Resistance
• Listen carefully
• Understand people’s motivations
• Resist the urge to “fix it”
• Empower the client
Marla Corwin, CU School of Medicine, 2013
(adapted from Rollnick, Miller, & Butler, 2008)
Motivational Interviewing “SPIRIT”
• MI is not primarily a set of techniques; it is an
attitude or a different way of being with people
• MI is at the same time …
– Empathic (caring) and
– Guiding (directive)
• Some characteristics of MI (ACCE):
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Accepting
Collaborative / Person-Centered
Compassionate
Evoking and Strengthening Motivation to Change
Miller et al., 2013, Motivational Interviewing, 3rd Ed.
What Works?
What Works?
• Acceptance
• Attention
• Choice
• Support
• Reminders
• Experimentation
• Reinforcement
MI Principles
Roll with Resistance
Develop Discrepancy
Express Empathy
Support Self-Efficacy
Motivational Interviewing
• Developed for substance abuse
• Intended to motivate “resistant” clients
• Based on social psychology principles
– Social influence/persuasion
– People resist your efforts to change them
– Person-centered counseling techniques
• “A method for exploring and resolving
ambivalence”
– NOT: teaching, changing, controlling
• “MI is like dancing”
Miller & Rollnick. (2002). Motivational
Interviewing, 2nd Ed.
Four Principles of MI
• Roll with resistance
– Listen and try to understand
– Avoid arguing – don’t try to “fix it”
Try it!
• Develop discrepancy
– Clients present arguments for change
• Express empathy
– Reflection, acceptance, collaboration
• Support self-efficacy
– Ask for the client’s perspective
– Facilitate hope for change
Rollnick, Miller, & Butler. (2007).
Motivational Interviewing in Health Care.
How MI Works
http://youtu.be/9il0RgO5fGM
Avoid the Traps
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Expert Trap
Educator Trap
Premature Focus Trap
20-Questions Trap
Fear Trap
Advice Trap
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Client is the expert
Clients choose to learn
Negotiate an agenda
Open-ended questions
Reduce fear & denial
Clients make choices
Miller et al., 2013, Motivational Interviewing, 3rd Ed.
The Evidence for MI
• Review of 30 studies with 5541 participants,
most with 3-12 month follow-up data
• Total amount of MI provided: 30 min to 4 hrs
• Moderate changes in alcohol use, drug use, diet
& exercise, treatment adherence (similar to
longer-term counseling methods)
• Smaller but still significant changes for smoking
(about half as strong), based on 16 studies
• Smaller effects for safer sex (2 studies), eating
disorders (1 study)
Burke, et al. (2003). J Consult Clin Psych, 71(5), 843-861;
Hettema & Hendricks. (2010). J Consult Clin Psych, 78(6),
868-884.
MI Across the Lifespan
• Adolescents
– Transitions in care / chronic disease management
– Preventing depression in at-risk adolescents
• Children
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Oral health
Diet
Exercise
Chronic disease management
Berg-Smith et al. (1999). Health Educ Res, 14, 339-410; Gueldner & Merrell (2011). J Educ Psychol
Consult, 21, 1-27; Resnicow et al. (2006). J Am Dietetic Assoc, 106, 2024-2033; Schwartz et al. (2007).
Arch Pediatr Adolesc Med, 161, 495-501; Suarez & Mullins. (2008). J Devel Behav Pediatr, 29, 417428; Weinstein et al. (2006). J Am Dent Assoc, 137, 789-793.
MI “Micro-Techniques”: OARS
• Open-Ended Questions
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Problem recognition
Concern about the problem / pros and cons
Optimism about change
Intention to change
• Affirm
• Restate
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Reflect content
Reflect emotion (worry, concern, upset)
Reflect intention
Reflect meaning (go one step further)
• Summarize (“what else?”)
Miller & Rollnick, 2002
Examples of Reflective Listening
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“What I hear you saying is …”
“It sounds like …”
“You’re feeling like …”
“It seems like …”
“You wish …”
“You want …”
“You think …”
“From your perspective …”
Summary Statements Combine
Several Previous Reflections
• Reflection #1: You want to help your child eat a
healthy diet
• Reflection #2: You’ve talked to her, but she
doesn’t listen
• Reflection #3: You’re frustrated with the situation
• Summary Statement: I hear that you really
want to help your child, but you aren’t sure how.
The things you have tried don’t seem to work,
which is frustrating.
Change These to Open Questions
• “Did your moods feel out of control last night?”
• “Did you use meditation or Biofeedback strategies?”
• “You really want to impact your patients don’t you?”
• “Did you use Reflective Listening techniques?”
• “Is the patient ready to work on change goals?”
• “Are you being relational?”
Affirmation
• Affirming self-determination
– You’re in charge
– This is your decision
• Affirming strengths
– You have made big changes in the past
– You’re sure you could do it if you decided to
• Affirming competence
– You know what’s best for your family
– You’re the expert in what will work for you
Directing the Conversation
Reflect to communicate understanding
• “You don’t brush your children’s teeth very often”
Use open-ended questions to raise new topics
• “How have you tried to gain their cooperation?”
Use summary statements to close topics
• “I’m hearing that your dentist lectures, and that’s
frustrating, so your kids resist going there”
Follow with open-ended questions about change
• “How can I help?”
The Relationship Matters Most
• Client commitment language is the best predictor
of behavior change in MI
– The more time the client spends talking, vs. you
– The amount of time talking about change (desire, ability,
recognition, need, commitment, activation, taking steps)
• Helper’s interpersonal skill predicts outcome better
than specific techniques
– Experience matters, but not specific knowledge
– Do whatever works to strengthen the relationship
When Can I Educate?
The Traditional Model in Education:
Tell
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Ask
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Tell
The Motivational Interviewing Model:
Elicit — Provide — Elicit
Rollnick, Mason, & Butler. (1999).
Health Behavior Change.
Possible Benefits
• Cut to the chase – a lengthy spiel takes time
• Deliver information in focused chunks
• Increase the odds the patient will remember
This half: What patients hear
Whole pie:
What you say
to patients
This quarter: What they understand
This eighth is what they remember
Well enough to use the information!
• Get to the most important issues more quickly
• Check off boxes in your EMR as the patient talks
Recognizing Readiness
Showing Resistance
• Seeing benefits of current behavior
• Seeing costs of new behavior
Strategy: back off, build motivation
(the “strong principle of change”: increase benefits)
Ready for Change
• Seeing benefits of new behavior
• Seeing costs of current behavior
Strategy: support efforts for change
(the “weak principle of change”: decrease barriers)
Prochaska et al. (1995). Changing for Good
Early Stages: Use FRAMES
• Feedback about personal risks
• Responsibility for change is the client’s
• Advice is given in a nonjudgmental way
• Menus of options are suggested
• Empathic counseling style (OARS)
• Self-efficacy of the client is encouraged
Miller & Rollnick, 2002
Getting Stuck:
Some “Resistance” is only Sustain Talk
Roll with resistance; don’t fight against it.
Pushing back against resistance only gets you more of it.
Some “resistance” is a natural expression of
the process that moves us toward change.
It is often helpful to hear from both sides of the ambivalence:
• Why do you want to make this change? And also …
• What do you not like about the idea of making this change
“To fly, we have to have resistance” – Maya Lin
Roll With Resistance
When people resist,
you might be pushing too hard for change!
• Use reflection to communicate empathy
– I hear that this is difficult for you.
• Find out what the client already knows
RESISTANCE
is futile
– Wait to offer new information until you are invited
– Ask the client her opinion about the new information
• Summarize to communicate understanding
– You see three barriers to moving forward: … .
– What causes problems doesn’t matter as much as what
you decide to do about them.
• Use open-ended questions to refocus on change
– What would you be doing if the situation were different?
Change Talk
Listen for DARN CATs in the conversation:
• Desire for change
• Ability to change
• Reasons for change
Contemplation Stage
• Need to change
• Commitment to change
Action
Stage
• Activation for change
• Taking steps already for a change
Miller & Rollnick, 2007
EARS for Change Talk
• Elaboration – what? why? how? tell me …
• Affirmation – that sounds like a good idea. I can
see that you’ve considered this carefully.
• Reflection – you think … you want … you need
… you intend … you think you can …
• Summary – you have considered … and at this
point your plan is …
Questions to Elicit
Change Talk
• Advantages of Change (Desire, Reasons)
– What makes you think you would like a change?
• Disadvantages of the Status Quo (Need)
– What concerns you about the current situation?
• Optimism about Change (Ability)
– What do you think would work, if you did want a
change?
• Intention to Change (Commitment, Taking Steps)
– What would you like to do at this point?
Miller & Rollnick, 2002
Find the Change Talk …
a. I like it when I’m out drinking with friends, but the next
day I usually feel awful.
b. If I’m late to work again because of my drinking, I will
get fired.
c. My wife keeps nagging me to give up cigarettes.
d. The doctor told me to cut down on drinking.
e. I don’t like the idea of taking so many pain meds, but
the pain just won’t go away.
f. I’m not sure I can quit smoking pot – it helps me cope.
Use Naturally Occurring Solutions
• Problems are struggles, failures are efforts
– What worked before?
– How have you overcome other challenges?
– What would you change from past attempts?
• Look for solutions that already exist
– What is working already?
– When isn’t the problem quite as bad?
• Access support from others
– Who in the network is supportive?
– Who haven’t you asked, and can they help?
– What do others say that you might like to try?
• What do you think is the best plan from here?
Red Light / Green Light
• SUSTAIN TALK
– LURE: listen, understand, resist the urge
to “fix it,” empathize
• AMBIVALENCE
– OARS: open-ended questions, affirm,
reflect, summarize
– Use elicit-provide-elicit to educate
• CHANGE TALK
– EARS: explore, affirm, reflect, summarize
– Challenge the change
Dart, M.A. (2011). Motivational
Interviewing in Nursing Practice
Next Steps in Using MI
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Active listening (OARS)
Use reflections more than questions
Roll with resistance
Use elicit-provide-elicit to educate
Assess readiness for change
Use FRAMES to motivate change
Listen for change talk (DARN CAT)
Problem-solve using natural supports
Developing the “Spirit” of MI
• The heart of MI is a spirit of …
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empathy
acceptance
respect
honesty
caring
• Hope & faith in the client
• Interest in others’
well-being and growth
• Empathy: 2 reflections per 1 question
(Moyers, Miller, & Hendrickson, 2005)
Learn More about MI
• Miller & Rollnick (2013). Motivational Interviewing, 3rd Ed.
• Rollnick, Miller, & Butler (2007). Motivational Interviewing
in Health Care
• Rollnick, et al. (1999). Health Behavior Change
• MI home page: www.motivationalinterview.org
• Prochaska, Norcross, & DiClemente (1995). Changing
for Good
• Stages of change home page:
www.uri.edu/research/cprc/transtheoretical.htm
• Bothello (2004). Motivate Healthy Habits
• Seminars: [email protected]