Of course, I copied this off the internet.
I changed the wording to be better for a blog. But this article did help me realize how hard it is to change an ingrained habit!
OK, now I am the client in front of a therapist. The therapist would be analyzing what stage I am in. How close I am to actually being able to make a change stick--or even to recognize that a change is necessary .
Stage One (of 5) Precontemplation stage-- meaning I don't even realize I need to change something!
People in precontemplation stage have no intention
of changing their behavior for the foreseeable future. They are not thinking about changing their behavior, and may not see
the behavior as a problem when asked. They certainly do not believe it is as problematic as external observers see it. These individuals are often labeled as "resistant" or in "denial."
Things to Consider
Reasons for precontemplation can fit into
the "four R's": reluctance, rebellion, resignation, and rationalization.
DiClemente (1991) described why these groups do not consider change and methods for intervening.
• Identify "the problem" - this often means something different for the therapist and the client.
• Be aware of difference between reason and rationalization. A person, well aware of the risks and problems, may choose to continue the behavior.
We may not change them in the face of this informed choice. Therapist's work may have an impact later.
• Recognize that more is not always better. More intensity will produce fewer results with this group. Increase the client's perceptions of risks and problems with current behavior.
( I guess the therapist would tell me about diabetes and other health problems. chris)
I guess if I can't even see a problem, there is not much hope right now of changing.
"Sewing seeds" is what I have heard this called. chris
• Remember the goal is not to make precontemplators change immediately, but to help move them to contemplation.
Primary tools are providing information and raising doubt. However, basic skills such as reflective listening, open-ended questions, and functioning as a collaborator (rather than an educator) may be enough.
Matching interventions to the type of precontemplators is also helpful.
(Sorry-I don't understand this. Chris)
The client begins
to consider that a problem or matter of concern exists.