What is motivational dialogue interviewing style?

1. 'The Traineeship Staff Support Programme is commissioned and funded by The Education and Training Foundation' Introduction to motivational interviewing dialogue when adopting the Wheel of Change approach to behaviour change

2. What is motivational dialogue interviewing style? Motivational interviewing dialogue is a negotiating style for helping people change behaviour. It is a behavioural psychology approach which looks at motivation as the ‘desire, reason or enthusiasm to do something’ When using motivational dialogue we are assuming the prospective trainees are: Ready, Willing and Able

3. Issues Tutor/PLC role is to help the learner find their own motivation for change so that learners take action to lead to a lasting change to behaviour. Motivational dialogue is a particular type of learning conversation that helps learners to make changes in their lives. It supports learners who may be facing significant barriers to learning and helps them commit to change. The approach is quite directive. You, the person helping the learner, know what needs to change. However, it remains learner-centred because you will be trying to bring the learner along at their own pace and using skills and techniques that are appropriate to where the learner is at the time. Motivational dialogue helps to overcome the resistance that so many learners have about accepting advice from authority figures.

4. Issues When talking to prospective learners about moving onto the Traineeship Programme adopt motivational dialogue by: • Responding to each other non-judgementally • Accepting what they say rather than disagreeing • Resisting the urge to persuade – listen to them • Empowering the trainee • Asking open questions to help individuals clarify what they are saying • Summarising in a way that emphasises the potential for change

5. Issues Remember at this stage the learner is probably unaware of their problem/s (behavioural problems, lack of appropriate social skills, knowing how to behave appropriately in the workplace) as if they cannot see their problem therefore there is no need for them to see a solution or change behaviour. At this point tutors should try to understand the learner’s present situation and their needs by building up a picture from information gathered fromtheir enrolment and assessment form.

6. Thoughts and Discussions The learner begins to recognise that a problem exists although there is some resistance to change. • Encourage the learner to talk about the problem and the situation • Elicit change talk • Reinforce the learner’s own reasons for change and their perception of the risks of not changing • Help the learner learn from previous attempts to change • Raise the learner’s awareness of the discrepancy between their present behaviour and broader goals • Examine the learner’s current behaviour • Ask learners to assess their degree of readiness to change

7. Options/Decisions Now the learner should be aware problems exist but they have not yet made a commitment to take action to change. However, they may be willing to consider the problem. Use open questions to elicit more information and develop relationships What concerns you most about …? What’s worrying you most about …?

8. Options/Decision – deciding to do something about the problem • Negotiate a realistic action plan for change • Discuss the consequences of not carrying out the plan • Agree smart targets and possible change strategies • Emphasise that responsibility for change rests with the learner • Help the learner to be clear and realistic • Focus the learner’s attention by providing a choice between options • Express confidence in the learner • Plan how to overcome possible barriers

9. Change for the Better – putting in place whatever is needed to support change Active change – actively help the learner by: • Reminding • Encouraging • Giving positive reinforcement • Removing barriers • Giving advice if it is asked for • Giving feedback on progress

10. Support and Supervision – turning new behaviour into a well-established habit • Identify strategies to avoid relapse • Discuss positive outcomes from new behaviour • Encourage the learner to articulate how they have changed • Gradually decrease the level of support

11. Relapse – a setback that can happen at any time Relapse: • Explain that relapse is a common part of the change process but that it is not inevitable • Discuss any successes preceding the relapse • Analyse the reason(s) for the relapse • Explore what can be learned from the experience • Help the learner to move on once again in the process of change