APPLYING MOTIVATIONAL INTERVIEWING FOR STUDENTS IN RESIDENCE N A T - PowerPoint PPT Presentation

APPLYING MOTIVATIONAL INTERVIEWING FOR STUDENTS IN RESIDENCE N A T A L I E V I L H E N A - C H U R C H I L L , P H . D . , C . P S Y C H ( S U P E R V I S E D P R A C T I C E ) P O S T D O C T O R A L F E L L O W C A M P B E L L F A M I L Y M E N T A L H E A L T H R E S E A R C H I N S T I T U T E C E N T R E F O R A D D I C T I O N A N D M E N T A L H E A L T H ( C A M H )

ACKNOWLEDGMENTS Project ct fund nding ng provid vided by Gambling ng Re Research ch Excha hange nge Onta tario rio Suppor port t provi vided ed by: Univer ersity ty of Toront nto Mississauga uga Re Residence nce Life Staff Dr. Quilty’s Clini nica cal Research ch Lab ( (Campbe mpbell Family y Mental Health h Research ch Institut stitute - CAMH) Problem m Gambling ng Servi vice e Clinici nicians ns (CAMH) Mot otivati ationa onal Intervi viewi wing ng Communi unity y of Practi tice (CAMH)

OUTLINE • De Describe cribe Goals ls • Overvie view w of of Addictiv ctive e Behaviour iours • Key Motivati ational onal Inter ervie viewing wing Topics cs and Skills ills • Prac actice tice!

GOALS 1. 1. Develop p a bet better r under erst standi nding ng of rates es of addicti ctive behavi viour urs among young adults ts in Canada da 2. 2. Develop p knowledg edge of mot otivati ationa nal int ntervi viewing wing and behavioura oural change 3. 3. Develop p a bet better r under erst standing nding of how you, as student udent leaders, s, can fa facilitat tate/c /cont ntribut ribute to behaviour ural changes es

EMERGING ADULTHOOD Also o known wn as young g adultho thood od • • Spans s ages s of 18 18 to 25 • Period d of transiti sition, on, identi tity ty development elopment, insta tabil ility ty and self-focus ocus Highest est rates s of addicti ctive beha havio iour urs s includi uding: ng: •  Alcohol  Other substance use  Gambling  Gaming

RATES OF SUBSTANCE USE The va vast st majority rity of univer ersity sity studen dents ts re report never er using g many hard dru rugs s • (range ge from 91% to 99% dependi nding ng on the drug). ). Studen ents ts tend to belie ieve e that ot other er student dents s are using g substan stances ces with h fewer er • than n half endorsin sing g that t ot other er studen dents ts never r use hard dru rugs s (NCHA, , 2013 13) • What t kinds ds of problems ems are you seeing ing on campus? us? (subs ubsta tance nce and addicti ctive beha haviour iours) s)

RATES OF ALCOHOL USE AND PROBLEMS • 71. 1.8% % of univer ersity sity stude udent nts s are past t month th drinker ers s (NCHA HA, 2013) 13) • 32% classifi sified ed as hazardous/ha dous/harmfu rmful drink nkers (Ad Adlaf af et et al., 2005) 5) • 36.3% % endorsed d at least t one episo sode de of binge ge dri rinking nking (5+ drinks nks in one sitt tting) ng) in past st 2 weeks (NCHA, , 2013) 13) • 10% experienc rienced ed alcohol-re relat ated assaul ult 9.8% % experience rienced d alcohol-rel relat ated sexua ual harassme ment nt • • 16.4% % physic sically y injured ured while e drinking king in past st 12 months hs • 32.6% % did d somethi ething they later r regrett etted d when drink nking ng (past t 12 months hs) • 5% reported d alcohol negati tively y impact mpacted d academic c perform orman ance in past t 12 months hs

RATES OF MARIJUANA AND OTHER DRUG USE AND PROBLEMS • 16.2% % used d marijua uana na in past t 30 days • 8.7% % used d ot other r illici cit substa stance nces 1.1% 1. % used d Cocaine ne, , 0.1% % used d met etham ampheta phetami mine nes, s, 1. 1.6% used d amp mphetamin etamines, es, 1. 1.6% % used d • sedati tives, es, 0.5% used d halluci ucino noge gens ns, 0.1% % opiates, es, 1. 1.5% % used d MDMA • 1. 1.8% % said d drugs ugs negati tively y imp mpact acted d academic c perform orman ance in past t 12 months hs (NCHA HA, , 2013) 13)

GAMBLING AND GAMING • 21. 1.1% % said d int nterne rnet/ t/co comput puter r use negati tively ly impa pact cted d academic c performanc ormance in past t 12 months ths (NCHA, 2013 13) • Young ng adults ts age 18 18-24 4 have the highest hest rates es of problem gambling ng (Wiebe, , 2002) Interne ernet t gambling ng is incre creasi asingly ngly concerni rning ng and most t popula ular r among adolesce scents nts (Elton on- • Marsh shall et et. al., 2016) • Conse seque uenc nces es of problem m gambling ng include ude fina nanci ncial, , relati tions nship, hip, mood and academic mic diffi ficulti culties es among ot other ers

YOUR ROLE AS RESIDENCE STAFF • Stude udent nt Safet ety • Buildi ding Relati tions nships hips • Identi ntify y Problems ms and Refer r as Appropria priate • Understan tandi ding the limits mits of your Role • Not ot intende ended d to be t thera rapeu peuti tic - rather her to engage and help stude udent nts s think nk about change and provide vide resour urces ces where e needed • Be transpare nsparent nt about your role with th stud udents nts How w do we do this?

WHAT IS MOTIVATIONAL INTERVIEWING? • A s styl yle or way of being int nterpe personal sonally y with th anot other her perso son • Collaborati rative • Emp mphasizes hasizes Autono nomy y in Decisio sion n Making ng • Stre rengths ngths-base ased d approach ch “Motivational interviewing is a collaborative conversation style for strengthening a person’s own motivation and commitment to change.” (Miller & Rollnick, 2013, p.12)

EXERCISE: SPACE COUNTING • In pairs and fa facing each ot other • When I s say go, use your inde dex x fing nger er to write in the air numbers 1 to 20 bet etween yoursel selves es Credi dit: Richar hard d Rutsc scham ham

SPIRIT OF MOTIVATIONAL INTERVIEWING Involves s five compone nent nts: s:  Collaboration - a partnership  Evocation - eliciting information vs. imparting knowledge (not as an expert)  Autonomy - giving the person the ability to choose  Compassion - Being empathic (understanding their perspective)  Guiding - not following or leading Belief that every person has the ability to move towards best health and the listener’s role is to help bring ng that t mot otivati tion on to the surface ce

WHY USE MOTIVATIONAL INTERVIEWING? • Allows s the ot other r perso son n to feel heard. d.  More likely to be open if they feel heard and this can facilitate referrals to appropriate resources/treatment • Research ch has demonstr nstrated ed that at MI is s usefu ful for a va vari riety ety of concerns ns (including uding addi dicti ctive behaviours urs and ot other ers!) !) • Helpful ful to get et students udents thi hinking nking about change

MI CONTINUED • Mot otivati tion on can change (waxes s and wanes) • Ambivalenc nce e is s normal! al! • MI is descri cribed d as a w way of being with th anot other her perso son n - not ot a set et of tri ricks ks or techni nique ues s to get et a p perso son n to do what you wan want. t. • Learni ning ng some communica unicati tion on ski kills s however r can be h helpfu ful in developi ping ng and conveyi ying ng the MI spi pirit rit in your int nterac racti tions ons

WHAT MI IS NOT…. https ps://w ://www ww.y .youtu utube be.com .com/w /wat atch? ch?v=aAh v=aAhA7Kfb A7KfbJgg Jgg

WHEN MI IS NOT APPROPRIATE Disc sclosures losures of sexual ual viole lence nce Suici cida dal Ideati tion on When a p perso son n is committ tted d to making ng changes es already dy (i.e., ., provide vide resour urces ces inst nstead ead of explori oring ambiva valence nce)

RESISTING THE RIGHTING REFLEX • The Right hting ng Reflex is a n natural ural desi sire re of a perso son n in a h helping ping posi siti tion on to set et thing ngs s right, ht, to reduc uce harm to the ot other r perso son • The Right hting ng Reflex appears as directing or telling someone what they “need” to do or should uld or should uld not ot do Ex Examples les?

DEBATING Think nk about the last time me you had a d debate e with th someone ne over an iss ssue ue and they reject cted d all of your argumen ents ts - what happe pene ned? d? OR OR Think nk about the last time me a p perso son n in a p posi siti tion on of authority hority (e.g., parent, nt, teacher) er) told you there e was somet ethi hing ng you needed d to change - what happen ened? d?

CHANGE TALK “I want…” “I can…” “I wish…” “I will…” “I need…” Stati ting ng reasons ns for changing ging Use reflecti ctions ns and open qu questi tions ns to expand nd when you hear change talk k (you get et more of what you talk about!) !)