| I. Introduction to MI |
| Guiding Principles |
The way in which persons are engaged can either block or support the likelihood of their changing their behavior. We all experience ambivalence around change; how we talk about this affects what we do. A client-centered, non-authoritarian approach increases the client’s level of engagement and willingness to consider change. Client-centered skills (OARS) are necessary, but not sufficient for MI. Using client-centered skills and evoking the client’s ideas about change involves doing the opposite of what we are trained and naturally inclined to do. Because the clients are the experts, they—not we—should do most of the talking (i.e., articulating the reasons for change).
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| Objectives |
Compare and contrast the motivational interviewing approach to predominately directing and following styles. Identify the definition of MI and the components of the MI spirit. Identify and describe each of the client-centered counseling skills (OARS).
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| II. OARS and Values |
| Guiding Principle |
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| Objectives |
In the context of work with teachers, demonstrate the use of open-ended questions and affirmations. Define/describe simple and complex reflections. Demonstrate the use of reflection in the context of a support staff-teacher interaction. Define/describe a summary and demonstrate its use in the context of a support staff-teacher interaction. Identify the critical role of values in any discussion of change. Generate at least two open-ended values questions. Identify OARS skills within a verbatim transcript.
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| III. Evoking and Focusing |
| Guiding Principles |
Evoking involves guiding the client to voice their arguments for change. Change talk can be significantly increased depending on how the interviewer responds. MI involves a process for developing and maintaining a specific direction (toward one or more change goals) in the conversation about change.
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| Objectives |
Identify at least two methods of evoking change talk. Demonstrate at least two MI adherent responses to change talk. Identify the choices for focus most frequently on the table in working with teachers and parents. Demonstrate the use of agenda mapping.
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| IV. Exchanging Information, Sustain Talk & Discord, Evoking Confidence |
| Guiding Principle |
It is easy to overestimate how much information and advice clients need. When needed, these must be given in a way that honors the clients’ expertise and autonomy. Sustain talk can be decreased (or increased) depending on how the interviewer responds. The way in which discord is handled significantly affects future engagement. Client reluctance may be related to the importance of change and/or to clients’ confidence in their ability to change.
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| Objectives |
Demonstrate the use of elicit-provide-elicit technique. Distinguish between change and sustain talk in client statements. Demonstrate at least one MI-adherent response to sustain talk. Identify at least one origin of and one MI-adherent way to respond to discord. Demonstrate the use of at least one technique for evoking hope and confidence.
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| V. Planning for Change |
| Guiding Principle |
When clients reach a point where they are ready to change, MI involves developing commitment to change and a plan of action. For some, deciding to make the change is enough to lead to substantial and lasting change, even without treatment or educational intervention.
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| Objectives |
Provide experiences in recognizing readiness for change. Demonstrate negotiating a plan and consolidating commitment. Introduce steps to closure for each (a) premature, (b) no plan selected, and (c) plan selected.
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