Tinnitus & Hyperacusis Therapy Masterclass

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tinnitustherapy.org.uk

Specialist course for management of tinnitus and hyperacusis in children and adults

 







Motivational Interviewing (MI) for audiologists

Dates: 21-22 March 2019

Venue: Birkbeck, University of London, London,

United Kingdom     

Course tutor: Dr. Hashir Aazh

 

Provisional programme

 

 

Thursday  21st March 2019     

Time

Topic

 “Synopsis”

8:30-9:00

Registration 

9:00-10:00

Introduction to the course         

10:00- 11:00

Client-centred counselling for audiologists 

“This session focuses on exploring relevance and applicability of psychology in day- to-day audiology practice. By the end of this practical session participants should be able to demonstrate an understanding of the theoretical and empirical underpinnings of client-centred counselling model of Carl Rogers. To apply a wide range of basic counselling skills in the context of rehabilitative audiology.”  

11:00-11:30

Break

11:30-13:00

Principles of Motivational Interviewing (MI)

 “MI is a collaborative conversation style for strengthening a person’s own motivation and commitment to change (Miller & Rollnick 2012, p.12). MI is rooted in the client-centred counselling method of Carl Rogers and gives great importance to understanding of patient’s internal frame of mind and exhibiting unconditional positive regard. However, unlike Rogerian client-centred style where the counsellor follows the patient’s lead in a truly non-directive form and perhaps over time the counsellor moves toward clearer goals for change when they are raised by the patient, MI applies a guiding style of counselling where direction of the session is influenced by both patient and therapist in a collaborative way.”   

13:00-14:00

Lunch

14:00-15:00

MI in Audiology   

“The provision of hearing aids in the NHS benefits from adopting a more compassionate patient-clinician relationship, additional patient education, and post-hearing-aid-fitting support. These are among the main themes which seemed to have helped people to improve their hearing-aid use during a clinical trial on MI in audiology.”   

15:00-15:30

Break 

15:30-17:00

Key components and attitudes of MI

“This session provides an opportunity to practice clinical application of the key elements of MI comprising: partnership, acceptance, compassion, and evocation”

 

 

 

Friday 22nd  March 2019

Time

Topic

 “Synopsis”

9:00-11:00

Clinical protocol for audiologist-delivered MI 

“Audiologist-delivered MI aimed at improving hearing aid use should involve: (1) engaging and building a good rapport with the patient through emphatic application of a range of client-centred counselling skills, (2) exploring and emphatically reflecting on both sides of the patient’s ambivalence (e.g., motives to use hearing aid as well as motives for not using hearing aids), (3) emphasising their autonomy by communicating to them that the final decision on whether or not to use their hearing aids is theirs, (4) arriving at a shared sense of direction where the patient and the therapist are working collaboratively for the benefit of the patient, (5) actively evoking and empathically reflecting on patient’s desire, ability, reasons, and need for using their hearing aids, (6) helping the patient to verbalise their intentions and plans with regard to use of their hearing aids, (7) enhancing their commitment by empathically reflecting on their plan(s) and helping them to explore possible obstacles in achieving their plans and how they might go about solving them, and (8) enhancing their confidence in their ability to make this change by encouraging them to explore their strengths in character and draw upon their life experiences where they successfully had managed difficult situations.”

11:00-11:30

Break

11:30-12:30

Comparing the theoretical underpinnings of MI with other psychological theories

“Although MI is an intervention which has emerged from reflecting on clinical practice by William Miller, its conceptual approach seems to be consistent with several psychological theories comprising formulation of cognitive dissonance, reformulation of self-perception theory, and Roger’s theory of necessary and sufficient interpersonal conditions for fostering change. In addition, MI conceptually fits well with the transtheoretical (stage of change) model proposed by Prochaska and DiClemente (1986). This session highlights the similarities and differences of MI theory and other behaviour change psychological theories.”

12:30-13:30

Lunch

13:45-14:45

Delivering audiology consultation sessions consistent with the spirit and process of MI

The overall outline of audiologist-delivered MI is consistent with the main MI processes which comprise: engaging, focusing, evoking and planning. This involves a flexible and strategic application of some core communications and counselling skills (e.g., open questions, affirming, reflective listening, summarizing, and finally informing and advising).” 

14:45-15:30

Motivational Interviewing Treatment Integrity (MITI)

This session reviews application of MITI in order to analyse and appraise the MI skills and attitudes used by self and other colleagues as a training and/or quality control tool.

15:30-16:00

Break

16:00-17:00

Conclusions