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Syllabus

Master of Social Work

SSW 652 – Motivational Interviewing

Credits - 3

Description

Motivational interviewing is a way of collaborating with clients empathically and in a person-centered way that helps clients to find their own motivations for change. In this course students will learn the fundamentals of motivational interviewing and will have the opportunity to practice intensively within the context of the social work profession. Students will learn core principles of motivational interviewing including expressing empathy and avoiding arguing, developing discrepancy, rolling with resistance, and supporting self-efficacy. We will explore enhancing strategies for promoting individual change in primary healthcare settings and the use of motivational interviewing in achieving better healthcare outcomes.

Materials

Required

Miller, W., (2012). Motivational interviewing: Helping people change (3rd ed.). New York: Guilford.

Optional

Rollnick, S., Miller, W., & Butler, C. (2011). Motivational interviewing in social work practice. New York: Guilford Press.

Miller, W. (2012). Motivational interviewing in groups. New York: Guilford Press.

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

  1. Demonstrates ethical and professional behavior.
  2. Advance human rights and social, racial, economic, and environmental justice.
  3. Engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
  4. Engage in practice-informed research and research-informed practice.
  5. Engage in policy practice.
  6. Engage with individuals, families, groups, organizations, and communities.
  7. Assess individuals, families, groups, organizations, and communities.
  8. Intervene with individuals, families, groups, organizations, and communities.
  9. Evaluate practice with individuals, families, groups, organizations, and communities.

Course Objectives

Through the completion of their assignments, students will demonstrate their ability to:

  1. Apply core principles and concepts of motivational interviewing as a therapeutic stance in working with clients. PROGRAM OUTCOME #3 (As measured by Evaluating Motivational Interviewing Paper, Motivational Interviewing Self Evaluation Paper, Self-Coded Motivational Interviewing Paper, and Discussion)
  2. Engage clients in conversations about change and to assess where clients are in the change process. PROGRAM OUTCOME #3 and #4 (As measured by Evaluating Motivational Interviewing Paper, through peer critique of Self-Coded Paper, and Discussions)
  3. Use active listening skills of open-ended questions, affirming, reflection, and summarizing with clients. PROGRAM OUTCOME #2 (As measured by peer critique of Self-Coded Paper and Discussions)
  4. Show evidence of collaborating with clients in developing a focus and goal-directed activities. PROGRAM OUTCOME #3 (As measured by Self-Coded Motivational Interviewing Paper, Evaluating Motivational Interviewing Paper, Discussion and Discussion Facilitation)
  5. Demonstrate evidence of the ability to acknowledge and explore ambivalence through developing and sustaining talk that is change oriented and that highlights discrepancy in behavior that supports change. PROGRAM OUTCOMES #2 and #3 (As measured by Motivational Interviewing Self Evaluation Paper, Evaluating Motivational Interviewing Paper, and Discussions)
  6. Collaborate with clients to develop a goal-directed plan for change in behavior and to show the ability to strengthen commitment for that plan. PROGRAM OUTCOMES # 2 and #3 (As measured by Self-Coded Motivational Interviewing Paper and Evaluating Motivational Interviewing Paper)
  7. Show evidence of competent use of motivational interviewing skills in social work practice. PROGRAM OUTCOME #3 (As measured by Self-Coded Motivational Interviewing Paper and Evaluating Motivational Interviewing Paper)
  8. Evaluate motivational interviewing skills in practice. PROGRAM OUTCOME #3 (As measured by Self-Coded Motivational Interviewing Paper, Evaluating Motivational Interviewing Paper, and Discussions)

Assignments

A variety of learning activities are designed to support the course objectives, facilitate different learning styles, and build a community of learners. Learning activities for each module include PowerPoints, videos, sample interviews, handouts, self-reflection, and discussion. 

Grading Policy

The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssignmentPoint ValuePercentage of Grade
Motivational interviewing self-reflection paper*20020
Evaluating Motivational Interviewing paper20020
Self-Coded MI paper30030
Discussion (Participation)300 (37.5/week)30
Total:1000 points100%

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Motivational Interviewing
Course Dates: March 1, 2017 – April 23, 2017

All assignments are to be submitted by 11:59 p.m. EST on the dates listed below. Unless otherwise specified below, all module discussions and assignments are due the last day of the module or unit week.

MODULE 1: Motivational Interviewing Overview
Dates: 03/01/17 – 03/07/17

  • Readings:
    • Articles:  
      • A Brief Guide to Motivational Interviewing
      • Eight Stages in Learning Motivational Interviewing
    • Textbook: Miller, W. (2010). Motivational interviewing: Helping people change (3rd ed.). Chapters 1-3
    • Handouts:
      • Motivational Interviewing Tips Sheet
  • Multimedia:
    • Helping Populations Progress Through Stages of Change
    • Introduction to Motivational Interviewing 
    • Motivational Interviewing: Spirit and Principles
    • Motivational Interviewing: Setting the Scene
  • Discussions:
    • How do we change?
    • The Spirit of Motivational Interviewing

MODULE 2: Engagement and the Relational Foundation
Dates: 03/08/17  – 03/14/17

  • Readings:  
    • Articles:
      • Motivational Interviewing
      • The efficacy of motivational interviewing: A meta-analysis of controlled clinical trials. 
    • Textbook: Miller, W. (2010). Motivational interviewing: Helping people change (3rd ed.). Chapters 4-7.
    • Handouts:
      • PowerPoint: Advanced Motivational Interviewing  
      • MI Self-Evaluation Checklist  
  • Multimedia:
    • Motivational Interviewing: Core Concepts Video
    • Motivational Interviewing: An M.I. Learning Resource Clip
    • Dr. William Miller: Motivational Interviewing: Facilitating Change Across Boundaries
  • Discussions:  
    • Engagement and Establishing Relationship
    • Effective Listening
    • Values and Truths
  • Assignment: Motivational Interviewing Self-Reflection Paper Due
  • Assignment Introductions: Evaluating MI Conversations Paper and Self-Coded MI Paper

MODULE 3: Focus and Directive Goal Setting
Dates: 03/15/17 – 03/21/17

  • Required Readings:
    • Articles:
      • Client commitment language during motivational interviewing predicts drug use outcome. 
      • Effects of motivational interviewing training on mental health therapist behavior. 
    • Textbook: Miller, W. (2010). Motivational interviewing: Helping people change (3rd ed.). Chapters 8-9.
    • Handout: 
      • OARS: Strategies of Motivational Interviewing in the Early Stages of Treatment 
      • Verbatim Transcript for Motivational Interviewing Conversation Assignment
  • Multimedia: Motivational Interviewing: Core clinician skills – Introducing OARS
  • Discussions: 
    • Style and Focus
    • Focus and Change
    • Ethical Use of MI
    • Advice and Self Disclosure

MODULE 4: Evoking Change and Working with Ambivalence
Dates: 03/22/17 – 03/28/17

  • Readings:
    • Articles:
      • Toward a theory of motivational interviewing
      • Ten things that motivational interviewing is not
    • Textbook: Miller, W. (2010). Motivational interviewing: Helping people change (3rd ed.). Chapters 10-18.
    • Handouts: 
      • Getting to Change 
      • Decisional Balance Example 
      • Readiness to Change Ruler
      • Example of exploring Pros and Cons
  • Multimedia:
    • Clients arguing for change: Introducing DARN-C 
    • Motivational Interviewing Decisional Balance
  • Discussions: 
    • Ambivalence: Change Talk and Sustain Talk.
    • Evoking the Person’s Own Motivation, Responding to Change Talk, Responding to Sustain Talk and Discord.
    • Evoking Hope and Confidence; Counseling with Neutrality.
    • Developing Discrepancy
  • Assignments: Continue working on Evaluating Paper (due next week); Continue working on Self-Coded paper

MODULE 5: Developing a Change Plan and Strengthening Commitment
Dates: 03/29/17 – 04/04/17

  • Readings:
    • Article: Motivational Interviewing in Health Settings: a Review.
    • Textbook: Miller, W. (2010). Motivational interviewing: Helping people change (3rd ed.). Chapters 19-22.
    • Handouts:
      • Strategies for assessing importance and confidence of change plan
      • Example of coded session with ‘Jim’
  • Multimedia:
    • The Ineffective Physician: Non-Motivational Approach
    • The Effective Physician: Motivational Approach
    • How not to do motivational interviewing – A conversation with Sal about managing his Asthma
    • Motivational Interviewing – A conversation with Sal about managing his Asthma
  • Discussions:
    • From Evoking to Planning
    • Developing a Change Plan, Strengthening Commitment and Supporting Change
  • Assignment Submission: Evaluating Motivational Interviewing Paper Due
  • Assignment: Continue working on Self-Coded Paper

MODULE 6: Applying Motivational Interviewing in Practice
Dates: 04/05/17 – 04/11/17

Readings:

  • Textbook: Miller, W. (2010). Motivational interviewing: Helping people change (3rd ed.). Chapters 23-26
  • Multimedia: Motivational Interviewing – Recommendations and Conclusions
  • Discussions:
    • Experiencing Motivational Interviewing
    • Learning, Applying and Integrating Motivational Interviewing
  • Assignment: Share your Self-Coded draft with groupmates no later than Friday; provide peer critique applying MI technique

MODULE 7: Evaluating Motivational Interviewing in Practice
Dates: 04/12/17 – 04/18/17

  • Readings: Core Concepts of Motivational Interviewing
    • Article: Promoting Treatment Adherence Through Motivational Interviewing
    • Textbook: Miller, W. (2010). Motivational interviewing: Helping people change (3rd ed.). Chapters 27-28
  • Discussion: Case Application Group Discussion Question
  • Assignment: Peer critique of Self-Coded MI Paper using MI technique (by 11:59 PM EST Friday); Final revisions of Self-Coded MI Paper
  • Assignment Submission: Self-Coded MI Paper by 11:59 PM EST Tuesday (end of Module 7)

MODULE 8: Motivational Interviewing Special Populations
Dates: 04/19/17 – 04/23/17 

  • Readings:
    • Article: Systematic Review: Smoking Cessation Intervention Strategies for Adults and Adults in Special Populations
    • Web site: Motivational Interviewing as a Counseling Style
  • Multimedia:
    • Motivational Interviewing in Psychiatry
    • Motivational Interviewing in Primary Health Care
  • Discussion: A Case Through the Lens of MI Discussion Question

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Social Work page

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Policies

Essential Academic and Technical Standards

Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Confidentiality Statement

Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.