Application #13 (1)

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Northern Arizona University *

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Dec 6, 2023

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Application Activity #13 Northern Arizona University FWS 343

1. What are the four guiding principles of MI that can be remembered using the acronym rule? Using the acronym RULE, one can recall to, "resist, understand, listen, and empower" (Matulich, 2013, p. 7). As a motivational interviewer, refrain from offering personal opinions on what clients "should" do. Instead, prioritize listening and comprehending their perspective. The goal is to guide clients towards a healthy resolution based on their beliefs. Reading (2013) highlights the value of Motivational Interviewing in clinical settings, emphasizing the importance of physicians genuinely listening to patients and allowing them to express their negative health behaviors. By fostering open communication, a strong connection forms, enabling empathy and addressing any ambivalence. Physicians can guide clients towards healthier paths without dictating what they "should" do. 2. Describe how/ why these principles are central to the practice of MI. A motivational interviewer's conduct significantly influences each session's outcome. The client must perceive being heard with an organic conversational flow devoid of opinionated responses. Practicing empathy is crucial, as it enables the interviewer to fully engage with the client's situation and see it from the client's perspective. 3. What does the acronym OARS stand for? The acronym OARS stands for: open questions, affirmations, reflective listening, and summarizing. OARs stands for the technique that should be used by an interviewer throughout their meetings with their clients.

4. Describe one way in which each micro-skill (OARS) can be useful. The initial element in the OARS acronym, open-ended questions, permits clients to share feelings on a topic, assess their knowledge, or narrate experiences (Matulich, 2013, p. 11). Compared to closed questions eliciting "yes" or "no," open-ended inquiries provide motivational interviewers with richer information. This approach unveils details about a client's experience, fostering conversations that lead to change talk and the expression of the client's mindset . 5. Describe ambivalence and how MI is different from other approaches in dealing with ambivalence about behavior change. Ambivalence often arises midway through a motivational interview. Focusing on specific client responses enables you to leverage ambivalence to your advantage. Ambivalence, the experience of conflicting emotions about a situation, presents an opportunity for intervention (Matulich, 2013, p. 21). For instance, a client considering a potential divorce may feel both happy for the impending freedom and sad about losing a long-term partner. This state differs from other approaches as clients in ambivalence may be immobilized, unsure of the next step. In contrast, change talk reflects a client's certainty about the desired change. 6. Describe a hypothetical client’s ambivalence about incorporating more fruits and vegetables into his or her diet . A client grappling with ambivalence regarding incorporating more fruits and vegetables into their life may harbor conflicting emotions about personal ability, express concern about a lack of knowledge regarding healthy eating, convey a desire for a healthier lifestyle, and feel uncertain about commitment level.

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7. Describe each component of SMART goal setting. SMART, an acronym for "specific, measurable, attainable, realistic, and timely," aids goal setting (Matulich, 2013, p. 36). Specific goals enhance accountability and provide clear steps. Measurable goals enable progress tracking. Attainable goals ensure successful achievement. For instance, a 20-year smoking client aspiring to quit in a week may find it unrealistic; a more feasible goal could be gradually reducing cigarette consumption. Timely goals foster adherence to behavioral changes, promoting continuous progress towards the set goal within a specified time frame. References Matulich, B. (2013). How To Do Motivational Interviewing: A Guidebook (2nd ed.).

Reading, R. (2010, September). Motivational Interviewing. Retrieved April 16, 2020, from https://arizonanau-primo.hosted.exlibrisgroup.com/primo explore/fulldisplay?docid=TN_wj10.1111/j.1365- 2214.2010.01145_5.x&context=PC&vid=01NAU&lang=en_US&search_scope=Everything&ad apt or=primo_central_multiple_fe&tab=default_tab&query=any,contains,motivational interviewing&facet=tlevel,include,online_resources&offset=0

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