Applying MI and SSM to Wicked Issues

This assignment requires students to demonstrate their understanding of Motivational Interviewing (MI) and Solution-Focused Strategies (SSM) by applying these concepts to real-world 'wicked issues'. Students must outline specific MI and SSM approaches, identify problems and goals, analyze preferred futures, explore empathy and ambivalence, discuss scaling techniques, the miracle question, and exception finding. The assignment emphasizes practical application through group work or other contexts, highlighting how these theories can be used to tackle complex social challenges.

SWK3026 Collaborating for Social Change AS2 assignment document
AS2 Portfolio
Your self-evaluation report should consist of two main elements.
1. The first is brief statement giving details of the ways in which you have changed as a result of your studies for this
module, 300 WORDS.Make sure to use ROLLNICK AND MILLER FOR REFERENCES AND PETER CHECKLAND TO REFERENCE
SOME OF THE WORK
2. and the second part is evidence which supports your self-evaluation and statement.
The progress statement should be a plain English summary of what you have learned, how you have changed, and what you can
do differently as a result of the lectures, groups activities, journals and independent study.
The evidence should include at least one piece of evidence from your personal weekly journals backed up by at least one
academically referenced source.
Your personal journals should be referenced like this: Your Surname(date of entry) page of entry ( if recorded). You can also
reference the personal journals of group members in a similar manner. I WILL DO THIS ON MY OWN
You should always relate your personal experience and your group work (evidence from your journals) to the literature that you
have been reading to deepen your knowledge.
Sources of learning and feedback that we ask you to use include the following. They start at 1 being the most basic and 7 being
the most advanced:
1. Classroom lectures and workshops
2. Watching films
3. Reading literature
4. Groupwork/peer feedback
5. Lecturer formal feedback
6. Feedback from previous assignments and work
7. Input from sources outside the University
The module specifications below have been given different colours to help you distinguish the key concepts you are expected to
tackle in your answers.
The criteria that will be used to mark your work are included with each Learning Ouctome.
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SWK3026 Collaborating for Social Change AS2 assignment document
1. Knowledge and Understanding
Module Specification Learning Outcome
a) Explain the complexity and key theoretical features of collaborative behaviour change
Plain English Commentary
By the end of this module you should be able to talk about why change in human systems is so much more complex that trying to change
mechanical systems; so that fixing a car that is lacking power tends to be easy, but ‘fixing’ a person who lacks power is hard. (Remember the
‘toast’ activity). You should be able to use a variety of different theoretical concepts to both describe the process of working in collaboration
with others bring about change and to explain how best to bring about such change. Explain how the context of your fictitious client meets the
criteria for being a ‘wicked issue’. Demonstrate your understanding of how complex your clients’ contex is. (250 words) ANSWER QUESTIONS
IN ITALICS 250words
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SWK3026 Collaborating for Social Change AS2 assignment document
Progress Statement: type here
The client Trump meets the criteria for being a ‘wicked issue’ as he has turned to substance abuse while residign at the Brook House
detension centre. Trump is a 32 year old man with his origin in Yemen in western asia who has taken refugee in the UK and is waiting
for his refugee status applciation to be processed. The stress that the individual is going through has compelled him to turn to substance
abuse for coping with the daily life.
According to Streel and Schilperoord (2010) refugees in camps and detension centres often face a multitude of problems that are
interelated. Situations such as reduced livelihood opportunities, lack of space, breakdown in social support and erosion of cultural
values increase the level of stress suffered by theindividuls. Drug abuse is one of the most prominent impact of such stressors. The
direct and indirect impact of substance absue among refugees are well-dcouemnted (Mirza et al. 2018). The behaivoural issues are of
more prominence along with psychological problem. Violence and abuse are common among the differnt risk taing behaivours. The
imapct of such behaviour on the imates of the detension centres are adverse. In the psychological context, indiivduas become incapable
of reasoning properly, in addiiton to development of mental health issues. In case the individual had been suffering from an underlying
mental health concern, exacerbation of the same is common. Suicide attempts have also bene noted among refugees turning to
substance abuse. Providing intervetions to these individuals is a complex process since the issues faced are multifactorial.
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SWK3026 Collaborating for Social Change AS2 assignment document
Evidence: type here
Streel, E. and Schilperoord, M., 2010. Perspectives on alcohol and substance abuse in refugee settings: lessons from the
field. Intervention, 8(3), pp.268-275.
Mirza, M.Q., Harrison, E.A., Chang, H.C., Salo, C.D. and Birman, D., 2018. Community perspectives on substance use among
Bhutanese and Iraqi refugees resettled in the United States. Journal of prevention & intervention in the community, 46(1), pp.43-
60.
PROVIDE EVIDENCE OF BOOKS READ HERE USING HARVARD REFERENCING
Quality Distinction
(16.6 points)
Commendation (10.8) Merit (9.2) Pass (6.6) Fail (2.5)
Criterion Complexity and theoretical
underpinning strong and
clear
Good sense of complexity of the
challenge but theoretical
underpinning limited
Collaborative social
change is understood as
difficult but not complex.
Simplified grasp of theory
Complexity of social
change misunderstood or
simplistic. Little use of
theory
Not completed or
Learning Outcome
misunderstood
Module Specification Learning Outcome
b) Explain the implications of the differences between positivist and social constructionist approaches when
working to change behaviour
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SWK3026 Collaborating for Social Change AS2 assignment document
Plain English Commentary
By the end of this module you should be able to explain the difference between those theories of change that believe that there is some
fundamental fault that causes problems (psycho-dynamic theory, cognitive behaviour theory etc); and those approaches that see problems as
being rooted more in the ways in which society, culture and language restrict options. ‘Positivist’ refers to theories that see people and facts as
having an essence, or a true nature. Social constructionist approaches see ‘the true nature’ of things as being unknowable because both
culture and language profoundly affect the way we see and understand things. These are epistemologies or theories about the “ways we
know”. You were briefly introduced to a third approach called critical realism.EXPLAIN HOW SSM AND MI IS ROOTED IN CRITICAL REALISM,LINK
MI AND SSM TO CRITICAL REALISM CHECK THINKING PHILOSOPHICALLY ABOUT COLLABORATIVE CHANGE BY TIM CURTIS Explain your
understanding of the theoretical underpinnings of Motivational Interviewing (MI), and Soft Systems Methodology (SSM) 250 words ANSWER
QUESTIONS IN ITALICS
Progress Statement: type here
Critical realism is a philosophical approach that combines philosophy of science and sociology to describe different phenomenon in the
world. It occupies similar positions like that of positivism and interpretivism and its is based on the assumption that many unobservale
events lead to the observable events in the social world. This means critical realism favours identifying the cause behind any event.
Motivational interviewing is rooted in critical realism and this can be said because it focused on bringing changes in people’s behavior
by looking at their ambivalent feelings (unobservable events) and understanding the impact of those feelings on people’s behavior
(observable event). This form of critical realism favors eliciting personal reaons for change in a person during MI ( Rosengren 2017). Soft
Sytems Methodology (SSM) also has links with critical realism approach because it analyzes people’s perception related to a social
event to understand their response to an issue or problem. Hence, it is making sense of the problem by the use of defensible logic
which is similar to critical realism approach (Dalkin et al. 2018).
MI does not a have a coherent theoretical framework, however many theory influenced its development. For instance, ,MI principle of
identifying discrepancy in client’s behavior and their core values is linked to the cognitive dissonance theory as this theory states that
inconsistency between behavior and value is seen due to certain conflict. Similarly, the MI principle also resonates with stages of
change model, Bandura’s self-efficacy theory and the self-determination theory. In contrast, the theory behind SSM is that sense
making instead of goal seeking helps to understand how people make sense of the world (Denzin, 2017).
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SWK3026 Collaborating for Social Change AS2 assignment document
Evidence: (references and quotes) type here
Dalkin, S., Lhussier, M., Williams, L., Burton, C.R. and Rycroft-Malone, J., 2018. Exploring the use of Soft Systems Methodology with
realist approaches: A novel way to map programme complexity and develop and refine programme theory. Evaluation, 24(1),
pp.84-97.
EVIDENCE OF BOOKS READ USING HARVARD REFERENCING
Rosengren, D.B., 2017. Building motivational interviewing skills: A practitioner workbook. Guilford Publications.
Denzin, N. K. (2017). Sociological methods: A sourcebook. Routledge.
Quality Distinction
(16.6 points)
Commendation (10.8) Merit (9.2) Pass (6.6) Fail (2.5)
Criterion Confident commentary on
the ways in which three
different epistemologies
impact on the theories of
change employed by
practitioners- positivism,
social constructionism and
critical realism. Clear use
of key ideas and authors
An emerging sense of the ways in
which three different
epistemologies impact on practice.
Focus on the ideas rather than on
authors
Some grasp of the ways in
which positivism and
social constructionism
impact on theories of
change. No reference to
key ideas or authors.
Critical realism omitted
Confused understanding or
conflation between
positivism and
constructionism. Limited
grasp of how these impact
on practice in terms of
understanding social
change.
Not completed or
Learning Outcome
misunderstood
2. Subject - Specific Skills
Module Specification Learning Outcome
c) Make judgements by critical analysis in different contexts, the theoretical principles of collaborative
behaviour change
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SWK3026 Collaborating for Social Change AS2 assignment document
Plain English Commentary
By the end of this module you should be able to explain the factors that are vital to collaborative work (based on your working
together in groups for a term), and to do this in the light of issues of inequality, oppression and injustice. You have been
presented with three ‘theoretical principles’ or approaches to collaborative social change- MI and SSM, and you have been tasked
to try out two of these approaches in your group work, and you may have tried out SSM rich picturing to help you make sense of
the group work situation. Show how your critical thinking skills are being used to see how these skills could be used in a future
employment/professional context,USE KOLB’S LEARNING CYCLE TO EXPLAIN HOW YOU HAVE PROGRESSED WITH LEARNING AND
USING MI (250 words) ANSWER QUESTIONS IN ITALICS 250words
Progress Statement: type
Experience- The Motivational Interviewing collaborative work was valuable for understanding the appropriate implementation of the same in
professional practice. Yvonne acted as the interviewer while I took up the role of the fictitious client Trump. Yvonne as the interviewer managed to
express the empathy towards me while conducting the interview and she could respect my self-direction and freedom of choice. The things that did
not go well is that the observer Emma did not pay much attention during the group work. She did not enjoy taking part in the group activity and was
disinterested. She was busy with her phone and this had a negative impact on the group since she missed out some sections of the discussion with
the counsellor. I as a client became stressful since the process seemed to be a never-ending one.
Reflect- The MI process for change occurs when the individuals perceive a distinct discrepancy between where they are and where they want to be.
It would have been appropriate if the interviewer could avoid asking certain questions leading to arguments. In contrast, it would have been desirable
if the interviewer could suggest novice ways to deal with my problem.
Conceptualise- MI was undertaken in part of a reaction to provide satisfaction to the client and understand his perceptive for treatment approaches
(Freira et al. 2017). It has been understood that MI must consider resolve of conflicts and foster a certain degree of motivation and ambivalence.
Plan- I plan to learn more about MI and the exact process to implement it. In future, as an interviewer I would be sympathetic towards my patient. In
addition, I would focus on avoiding asking questions with which patient is uncomfortable. here
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SWK3026 Collaborating for Social Change AS2 assignment document
Evidence: (references and quotes) type here
Freira, S., Lemos, M.S., Williams, G., Ribeiro, M., Pena, F. and do Céu Machado, M., 2017. Effect of Motivational Interviewing on
depression scale scores of adolescents with obesity and overweight. Psychiatry research, 252, pp.340-345.
PROVIDE EVIDENCE OF BOOKS READ HERE USING HARVARD REFERENCING
Quality Distinction
(16.6 points)
Commendation (10.8) Merit (9.2) Pass (6.6) Fail (2.5)
Criterion Confident exploration of
the challenges of learning
to practice MI in group
work. SSM used to explore
the whole system of the
groupwork encounter
(especially inequality etc)
and how this might apply
in different contexts
Greater focus on acquiring practice
in MI. No use of SSM to explore the
whole encounter. Confident use of
terminology from MI. Some sense of
how this practice might apply in
future professional contexts.
A clear reflection of how
MI help to tackle issues of
inequality etc. Some
limited appreciation of
how these techniques
might be employed in
future professional
contexts
Focus on either the
challenges of equality,
oppression and injustice in
group work generically.
Limited thinking about how
these might be used in a
future job
Not completed or
Learning Outcome
misunderstood
Module Specification Learning Outcome
d) To demonstrate an ability to evaluate their own use of collaborative, strengths and solutions based
strategies in complex situations
Plain(ish) English Commentary
By the end of this module you should be able to show improvements in your use of the techniques and theories taught and learned in the
module (i.e. MI and SSM), such that your later groupwork is demonstratively better than your early work in the module. Drawing on evidence
from your Theme Journals, the feedback you received and your own notes, show how you have CHANGED in your practice of persuading
people to change over the course of the module.(300words) ANSWER QUESTIONS IN ITALICS 250words
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SWK3026 Collaborating for Social Change AS2 assignment document
Progress Statement: type here
After completing my theme journal, I got the feedback that I was not able to understand the Goffman theory and the way to apply the
theory to client. However, after receiving this feedback, I researched more on Goffman theory and found that it is a symbolic interaction
perspective that favors looking at everyday behavior of an individual and their interaction with a people. Hence, after this research, I
understood that Goffman theory is essential during MI to understand clearly understand a client’s identity and find out the manner in
which they behave in their everyday life. The Goffman theory showed that certain symbols like hand gestures, physical objects and
verbal communication style of a person can help an interviewer to get idea about a client culture and behavior during MI ( Kim et al.,
2016). Hence, from this knowledge, I been able to develop new skills of identifying changing attitude in client. I have used theories of MI
to persuade people to change. For instance, theoretical aspects of MI inculcated in me the skills of developing rapport with client and
assessing their readiness to change. Rapport building is an important counselling skill as this makes cleint comfortable and relaxed and
trust the counsellor (Rosengren 2017). MI has supported me to build rapport, establish trusting relationship with client and prepare client
to change their behavior. I can now easily persuade clients with my rapport building skills because it has helped me to effectively
collaborate with client and make them understand the rational for change in their behavior.
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SWK3026 Collaborating for Social Change AS2 assignment document
Evidence: (references and quotes) type here
Kim, E., Lee, J.A., Sung, Y. and Choi, S.M., 2016. Predicting selfie-posting behavior on social networking sites: An extension of theory
of planned behavior. Computers in Human Behavior, 62, pp.116-123.
PROVIDE EVIDENCE OF BOOKS READ HERE USING HARVARD REFERENCING
Rosengren, D.B., 2017. Building motivational interviewing skills: A practitioner workbook. Guilford Publications.
Quality Distinction
(16.6 points)
Commendation (10.8) Merit (9.2) Pass (6.6) Fail (2.5)
Criterion Evidence in the form of
quotes, supported by
commentary, from journal
entries in AS1 are detailed
and thorough.
Quality of work is good
throughout, or has
improved significantly from
first few activities.
Evidence in the form of quotes, NOT
supported by commentary, from
journal entries in AS1 are detailed
and thorough. Quality of work has
improved or stayed consistent
Very little or inconsistent
use of evidence in the
form of quotes from
previous work. Quality of
work is good but neither
improves significantly, nor
worsens.
Claims of improvement are
made but without
supporting evidence.
No improvement in the
quality of work over
time. No evidence of
attempts to seek
clarification or support
3. Key Skills
Module Specification Learning Outcome
e) Maintain co-operative working relationships, promoting group motivation.
Plain(ish) English Commentary
By the end of this module you should be able to explain how you formed and maintained good working relations both within your group and in
the relationship developed in your case study [in other words, your group work with your fictitious client], using the MI strategies. How have
you used MI in making sure that the group worked well and delivered the expected results? ANSWER QUESTIONS IN ITALICS 250words
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SWK3026 Collaborating for Social Change AS2 assignment document
Motivational interviewing was used in making sure that the group worked well and the expected results were achieved.
Establishment of a strong relationship with the team members is crucial for ensuring that the teamwork is effective. Qualities such
as acceptance empathy and focus on priorities of members are crucial components of motivational interviewing when applied to
teamwork.
Shifting the communication style from directing to guiding was a crucial approach. In addition, focus was given to possibility of
achieving success in place of persuasion. Next in line, drawing out motivation acted as an effective tool for encouraging
individuals. Every individual was given the same respect and attention while working in groups. Questions were asked to highlight
the issues and challenges faced by each member. Chances are high that people face conflicts due to differences in viewpoints
and opinions (Rosengren 2017). Motivational interviewing was the effective way in which the perceptions of the individuals could
be understood. Based on this understanding, actions were taken to resolve inter team conflicts. The team members were
supported to express their views and opinions about taking part in the group activity.
The spirit of MI was non-judgemental, empowering, encouraging, and supportive of the team members. A positive environment
was created by ensuring proper facial expressions while communicating with the team members. Communication through verbal
and non-verbal cues was effective in establishing a positive relationship with the team members. Setting clear goal for completion
of the group activity was pivotal.
PROVIDE EVIDENCE OF BOOKS READ HERE USING HARVARD REFERENCING
Rosengren, D.B., 2017. Building motivational interviewing skills: A practitioner workbook. Guilford Publications.
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SWK3026 Collaborating for Social Change AS2 assignment document
Progress Statement: (references and quotes) type here
Quality Distinction
(16.6 points)
Commendation (10.8) Merit (9.2) Pass (6.6) Fail (2.5)
Criterion Evidence in the form of
quotes, supported by
commentary, from journal
entries or person notes
that challenges to group
work have been addressed
using MI and MI techniques
Evidence in the form of quotes, NOT
supported by commentary, from
journal entries or person notes that
challenges to group work have
been addressed using MI and/or MI
techniques
Challenge and conflict
within the group are
glossed over, claimed not
to occur, or no evidence
of the use of MI strategies
to enhance group
performance
Challenge and group
performance not
addressed, or individual
attempts to motivate group
work are employed
Group work fails to
perform. Student fails to
engage in group work.
No evidence of seeking
support to tackle failure
of group encounter.
Module Specification Learning Outcome
f) Generate solutions and take appropriate action by identifying problems, applying concepts, principles and
techniques, and identify alternatives solutions.
Plain(ish) English Commentary
By the end of this module you should be able to outline specifically MI and SSM approaches to a range of issues identifying problems, goals,
preferred futures, empathy, ambivalance, scaling, the miracle question, exception finding etc, and explain the principles and concepts that
underpin these. Concepts, in this statement, refers specifically to theories of change like MI. Show where, in your group work or other contexts,
you have employed these ideas to tackle ‘wicked issues’. ANSWER QUESTIONS IN ITALICS (300words)
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SWK3026 Collaborating for Social Change AS2 assignment document
Progress Statement: type here
During our group work, the main wicked issue was that the client Trump was not sure whether he would carry on taking the drug
or change his habit following MI. Hence, in this scenario, the main issue was that the client was ambivalent towards changing his
behavior. This mean that the client Trump was found to have contrasting feelings regarding his use of drugs. Although, he had
started taking drugs out of stress, however he must have also realized the harmful effect of substance abuse for his health.
Hence, to encourage client to improve his health, I applied the knowledge of MI and SSM to address ambivalent feelings in client.
MI is found to be the most effective approach to address ambivalent and conflicting feeling in client. Hence, if anyone is iusing MI
and not addressing MI, then the whole purpose of changing behavior of patient is not effective. Hence, I realized addressing
ambivalent feeling in client is necessary to get information to influence the whole endeavour of recovery of patient from stress
and other issues due to substance abuse.
I went about addressing ambivalent feeling during group work by stating to the client the reason for which he should move
forward and take a decision regarding quiting or continuing with the drug. Giving those reasons helped the client to understand
the rationale for change. This kind of application of MI theory helped me to reinforce positive benefits of quitting to the cleint. It is
common for clients at this stage to be confused about the outcome of MI. However, a counsellor’s negotiationg skills work in the
process of addressing client issues like that of ambivalence, identifying client problem and exhibiting empathy. This kind of skill
also helps to take client-centered approach towards change.
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SWK3026 Collaborating for Social Change AS2 assignment document
Evidence: (references and quotes) type
Elwyn, G., Dehlendorf, C., Epstein, R.M., Marrin, K., White, J. and Frosch, D.L., 2014. Shared decision making and motivational interviewing: achieving patient-
centered care across the spectrum of health care problems. The Annals of Family Medicine, 12(3), pp.270-275.here
PROVIDE EVIDENCE OF BOOKS READ HERE USING HARVARD REFERENCING
Quality Distinction
(16.6 points)
Commendation (10.8) Merit (9.2) Pass (6.6) Fail (2.5)
Criterion Clear and strong evidence
of confidently employing
theories and practices from
MI in contexts outside
class/groupwork
Clear evidence of beginning to
employ a range of the basic
techniques and strategies in MI
outside class or groupwork
Evidence of one or two
techniques or principles
from MI being tried out in
contexts outside class or
groupwork
Practice limited to class
and groupwork
Group work fails to
perform. Student fails to
engage in group work.
No evidence of seeking
support to tackle failure
of group encounter.
YOU MUST TYPE ONLY IN THE BOXES. ANY INFORMATION HERE WILL NOT BE MARKED
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