Motivational Interviewing Rating Worksheet

ADVERTISEMENT
Motivational Interviewing Assessment: Supervisory Tools for Enhancing Proficiency
RATING ADHERENCE AND COMPETENCE
For all items, supervisors must distinguish between
clinician engages in the intervention) and
the clinician’s (1) Adherence: Frequency and
Extensiveness (i.e., the depth or detail with which
Extensiveness of using strategies, and (2)
the clinician covers any given intervention). These
Competence: Skill Level of implementing those
separate but related dimensions inform each
strategies. The specific system for coding the
rating interactively. In other words, the highest
interview for adherence and competence is
ratings involve clinician behaviors that are both
described below.
high on frequency and extensiveness, whereas
middle range scores may reflect behaviors that
were done less often or with less depth. All
1. Adherence: Frequency and
supervisors use the following definitions to make
Extensiveness
their final Frequency and Extensiveness ratings for
The adherence rating blends together both the
each item.
Frequency (i.e., the number of discrete times the
RATING OF:
1 = Not at all .............
The variable never explicitly occurred.
2 = A little .................
The variable occurred once and was not addressed in any depth.
3 = Infrequent...........
The variable occurred twice, but was not addressed in depth or
detail.
4 = Somewhat ..........
The variable occurred one time and in some detail OR the
variable occurred 3-4 times, but all interventions were very brief.
5 = Quite a bit...........
The variable occurred more than once in the session, and at least
once in some detail or depth OR the variable occurred 5-6 times,
but all interventions were very brief.
6 = Considerably .....
The variable occurred several times during the session and
almost always with relative depth and detail OR the variable
occurred more than 6 times, but all interventions were very brief.
7 = Extensively ........
The variable occurred many times almost to the point of
dominating the session and was addressed in elaborate depth and
detail OR the variable occurred briefly at such a high frequency
that it became difficult to count.
Motivational Interviewing Assessment: Supervisory Tools for Enhancing Proficiency
RATING ADHERENCE AND COMPETENCE
For all items, supervisors must distinguish between
clinician engages in the intervention) and
the clinician’s (1) Adherence: Frequency and
Extensiveness (i.e., the depth or detail with which
Extensiveness of using strategies, and (2)
the clinician covers any given intervention). These
Competence: Skill Level of implementing those
separate but related dimensions inform each
strategies. The specific system for coding the
rating interactively. In other words, the highest
interview for adherence and competence is
ratings involve clinician behaviors that are both
described below.
high on frequency and extensiveness, whereas
middle range scores may reflect behaviors that
were done less often or with less depth. All
1. Adherence: Frequency and
supervisors use the following definitions to make
Extensiveness
their final Frequency and Extensiveness ratings for
The adherence rating blends together both the
each item.
Frequency (i.e., the number of discrete times the
RATING OF:
1 = Not at all .............
The variable never explicitly occurred.
2 = A little .................
The variable occurred once and was not addressed in any depth.
3 = Infrequent...........
The variable occurred twice, but was not addressed in depth or
detail.
4 = Somewhat ..........
The variable occurred one time and in some detail OR the
variable occurred 3-4 times, but all interventions were very brief.
5 = Quite a bit...........
The variable occurred more than once in the session, and at least
once in some detail or depth OR the variable occurred 5-6 times,
but all interventions were very brief.
6 = Considerably .....
The variable occurred several times during the session and
almost always with relative depth and detail OR the variable
occurred more than 6 times, but all interventions were very brief.
7 = Extensively ........
The variable occurred many times almost to the point of
dominating the session and was addressed in elaborate depth and
detail OR the variable occurred briefly at such a high frequency
that it became difficult to count.
Motivational Interviewing Assessment: Supervisory Tools for Enhancing Proficiency
For the Frequency and Extensiveness ratings, the
determination (i.e., at the end of listening to the
starting point for rating each item in the scale is “1”.
entire session) that includes consideration of the
The supervisor should assign a rating of greater than
depth/extensiveness of counseling interventions.
“1” only if he or she hears examples of the behavior
Of note, the supervisors should rate all instances of
an item’s occurrence. In some cases, an item will
specified in the items. The supervisor must be able
to substantiate with examples the rating assigned to
have a very large number of un-circled hash marks
every item. This guide provides many examples of
that indicate a high frequency of brief interventions.
clinician behaviors that would “count” or endorse
Sometimes, no or very few instances may have
each item.
occurred. In other cases, interventions may have
been delivered in detail or an extensive fashion. In
To acquire accurate counts, all supervisors should
the end, the supervisor must convert his/her tallies
use a hash or tally mark system while reviewing the
from the Interview Rating Worksheet into final
recording. Using the Interview Rating Worksheet,
ratings on the Supervisor Interview Rating Form.
supervisors should make a hash mark next to the
The hash mark system should capture the
supervisor’s overall best judgment of the clinician’s
item when it occurs. If the item occurs more than
once there should be corresponding hash marks
style and technique used during the session. For
(i.e., item mentioned 3 times would look like this: /
example, corresponding rating notations might look
/ /). If an item occurs in detail, the hash mark(s) can
like this:
be circled to help supervisors make a final rating
1 (Not at all) =
..... (no hash marks)
The variable never explicitly occurred.
2 (A little) =
one hash mark, uncircled
........................... ( / )
The variable occurred once and was not addressed in any depth.
3 (Infrequent)
=
two hash marks, uncircled
The variable occurred twice, but was not addressed in depth or
................ ( / / )
detail.
4 (Somewhat) =
one circled hash mark
The variable occurred one time and in some detail OR the variable
....................... ( Ø )
occurred 3-4 times, but all interventions were very brief.
....................... ( / / / )
5 (Quite a bit)
=
two or three hash marks, at least one circled
The variable occurred more than once in the session, and at least
...................... ( Ø / / )
once in some detail or depth OR the variable occurred 5-6 times, but
.................. ( / / / / / )
all interventions were very brief.
6 (Considerably) =
more than three hash marks, several circled
The variable occurred several times during the session and almost
.................. ( Ø / Ø / )
always with relative depth and detail OR the variable occurred more
............. ( / / / / / / / )
than 6 times, but all interventions were very brief.
7 (Extensively)
=
more than five hash marks, almost all circled
The variable occurred many times almost to the point of dominating
the session and was addressed in elaborate depth and detail OR the
...... ( Ø Ø Ø Ø / Ø Ø )
variable occurred briefly at such a high frequency that it became
... ( / / / / / / / / / / / / / / / / /)
difficult to count.
Motivational Interviewing Assessment: Supervisory Tools for Enhancing Proficiency
2. Competence: Skill Level
When rating Skill Level, the starting point for rating
each item should be “4.” That is, supervisors should
The clinician’s competence or Skill Level refers to the
begin by assuming that a clinician will behave
clinician’s demonstration of:
adequately or at an average level. Supervisors assigning
scale scores above or below a “4,” should have examples
or notations in mind to support their scores. To help
expertise and competence
supervisors with this task, the Guide provides Skill
appropriate timing of intervention
Level Rating Guidelines that describe how a specific
clarity of language
strategy is of higher or lower quality than an “adequate”
responding to where the client appears to be
rating of 4.
All supervisors use the following definitions to make
A useful method for recording Skill Level ratings while
their final Skill Level ratings for each item:
listening to a session is to combine them with the hash
mark system. When a strategy occurs with adequate
skill, the supervisor records a simple hash mark without
a notation about quality (/). The absence of a notation
always connotes adequate skill
RATING OF:
level. If a strategy occurs with
more or less than adequate skill,
The variable was not observed (i.e., rated
9 = Not at all .....
the supervisor records a hash
“1” for Frequency and Extensiveness).
mark with a superscripted
The clinician handled this in an
number that corresponds to the
1 = Very poor …..
unacceptable, even unprofessional
specific Skill Level rating. For
manner.
example, a strategy
implemented with poor skill
The clinician handled this poorly (e.g.,
2
would look like /
. A strategy
showing clear lack of expertise,
implemented with very good
2 = Poor ............
understanding, competence, or
6
skill would look like /
. The
commitment, inappropriate timing,
supervisors also may include a
unclear language).
few narrative examples of
higher or lower quality
The clinician handled this in an
strategies on the worksheet. In
acceptable, but less than ‘average’
3 = Acceptable ..
this manner, the supervisors can
manner.
organize the data efficiently and
The clinician handled this in a manner
more easily cull and average the
characteristic of an ‘average’, ‘good
4 = Adequate ....
varying Skill Level ratings to
enough’ clinician.
determine and justify the final
competency ratings for each
The clinician handled this in a manner
5 = Good ...........
item. These narratives also are
slightly better than ‘average.’
very useful in supervision to
The clinician demonstrated skill and
provide specific examples.
6 = Very good ....
expertise in handling this issue.
Although there may be
The clinician demonstrated a high level
significant overlap between the
7 = Excellent ......
of excellence and mastery in this area.
Skill Level and its effectiveness
(implied by the client’s verbal
response), Skill Level is not the
same as effectiveness in that it
does not require the client’s
positive response. A clinician
may score highly on Skill Level
for a particular item regardless
of the client’s response. Of
equal importance, Skill Level
Motivational Interviewing Assessment: Supervisory Tools for Enhancing Proficiency
must be distinguished from Frequency and
Extensiveness. For example, a clinician’s score of “6” on
Frequency and Extensiveness for a particular item does
not necessarily mean the Skill Level was high.
Supervisors should rate Skill Level independent of
Frequency and Extensiveness. Thus, it is perfectly
appropriate for a supervisor to give a rating of “3” on
Skill Level even if the Frequency and Extensiveness
rating is a “6.
Motivational Interviewing Assessment: Supervisory Tools for Enhancing Proficiency
MOTIVATIONAL INTERVIEWING RATING WORKSHEET
ADHERENCE:
RATING ITEM
COMPETENCE:
SKILL LEVEL COMMENTS
FREQUENCY AND EXTENSIVENESS
1. MI Style or Spirit (p. 105)
2. Open-ended Questions (p.106)
3. Affirmation of Strengths & Self-Efficacy
(p. 107)
4. Reflective Statements (p.108)
5. Fostering a Collaborative Relationship
(p. 109)
6. Motivation to Change (p.110)
7. Developing Discrepancies (p. 111)
8. Pros, Cons, and Ambivalence (p. 112)
9. Change Planning Discussion (p. 113)
10. Client-Centered Problem Discussion
and Feedback (p. 114)

Download Motivational Interviewing Rating Worksheet

445 times
Rate
4.7(4.7 / 5) 31 votes
ADVERTISEMENT