The Intermediate/Advanced Motivational Interviewing Workshop[1] [16 hours] is aimed at the post graduate level for practicing psychologists and other licensed mental health providers as well as graduate students. The Intermediate/Advanced Motivational Interviewing Workshop combines didactic materials, observational learning, large group and small group discussions, with dyadic, triadic, and group practice to help attendees build and deepen their previous MI knowledge/proficiency. The Intermediate/Advanced Motivational Interviewing Workshop is based on William Miller and Stephen Rollnick’s Motivational Interviewing [3rd Edition][2] and other works. [Please see additional selected readings - page 5].
The Intermediate/Advanced Motivational Interviewing Workshop 1] provides exercises to advance participant’s MI proficiency, 2] boosts confidence about how to use particular MI skill/strategies within all four processes [Engage, Focus, Evoke, Plan], 3] practice use of the MITI 4.2 [a coding tool to measure MI fidelity [whether or not one is doing MI], and 4] discussion of methods to teach and coach others in learning MI skills.
The Intermediate/Advanced Motivational Interviewing Workshop promotes intentional MI skill development through adult learning approaches to facilitate utilization of MI practices. A meta-goal of this workshop is to build on attendee’s current skill level. Direct practice to advance MI skills is provided within a supportive and positive workshop atmosphere. An important aspect of the Intermediate/Advanced Motivational Interviewing Workshop is each participant will interact and learn with and from other professionals their skills they encountered in graduate school, workshops, or especially workplaces.
Workshop/Course Learning Goals and Objectives
- Assess attendee’s knowledge about MI concepts and practices.
- Analyze components of MI spirit as expressed through OARS skills.
- Analyze directive aspects of MI practice for treatment efficacy and outcomes.
- Describe Motivational Interviewing processes [Engage, Focus, Evoke, Plan].
- Assess how to apply OARS skills in each of the 4 MI process.
- Compare differences in Guiding, Following and Directing approaches [from Stephen Rollnick].
- Demonstrate advanced application of OARS skills. [Evocative OEQ vs. Regular OEQ]
- Describe the importance of change talk and sustain talk in MI practice.
- Describe how “resistance is defined” in current MI practice.
- Demonstrate how to respond to change talk and sustain talk in simple versus challenging situations.
- Develop skills to find change talk embedded within sustain talk or discord.
- Demonstrate how to soften sustain talk with OARS.
- Utilize MI adherent approaches when sharing one’s professional expertise/information [EPE].
- Describe and deploy MITI 4.2 coding system and how it can help with MI coaching.
- Design a tool to rapidly recall salient aspects of MI practice [mnemonics].
- Develop an integrate MI learning plan for attendee’s practice setting.
