When using motivational interviewing with an adolescent who does not want to give up favorite foods, which response best supports collaboration?

When using motivational interviewing with an adolescent who does not want to give up favorite foods, which response best supports collaboration?

• A. Do you think there are any foods you could limit or do without for a while?
• B. I hear you telling me that you really don't have a desire to lose weight.
• C. If you can't give up these foods, you won't see the benefits of weight loss.
• D. In the long run, the sacrifices you make today will improve your health.

Answer: (A)

Motivational interviewing works best when you partner with the adolescent, inviting them to participate in change rather than dictating it. Asking about foods they could limit or do without for a while is an open-ended prompt that leaves room for the adolescent to weigh options, articulate priorities, and choose a feasible step. It respects their autonomy, frames change as something they decide and control, and sets up a small, doable goal—all of which build motivation and reduce resistance. By contrast, statements that reflect a fixed lack of desire, threaten consequences, or prescribe distant benefits tend to shut down collaboration. They can feel judgmental or controlling and push the adolescent toward resistance rather than engagement.

Motivational interviewing works best when you partner with the adolescent, inviting them to participate in change rather than dictating it. Asking about foods they could limit or do without for a while is an open-ended prompt that leaves room for the adolescent to weigh options, articulate priorities, and choose a feasible step. It respects their autonomy, frames change as something they decide and control, and sets up a small, doable goal—all of which build motivation and reduce resistance.

By contrast, statements that reflect a fixed lack of desire, threaten consequences, or prescribe distant benefits tend to shut down collaboration. They can feel judgmental or controlling and push the adolescent toward resistance rather than engagement.