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Erin M. Espinosa, PhD – Senior researcher
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• Established in 1907• Over 100 research and
training staff• Supporting over 80
projects across the US and internationally
• Data 4 Equity, Girls & Gangs, LA Model
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The What and Why of Motivational Interviewing?
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Why MI?
• Evidence- based > 180 clinical trials• Successful in brief interactions• Applies to many problem areas – health behaviors,
substance abuse, mental health, domestic violence, CPS, school counselors, criminal justice, management..
• Complementary to other treatment methods• Non-specialists can learn and use• Verifiable - is it being delivered properly?
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Let’s take a minute….
Think about a time someone told you that you had to change something...
Jot down what you felt on page 4 of the hand out.
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Let’s take a minute part 2…..
Think about a time you decided to change something, and someone was there to help support you through it…
Jot down what you felt on page 4 of the hand out.
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Defensiveness &
Resistance
Action Toward Change
Mot
ivat
ion
Time with Individual
Ambivalence
Empathetic Listening
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ChangeDon’t
Change
ShouldI?
CanI? Will
I?
Ambivalence
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The Righting Reflex
• Powerful desire to set things right, to heal, to prevent harm, to fix….
• The urge to correct another’s course often becomes automatic, almost “reflexive”
• Natural human tendency to resist persuasion
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Muscle Approach
Cheerleader Approach
Reasoning Approach
How Can I Get People To Change?3 Common Efforts
If I can make them feel bad enough
I’ve got to make them see
“You can do it!”
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Motivational Interviewing A Definition
Motivational interviewing isa collaborative,
person-centered form of guiding to elicit and strengthen
motivation for change.
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The 8 Stages of Learning M.I.Open QuestionsAffirmationREFLECTIVE
ListeningSummarization
1. Overall Spirit• Empathy• Equipoise• Joint decision making
2. Client-centered Interviewing/Communication Skills
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The Function of Reflection
What thespeaker means
1
What the listener hears
3What the
speaker says
2
What the listener thinks the speaker means
4
SPEAKER LISTENER
Bridge the gap
R
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The 8 Stages of Learning M.I.
3.) Recognizing Change Talk
4.) Eliciting Change Talk (ECT)
5.) Rolling With Resistance
6.) Developing A Change Plan
7.) Consolidating client commitment
8.) Shifting flexibly between MI and other methods.
Open QuestionsAffirmationREFLECTIVE
ListeningSummarization
1. ) Overall Spirit2. ) Client-centered Interviewing/Communication Skills (OARS)
……..But wait there is more!!
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1
Four Processes/ Direction: Interviewer exerts influence on the session and generally does not miss opportunities to direct client toward the target behavior or referral question
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So…what? How do we do this thing?
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Navigating the Implementation Highway
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© Fixsen & Blase, 2008
Effective Services with Fidelity High-Quality Practice
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy Organization
Leadership
Adaptive Technical
ImplementationDrivers
Positive Outcomes
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Coaching
IndividualEvaluation
CQI
Admin Supports
Selection
Training
(Fixsen et al., 2005)
Core Drivers of Implementation
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Typical Hierarchical Models
Top down: Agency administrator decides that specific EBPs will be implemented
Bottom up: Agency is supportive of practitioner-initiated change• Provides training• Provides space for on-going
practice, learning
Leadership Considerations
Intervention Characteristics: Evidence strength and quality,Complexity
Inner Setting: Implementation climate – Tension for change, Compatibility, Relative Advantage, Resources & Access to knowledge and information
Administrative Supports
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Identifying an Implementation Team
Executive Level or Highlevel Leadership: Build a team of key leaders to support the innovation within their respective areas of influenceMid Level: Worker “bees” who are influential in the organization and among their peersLine Staff: Invest in their “growth” and ability to influence culture from the ground up
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Coaching
IndividualEvaluation
CQI
Admin Supports
Selection
Training
(Fixsen et al., 2005)
Core Drivers of Implementation
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Project MATCH• Clinicians accounted for 12% of variance in client drinking
outcomes.• With the removal of one very poorly performing clinician
amount of variance accounted for decreased by 3%• Treatment accounted for 7% of the variance.
The COMBINE Study• Manual guided and supervised treatment approach combining
CBT, MET and 12 Step• With ≥ master’s level specialist counselor
Selection: Why do we care who we select
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What should we think when selecting staff?
• Knowledge & belief in the intervention• Individual stages of “change” • Identification with organization• Staff: ability to accept feedback & connect with empathy• Supervisors: ability to support a culture of learning
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Coaching
IndividualEvaluation
CQI
Admin. Supports
Selection
Training
(Fixsen et al., 2005)
Core Drivers of Implementation
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Coaching
IndividualEvaluation
CQI
Admin Supports
Selection
Training
(Fixsen et al., 2005)
Core Drivers of Implementation
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Direct Leadership Initiated Support
Supervisor to Staff: • Supervisors are targeted for coaching
support to develop skill to support staff• Provide the direct support to staff• Supervisors turnover less than line staff• Develops internal capacity & supports
on-boarding
SME Coach to Staff:• Staff are targeted for skill attainment by
coach• May cause for on-going reliance on
outside support as staff turn over
Communities of practice
• Initially developed in education
• Groups come together with no manager or supervisor to report to
• Goal is to increase skills and fidelity
• Focus is practice and skills and peer feedback
• Orgs can support this by giving time and space with no requirement of supervision support
Coaching Models
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Coaching
IndividualEvaluation
CQI
Admin Supports
Selection
Training
Core Drivers of Implementation
(Fixsen et al., 2005)
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Why bother?
• Practitioners recognize and embrace MI
• See differential response from clients
• Understand that fidelity is related to effectiveness (Gaume et al.2008)
• Without on-going evaluation and feedback skills drift
• Formal: Administrators may want to change agency culture
How should it happen?
• Fidelity or competency tools as a part of on-going supervision/coaching support
• Tools guide conversation around skill attainment
• On-going feedback loop between the supervisor/coach & data collected with the tools
• Identify staff trends over time to develop booster opportunities
Individual Evaluation and Feedback
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Coaching
IndividualEvaluation
CQI
Admin Supports
Selection
Training
Core Drivers of Implementation
(Fixsen et al., 2005)
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What is CQI?• CQI is the process of using data to
inform on-going implementation. • Typically conducted through a Plan,
Study, Do and Act (PDSA) model, the agency uses data collected in “real” time to guide implementation efforts.
How does this work?
• Identification of an Implementation team
• Communication plan between staff and the Implementation team includes key data points
Continuous Quality Improvement (CQI)
Potential Points: • Staff skill attainment (Fidelity Measures)• Process supports and barriers or other
organizational data ****• Client satisfaction and outcome
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Did you know?
Successful implementation of a new EBP can be impacted by staffs’ view of their supervisor?Staff need to know you:1. Have a plan2. Can set clear standards3. Can remove obstacles to implementation4. Can answer questions5. Know what you are talking about
Implementation Leadership Scale (ILS) (Aarons, Ehrhart & Farahnak, 2014) in Espinosa et. al, 2016
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AND… did you also know?
Successful implementation of a new EBP can be impacted by staffs’ belief that the model
actually works and can meet the needs of youth they are
supporting.
Organizational Readiness to Change Assessment (ORCA) (Helfrich, Sharp & Sales, 2009) in Espinosa et. al, 2016
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So…
As a supervisor you need to have knowledge of the practice model, create a plan for implementation,
and be willing to look for answers.
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Accountability
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Thank you!For more info, visit www.nccdglobal.org
Erin M. Espinosa, PhD Senior Researcher, at [email protected]
or (510) 874-5531