Motivational Interviewing and Stages of Change

Motivational Interviewing and Stages of Change

The stages of change model suggests that clients who are in the process of changing addictive behavior move through successive stages, from limited insight to maintenance of change. These stages will be presented by the client’s attitudes and behaviors. It is the job of the clinician to identify the correct stage and employ specific interventions for the treatment to be successful. Most clients opting for an assessment will likely be in the early stages of change.

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The major tenets of motivational interviewing were designed to provide clinicians with tools to facilitate the change process in clients. Extensive research supports its effectiveness and it has become the standard in the past decade. These techniques are grounded in the client-centered approach rather than the confrontational approach to substance abuse treatment used in previous decades.

Use the module readings and the Argosy University online library resources to research motivational interviewing and the stages of change model.

review the case study.

Respond to the following:

• Explain factors for determining the client’s stage of change and identify which stage of change the client is in.
• What two motivational interviewing techniques would be helpful in assessing substance abuse in this case? Give reasons and explanations.

Support your responses using your module readings and authoritative resources. Incorporate theory and factual information in your response.

Write your initial response in 2–3 paragraphs. Apply APA standards to citation of sources need 3 sources.

Case Study—John

John is a longtime alcohol abuser who has managed to function in his job as a shipping foreperson for more

than twenty years despite his problem. Last month John’s company instituted a new company policy that

required all employees to submit to random urine screens. John tested positive the first time he submitted

the random urine drop. His company referred him for an assessment that had to be conducted before he

was allowed to return to work.

As the substance abuse evaluator, you are responsible for identifying whether or not a drinking problem

exists and for recommending any necessary treatment. John presents in your office the next day with

frustration related to his suspension from work. Although he understands the position of his company,

indicating that many of “those guys there have drinking problems,” he is surprised that the company “is

being this harsh on him.” He denied having a problem because he “does not drink everyday like some of

those guys.”

You discuss with John his perception of his drinking as well as the company’s decision to refer him for an

assessment and treatment. As the session proceeds, you agree that John probably is not dependent on

alcohol. However, you introduce the possibility of abuse, given the history you were provided, and his

admission to “getting hammered” most days he is drinking. You explain that his drinking behavior resulted

in the presence of alcohol in his urine from drinking the previous night at home. You explore this with John

in an effort to help him identify some of the consequences of his drinking, even though he is not alcohol

dependent. This allows John to begin to focus on the potential consequences of his alcohol use pattern.

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ADDITIONAL INSTRUCTIONS FOR THE CLASS – Motivational Interviewing and Stages of Change

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. Motivational Interviewing and Stages of Change

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. Motivational Interviewing and Stages of Change

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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