Texts

Miller, W. R. & Rollnick, S., (Eds). (2002). Motivational Interviewing: Preparing People to Change. New York: Guilford.

Rosengren, D. B. (2010). Building Motivational Interviewing Skills: A Practitioner Workbook. New York: Guilford.

Selected readings TBA

Course Description

What does it mean to be “in the room” with a patient? What are the variables that predict becoming an effective psychotherapist? How does one conduct a treatment session? What can you do to help a client change? The purpose of this course is to facilitate you beginning to answer these questions as a professional and to develop the necessary skills to be an effective interviewer/therapist. This will be done through self-exploration and learning/practice of the skills of motivational interviewing.

Content will be presented through reading, lecture, discussion, practice, and video.

Student Learning Outcomes

By the end of this course you will

1. have a basic understanding of the theory and principles of motivational interviewing

2. demonstrate the ability to use the basic strategies of motivational interviewing in a role-play with a standardized patient.

3. demonstrate the ability to conduct an initial session with a standardized patient focused on empathic joining, assessment, building motivation, and the commutation of a clinical formulation.

Course Requirements

Requirements for this course include:

Reading the assigned readings and participating in class discussions of these readings.
Practice in-class experiences and role-plays focused on the basic skills of motivational interviewing
30-minute videotaped final role-play
Essay exam

Methods of Evaluation

1. Level and quality of class participation will assess mastery of the content and the basic skills.

2. Video-taped role-play will assess mastery of the basic skills and ability to conduct a standard intiatl interview. The video will be evaluated by you, the student, and Dr. Ogle.

3. Essay test will assess mastery of course content.

Class Participation

Class participation will include doing exercises and role-plays from the Rosengren text. You will do many of the exercises and worksheets at home and we will discuss them in class. Your grade will largely depend on your level of participation.

Videotaped Role-play

You will videotape yourself conducting a 30-minute role-play interview. You will then code this tape and meet with me for a review of your performance. You will be evaluated based on your mastery of basic motivational interviewing skills. Tapes will be done during finals week.

Final Exam

As part of your grade, you will take an essay exam. This exam will allow you to display your mastery of the information discussed throughout the semester and be based primarily on the MI text. It is hoped that you will integrate your insights from the readings, lectures and discussions in answering the questions.

Grading

Grades will be assigned based on your performance on the following:

Class Participation…….……..….….......100 points
Final Videotaped Role-play………….....100 points
Final Exam………………………………75 points

Schedule

August

29 Introduction and Review of Syllabus

Why are you here?

September

5 LABOR DAY – NO CLASS

12 How Do People Change? The Stages of Change (MI 1-3, 15)

19 What is Clinical/Motivational Interviewing? (MI 4-5, 13; R1-2)

26 Microskills – Reflective Listening (MI 6;, R 3)

October

3 Microskills – Reflective Listening (MI 6)

10 No Class – Fall Break

17 Microskills – Questioning & Listening/Reinforcing Change Talk (MI 7; R4, 5)

24 Microskills – Summarizing & Working with Ambivalence (R 4, 8)

31 Microskills – Opening a Session & Gathering Information. (R 7, 9)

November

7 Macroskills – Managing Resistance (MI 8; R 6)

14 Macroskills – Negotiating Change (MI 10, MI 11; R 10, 11)

21 Putting It All Together – Practice (MI 16, R 12)

28 Putting It All Together – Practice

December

5 Putting It All Together – Practice and Discuss Role-plays

14 (Wed) FINAL EXAM (11:30-2:30)