TIP Toolkit
www.tipstars.org @ 2013 Stars Behavioral Health Group
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TIP Solutions Review Reference Material
TIP Model Guidelines
1. Engage young people through relationship development, person-centered planning, and a focus on
their futures.
2. Tailor services and supports to be accessible, coordinated, appealing, non-stigmatizing, and
developmentally-appropriate -- and building on strengths to enable the young people to pursue their
goals across relevant transition domains.
3. Acknowledge and develop personal choice and social responsibility with young people.
4. Ensure a safety net of support by involving a young person’s parents, family members, and other
informal and formal key players.
5. Enhance young persons’ competencies to assist them in achieving greater self-sufficiency and
confidence.
6. Maintain an outcome focus in the TIP system at the young person, program, and community levels.
7. Involve young people, parents, and other community partners in the TIP system at the practice,
program, and community levels.
TIP Model Core Practices:
 Strength Discovery and Needs Assessment
 Futures Planning
 Rationales
 In vivo Teaching
 Social-Problem Solving (SODAS)
 Prevention Planning on High Risk Behaviors and Situations (WHAT’S UP?)
 Mediation with Young People and Other Key Players (SCORA)
TIP Transition Domains:
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ENGAGERS:
Qualitative Features of Interactions for Engaging
Youth & Young Adults
Encourage & acknowledge the sharing of thoughts,
feelings, & ideas
Non-judgmental & avoid lecturing
Give positive eye-contact, facial
expressions, & body language
Actively listening guided by
Open-ended questions
Give Affirmations & descriptive praise
Express empathy, concern, care,
& encouragement
Reflections
Summary statements & offers of assistance, as necessary
NOTE: The ENGAGERS that are underlined are qualitative features that are an essential part of
Motivational Interviewing and the TIP model practice of Prevention Planning of High Risk Behaviors & High Risk Situations
(WHAT’S UP?). Some examples are provided on the back side of this ENGAGERS.
Definitions and Example of Four of the ENGAGERS that are Essential Qualitative Features the TIP model Prevention Planning
Practice for High Risk Behaviors and Situations (WHAT’S UP?). In Motivation Interviewing these are referred to as OARS for:
o O = Open-ended Questioning
o A = Affirmations
o R = Reflections
o S = Summary Statements
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OARS: Open-Ended Questions
• Cannot be answered with a simple yes or no
• Encourage the young person to talk more descriptively
• Helps you avoid premature judgments
• Keeps communication moving
Examples:
Not: How much did you drink this week?
Rather: Tell me about your drinking.
Not: Do you like to smoke weed?
Rather: What are some of the things you like about smoking weed?
OARS: Affirmations
• Sincere compliments or statements of understanding and appreciation
•
Descriptive praise
•
Validate young person’s feelings and experiences
•
Let YP know you hear him/her and you understand
•
Promote self-efficacy
•
Helps young person feel confident about using their inner resources to act and change
Examples:
“It must have been very hard to come here. You’re taking a big step.”
“So even though you felt stressed, you decided not to smoke weed this morning – that really took strength!”
“You said that with a lot of conviction.”
“In spite of many other stressors, you’re making excellent progress in not using pot before work, thus keeping your employment and
money coming in!”
OARS: Reflections
• Show that you have heard accurately by restating the young person’s meaning
•
A way of checking rather than assuming
•
Builds empathy
•
Reduces resistance, strengthens alliance, and reinforces motivation
Simple Reflections
• Essentially the Transition Facilitator (TF) is repeating the essence of what young person (YP) has said
•
YP: “My parents are giving me a hard time.”
•
FT: “So things haven’t been going well with you and your parents.”
•
YP: “Sometimes I think about quitting, but it would be really hard because everyone I know smokes weed.”
•
TF: “I guess it’s hard to even imagine how you’d be able to quit when all your friends do it.”
Double-sided Reflections
• Shows that TF understand both sides of the YP’s dilemma
•
YP: It would suck to lose my housing over a stupid policy, but I don’t want to quit partying.
•
TF: So on the one hand you enjoy drinking with your friends, but on the other hand, you value having a nice place to live.
•
Ending on the change side can help emphasize it
OARS: Summary Statements
• Restate and reinforce what has been said
• Shows that you are listening carefully
• Double-checks that you “got it right”
• Prepares the young person to move on
• Can be used anytime, but particularly valuable at the end of a session, to “gather up” details and return them to the young person
Examples:
“What I’ve heard you saying is…”
“So let me check if I’ve got this right…”
“…is there anything I’ve left out?”
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____________________Strength Discovery & Futures Planning
(name)
My Future Plans & My Strength’s
Employment
____________________
____________________
____________________
____________________
____________________
___________________
Education
_____________________
_____________________
_____________________
_____________________
____________________
Taking Care of Me
(Personal Effectiveness & Wellbeing)
_________________________
_________________________
_________________________
_________________________
________________________
Living Situation
________________________
________________________
________________________
________________________
_______________________
Life Skills
______________________
______________________
______________________
______________________
______________________
_________
SBHG Strength
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Circle of Support Map/Concentric Circles
Use the technique of concentric circles.
When in doubt about how much a youth has let one in, use the technique of concentric circles (Lazarus, 1989). This
technique is designed to delineate the degree of disclosure. It is done by drawing five concentric circles and labeling them
from Circle 1 at the core to Circle 5 at the perimeter. The youth is then asked to conceive the real self as being in the
innermost, center circle where his or her most private and personal thoughts and feelings are held. The most superficial
and insignificant information is at the surface in Circle 5. A youth is then asked to point to the circle into which he or she is
allowing the counselor. Young people will often be surprisingly honest with this technique, and it gives a good idea how
much further the counselor has to go in establishing a close therapeutic relationship.
A. Used with a youth who seems to be not fully disclosing
1.Ask if youth is willing to try an experiment
a) Purpose is find out how much people know about him or her
2.Show the circles
a) Say these 5 circles contain everything there is to know about you
b) The inner (1st) circle is the most private and secret info about you
3.What circle have you let me into?
4.What would it take for me to get into Circle number (the next circle)?
B. Used also in groups where youth share who in their life is in what circle
1. An insight into the youths’ interaction styles can be had this way
2. Also an insight can be had into how many people the person trusts
C. Ask what kind of person can be trusted to be in Circle #1
1. Emphasize that only empathic people should be in Circle #1
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SODAS Component Checklist
Preparation
______ Introduces SODAS and explains the process and benefits.
SODAS Components
______ Defines situation/summary (asks questions, encourages youth to talk, expresses
empathy, reflective statements, summarizes periodically)
______ Options (asks youth first, provides additional alternatives, waits to explore
advantages and disadvantages)
______ Disadvantages (asks youth, non-judgmental reaction, provides additional
disadvantages if needed)
______ Advantages (asks youth, non-judgmental reaction, provides additional advantages if
needed)
______ Solution (youth makes final decision, Transition Facilitator offers role-playing, verbal
support and reassurance)
______ Follow-up (expression of interest and encouragement, arranges specific follow-up,
inquires about the implementation of solution)
Was the quality of the interaction appropriate for the situation?
____
____
____
____
____
____
____
____
____
____
Solicit youth’s input throughout interactions
Acknowledge youth’s input (active listening)
Remain non-judgmental
Pleasant & steady voice tone (avoid lecturing).
Express enthusiasm where appropriate
Facial expressions/Eye contact/Body language to match
Express empathy, concern, care, &/or encouragement
Offer assistance, as appropriate
Set limits and expectations, as necessary
Use positive descriptive praise
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SODAS Worksheet
Young Person’s Name _______________________ Date ____________________
Person conducting SODAS with Young Person _____________________________
Situation
Options:
1.
2.
3.
Advantages / Disadvantage of Each Option:
Option 1.
Adv:
Disadv:
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Option 2.
Adv:
Disadv:
Option 3.
Adv:
Disadv:
Solution/Follow- Up:
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SODAS
Young Person’s Name________________________________________ Date ____________________
Step #1- Situation:
______________________________________________________________________
______________________________________________________________________
Step #2- Options:
Y.P.
1.
2.
3.
T.F.
Step #3 & #4 - Disadvantages
Advantages
Y.P.
/
:
T.F.
1.
1.
2.
2.
3.
3.
Step #5- Solution:______________________________________________________
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SCORA Component Checklist
Preparation
____ Introduces SCORA and explains the process and benefits
SCORA Components
____
Situation requiring negotiation (Arrives at clear definition of situation from each party’s perspective).
____
Concerns (Solicits from all parties their concerns, needs, and interests related to the situation).
____
Options (Asks both parties to generate options relevant to the situation and addressing concerns.
Promoting brainstorming and remaining non-judgmental).
____
Review each Options (Assess which option might have the most advantages versus disadvantages for all
parties in meeting the Situation and their Concerns --- May involve combining or revising some options
to create a “best fit.”)
____
Agreement (What the young person and other person are committed to doing to address the situation.)
Was the quality of the interaction appropriate for the situation?
_____ Pleasant & steady voice tone
_____ Express enthusiasm where appropriate
_____ Facial expressions/Eye contact/Body language to match
_____ Be brief (avoid lecturing)
_____ Solicit youth’s input throughout interactions
_____ Acknowledge youth’s input (e.g., head nods)
_____ Remain non-judgmental
_____ Set limits and expectations, as necessary
_____ Express Concern, Care, and Encouragement
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SCORA Worksheet
Participants: _________________________________________________
Date:
_________________
TF:
_________________
Situation
Concerns:
Options:
1.
2.
3.
4.
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Review (Examine which option might have the most advantages verses disadvantages for both parties in
meeting the Situation and their Concerns. This step might involve combining or revising some options to create
a “best fit.”)
1.
2.
3.
4.
Agreement
Follow-up:
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What’s Up?

What is your concern?

How does it fit in with your future
plans?

Ask about good things / not so good
things regarding YP’s concern
(RB/RS).

Talk about options / Elicit change
talk.

See the stage of change?

Understand ambivalence.

Plan next steps.
RB / RS = Risk Behavior / Risky Situation
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Transition Facilitator’s Assessment of Progress
Following Each WHAT’S UP Discussion with YP
Young Person_____________________________ Date____________________ TF________________
What is the YP’s concern? Specify the Risk Behavior or Risky Situation -- and the level of concern expressed by
the YP. (For each item, specify if same as previous session or if different).
How does YP’s concern (RB/RS) fit in with YP’s Futures Plan? Is the YP expressing any discrepancies? If so
what are these?
Ask about good things / not so good things about RB/RS. Hypothesize as to the function that the RB/RS serves
for the YP.
Talk about options / Elicit change talk. What are Advantages/Disadvantages of status quo? Specify any
alternative options YP exploring? Advantages/Disadvantages of each.
See the stage of change? Choose best estimate of stage: Pre-Contemplation___ Contemplation___
Preparation___ Action___ Maintenance___ Is this suggesting progress toward change and action?
Understand ambivalence.
Plan Next Steps
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