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Diane Rae Davis, PhD and Amber Cleverly, MSW - page 25 / 80

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(2 DAYS)

(1 DAY)

(1 DAY)

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Yes

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Yes

Yes

Yes

Yes

Yes

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Yes

TABLE 1: TRAINING ATTENDANCE

Dixie Taylor (I)

Sue Rose Salmon (IV)

Tom Hogan (III)

Jackie Gibson (III)

OCTOBER 2003

JANUARY 2004

JANUARY 2005

Behavior

No. of times noted by SAL #1

No. of times noted by SAL #2

No. of times noted by SAL #3

1. Open Questions 2. Reflection 3. Affirmation 4. Summarization 5. Rolling with resistance 6. Gently demonstrating discrepancies 7. Scaling questions 8. Scaling questions follow-up 9. Elicit client’s perspective 10. Identify pros/cons 11. Ask about barriers

8 8 9 0 0 0 2 1 5 0

15 11 7 4 1 0 1 0 4 0

15 11 7 4 1 0 1 0 4 0

1

0

0

Direct observations of the SAL working with a PTP client

On April 26, 2004, in Region III; June 17, 2004, in Region IV; and August 12, 2004, in Region I; the evaluator observed SALs while they interacted with parents in the PTP. The observations took place via a one-way mirror after parents gave consent. The evaluator rated SALs on specific skills typically used in the MI model, using the Motivational Inter- viewing: Skills Checklist for Clients in the Pre-contemplation/Contemplation Stage of Change (Appendix C). Table 2 documents the MI behaviors and number of occurrences by SALs

TABLE 2: MI SKILLS CHECKLIST

Results of the checklist demonstrate that most of the behaviors that are fundamental to MI were being used during these observations.

Consumer Feedback on the Use of SOCRATES, a Motivational Interviewing Instrument

Idaho Pre-Treatment Program

24

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