Trainer Demonstration

'''Abstract''': The trainer demonstrates skills in a particular area in either a planned or spontaneous manner.

'''Overview''': A demonstration typically follows a didactic presentation and is used to illustrate a particular method or concept. Planned demonstrations will typically have a predetermined client role and concept or method that is the focus. However, demonstrations can also be done in a spontaneous manner when learners raise questions. This can be a very effective method of translating a technique into a particular area that a learner needs to clarify. This informal demonstration will usually unfold with a question like this: "What do you do when .......?"

'''Guidelines''': Play out the interaction with the trainee in his or her seat. Go on only long enough to demonstrate the skill. Check with the trainee to determine if this addressed the question raised.

'''Example(s)''':
Trainees might raise a question that calls for an explanation of how a technique might work in a specific situation.

Trainer: Great question. Is that a client situation you can play?
Trainee: I guess so.
Trainer: Okay. So I'll just be you while you play the client. Anything special I need to know?

''Or''

Trainer: Great question. Is that a client situation you can play?
Trainee: No, not really.
Trainer: Is there someone else that feels they can plan this client?

After the demonstration, ask if the client/patient was in fact typical for the group. If not, elicit why not and you could re-do the demonstration with the modifications suggested. Then facilitate the group to list the MI-consistent and MI-inconsistent behaviors you demonstrated. This leads into a discussion of what types of counselor behaviors tend to be more helpful, and you can then launch into experiential practice of specific skills.

A Trainer Demonstration can also be pre-planned, with trainer and "client" in front of the group. Use microphones to facilitate hearing if the group is larger. In this case, you may wish to take time to develop a client role (e.g., during a break) to be played by a participant or cotrainer.

'''Notes''': Live demonstration shows trainees that you are willing to expose yourself and possible imperfections, and can be a humorous way to ease them into participation. Prior to doing the demonstration, prime the group to watch for any helpful techniques, and also to note what the therapist (you!) Is doing that is less than therapeutic. Ask the group for a volunteer who can model a specific client with problems that are typically the ones the group addresses. Coach the volunteer privately for a minute about not playing the client from hell and about responding naturally based on your interventions. Just before the demonstration, you can state that you might "deliberately" throw in some less helpful techniques and that you want the group to notice them. (This comment serves a few purposes. It can reduce your own anxiety about trying to do it perfectly, and if you do make a mistake, you then model how to recover from a therapeutic error or misunderstanding in the session using MI techniques).