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Skill Groups with High Risk Youth: Engaging the Unengaged Utilizing Motivational Interviewing Technique. Jamie Glick, LCSW Ridge View Youth Services. Skill Streaming. Skill streaming training steps are: Define the skill. Model the skill. Establish trainee skill need. Select a role-player.

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Skill Groups with High Risk Youth: Engaging the Unengaged Utilizing Motivational Interviewing Technique

Jamie Glick, LCSW

Ridge View Youth Services

skill streaming
Skill Streaming
  • Skill streaming training steps are:
          • Define the skill.
          • Model the skill.
          • Establish trainee skill need.
          • Select a role-player.
          • Set up the role-play.
          • Conduct the role-play.
          • Provide performance feedback.
          • Assign skill homework.
          • Select the next role player.

(Goldstein, 1999)

define the skill
Define the Skill

Involves trainer-led discussion of the skill to be taught during the group

With low risk youth, this should be a quick discussion to ensure the group understands the purpose of the skill and the skill steps.

With high risk youth, this step may become more involved due to anti-social thoughts and beliefs that many high risk youth possess.

top 2 criminogenic factors
Top 2 Criminogenic Factors

Anti-social and pro-criminal thoughts, values, and beliefs.

Anti-social associates and isolations from pro-social

(Andrews & Bonta, 1998)

anti social presentation in skill groups
Anti-Social Presentation in Skill Groups

In skill groups, often these anti-social belief systems present themselves during Step 1: Define the Skill.

Youth may often make comments during the Define the Skill section which indicate that they do not believe in the benefit of the skill.

If they don’t believe in the skill, teaching them the skill is a waste of time.

If this is the case, a longer discussion needs to take place about the skill.

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Pre-Contemplation/Contemplation Preparation

I don’t need to/want to change Not sure how to

motivational interviewing skills
Motivational Interviewing Skills

Asking open-ended questions

Reflective listening

Empathetic responses

Coming along side

Developing discrepancies (key to bring clients from contemplation to preparation)

(Miller & Rollnick, 2002)

what not to do
What Not to Do

Lecture/Preach

Be confrontational

Ignore the anti-social thinking

Do all the talking

The harder you push, the harder they will resist. Even if they know you are right.

questions that may be asked
Questions that may be asked

Why is this skill important?

What happens if you don’t use this skill correctly?

What would be the consequences for not using the skill?

What are some benefits from using the skill?

What are some benefits of not using the skill?

How does not using the skill help you to accomplish your goals?

case example skill 30 keeping out of fights
Case Example: Skill 30: Keeping Out of Fights

Steps:

Stop and think about why you want to fight.

Decide what you want to happen in the long run.

Think about other ways to handle the situation besides fighting.

Decide on the best way to handle the situation and do it.

references
References:

Andrews, D. A., & Bonta, J. (2003). The psychology of criminal conduct (3rd ed.). Cincinnati,OH: Anderson

Goldstein, A. P. (1999). The prepare curriculum: Teaching prosocial competencies (rev. ed).  Champaign, IL: Research Press.

Miller, William R. & Rollnick, S. (2002). Motivational interviewing: Preparing people for change (2nd ed). York, NY: Guilford Press. 

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