Self-Determination Theory and Appreciative Inquiry in Coaching Practice, Exams of Psychology

Download Self-Determination Theory and Appreciative Inquiry in Coaching Practice and more Exams Psychology in PDF only on Docsity! 1 self-determination theory (SDT) - represents a broad framework for the study of human motivation and personality. self-determination theory (SDT) - articulates a meta theory for framing motivational studies, a formal theory that defines intrinsic and varied extrinsic sources of motivation, and a description of the respective roles of intrinsic and types extrinsic motivation in cognitive and social development and individual differences. self-determination theory (SDT) - how social and cultural factors facilitate or undermine people's sense of volition and initiative, in addition to their well being and the quality of the their performance. self-determination theory - theory of human motivation in which the social context of an action has an effect on the type of motivation existing for the action self-determination theory - Deci and Ryan's theory asserting that all humans have three basic, innate organismic needs: competence, relatedness, and autonomy. self-determination theory types of motivation - controlled motivation autonomous motivation there is a motivational spectrum from amotivation to intrinsic motivation, extrinsic motivation is between theses two. self-determination theory assumes... - an inherent human need for fulfillment and self actualization through personal growth AND "CAR" Competence Autonomy Relatedness self determination theory's controlled motivation - "carrot and stick" doing something in order to get a reward or to avoid punishment. seduced or coerced. sense of pressure, obligation, or force. (this approach can have negative consequences and short cuts) Self Determination Theory's autonomous motivation - two aspects interest and enjoyment and deeply held values and beliefs SDT's Motivational Spectrum - Amotivation Extrinsic Motivation Intrinsic Motivation 2 SDT's Amotivation - no motivation one way or the other. individual is totally indifferent SDT's Extrinsic Motivation - includes sub spectrum from externalized to internalized forms of motivation, External Regulation Introjection Indentification Integration External Regulation - least autonomous for of extrinsic motivation. the individual really does not want to do it and the primary source of motivation is the "one is told to do it" Introjection - taking external motivators and making them one's own. relates to perception of status, ie. "I have to do this because of my leadership role" identification - more autonomous or self determined form of extrinsic motivation. One may not enjoy the activity but sees personal value in it. Integration - the most autonomous form of extrinsic motivation. complete alignment between the activity and behavior and the the individual's goals. but still not coming from place of enjoyment or love of doing it, some external support still required. SDT's Intrinsic Motivation - when the individual feels that the activity is worthwhile and motivating in and of itself. catalyzed (not caused) they do it because they love doing it How do Deci and Ryan suggest moving people towards intrinsic motivation? - by promoting autonomous regulation of extrinsic motivation How is SDT different from TTM? - TTM seeks to facilitate progression from one stage to the next sequentially. SDT does not. How is SDT similar to TTM? - both find that individuals will be at different points along the motivational continuum for different behaviors or activities. How does SDT facilitate intrinsic motivation with an attention to what can undermine it? - by safeguarding existing conditions that support autonomous motivation and facilitating a shift in the source of motivation when one is extrinsically motivated. Again, what are the 3 psychological needs of SDT? - competence autonomy relatedness 5 mindfullness engagement flow meaning in life positive relationships achievement etc. How does PP help coaches? - by providing empirical validation to effective approaches that are supported by research ie. goal setting inquiry emotion mindset resilience etc PP's 5 building blocks - PERMA positive emotion engagement relationships meaning achievement PERMA's requirements - each element of well being must itself have three properties 1. it contributes to well being 2. many people pursue it for its own sake, not merely to get any of the other elements. 3. it is defined and measured independently of the other elements. Seligman's PERMA and five building blocks that enable flourishing P - Positive emotion is largely assessed subjectively Seligman's PERMA and five building blocks that enable flourishing E - Engagement- also measured subjectively ie. flow state an experience in which someone fully develops the skills, strengths, and attention for a challenging task. Seligman's PERMA and five building blocks that enable flourishing R - Relationships- 6 the presence of friends, family, intimacy, or social connection and fundamental to well being Seligman's PERMA and five building blocks that enable flourishing M - Meaning- belonging to and serving something bigger than one's self Seligman's PERMA and five building blocks that enable flourishing A - Achievement- accomplishment that is pursued even when it brings no positive emotion, no meaning, and nothing in the way of positive relationships Appreciative Inquiry - David Cooperrider's "AI" a model designed to engage organizational stakeholders in positive self determined change. Appreciative Inquiry - an organizational change strategy that directs the group's attention away from its own problems and focuses participants on the group's potential and positive elements Appreciative Inquiry - an approach that seeks to identify the unique qualities and special strengths of an organization, which can then be built on to improve performance Appreciative Inquiry (AI) - focuses on finding the best in people and working together to achieve a jointly constructed and shared purpose, vision, and goal. Discovery, Dream, Design, and Destiny Appreciative Inquiry Approach - Frames change around positive/possible future, not problems AI defined - a process that is liberating the human spirit to consciously construct a better future. How does AI embrace the heliotropic effect? - by recognizing the tendency for all living systems to move towards energy that is life sustaining and away from energy that is depleting AI applied to coaching... - "positive energizers" the most powerful change is that which draws upon and strengthens the best core qualities within the individual. 7 AI applied to coaching practice - a particular way of asking guided questions that encourage positive thinking and person to person interaction. Again what are the 4 D's of AI? - Define Discover Dream Design AI's 4D Cycle 1st D - Discover- inquire into stories that are life affirming. a whole person inquiry into the positive change core. appreciate all that contributes to and makes up the positive core in the individual. AI's 4D Cycle 2nd D - Dream- Imagine what could be by identifying themes that appear in the stories and exploring topics for further inquiry. create a vision in relation to the discovered qualities and client potential, and ask questions that elicit intrinsic motivation. AI's 4D Cycle 3rd D - Design- Determine what is wanted by creating an image of a preferred future, define possibility propositions that tap into the positive core and are in alignment with the new dream. AI's 4D Cycle 4th D - Destiny (or Deliver)- Create what will be by exploring and identifying ways (goals and action steps) to create that future; strengthening and affirming self efficacy; building momentum around deeper purpose; and orienting the client towards taking action, learning adjustment, and improvisation. 5 Basic Principles of AI - Constructionist Simultaneity Poetic Anticipatory Positive The Constructionist Principle - (positive conversations and interactions) essentially we construct or create our beliefs and truth collaboratively through language and discourse with those around us, over time, based on our collective observations and experiences. The Simultaneity Principle - (change begins in the inquiry-including the conversations, questions and reflections) The moment we ask a question, we begin to create change. 10 begins with change talk DARN and reflective listening help develop this MI's Roll with Resistance - "people do not resist change, but resist being changed". Allow client to explore resistance. Facilitate exploration of perceived barriers. Encourage exploration and examination of new ideas about change. Coach self management including avoiding advising, educating, consuling, correcting, explaining, interrogating is critical to avoid promoting or supporting resistance. MI's Support Self-Efficacy - this is the client's ability to initiate and sustain change, which in turn leads to self confidence. Spirit of MI - Partnership Acceptance Compassion Evocation Spirit of MI - Collaboration Evocation Autonomy Spirit of MI - Collaboration Acceptance Evocation Compassion The Spirit of MI characteristics - partnership and active collaboration between experts The Spirit of MI characteristics - Acceptance: the spirit of partnership and an attitude of profound acceptance of what the client brings The Spirit of MI characteristics - Absolute Worth: an attitude of caring or unconditional positive regard The Spirit of MI characteristics - Accurate Empathy: an active interest in an effort to understand the other's internal perspective, to see the world through their eyes The Spirit of MI characteristics - Autonomy Support: 11 honoring and respecting the individuals freedom and right to choose and "the revocable right and capacity of self direction" The Spirit of MI characteristics - Affirmation: seek and acknowledge the individual strengths and efforts The Spirit of MI characteristics - Evocation: "you have what you need, and together we will find it" The Four Processes of MI - Engaging Focusing Evoking Planning MI's Engaging - both parties establish a helpful connection and working relationship. this is a prerequisite for everything that follows. MI's Focusing - the process by which the coach develops and maintains a specific direction in the conversation around change MI's Evoking - the coach elicits the client's own motivation for change. This is the heart of MI. The coach harnesses the client's own ideas and feelings about how and why they might change. The client voices their own arguments for change. MI's Planning - this happens when motivation reaches a threshold of readiness, the balance tips and the client begins thinking and talking more about when and how to change and less about "whether" and "why". this is the point where individuals may seek out information, education and advice. it encompasses developing a commitment to change and formulating a plan. this is an ongoing process. MI's Importance Ruler - this promotes conscious awareness of the pros and benefits. client identifies how important it is for you to ? Followed by "why are you at that number and not a lower one? straight question backward question forward question MI's Decisional Balance - promotes and supports a neutral stance looking equally at the pros and cons. what are the benefits of staying the same? what is the downside of staying the same? what is the downside of changing? 12 what are the benefits of changing? (not the same as TTMs readiness for change model, decisional balance) MI's Active Listening Skills Simple Reflection - a paraphrase or restatement of what the client said. coach - "I hear you are feeling frustrated" MI's Active Listening Skills Complex Reflection - a stronger emphasis on what the person has said or making a guess about the spoken content. client - "I'm feeling depressed today" coach - "somethings happened since last we spoke. Your mood has been up and down recently, and you look like you don't have much energy." MI's Active Listening Skills Amplified Reflection - maximizes or minimizes what the client says by increasing or decreasing both the affect and the outcome. client: "I don't have time to buy or fix fresh vegetables. My family and friends don't either." coach: "I hear you saying that you don't know anyone who has time to buy or fix fresh vegetables and that it's impossible for you to fit eating fresh vegetables into you schedule." MI's Active Listening Skills Double Sided Reflection - two or more perspectives while encouraging clients to look at different angles. client: "I don't have time to buy or fix fresh vegetables. My family and fiends don't either." coach: "I hear you say they you don't have time to buy fresh vegetables. And you have also said that you feel better and have more energy when you do include them in your meals". MI's Active Listening Skills Shifted Focus Reflection - shifting from a resistance provoking topic to another one where there is less or no resistance. client: "I don't have time to buy or fix fresh vegetables. My family and fiends don't either." coach: "because you don't have time to eat healthy right now, let's talk about the walking routine you did start." Miller and Rollnick's Three Definitions of Motivational Interviewing (2013) 15 The Principles of Motivational Interviewing (Miller & Rollnick, 2013) - Building on and bringing to life the elements of the MI "style", there are four distinct principles that guide the practice of MI. The helpers employing MI will hold true to these principles throughout treatment. 1. Express Empathy 2. Develop Discrepancy 3. Roll with Resistance 4. Support Self-efficacy Principle 1: Express Empathy - Expressing empathy towards the clients shows acceptance and increases the chance of developing a rapport. Acceptance enhances self-esteem and facilitates change. Skillful reflective listening is fundamental. Clients' ambivalence is normal. Principle 2: Develop Discrepancy - Developing discrepancy enables the clients to see that their present situation does not necessarily fit into their values and what they would like in the future. The clients rather than the helpers should present the arguments for change. Change is motivated by a perceived discrepancy between present behavior and important personal goals and values. Principle 3: Roll with Resistance - Rolling with resistance prevents a breakdown in communication between clients and helpers and allows the clients to explore their views. Avoid arguing for change. Do not directly oppose resistance. New perspectives are offered but not imposed. The clients are a primary resource in finding answers and solutions. Resistance is a signal for the helpers to respond differently. Principle 4: Support Self-efficacy - Self-efficacy is a crucial component to facilitating change. If the clients believe that they have the ability to change, the likelihood of change occurring is greatly increased. Clients' beliefs in the possibility of change is an important motivator. The clients, not the helpers, are responsible for choosing and carrying out change. The helpers' believe in the clients' ability to change becomes a self-fulfilling prophecy. Motivational Interviewing Skills and Strategies (Miller & Rollnick, 2013) - The practice of Motivational Interviewing involves the skillful use of certain techniques for bringing to life the "MI spirit", demonstrating the MI principles, and guiding the process toward eliciting clients' change talk and commitment for change. Change talk involves statements or non-verbal communications indicating the clients may be considering the possibility of change. 16 OARS - OARS is a mnemonic to remember the basic approach used in Motivational Interviewing. Open Ended Questions, Affirmations, Reflections, and Summaries are core counselor behaviors employed to move the process forward by establishing a therapeutic alliance and eliciting discussion about change. O - Open-ended questions - are those that are not easily answered with a "yes/no" or short answer containing only a specific, limited piece of information. Open-ended questions invite elaboration and thinking more deeply about an issue. Although closed questions have their place and are at times valuable (e.g., when collecting specific information in an assessment), open-ended questions create forward momentum used to help the clients explore the reasons for and possibility of change. A - Affirmations - are statements that recognize clients' strengths. They assist in building rapport and in helping the clients see themselves in a different, more positive light. To be effective they must be congruent and genuine. The use of affirmations can help clients feel that change is possible even when previous efforts have been unsuccessful. Affirmations often involve reframing behaviors or concerns as evidence of positive clients' qualities. Affirmations are a key element in facilitating the MI principle of Supporting Self-efficacy. R - Reflections - or reflective listening is perhaps the most crucial skill in Motivational Interviewing. It has two primary purposes. First is to bring to life the principle of Expressing Empathy. By careful listening and reflective responses, the clients come to feel that the helpers understand the issues from their perspective. Beyond this, strategic use of reflective listening is a core intervention toward guiding the clients toward change, supporting the goal‐directed aspect of MI. In this use of reflections, the helpers guide the clients towards resolving ambivalence by a focus on the negative aspects of the status quo and the positives of making change. There are several levels of reflection ranging from simple to more complex. Different types of reflections are skillfully used as clients demonstrate different levels of readiness for change. For example, some types of reflections are more helpful when the clients seem resistant and others more appropriate when the clients offer statements more indicative of commitment to change. S - Summaries - are a special type of reflection where the helpers recaps what has occurred in all or part of a counseling session(s). Summaries communicate interest, understanding and call attention to important elements of the discussion. They may be used to shift attention or direction and prepare the clients to "move on." Summaries can highlight both sides of clients' ambivalence about change and promote the development of discrepancy by strategically selecting what information Change Talk (Miller & Rollnick, 2013) - Change talk is defined as statements by the clients revealing consideration of, motivation for, or commitment to change. In Motivational Interviewing, the helpers seek to guide the clients to expressions of change 17 talk as the pathway to change. Research indicates a clear correlation between clients' statements about change and outcomes-client-reported levels of success in changing a behavior. The more clients talk about change, the more likely they are to change. Different types of change talk can be described using the mnemonic DARN-CAT. Preparatory Change Talk - D - Desire (I want to change) A - Ability (I can change) R - Reason (It's important to change) N - Need (I should change) Implementing Change Talk - C - Commitment (I will make changes) A - Activation (I am ready, prepared, willing to change) T - Taking Steps (I am taking specific actions to change) Strategies for Evoking Change Talk (Miller & Rollnick, 2013) 1. - 1. Ask Evocative Questions: Ask an open question, the answer to which is likely to be change talk. Strategies for Evoking Change Talk (Miller & Rollnick, 2013) 2. - 2. Explore Decisional Balance: Ask first for the good things about status quo, then ask for the not-so-good things Strategies for Evoking Change Talk (Miller & Rollnick, 2013) 3. - 3. Ask for Elaboration: When a change talk theme emerges, ask for more details. In what ways? Tell me more...? What does that look like? Strategies for Evoking Change Talk (Miller & Rollnick, 2013) 4. - 4. Ask for Examples: When a change talk theme emerges, ask for specific examples. When was the last time that happened? Give me an example. What else? Strategies for Evoking Change Talk (Miller & Rollnick, 2013) 5. - 5. Look Back: Ask about a time before the target behavior emerged. How were things better, different? Strategies for Evoking Change Talk (Miller & Rollnick, 2013) 6. - 6. Look Forward: Ask what may happen if things continue as they are (status quo). Try the miracle question: If you were 100% successful in making the changes you want, what would be different? How would you like your life to be five years from now? Strategies for Evoking Change Talk (Miller & Rollnick, 2013) 7. - 7. Query Extremes: What are the worst things that might happen if you don't make this change? What are the best things that might happen if you do make this change? 20 Dr. Prochaska made another clarifying point that is also commonly misunderstood - That is, the aim of progressing through any one stage of change is to get to the next sequential stage of change along the six stage spectrum. It cannot be expected that individuals will jump across stages (i.e. precontemplation to preparation, or contemplation to action.) 1. Precontemplation - "not ready; not intending to take action in the next 6 months." Contemplation - "getting ready; intending to take action in the next 6 months." Preparation - "ready; ready to take action in the next 30 days." Maintenance - "doing the new health behavior for more than six months." Termination - "confident with the change; not tempted to relapse." About Precontemplation - individuals do not have the intention to change. " .... There is a big difference between wanting and intending. About Precontemplation - Individuals in precontemplation are often labeled as resistant, uncooperative, unmotivated and difficult to work with. About Precontemplation - Developmental events may play a role or provide an opportunity on which to capitalize: Reaching a point in life where one stops to evaluate how the been living; Facing a crisis (a serious health event like a heart attack). The Three D's of Precontemplation - What Gets in the Way for Pre- Contemplators - Don't know Demoralization Defending 1. Don't know how - characterized by a lack of awareness or understanding of how the behavior change may benefit the individual or the harm it brings. Wouldn't know what to do to begin to change. 2. Demoralization - characterized by uncertainty about the individual's ability to change or fear of failure. Frequently arises from repeated attempts to change resulting in failure. People may identify "causal attributions" or reasons why they can't change (not enough willpower, not having the right genes, low self-efficacy based on repeated failure. 3. Defending - Defensive behavior is in fact most often a way of protecting independence or autonomy. The most common defenses include turning inward, turning outward, and explaining away 21 moving from precontemplation to contemplation The 1st Principle of Progress: - Increase Your Pros. In order for change to happen the pros for change need to increase two times as much as the cons decrease. In precontemplation the emphasis is on increasing the pros. That is why we want to put twice the emphasis or focus on the pros as we do on the cons. moving from precontemplation to contemplation The 2nd Principle of Progress: - Increase Your Consciousness to Increase Your Behavior Change IQ This is about "consciousness-raising" & "making unconscious processes conscious" We help by offering education, information and providing feedback. It is important to be aware that education leads to contemplation not action moving from precontemplation to contemplation The 3rd Principle of Progress: - Dramatic relief is about moving emotionally from precontemplation. This may often entail moving out of and away from the feeling of demoralization. Various techniques can facilitate expressing, releasing and relieving strong emotion and provide relief from the stress and distress of change (such as journaling) What is the best way to deal with demoralization? - by generating hope. "providing innovative and more effective solutions for all problems is the best way to generate hope." Hope is enhanced when the perception of self- efficacy is increased. How to deal with defending? - Transforming defending into Coping: defense strategies protect us from feeling like were being controlled by others. Examining defensive strategies can facilitate identification and development of more effective coping strategies. The 2 D's of Contemplation - Doubt Delay Doubt - characterized by questioning whether the change is really worth it and "the rule of thumb for contemplators: when in doubt, don't act." Doubt leads to delay Delay - contemplators are willing and able to look at risky behaviors and the related threat to health and happiness; they're more likely to talk about their behaviors, research programs and strategies - but they won't take action towards the change What Keeps Contemplators from Moving Ahead? - Chronic Contemplation Wanting Total Certainty 22 Rushing into Action Moving from Contemplation to Preparation - Decrease Cons In contemplation we want the cons to decrease - but they only need to decease by half as much as the pros need to increase. Move from Contemplation to Preparation - Use Environmental Reevaluation Noticing your effects on others. An emotional and cognitive assessment of how the presence or absence of habits/behavior can affect your social environment. Looking at how your stress and distress can threaten the health and happiness of others as well as yourself. The D of Preparation - "Dread of Failing" Moving from Preparation to Action - Use Self-Reevaluation-emotional and mental reassessment of self from both sides of the unhealthy behavior Move to Action - Self-liberation entails a belief in one's own ability (self-efficacy) to change behavior and commitment and recommitment to act on that belief. It is acceptance about not needing to be absolutely certain about the course of action; and knowing that we can commit and then recommitment to change. It is important to understand that making a commitment is not the same thing as making a decision. It is not all about willpower; however strengthening willpower increases the probability for lasting success Action - Action is defined as making a change during the past six months that, according to public health criteria, removes one or more of the highest risk behaviors Action - The TTM uses six months as a criterion for staying in action based on the amount of time it takes to arrive at decreased difficulty maintaining the behavior change and therefore less risk of relapse. "The relapse curve does not level off until around six months. These findings convince us that those seeking change should be prepared for six months of concerted action. Action - Making change and developing new habits in 21 days is a myth! Action - Adequate preparation is critical to moving into action. That entails assessing whether one is prepared enough to keep from crashing soon after they lost their action plan. "One of the surprising parts of ... TTM ... Is that we may tell people not to take action