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Motivational Interviewing Reflection
Submit a 1page reflection on your simulation experience.
- Evaluate your ability to:
- Build rapport using knowledge of stages of change and motivational interviewing principles.
- Demonstrate motivational interviewing skills including asking open questions, affirming, reflecting, and summarizing.
- Reframe the session including a summary of the next steps the client wishes to take.
- Describe how the knowledge you gained from this experience could guide your next steps in future social work sessions with this client.
As you evaluate your performance, be sure to identify both areas of strength as well as any gaps or areas for improvement that you would like to develop further as you prepare for future work with this client population. Which elements of motivational interviewing did you implement successfully? In what ways did your words or behavior fail to reflect motivational interviewing best practices? Use specific examples from your simulation experience to illustrate your points.
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Motivational Interviewing Reflection
As a third-grade general education teacher, I aim to support the diverse needs of my students—Alicia, Sena, and Jeremy—by integrating major principles, concepts, and learning theories related to cognitive, linguistic, physical, social, and emotional development. This essay outlines their current developmental states, leverages their backgrounds and strengths to design engaging learning experiences, proposes three developmentally appropriate instructional strategies, differentiates these for each student, suggests motivation techniques, and reflects on personal biases affecting teaching.
Developmental States of Students
Alicia, an English language learner with a reserved demeanor, exhibits cognitive development at Piaget’s concrete operational stage, struggling with abstract problem-solving but excelling in hands-on tasks. Linguistically, her limited English proficiency hinders verbal expression, though she shows growth in receptive skills. Physically, she is age-typical, with fine motor skills suited for writing. Socially, she is withdrawn, likely due to language barriers, and emotionally, she appears anxious in group settings. Sena, a highly active student, demonstrates advanced cognitive skills, solving multi-step problems, aligning with the upper concrete operational phase. Linguistically, she is fluent but impulsive in speech. Physically, her energy levels exceed peers, excelling in gross motor activities. Socially, she dominates group interactions, while emotionally, she shows frustration when challenged. Jeremy, with a diagnosed attention deficit, operates at a lower cognitive level, struggling with focus and sequential tasks. Linguistically, he has age-appropriate skills but limited vocabulary depth. Physically, he has average coordination but tires quickly. Socially, he seeks approval, and emotionally, he experiences low self-esteem from academic difficulties.
Designing Learning Experiences
I will use the students’ backgrounds and strengths to create developmentally appropriate, engaging learning experiences. Alicia’s interest in art and her family’s storytelling tradition can inspire a project where she illustrates a story in English, promoting language acquisition and motivation through culturally relevant content (Vygotsky, 1978). Sena’s athleticism and…