Enhancing Motivation for Change in Substance Use Disorder Treatment Part 2 (3 credit hours)

Program Summary:  This course is Part 2 of a two-part series exploring strategies for increasing motivation to change substance use behaviors.  Part 2 continues to explore the various stages of change and the motivational counseling strategies that can enhance commitment to change.  This course includes Chapter 5- From Contemplation to Preparation:  Increasing Commitment, Chapter 6- From Preparation to Action:  Initiating Change, Chapter 7- From Action to Maintenance:  Stabilizing Change, and Chapter 8- Integrating Motivational Approaches in SUD Treatment Settings.

This course is recommended for social workers, counselors, and therapists and it is appropriate for beginning and intermediate levels of practice.  

Reading:  Enhancing Motivation for Change in Substance Use Disorder Treatment:  Chapters 5-8

Find the reading at:  https://www.freestatesocialwork.com/articles/TIP35-EnhancingMotivationforChange-Ch5-8.pdf

Publisher:  Substance Abuse and Mental Health Services Adminstration

Course Objectives: To enhance professional practice, values, skills, and knowledge by exploring strategies to increase motivation for change in substance use disorder treatment.

Learning Objectives:   Compare extrinsic motivation and intrinsic motivation.  Describe the hill of ambivalence.  Identify strategies to strengthen intrinsic motivation.  Describe sobriety sampling.  Identify strategies for stabilizing substance use behavior change.

Review our pre-reading study guide.

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

1: Chapter 5//  The decision to change marks the transition
 
 
 
 
2: A counseling strategy for Contemplation is to shift focus toward
 
 
3: During Contemplation, ambivalence is
 
 
4: Miller and Rollnick (2013) use the metaphor of a _____________ of ambivalence.
 
 
 
 
5: Which motivators are important for significant, long-lasting change?
 
 
6: Which of the following is not a strategy to identify and strengthen intrinsic motivation?
 
 
 
 
7: In decisional balancing, explore both sides of ambivalence, but avoid reinforcing __________, which can be counterproductive.
 
 
8: "No one can decide this for you"  is an example of
 
 
 
 
9: "I think I can manage that" is an example of
 
 
 
 
10: Which of the following is an example of CAT change talk?
 
 
 
 
11: Chapter 6//  During the Preparation stage,
 
 
 
 
12: Which of the following is an example of a change goal?
 
 
 
 
 
13: Which of the following describes a trial period of abstinence?
 
 
 
14: Which of the following describes an approach consisting of setting increasingly lower daily and weekly limits on use of the substance while working toward a long-range goal of abstinence?
 
 
 
15: When clients ask you for information and advice about specific steps to add to their change plan, you should
 
 
 
 
 
16: When discussing treatment options with clients, which of the following is not recommended:
 
 
 
 
17: When developing a written or oral contract to help clients start working on their change plans, which of the following is not recommended?
 
 
 
 
18: When discussing barriers to action,
 
 
19: Members of social groups who drink and use drugs are _______________ to offer the support clients need in recovery.
 
 
20: Your goal in the Action stage of the change cycle is to help the client sustain successful actions for
 
 
 
 
21: Chapter 7//  Which of the following best describes the Maintenance stage?
 
 
 
 
22: Maintaining change is often __________ challenging than taking one's first steps toward change.
 
 
23: Which of the following is a strategy for stabilizing substance use behavior change?
 
 
 
 
24: One of the first things you should discuss with new clients is
 
 
 
 
25: Use ________________ to explore negative expectations about treatment and the client's hopes about what treatment can accomplish
 
 
 
 
26: You want to help clients __________ congruence between internal and external motivations.
 
 
27: Setbacks, particularly with maintenance of substance use behavior change, often occurs between
 
 
 
 
28: The SCQ, BSCQ, and AASES are tools that measure
 
 
 
 
29: In Exhibit 7.3, which of the following is an example of a coping strategy?
 
 
 
 
30: Your task in the Maintenance stage is to
 
 
 
 
31: "Recovery capital" refers to internal and external resources a person draws on to begin and sustain recovery.  Which of the following is an example of an internal resource?
 
 
 
 
32: Relapse Prevention Counseling is a cognitive behavioral therapy approach that includes all of the following except:
 
 
 
 
 
33: RPC has five components.  All or nothing thinking is an example of
 
 
 
 
 
34: If clients return to substance misuse, help them reenter the cycle as soon as possible.
 
 
35: Chapter 8//  Integrating motivational counseling approaches into a treatment program requires
 
 
36: MI in SUD treatment was specifically developed as a counseling approach to be delivered in
 
 
 
 
37: An important adaptation of MI in group is to _________________ opportunities to evoke and reflect change talk.
 
 
38: Which of the following is not a benefit of brief motivational interventions delivered by interactive computer applications?
 
 
 
 
39: Which blended counseling approach offers a protocol to incorporate MI into a one-session assessment intake to improve client engagement in SUD treatment programs?
 
 
 
40: When blending MI and CBT, counselors' most important goal is to
 
 
 
 
41: The key to workforce development of clinical staff in MI is to integrate ongoing __________________ of clinical staff to maintain fidelity to MI-consistent counseling techniques.
 
 
 
 
42: MI counselor skills introduced in training can erode after only _________________ if they are not used and practiced.
 
 
 
 
43: Competency-based supervision requires direct observation of counselors.
 
 

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

 

Free State Social Work, LLC, provider #1235, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Free State Social Work, LLC maintains responsibility for this course. ACE provider approval period: 9/6/2018 - 9/6/2021. Social workers completing this course receive 3 continuing education credits.

Free State Social Work has been approved by NBCC as an Approved Continuing Education Provider, ACEP NO. 6605. Programs that do not qualify for NBCC credit are clearly identified. Free State Social Work is solely responsible for all aspects of the programs.

G.M. Rydberg-Cox, MSW, LSCSW is the Continuing Education Director at Free State Social Work and responsible for the development of this course.  She received her Masters of Social Work in 1996 from the Jane Addams School of Social Work at the University of Illinois-Chicago and she has over 20 years of experience.  She has lived and worked as a social worker in Chicago, Boston, and Kansas City.  She currently practices in the area of hospital/medical social work.  The reading materials for this course were developed by another organization.