MI Group Strategies Tool - MPATTC Learning

MI Group Strengths and Growth Tool

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This tool is for learning and self reflection purposes only, it does not provide clinical diagnoses or health advice. This tool is not HIPAA compliant and may not be used with any individual's personally identifiable information (PII).

I acknowledge that this tool is not HIPAA compliant and that I will not use PII when using it.

This product was developed by the Mountain Plains Addiction Technology Transfer Center (MPATTC) as part of the SAMHSA-funded ATTC Network that offers training and technical assistance services. The MPATTC is comprised of Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming. For additional information, please visit http://www.mpattc.org.

Funding for this product was made possible by SAMHSA Cooperative Agreement numbers UR1 TI080200. The views expressed in these materials do not necessarily reflect the official policies of the Department of Health and Human Services, nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government. Additional resources are available to enhance and support the information provided in this brief presentation.

This tool was developed by the Mountain Plains ATTC for behavioral health group facilitators implementing Motivational Interviewing Groups strategies. The main developer of the content was Paul Warren, LMSW and was based on the book Motivational Interviewing in Groups by Karen Ingersoll and Christopher Wagner. This tool provides an opportunity for facilitators to reflect on their skills, the strengths and areas of growth for the group, and a place to receive general feedback. It is recommended that facilitators complete the reflection tool after each group session, download their results, and compare their results over time. The results from the reflection tool can also be a catalyst for clinical supervision conversations.

Knowledge Reminder: Stages of Group Development

Review the following summary of stages of group development and corresponding MI tasks.

Stages of Group Development

Forming

Storming

Norming

Performing

MI Tasks

Engaging

Focusing

Evoking

Planning

Knowledge Reminder

I have reviewed the "stages of group development" information.

Knowledge Reminder: Group Effectiveness

Review the four components of group effectiveness.

Strength of Relationships

Engage

Clarity of Purpose

Focus

Structure and Relevance

Evoke

Interdependence

Plan & Act

Knowledge Reminder

I have reviewed the "group effectiveness" information.

Knowledge Reminder: MI Group Phases

Review the four phases of an MI group.

Engaging Group

Exploring Perspectives

Building Momentum

Moving Into Action

Knowledge Reminder

I have reviewed the "MI group phases" information.

Knowledge Reminder: MI Group Strategies by Phase

Review the following suggested strategies for each MI group phase.

Engaging Group

Group purpose
Connecting Positively
Group Guidelines
Group Norms
Linking Group Members

Exploring Perspectives

Evoking from Group Members
Goals
Lifestyles/Typical Day
Looking Back
Looking Forward

Building Momentum

Exploring Values
Envisioning
Past Successes
Exploring Strengths
Importance/Confidence

Moving Into Action

Change Planning
Eliciting Commitment
Initiation Strategies
Progress Review
Toward the Future

Knowledge Reminder

I have reviewed the "MI group strategies by phase" information.

Engaging

Read through the following engagement scale from one to five and reflect on your recent level of engagement.

1

Leader unable to engage group members in group processes and dialogue

2

Leader sometimes engages members in group discussion, with most members noticeably uninvolved

3

Leader successfully engages several members in group discussion, with some members noticeably quiet and/or uninvolved

4

Leader successfully engages most members in group discussion and process

5

Leader consistently keeps all or nearly all members involved in the group process, even when they are not speaking

MI Incongruent

MI Congruent

Engaging Self Assessment

Is engagement a strength for you as a group leader or is it a skill you could grow? Rank yourself on this skill from one to five using the examples to guide your ranking.

Please enter a number from 1 to 5.

Feedback: Consider what you are modeling. Are you interacting with group members in a way, that shows them how to interact with each other? Develop or review the group agreements/guidelines of 'how we agree to interact with each other'. Remember that the Facilitator sets the group climate and maintains it in collaboration with group members.

Feedback: Consider what you are modeling. Are you interacting with group members in a way, that shows them how to interact with each other? Remember that the Facilitator sets the group climate and maintains it in collaboration with group members.

Feedback: Consider what you are modeling. Are you interacting with group members in a way, that shows them how to interact with each other? Focus on what members have in common and link members to each other and to the full group. Avoid linking members to you, through dyadic interventions.

Feedback: Consider and identify how you are being and what you are saying that is connecting group members to each other and supporting the 'group' to do it's work.

Autonomy

Read through the following autonomy scale from one to five and reflect on your recent level of autonomy.

1

Leader consistently undermines autonomy, communicating there is only one right way

2

Leader sometimes undermines autonomy, generally communicating there is a preferred way

3

Leader does not focus on autonomy; accepting some differences and questioning others

4

Leader mostly supports members’ autonomy, sometimes encourages sharing of values, etc.

5

Leader consistently supports members’ autonomy; encourages sharing of values, perceptions, goals or choices

MI Incongruent

MI Congruent

Autonomy Self Assessment

How well do you promote autonomy as a group leader? Would you consider this a strength or is it an area you could grow?

Rank yourself on this skill from one to five using the examples to guide your ranking.

Please enter a number from 1 to 5.

Feedback: Consider purpose of the group and your role is supporting the 'group' to do the work and achieve the group purpose. Reflect on what is causing you to tell group members and/or the group what or how they should be doing something. Talk out any desire to fix, solve or rescue with your co-facilitator, supervisor and/or a trusted colleague. Remember the group members are there to collaborate with each other and to figure out if and/or what actions they may take.

Feedback: Reflect on what is causing you to tell group members and/or the group what or how they should be doing something. Talk out any desire to fix, solve or rescue with your co-facilitator, supervisor and/or a trusted colleague. Remember the group members are there to collaborate with each other and to figure out if and/or what actions they may take.

Feedback: Consider the role and purpose of group and member autonomy. Talk out any desire to fix, solve or rescue with your co-facilitator, supervisor and/or a trusted colleague. Remember the group members are there to collaborate with each other and to figure out if and/or what actions they may take.

Feedback: Continue to support individual and group autonomy. Talk out any desire to fix, solve or rescue with your co-facilitator, supervisor and/or a trusted colleague. Remember the group members are there to collaborate with each other and to figure out if and/or what actions they may take.

Evoking

Read through the following evoking scale from one to five and reflect on your recent level of evoking change.

1

Leader consistently suggests specific change goals/plans

2

Leader mostly suggests change goals/plans, and occasionally elicits members’ own goals/plans

3

Leader balances members’ own change goals/plans with making recommendations with or without permission

4

Leader mostly elicits members’ change goals/plans, and occasionally makes recommendations with permission

5

Leader consistently elicits member’ own change goals/plans

MI Incongruent

MI Congruent

Evoking Self Assessment

Do you evoke change goals as a group leader? Think about if this is an area of strength or an area that you could grow.

Rank yourself on this skill from one to five using the examples to guide your ranking.

Please enter a number from 1 to 5.

Feedback: Consider and reflect on why, you are giving individuals and/or the group suggestions and/or solutions or telling them what to focus on. Talk out any desire to fix, solve or rescue with your co-facilitator, supervisor and/or a trusted colleague. When you feel the desire to give answers, information or direction, STOP and remind yourself of the purpose of the group and the power of group members connecting with each other - not you. Remember draw from the group; members will gain more strength and motivation from what they hear from fellow group members.

Feedback: Consider and reflect on why at times, you are giving individuals and/or the group suggestions and/or solutions or telling them what to focus on. Talk out any desire to fix, solve or rescue with your co-facilitator, supervisor and/or a trusted colleague. Consider asking permission, from an individual or the group, BEFORE sharing a suggestion or information. Remember draw from the group; members will gain more strength and motivation from what they hear from fellow group members.

Feedback: Consider consistently asking permission, from an individual or the group, BEFORE sharing a suggestion or information. Talk out any desire to fix, solve or rescue with your co-facilitator, supervisor and/or a trusted colleague. Remember draw from the group; members will gain more strength and motivation from what they hear from fellow group members.

Feedback: Continue to consistently ask permission, from an individual or the group, BEFORE sharing a suggestion or information. Talk out any desire to fix, solve or rescue with your co-facilitator, supervisor and/or a trusted colleague. Remember draw from the group; members will gain more strength and motivation from what they hear from fellow group members.

Deepening

Read through the following deepening scale from one to five and reflect on your recent level of deepening conversation.

1

Leader does not deepen discussion by exploring feelings, values, identity, or perspectives

2

Leader rarely deepens discussion, missing many opportunities to do so

3

Leader sometimes deepens discussion, regularly missing opportunities to do so

4

Leader often deepens discussion, sometimes missing opportunities to do so

5

Leader regularly deepens discussion by exploring feelings, values, identity, or perspectives

MI Incongruent

MI Congruent

Deepening Self Assessment

How well do you encourage depth of conversation as a group leader? Could you work on promoting deeper conversations in your groups or is this an area of strength?

Rank yourself on this skill from one to five using the examples to guide your ranking.

Please enter a number from 1 to 5.

Feedback: Consider and reflect on why, you are not attending to, reflecting and evoking, as related to the purpose/work of the group, feelings, values, identities and/or perspectives. Deepen connections and conversations by listening for and evoking, feelings, values, identities and/or perspectives. Verbally reflect/state, in common group feelings, values, identities and/or perspectives, by statements such as, "Group, feeling isolated causes, fear and pain."

Feedback: Consider and reflect on why, you are regularly missing opportunities to, reflect and evoke, as related to the purpose/work of the group, feelings, values, identities and/or perspectives. Deepen connections and conversations by listening for and evoking, feelings, values, identities and/or perspectives. Verbally reflect/state, in common group feelings, values, identities and/or perspectives.

Feedback: Consider and reflect on why, you sometimes miss opportunities to, reflect and evoke, feelings, values, identities and/or perspectives. Deepen connections and conversations by listening for and evoking, feelings, values, identities and/or perspectives. Verbally reflect/state, in common group feelings, values, identities and/or perspectives.

Feedback: Consider and reflect on when and how you facilitate opportunities to, reflect and evoke, feelings, values, identities and/or perspectives. Continue to deepen connections and conversations by listening for, evoking, and reflecting shared, feelings, values, identities and/or perspectives.

Feedback: Continue to deepen connections and conversations by listening for, evoking, and reflecting shared, feelings, values, identities and/or perspectives.

Momentum

Read through the following momentum scale from one to five and reflect on your recent level of momentum.

1

Leader consistently explores issues with no momentum toward action

2

Leader often explores issues with little momentum toward action

3

Leader balances moving toward action and exploring issues without identifiable momentum

4

Leader often moves conversations toward action

5

Leader regularly moves conversations toward action, whenever appropriate

MI Incongruent

MI Congruent

Momentum Self Assessment

Do you encourage momentum as a group leader? Think about if this is a strength or a skill you could grow.

Rank yourself on this skill from one to five using the examples to guide your ranking.

Please enter a number from 1 to 5.

Feedback: Review, consider and reflect on the stages of group development and the purpose/work of the group. With this in mind, consider, where individuals and the group are in relationship to considering and making plans of action. Remembering and affirming autonomy, guide the group to discuss, their relationship to commitment to change, planning and taking steps. Avoid pressure to plan or act, invite and explore consideration of change, planning and taking steps. Of special note to avoid/stop group acting as advice giver and planner to any individual in the group - restate group purpose and emphasize autonomy.

Feedback: Review, consider and reflect on the stages of group development and the purpose/work of the group. With this in mind, consider, where individuals and the group are in relationship to considering and making plans of action. Remembering and affirming autonomy, consistently guide the group to discuss, their relationship to commitment to change, planning and taking steps. Avoid pressure to plan or act, invite and explore consideration of change, planning and taking steps. Of special note to avoid/stop group acting as advice giver and planner to any individual in the group - restate group purpose and emphasize autonomy.

Feedback: Review, consider and reflect on the stages of group development and the purpose/work of the group. With this in mind, consider, where individuals and the group are in relationship to considering and making plans of action. Remembering and affirming autonomy, consistently guide the group to discuss, their relationship to commitment to change, planning and taking steps. When momentum to plan is present, reflect it and invite group exploration. Avoid pressure to plan or act, invite and explore consideration of change, planning and taking steps. Of special note to avoid/stop group acting as advice giver and planner to any individual in the group - restate group purpose and emphasize autonomy.

Feedback: With 'momentum' in mind, consider, where individuals and the group are in relationship to considering and making plans of action. Avoid pressure to plan or act, invite and explore consideration of change, planning and taking steps. Of special note to avoid/stop group acting as advice giver and planner to any individual in the group - restate group purpose and emphasize autonomy.

Feedback: Remember to avoid pressure to plan or act, invite and explore consideration of change, planning and taking steps. Of special note to avoid/stop group acting as advice giver and planner to any individual in the group - restate group purpose and emphasize autonomy.

Progress

Read through the following progress scale from one to five and reflect on your recent level of progress.

1

Leader consistently focuses on difficulties in making progress

2

Leader mostly focuses on difficulties in making progress

3

Leader equally focuses on growth or progress as well as problems and challenges

4

Leader mostly focuses on positive progress

5

Leader consistently focuses on positive progress or growth

MI Incongruent

MI Congruent

Progress Self Assessment

As a group leader, how did you approach progress in the conversation? Is this a skill you feel you do well at or is this an area you could grow?

Rank yourself on this skill from one to five using the examples to guide your ranking.

Please enter a number from 1 to 5.

Feedback: Reflect on and consider why you would emphasize, and the impact of consistently focusing on, difficulties in making progress. With this in mind, consider evoking strengths and how strengths (past or present) may be employed/used in the present. Consider building momentum includes consideration, exploration and imagining the future. Momentum can lead to progress, resulting in the form of planning and taking action(s).

Feedback: Reflect on and consider why you mostly emphasize difficulties in making progress. With this in mind, consider evoking strengths and how strengths (past or present) may be employed/used in the present. Consider building momentum includes consideration, exploration and imagining the future. Momentum can lead to progress, resulting in the form of planning and taking action(s).

Feedback: Reflect on and consider why you focus as much on difficulties in making progress as you do on growth and progress. With this in mind, consider evoking strengths and how strengths (past or present) may be employed/used in the present. Consider building momentum includes consideration, exploration and imagining the future. Momentum can lead to progress, resulting in the form of planning and taking action(s).

Feedback: Reflect on and consider how to consistently focus more on growth and progress than on the difficulties in making progress. With this in mind, remember that evoking strengths and how strengths (past or present) may be employed/used in the present. Consider building momentum includes consideration, exploration and imagining the future. Momentum can lead to progress, resulting in the form of planning and taking action(s).

Feedback: Reflect on and consider how you consistently focus more on growth and progress. Continue to evoke strengths and support how strengths (past or present) may be employed/used in the present. Remember that building momentum includes consideration, exploration and imagining the future. Momentum can lead to progress, resulting in the form of planning and taking action(s).

Climate

Read through the following climate scale from one to five and reflect on your group's recent climate.

1

Members are quite critical of one another, dismissing one another’s opinions and challenging perspective

2

Members are critical of one another and sometimes dismiss another’s opinions and perspective

3

There is a mix of supportive/affirming comments with challenging/dismissive comments

4

Members mostly support/affirm another’s opinions and perspective, infrequent challenging/dismissive comments

5

Members are highly supportive and affirming of one another regardless of perspectives shared

MI Incongruent

MI Congruent

Climate Group Assessment

How would you rank the overall climate of the group?

Rank the group from one to five using the examples to guide your ranking.

Please enter a number from 1 to 5.

Cohesion

Read through the following cohesion scale from one to five and reflect on your group's recent level of cohesion.

1

Isolated individuals, little bonding or solidarity

2

Occasional connections, occasional sense of being “in it” together

3

Moderate interconnectivity, moments of meaningful bonding

4

Close and connected, with a sense that they are part of a meaningful group

5

Strong and deep bonds, strong solidarity and belonging

MI Incongruent

MI Congruent

Cohesion Group Assessment

How would you rank the cohesiveness of the group?

Rank the group from one to five using the examples to guide your ranking.

Please enter a number from 1 to 5.

Hope

Read through the following hope scale from one to five and reflect on your group's recent level of hope.

1

Members focus almost entirely on their fears/concerns about being able to make things better

2

Members focus mostly on their fears/concerns about being able to make things better

3

Members balance focusing on their fears/concerns and their hope that they can make things better

4

Members mostly focus on their hope that they can make things better

5

Members strongly focus on their hope that they can make things better

MI Incongruent

MI Congruent

Hope Group Assessment

How would you rank the level of hope among the group?

Rank the group from one to five using the examples to guide your ranking.

Please enter a number from 1 to 5.

Leader Reflection Questions

Reviewing your facilitation takes courage and is an effective way to enhance your skills.

You gave yourself the following scores:

Engaging: 1 – Leader unable to engage group members in group processes and dialogue

Engaging: 2 – Leader sometimes engages members in group discussion, with most members noticeably uninvolved

Engaging: 3 – Leader successfully engages several members in group discussion, with some members noticeably quiet and/or uninvolved

Engaging: 4 – Leader successfully engages most members in group discussion and process

Engaging: 5 – Leader consistently keeps all or nearly all members involved in the group process, even when they are not speaking

Feedback: Consider and identify how you are being and what you are saying that is connecting group members to each other and supporting the 'group' to do it's work.

Autonomy: 1 – Leader consistently undermines autonomy, communicating there is only one right way

Autonomy: 2 – Leader sometimes undermines autonomy, generally communicating there is a preferred way

Autonomy: 3 – Leader does not focus on autonomy; accepting some differences and questioning others

Autonomy: 4 – Leader mostly supports members’ autonomy, sometimes encourages sharing of values, etc.

Autonomy: 5 – Leader consistently supports members’ autonomy; encourages sharing of values, perceptions, goals or choices

Evoking: 1 – Leader consistently suggests specific change goals/plans

Evoking: 2 – Leader mostly suggests change goals/plans, and occasionally elicits members’ own goals/plans

Evoking: 3 – Leader balances members’ own change goals/plans with making recommendations with or without permission

Evoking: 4 – Leader mostly elicits members’ change goals/plans, and occasionally makes recommendations with permission

Evoking: 5 – Leader consistently elicits member’ own change goals/plans

Deepening: 1 – Leader does not deepen discussion by exploring feelings, values, identity, or perspectives

Deepening: 2 – Leader rarely deepens discussion, missing many opportunities to do so

Deepening: 3 – Leader sometimes deepens discussion, regularly missing opportunities to do so

Deepening: 4 – Leader often deepens discussion, sometimes missing opportunities to do so

Deepening: 5 – Leader regularly deepens discussion by exploring feelings, values, identity, or perspectives

Feedback: Continue to deepen connections and conversations by listening for, evoking, and reflecting shared, feelings, values, identities and/or perspectives.

Momentum: 1 – Leader consistently explores issues with no momentum toward action

Momentum: 2 – Leader often explores issues with little momentum toward action

Feedback: Review, consider and reflect on the stages of group development and the purpose/work of the group. With this in mind, consider, where individuals and the group are in relationship to considering and making plans of action. Remembering and affirming autonomy, consistently guide the group to discuss, their relationship to commitment to change, planning and taking steps. Avoid pressure to plan or act, invite and explore consideration of change, planning and taking steps. Of special note to avoid/stop group acting as advice giver and planner to any individual in the group - restate group purpose and emphasize autonomy.

Momentum: 3 – Leader balances moving toward action and exploring issues without identifiable momentum

Feedback: Review, consider and reflect on the stages of group development and the purpose/work of the group. With this in mind, consider, where individuals and the group are in relationship to considering and making plans of action. Remembering and affirming autonomy, consistently guide the group to discuss, their relationship to commitment to change, planning and taking steps. When momentum to plan is present, reflect it and invite group exploration. Avoid pressure to plan or act, invite and explore consideration of change, planning and taking steps. Of special note to avoid/stop group acting as advice giver and planner to any individual in the group - restate group purpose and emphasize autonomy.

Momentum: 4 – Leader often moves conversations toward action

Momentum: 5 – Leader regularly moves conversations toward action, whenever appropriate

Progress: 1 – Leader consistently focuses on difficulties in making progress

Progress: 2 – Leader mostly focuses on difficulties in making progress

Progress: 3 – Leader equally focuses on growth or progress as well as problems and challenges

Progress: 4 – Leader mostly focuses on positive progress

Progress: 5 – Leader consistently focuses on positive progress or growth

Facilitation Strengths

After reflecting on the results of this assessment and identifying a facilitation strength, what will I do to intentionally use this strength going forward?

Facilitation Growth Opportunities

After reflecting on the results of this assessment and identifying a facilitation growth opportunity, what will I do to build this specific capacity?

Group Reflection Questions

You gave your group the following scores:

Climate: 1 – Members are quite critical of one another, dismissing one another’s opinions and challenging perspective

Climate: 2 – Members are critical of one another and sometimes dismiss another’s opinions and perspective

Climate: 3 – There is a mix of supportive/affirming comments with challenging/dismissive comments

Climate: 4 – Members mostly support/affirm another’s opinions and perspective, infrequent challenging/dismissive comments

Climate: 5 – Members are highly supportive and affirming of one another regardless of perspectives shared

Cohesion: 1 – Isolated individuals, little bonding or solidarity

Cohesion: 2 – Occasional connections, occasional sense of being “in it” together

Cohesion: 3 – Moderate interconnectivity, moments of meaningful bonding

Cohesion: 4 – Close and connected, with a sense that they are part of a meaningful group

Cohesion: 5 – Strong and deep bonds, strong solidarity and belonging

Hope: 1 – Members focus almost entirely on their fears/concerns about being able to make things better

Hope: 2 – Members focus mostly on their fears/concerns about being able to make things better

Hope: 3 – Members balance focusing on their fears/concerns and their hope that they can make things better

Hope: 4 – Members mostly focus on their hope that they can make things better

Hope: 5 – Members strongly focus on their hope that they can make things better

Domain of Focus

After reflecting on the results of this assessment focused on the group Climate, Cohesion & Hope which domain will I specifically consider and plan about for the next group and why that domain?

The domain I will specifically consider is . . .

Why that domain:

Why that domain:

Additional Reflections

Co-Facilitation Reflection

If applicable, use this space to reflect on your group co-facilitation.

Additional Reflections

Use this space for any additional reflections.