Motivational Interviewing Techniques: First Assignment

Motivational Interviewing Assignment Template Student Name: _______________________________________________________________________ Parts I and II of this document must be completed for each assignment due. Complete both parts for each week and video that is viewed. Note that this assignment is worth 150 points total. Thoroughness is important in order to do well. Part I. As you review the required video, rate the group leader on these skills. Provide comments for why you rated the group leader as you did. There must be at least two sentences for each area. If you did not see the group leader display the skill, then note that you did not see this in the video and include a statement on why you do not think the skill was used. Group Leader Skills Rating Scale This is a scale designed to provide feedback on group leader counseling skills- yours or your peers. It measures skills grouped in the following categories: * Group Attending Skills * Group Intervention Skills * Group Process Skills Rate each skill using the following scale: 5 – Always 4 – A great deal 3 – Somewhat2 – Not at all1- N/A Item Rating Comments Group Attending Skills Opening – Able to focus group & facilitate start in timely manner 4 The speaker described the leader starting with a clear purpose, focusing the group effectively. An icebreaker could have enhanced initial engagement, per ASGW D.4. Eye Contact – consistently scanning & glancing at each member in group 3 The leader-maintained eye contact with active members, but the speaker noted inconsistent scanning. Consistent eye contact would ensure inclusivity, per ASGW D.11. Body Posture – Open, relaxed posture. Leaning forward when talking, leaning back when members talk on target 4 The speaker highlighted the leader’s open posture, fostering a supportive environment. Leaning back during member sharing supported active listening, per MI principles. Tone of Voice – caring, calm voice that is not overpowering or too meek 5 The speaker emphasized a calm, empathetic tone, creating a safe space for sharing. This aligns with MI’s nonjudgmental approach, per ASGW D.7. Body Gestures – appropriate head nods and minimal encouragers 3 The leader used head nods, but the speaker noted inconsistent encouragers. More gestures could enhance engagement, per ASGW D.2. Group Intervention Skills Verbal Tracking – Uses reflection comments on both content and feeling 2 The speaker did not mention reflecting content and feelings, focusing on questions. Reflective statements would deepen understanding, per MI’s OARS framework. Engaging-enlisting clients in the process of opening up and discussing personal information 4 The leader invited sharing, per the speaker, but some members hesitated. Targeted engagement would increase participation, per ASGW D.10. Evoking-motivate clients to develop their own ideas about change 3 The speaker noted questions like “Why change?” but limited motivation exploration. Evoking intrinsic reasons would strengthen commitment, per MI principles. Facilitates member to member interaction 3 The speaker noted some peer dialogue, but the leader often redirected to themselves. Encouraging more member-to-member interaction would enhance cohesion, per ASGW D.6. Questions – Uses questions sparingly and open-ended 4 The leader used open-ended questions like “What challenges do you face?” effectively, per the speaker. Avoiding occasional closed questions would promote reflection, per MI. Paraphrasing – brief, accurate rephrasing of member comments 3 The speaker described occasional paraphrasing, but it was inconsistent across members. Regular paraphrasing would ensure members feel understood, per MI’s OARS. Linking – able to link fee...