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Explore chapters and articles related to this topic
Empowering Patients Toward Motivation and Maintenance to Change
Published in Gia Merlo, Kathy Berra, Lifestyle Nursing, 2023
The five core communication skills of motivational interviewing are: Asking open-ended questions to help understand the patient’s internal frame of reference, strengthen a collaborative relationship, and find a clear direction.Affirmation to acknowledge understanding of what the patient is expressing and focusing on the patient’s strengths and abilities.Reflective listening, which emphasizes the importance of listening carefully to the patient to hear the patient’s story.Summarizing during each communication session to promote understanding and reinforce progression toward readiness to set and evaluate goals.Informing, educating, and advising, which is useful to help patients reach their own conclusions about the relevance of information (Purath et al., 2014).
Exploring ambivalence, reasons for living and reasons for dying
Published in Lorraine Bell, Helping People Overcome Suicidal Thoughts, Urges and Behaviour, 2021
Reflective listening, a fundamental component of MI, is a skill in which you demonstrate that you have accurately heard and understood a client’s communication by restating its meaning. “Reflective listening is a way of checking rather than assuming that you know what is meant” (Miller & Rollnick 1991, p. 75). It strengthens the empathic relationship between the clinician and the client and encourages further exploration of problems and solutions. It is particularly helpful in early sessions. Reflective listening helps the client by providing a synthesis of content and process. It reduces the likelihood of resistance, encourages the client to keep talking, communicates respect, cements the therapeutic alliance, clarifies exactly what the client means and reinforces motivation (Miller et al 1992).
Promoting change in psychological and gastrointestinal conditions
Published in Simon R. Knowles, Laurie Keefer, Antonina A. Mikocka-Walus, Psychogastroenterology for Adults, 2019
Daron A. Watts, Hans R. Watson, Terry L. Correll
Reflective listening is fundamental and paraphrases what the patient has just discussed. This allows the patient to hear their own thoughts or feelings in a different way and allows them to process their ideas in depth. Reflective statements may be speculation or an interpretation, can clarify what is accurate, or not, and can lead to a deeper understanding. Reflective listening improves engagement because it verifies that the mental health professional is listening. During the evoking process, it can emphasise important aspects of change talk.
Patient-centered quality measurement for opioid use disorder: Development of a taxonomy to address gaps in research and practice
Published in Substance Abuse, 2022
A. Taylor Kelley, Michael A. Incze, Jacob D. Baylis, Spencer G. Calder, Saul J. Weiner, Susan L. Zickmund, Audrey L. Jones, Megan E. Vanneman, Molly B. Conroy, Adam J. Gordon, John F.P. Bridges
A prevailing concern reported by patients with OUD is a need for more active listening, validation, and communication from their healthcare providers. In one national study, nearly 25% of primary care patients with histories of OUD reported negative experiences with provider communication.40 Whether patients feel their providers listen when discussing treatment options for OUD affects the patient-provider relationship and perceived satisfaction.43 Conversely, providers who engage in reflective listening are likely to increase their therapeutic commitment to their patients.44 Scales to evaluate quality of listening, validation, and communication have been developed for verbal and non-verbal communication using patient self-report and direct assessment techniques.45–47 However, current OUD quality measures do not track or aim to improve these practices.
From expert to coach: health coaching to support behavior change within physical therapist practice
Published in Physiotherapy Theory and Practice, 2022
Zachary D. Rethorn, Janet R. Bezner, Cherie D. Pettitt
MI has four key skills that can be summarized by the acronym OARS: open-ended questions, affirmations, reflections, and summaries (Table 3). Open-ended questions should be utilized to create sufficient space for patients to relate what is important to them. Questions that begin with “what” and “how” are used to convey a positive, non-judgmental tone (Rollnick et al., 2010). Affirmations are carefully designed statements used to anchor patients to their strengths and resources as they address behavior change (Miller and Rollnick, 2012). Reflections are valuable because they allow patients to truly hear what they are saying and allow for hypothesis testing on behalf of the clinician that creates connections with the patient. Reflections also allow more space for provocative and transformative change than simple inquiry. Reflective listening is not a passive process; it is thoughtful, intentional listening including directive responses to emphasize or de-emphasize aspects of what the patient says (Miller and Rollnick, 2012). For example, a clinician purposefully chooses to reflect change talk so patients will hear their own arguments for change, thus increasing the likelihood of change. Summary statements help patients organize their experiences. They are succinct, usually no more than 2–3 sentences, can include ambivalence, and reinforce change talk. As with reflections, summaries are intentionally selective and designed to help patients move toward behavior change.
Menstrual hygiene management strategies used by women who are blind or have low vision
Published in Scandinavian Journal of Occupational Therapy, 2022
Freya A. McGregor, Carolyn A. Unsworth
Information on the study including consent forms was provided to potential participants in accessible formats, including electronic documents which could be read by screen-reader software. Each interview was conducted face to face by the first author in a community-based clinical environment and digitally recorded and then transcribed. Interviews lasted between 60 and 90 minutes. Supplementary notes were taken during and after each interview. The author used reflective listening strategies during interviews to confirm an accurate understanding of the strategies described. After completing five interviews, no new issues or strategies were raised by the participants, however, a sixth interview was sought with another woman with low vision as she was significantly younger than other participants and may have had quite different experiences. After the sixth interview, it was concluded that no new strategies had arisen, and data saturation had been reached [39]. Interview transcripts and a summary of the findings were mailed to participants to verify their accuracy and the interpretations made. The findings were also presented and discussed with occupational therapy peers who provided feedback.