Mobilizing “Learning to Learn”: How do we ignite the …...we ignite the spark? Jonathan Lofgren & Sue EckMaahs EckMaahs & Associates, LLC Session Objectives A glance at the literature

EckMaahs & Associates, LLC

Mobilizing “Learning

to Learn”: How do

we ignite the spark?

Jonathan Lofgren & Sue EckMaahs


Session Objectives

A glance at the literature

How can we facilitate “learning-to-learn”?

Introduction to a “learning-to-learn”

model

A “Taste of Coaching” – (interactive

coaching session activity)

Group input, insights, etc.


What does the literature tell

us?

For initial training dose, a workshop is necessary; tapes and reading are not enough.

Initial dose should be 10 hours or more.

The workshop alone is not enough for proficiency – return to “baseline” within 4 months.

Miller, Yahne, Moyers, Martinez, Pirritano-2004, Miller & Moyers - 2006


What DOES work? Post-workshop skill practice!

For example:

Follow-up coaching sessions emphasizing skill

practice.

Individual coaching which includes role play or real

play and feedback.

Audio-tape review and feedback/consultation.


What DOES work (cont.)

Advanced skills training.

Booster training.

MI skill practice as standing agenda item for staff

meetings.

Case consultation/staffing including how/when to

use MI.

Other ???


Facilitating the Process as a

Trainer:

Get “buy-in” for ongoing learning at FRONT end

Build practitioner proficiency and competence through group and/or individual coaching POST workshop

Build organizational capacity for supporting & sustaining MI

Develop internal mentors/coaches


What we’ve done so far…

In response to identified needs within several agencies* in the Midwest, EckMaahs & Associates developed a group coaching model & curriculum based on the 8-stages of learning MI…

* Agencies represented to date include MH, CH, DD, and Corrections providers.


Eight Stages in Learning MI

1. The SPIRIT of MI

2. OARS – client-centered counseling skills

3. Recognizing and reinforcing change talk

4. Eliciting and strengthening change talk

5. Rolling with Resistance

6. Developing a Change Plan

7. Consolidating client commitment

8. Shifting flexibly between MI and other

methods ~ Miller & Moyers, 2006


Suggested Implementation Steps

for “learning-to-learn model”…

BEFORE initial MI workshop(s), educate

agencies about need for ongoing learning

and building internal practitioner support,

skill-building capacity, and sustenance.

Initiate collaborative process:

Stakeholder meetings & education

Continuum-of-leaning planning in advance

of initial workshop


Implementation Steps (cont.)

Prepare learners:

Pre-workshop reading (brief)

Convey importance of learning-to-learn model

as part of initial workshop

Inform regarding support that will follow

workshop

Begin skills coaching process ASAP after

workshop (keep coaching groups small).



Provide specific, individual feedback

during skills practice exercises!

Collect brief feedback from participants

@ each session;

Usefulness on scale of 1-5

Most helpful

Suggestions for improvement



Begin to identify internal MI “stars” as potential future MI coaches

Initiate first audio-tape coding/feedback process around session # 3

Mentor internal coaches

Help agency identify & organize around additional coaching/training needs


Sample Coaching Circle

Exercises!

From Session 4: Change Talk

FIRST = EARS Exercise (Moyers/Miller)

Objective: To practice effectively responding to

change talk.

SECOND = “Play Your Card!” Exercise (EckMaahs)

Objective: 1. To practice integrating responding to

change talk with evoking change talk by using a

variety of strategies. 2. Minimizing sustain talk.


Play your Card!

Groups of 4 or 6.

Sit in a circle with the ECT cards spread

out on a table or floor in the center of the

circle.

Speaker starts with a brief statement

about something they are considering

changing – include change talk AND

sustain talk.


Play your Card!

Person to right of speaker does a REFLECTION or AFFIRMATION of the CHANGE TALK.

Speaker responds naturally.

Next person uses one of the ECT cards – then takes it “out of play”.

Speaker responds naturally.

Next person does a REFLECTION or AFFIRMATION.

Continue this pattern around the circle once again – last person does a SUMMARY.

Now start over again with the next speaker. Use only the ECT cards that are left!

Documents

Mobilizing “Learning to Learn”: How do we ignite the …...we ignite the spark? Jonathan Lofgren & Sue EckMaahs EckMaahs & Associates, LLC Session Objectives A glance at the literature