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Now move on to the Motivational Interviewing Padlet using the link above

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Subdivided in to:

•Reflective motivation – evaluations and plans

•Automatic motivation – emotions and impulses arising from associative learning and/or innate dispositions eg use of avoidance as a coping mechanism.

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•Craig, P., Dieppe, P., Macintyre, S., Michie, S., Nazereth, I., & Petticrew, M. (2008). Developing and   evaluating complex interventions: The new medical research council guidance. British   Medical Journal, 337, a1655.

•Jackson, C., Eliasson, L., Barber, N. & Weinman, J. (2014). Applying COM-B to   medication   adherence: A suggested framework for research and interventions. European Health   Psychologist, 16, 7-17

•Lorencatto, F., West, R., & Michie, S. (2012). Specifying evidence-based behavior change techniques   to aid smoking cessation in pregnancy. Nicotine & Tobacco Research, 14(9), 1019-1026.

•Michie, S., Atkins, L. & West, R. (2014). The behaviour change wheel: A guide to designing   interventions. Silverback Publishing.

•Michie, S., Richardson, M., Johnston, M., Abraham, C., Franis, J., Hardeman, W., Eccles, M., Cane, J.   & Wood, C.E. (2013). The Behavior Change Technique Taxonomy (v1) of 91 hierarchically   clustered techniques: building an   international consensus for the reporting of behavior   change. Annals of Behavioral Medicine, 46, 81-95.

•Michie, S., van Stralen M.M. & West, R. (2011). The behaviour change wheel: A new method for   characterising and designing behaviour change interventions. Implementation Science, 6, 42

••Michie, S., West, R., Campbell, R., Brown, J. & Gainforth, H. (2014). ABC of behaviour change theories: An   Essential Resource for Researchers, Policy Makers and Practitioners. Silverback Publishing.

•Michie, S., Whittington, C., Hamoudi, Z., Zarnani, F., Tober, G. & West, R. (2012). Identification of   behaviour change techniques to reduce excessive alcohol consumption. Addiction, 107, 1431-1440.

•NICE (2007). Behaviour change: The principles for effective interventions. Public health guidance, 6. NICE:   London.

•NICE (2014). Behaviour change: Individual approaches. Public health guidance, 49. NICE: London.

•Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an   integrative model of change. Journal of Consulting and Clinical Psychology, 51, 390-395.

•Prochaska, J. O., & DiClemente, C. C. (1984). The transtheoretical approach: Crossing traditional   boundaries of therapy. Dow Jones-Irwin.

•Prochaska, J. O., & DiClemente, C. C. (1985). Common processes of self-change in smoking, weight   control, and psychological distress. Coping and substance use, 345-363.

•UCL (2015). PWP Review Behaviour Change. Accessed at: https://www.ucl.ac.uk/pwp-review/docs/PWPREVIEW-behaviour_change

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Please log in to comment your name below to register

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Have a watch of this...

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Elation Presents-Why Change is so Hard for your Brain

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Increasing/ Maintaining motivation is key to LI interventions:

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Increasing/ Maintaining motivation is key to LI interventions:

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Evidence shows that the longer a patient stays in treatment the more benefit they get (Delgadillo et al., 2014) and is critical to the success of treatment

Motivational strategy examples:

Increase client commitment to tasks through goal setting, creating a plan, anticipating barriers to that plan and problem solving

Provide positive feedback on tasks

Identify any doubts that client may have, help the patient to feel able to make the change

Increasing self-efficacy

Explore pros and cons

Recap the rationale

Self-monitoring (Michie et al., 2013)

Goal setting (Lorencatto et al., 2012)

Action Planning (Lorencatto et al., 2012)

Weighing up the pros and cons

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Consider how to carry out a COM-B analysis with the client in each of the scenarios below...

Things to consider:

- Identify what the main problem is

- Identify the target behaviour

- Think about the components of the COM-B model may be barriers or facilitators to that target behaviour

- Decide what action you might take as a WP

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Have a read of this paper!

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Have a look at this example video of how you could use the change model to frame some of you questioning with a young person.

Notice the practitioner hasn't asked questions that are directly from the model or mentioned the COM-B model at all to the young person.

It is important to understand the COM-B model is used as a tool for a practitioner to assess and formulate questions in order to gather information about change from the young person.

This language can be confusing for adults… so what chance do young people have? Information will need to be gathered during the assessment. Use the model to help you be alert to difficulties, and as a framework to overcome these.

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Working with the young person to problem solve barriers...

•Physical capability – Support the client in getting a plan, what might get in the way, speak to mum about plan.

•Physical opportunity – as above

•Reflective motivation – have a discussion with client drawing out the short  and long terms pros and cons of the behaviour change

•Automatic motivation – as above, positive reinforcement from engaging in the behaviour

•Prioritise – which one needs to happen first?

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This YP would like to start Cycling to school as part of their treatment goal. This is their COM-B...

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•Do any of the components need to change?

- Discover this through discussion with the client

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...have a go at completing your own COM-B with a goal of your own. Use the Example to help .

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•Behaviour change involves doing something new or differently.

• By setting (SMART) goals for treatment, patient and CWP/EMHP set out the new behaviour desired by the patient.

•It could be as simple as a new homework task (e.g. Read an information sheet, watch a particular YouTube video, attend a follow-up session)

•Don’t add too much to someone with an already busy schedule

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•Concerns the factors that lie outside the individual that make the behaviour possible or prompt it (Michie et al., 2011)

•Subdivided in to:

- Physical Opportunity - provided by the environment (being able to go running because you can buy running shoes)

- Social Opportunity - the social setting that states the way we think about things (clubs, church, hobbies)

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•Is the individual’s psychological and physical capacity to engage in the activity concerned (Michie et al., 2011)

•Do they have the psychological knowledge and/ or skills to change behaviour (e.g. Do they know the self-help intervention)? Do they have the concentration, memory at present to partake in behaviour change.

•Can they physically engage in the behaviour e.g. do they have a long term condition, learning disability to consider, will adaptions need to be made.

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Step 5 - The COM-B model- Low intensity 

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Step 5 - The COM-B model- Low intensity 

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•Self-help format requires motivation and commitment

•Many unsuccessful attempts at behaviour change could be due to lack of consideration around planning, delivery and evaluation

•Therefore a strategic approach to behaviour change is required!

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•Michie et al (2014) developed the COM-B model to guide understanding of behaviour in context and develop behavioural targets as a basis for intervention design.

•The model proposes that for someone to engage in a particular behaviour (B), at a given moment they must be physically and psychologically able (C) and have the social and physical opportunity (O) to do the behaviour and, in addition, want or need to do the behaviour more than any other competing behaviours at that moment (M).

•As COM-B is an overarching framework of behaviour, it can supplement the CBT model in PWP practice, contributing to the implementation of CBT-based low intensity interventions.

•The COM-B model is especially useful in helping with identifying goals and deciding on an appropriate low intensity intervention.

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Why do we use a model?
•We need to understand where the person is in terms of their behaviour change, in order to know which behaviour change technique to employ.
... The COM-B model was created to help formulate this...

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Learning Objectives for you flipped learning afternoon...

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Learning Objectives for you flipped learning afternoon...

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COM-B :
By the end of this afternoon we would hope that you would have a good  knowledge and broad understanding  of the COM-B model as well as compliance when using a behaviour change model (COM-B) in identifying CYP motivation and likelihood of success in treatment.

Motivational Interviewing - after you have finished this page, please look at - https://padlet.com/k_saville/mvgmo230u8b7

Please do not comment on the padlet. This learning and the tasks are for your own reflection and development only. please contact your academic tutor if you have any questions about the content of the padlet

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Take a little time to reflect on how you feel about discussing motivation problems with a child, young person and/or their parent. Is there anything coming up for you that could be a barrier to this? Have you done this in any of your past roles?

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Today's afternoon Padlet will be supporting you to familiarise yourself with COM-B ahead of the information giving day. This is designed to be an individual flipped learning task, so there is not a comments box enabled on this padlet as it will not be monitored, so questions are designed to get you thinking individually rather than prompting a response. If oyu have any issues with the padlet please open it with firefox instead of internet explorer

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Please contact your academic tutor if you have any additional questions on todays content