This document provides an overview of enhancing motivation to change among substance-using adolescents. It discusses the challenges adolescents face at home that could contribute to drug use. Motivation is presented as fluid rather than a fixed trait. Motivational interviewing is outlined as an effective approach that minimizes resistance by accepting different stages of change. The stages of change are defined as precontemplation, contemplation, preparation, action, maintenance, and relapse. Clinical strategies are suggested for each stage, such as raising doubts in precontemplation and helping resolve ambivalence in contemplation.
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Review of motivational interviewing techniques and strategies most useful at each phase of change. NBCC, NAADAC, CAADAC, and California Board of Behavioral Sciences approved Mental Health continuing education and addictions counselor training series. Narrated versions and CEUs available at http://www.allceus.com
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Review of motivational interviewing techniques and strategies most useful at each phase of change. NBCC, NAADAC, CAADAC, and California Board of Behavioral Sciences approved Mental Health continuing education and addictions counselor training series. Narrated versions and CEUs available at http://www.allceus.com
Acceptance and Commitment Therapy for People with MSMS Trust
Dr Sarah Gillanders and Dr David Gillanders introduce acceptance and commitment therapy for people with MS, a form of cognitive behavioural therapy that focuses on how we live with difficult things. It blends behaviourism, mindfulness, values, compassion and perspective taking.
A discussion of motivational interviewing: what is it, how does it work, and how can we start to use it with students face forced behavior change in academics?
Josué Guadarrama MA Presentation at 2016 Science of HOPE
Motivational Interviewing (MI) is a directive, client-centered counseling and/or communication style for eliciting behavior change by helping individuals to explore and resolve ambivalence, while minimizing resistance and maximizing intrinsic motivation. Compared with nondirective counseling, MI is more focused and goal-directed. Based on the physics of behavior change, participants will learn assessment and communication skills that foster sustained behavior change by tapping into intrinsic motivation. Aside from a didactic approach, there will be video examples and skill practice. Audience participation is highly encouraged.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
Acceptance and Commitment Therapy for People with MSMS Trust
Dr Sarah Gillanders and Dr David Gillanders introduce acceptance and commitment therapy for people with MS, a form of cognitive behavioural therapy that focuses on how we live with difficult things. It blends behaviourism, mindfulness, values, compassion and perspective taking.
A discussion of motivational interviewing: what is it, how does it work, and how can we start to use it with students face forced behavior change in academics?
Josué Guadarrama MA Presentation at 2016 Science of HOPE
Motivational Interviewing (MI) is a directive, client-centered counseling and/or communication style for eliciting behavior change by helping individuals to explore and resolve ambivalence, while minimizing resistance and maximizing intrinsic motivation. Compared with nondirective counseling, MI is more focused and goal-directed. Based on the physics of behavior change, participants will learn assessment and communication skills that foster sustained behavior change by tapping into intrinsic motivation. Aside from a didactic approach, there will be video examples and skill practice. Audience participation is highly encouraged.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
Motivational Interviewing - CHANGE TALKJohn Russell
In the latest Motivational Interviewing (MI) Club we look at what Change Talk really is and how to use it to help people to make changes. See examples of what words people might use when discussing their change - www.miinlondon.org
This presentation takes a look at the ethical responsibilities, training, strategic planning and other considerations that should be examined before entering the business of interventions.
Motivational Interviewing has been described as “simple but not easy”. Continued practice and coaching are key to increasing practitioners’ MI proficiency, particularly in our intentional and strategic application of the spirit and skills of MI. This immersive, practice-based session builds on the two-day introductory Motivational Interviewing workshop by guiding participants through a series of structured, scaffolded activities that directly relate to your challenging client encounters in your day-to-day work. You will leave this fun and dynamic workshop with a renewed and deeper understanding of how to enhance your clients’ motivation for change by taking your MI skills to the next level!
Learning Objectives:
At the end of this day of applied practice, you will be able to:
1. Assess your areas of MI proficiency and further development
2. Practice OARS to evoke client change talk
3. Practice OARS to respond to clients’ change talk
4. Apply strategies to respond to clients’ sustain talk and enhance motivation for change.
The objections of this presentation include: to experience and practice motivational interviewing, learn motivational interviewing styles and principles and see how it integrates into everyday practice.
This presentation was part of Embody's Safe Healthy Strong 2014 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
Reproductive Life Planning is client-based assessment of personal life goals to first determine if and where childbearing fits in with education, family, relationships, work, and more. This assessment then allows individuals to develop a flexible strategy to prevent or plan future pregnancies, in order to successfully meet their life goals. Participants who attend this session will be able to help their clients develop their own Reproductive Life Plans. They will also learn about and practice using basic motivational interviewing techniques that help clients help themselves. Motivational interviewing is a non-judgmental, non-confrontational, and non-adversarial counseling technique which can be especially effective when helping clients explores their own goals and motivations, and helping them create reproductive life plans that help them succeed in meeting their goals.
ABOUT THE PRESENTERS
Meghan Benson, MPH, CHES has worked in the field of sexuality education since she was a teen peer HIV educator in high school. She completed her MPH in Community Health Sciences with a focus on adolescent health and development at the University of Illinois at Chicago, and is a Certified Health Education Specialist (CHES). As the Planned Parenthood of Wisconsin Director of Community Education, Meghan develops programming and coordinates educational opportunities throughout the state. Meghan is a board member for the Association of Planned Parenthood Leaders in Education (APPLE), a co-chair of the Policy and Action Subcommittee of the Wisconsin Maternal and Child Health Advisory Committee, and a member of the Dane County Youth Commission.
Anne Brosowsky-Roth has been with Planned Parenthood of Wisconsin for over 20 years.. In her current role, she provides direct education to youth and adults on reproductive and sexual health, and provides research and support for staff as the manager of the Maurice Ritz Resource Center, the Planned Parenthood of Wisconsin Community Library. Anne has written articles on sexual health communication for families and professionals, and most recently was a contributing author to the third edition of the Center For Family Life Education’s Teaching Safer Sex!, a two-volume set of activities that provide skill-building lessons and activities for teaching comprehensive sexuality.
Presentation by Dr. Jacob Kagan on addiction psychiatry, covers the neurobiology of addiction, diagnosis and management od dually-diagnosed patients, relapse prevention, psycopharmacology interventions and more. http://www.jacobkaganmd.com
Detailed understanding of Motivational Enhancement Therapy for management of Substance Use Disorders with contextual inputs for Indian population and sub-culture.
Recently obesity is becoming one of the psychiatric disorder , we are discussing depression and ADHD associated with obesity , cognitive reconstruction and cognitive behavior therapy steps is discussed , medical therapy used in obesity
Motivational Interviewing - Dr Igor Koutsenok MD, MSjames_harvey_phd
Session 1 "Motivational Interviewing Course: Assisting Patients in Making Sustainable Positive Lifestyle Changes"
Presented by Dr Igor Koutsenok MD, MS (University of California San Diego, Department of Psychiatry) on 05/06/2020 during the first session of an ISSUP virtual training on MI.
**PLEASE NOTE that video slides have been removed to reduce file size**
Presentation content and learning outcomes:
After orientation to the underlying spirit and principles of MI, practical exercises will help participants to strengthen empathy skills, recognize and elicit change talk, and roll with resistance. Research evidence will be reviewed for the efficacy of MI and for the importance of building a therapeutic relationship in clients’ outcomes. Integration of MI with other treatment modalities will be considered.
Learning outcomes:
Introduction: Motivation and behavioral change in addiction medicine
Review of the concepts of Ambivalence, Stages of change, the righting reflex, limits of persuasion.
Spirit of MI
Expressing empathy
Roadblocks to communication
Four Processes in MI
Full details: https://www.issup.net/about-issup/news/2020-05/motivational-interviewing-course
Basics fundamentals and assumptions of CBT. Based on the assumption that thoughts, emotions and behaviour are inter related and affect each other.
Sources: Cognitive Therapy: Basics and Beyond
Book by Judith S. Beck
Cognitive Behaviour Therapy: 100 Key Points and Techniques by Michael Neenan & Windy Dryden
Training for drug and alcohol counselors on using motivational interviewing counseling techniques to improve retention in treatment and move clients through the stages of change model.
Similar to Motivational Interviewing with Adolescents (20)
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
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The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
1. Enhancing Motivation to Change in
the Substance-Using Adolescent:
…What the Non-Specialist Needs to Know
By Elizabeth Kotkin, MA, LMFT
Clinical Standards Coordinator
7. What If Someone Said NO
• Took away all the ways
you relax.
• Told you that you have
to do something else.
• Told you that you have
to stop doing what you
like to do to relax, but
everyone you know can
continue.
8. • Just think about some of the family dynamics
that ‘our’ kids go ‘home’ to.
o Do their parents use? Where they born
addicted?
o Are they safe?
o Have they witnessed the un-imaginable?
o Are there any mental health or learning
disabilities?
o How early did they start using?
9. So Why Do Adolescents Use
Drugs?
• To try new things
• To be oppositional
• To be accepted
• To get away from
negative emotions or
feelings
• To try to be in
control
10. The Cycle Of Addiction
Tension
Inability
to
control
affective
state
Behavior
Drug &
Alcohol
Use
Return of
Negative
Feelings
Negative
Emotions
Move to coping
mechanism to
reduce tensionTemporary
Relief
11. Definitions
According to Gold and Miller (1994), recent research indicates that drugs
are addictive because they “reinforce drug-taking behavior…addiction
arises because prolonged use of the drug alters the basic neurochemistry of
the brain, leading to physiological and psychological changes…(which) in
turn result in continued and accelerating use of the drug.”
The American Psychiatric Association’s DSM-IV (APA, 1994) now
reflects this updated research-based definition of addictive disorder,
with core concepts including:
(1) Compulsion
(2) Loss of control
(3) Continued use despite negative consequences
13. Motivational Interviewing
“Motivation can be understood not as something one has but rather
as something one does. It involves recognizing a problem, searching
for a way to change and then beginning and sticking with that
change strategy” Miller (1995)
o Motivational Interviewing is a way to minimize resistance,
resolve ambivalence and induce change.
o Readiness levels are accepted starting points for treatment rather
than reasons for elimination from treatment services.
15. o Motivation is key to change and it is constantly in flux
o Motivation is influenced by social interaction, namely
the counselor’s style
o At all stages of change, ambivalence is seen as normal
and not pathological
o Confrontation is a goal, not a therapeutic technique
CONCEPTUALIZING MOTIVATIONAL
INTERVIEWING
18. “There is a myth…that more is always better. More education,
more intense treatment, more confrontation will necessarily
produce more change. Nowhere is this less true than with
precontemplators. More intensity will often produce fewer results
with this group. So it is particularly important to use careful
motivational strategies, rather than mount high-intensity
programs…We cannot make precontemplators change, but we
can help motivate them to move to contemplation.” DiClemente,
(1991)
19. Stage 1: Precontemplation
• The client does not consider change. Seeks treatment due to
outside pressures such as family, job, etc., or due to legal
and/or medical concerns
20. Motivational Interviewing Tasks
Building Readiness
• A) Raise doubt about client’s belief that AOD use is
harmless
• B) Increase the client’s perception of risks and problems
with current behaviors
21. Clinical Interventions
• A) Establish rapport and trust and explore what brought
client into treatment
• B) Summarize: link the information together, especially
focusing on the client’s ambivalence. Educate about
possible links to AOD use
22. “Contemplation is often a very paradoxical stage of change…
Ambivalence is the archenemy of commitment and a prime
reason for chronic contemplation. Helping the client to work
through the ambivalence, to anticipate barriers, to decrease the
desirability of the problem behavior and to gain some increased
sense of self-efficacy to cope with this specific problem are all
stage-appropriate strategies.” DiClemente, (1991)
23. Stage 2: Contemplation
o The client is highly ambivalent about change. The client both
considers change and rejects it. The client will seesaw
between reasons for concern and justifications for continued
AOD use
24. Ambivalence
• A state of mind in which a person has coexisting but conflicting
feelings, thoughts, and actions about something
• The “I do but I don’t” dilemma
25. Motivational Interviewing Tasks:
Increasing Commitment
• A) Tip the decisional balance and strengthen self-efficacy
• B) Evoke from the client reasons to change and risks of not
changing
26. Clinical Interventions
• A) Show interest in how AOD use affects all areas of the
client’s life
• B) Reframe resentment: validate the client’s observations, but
offer a new interpretation of the data
27. Stage 3: Preparation
• The client is committed to and planning to make a change in the
near future but is still considering what to do
• Goal: Help client to get ready to make a change
• Elements of Change:…Ready….Willing….Able
28. Strategies For Preparation Stage
• Clarify goals & strategies
• Menu of options
• Offer advice
• Negotiate change plan
• Identify barriers
• Get social support
• Treatment expectations
• Publicize change plans
29. Stage 4: Action
• Client has decided to make a change
• Client has verbalized or demonstrated a firm commitment to change
• Efforts to modify behavior and/or environment are being taken
• Client demonstrates motivation and effort to achieve real change
• Client is involved in, and committed to, the change process
• Client is willing to follow suggested strategies and activities to change