THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER: SOWO 764.01
COURSE TITLE, SEMESTER, YEAR: Motivational Interviewing, Spring 2014
OFFICE HOURS:
L. Worth Bolton, ACSW, LCAS,CCS
Phone: 919-962-4371
Cell: 919-389-9224
Fax: 919-962-6562
Email: lwbolton@email.unc.edu
CLASS SCHEDULE: Mondays from 2:00 – 4:40 pm in Room #135
OFFICE HOURS: Mondays and Tuesdays by appointment only.
COURSE DESCRIPTION: This course presents the theoretical basis of Motivational
Interviewing, its basic principles and key strategies for facilitating effective discussions with
persons about behavior change.
COURSE OBJECTIVES:
By the end of this course, students will:
1. Understand what Motivational Interviewing is and what it is not.
2. Understand the central concepts of ambivalence and discrepancy and the rationale for
Motivational Interviewing in facilitating behavioral change.
3. Understand the basic components and therapeutic principles of Motivational Interviewing
strategies and how they create a climate and impetus for changing behavior.
4. Be knowledgeable about the research and evidence-base underlying Motivational
Interviewing particularly as it pertains to diverse clients and settings.
5. Be able to delineate the philosophy and spirit that characterize this approach as well as their
relevancy to social work ethics and values.
6. Demonstrate a beginning mastery of the skills involved in Motivational Interviewing and
apply them to specific behavioral and health-related challenges.
7. Identify personal challenges, areas of growth, and steps needed to continue developing
Motivational Interviewing skills and using them with consistency.
8. Recognize the importance of transitioning clients from Motivational Interviewing to other
therapies when indicated to facilitate continued movement by the client towards change.
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Also upon completion students will demonstrate a beginning proficiency with:
1. Reflective listening & responding to build rapport needed to engage clients.
2. Assessing readiness for change on multiple levels.
3. Eliciting self-motivating statements and supporting self-efficacy.
4. Helping clients establishing and maintain a “change plan”.
EXPANDED DESCRIPTION:
Even when people wish to make important changes in their life e.g. stop certain behaviors,
adapt a healthier life-style, and/or become compliant with a treatment regimen, making
behavioral changes can be very challenging. This course is an advanced direct practice elective
which introduces students to the theoretical basis of Motivational Interviewing (MI) its basic
principals, philosophy and skill sets. Motivational Interviewing is a directive, person-centered,
evidence-based practice modality used to help people explore and resolve ambivalence about
making needed changes. The knowledge and skills learned in this course will be applicable to a
wide range of diverse kinds of settings, problems, and populations. Students will have the
opportunity to learn and practice MI strategies in an in-depth manner. Each session will include
a brief lecture, followed by videotapes or demonstrations and then guided student practice
sessions. Students will have choices on some of the readings to insure that these assignments
match their interests and settings.
REQUIRED READINGS:
Class handouts will be used extensively in this course and provided during class activities
in advance of the classes.
Motivational Interviewing Website: http://motivationalinterview.net
(Students will use website as a primary resource for written assignment.)
(See Course Outline, page 6)
TEACHING METHODS:
This course will consist of the following:
(1) Brief lectures on the rationale for, theoretical underpinnings, basic principles, and
intervention strategies of motivational interviewing;
(2) In-person and DVD demonstrations on how to implement motivational interviewing skills;
(3) Practice and demonstration skills sessions in triads or larger groups; and
(4) Providing and receiving feedback to your peers.
The development of a supportive learning environment, reflecting the values of the social work
profession, is essential for the success of this class. A supportive learning environment is
fostered by listening to the ideas and views of others, being able to understand and appreciate a
point of view which is different from your own, articulating clearly your point of view, and
linking experience to readings and assignments. I will appreciate your contributions to making
this a safe and respectful class for learning and growth, particularly by giving honest and
constructive feedback to your peers.
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CLASS ASSIGNMENTS
Progress and achievement of the course objectives will be evaluated on the following three
criteria:
(1) Class participation (33%) – This will be based on class attendance, thoughtful
participation in class discussions, and active involvement in the skill practice sessions. All
students receive 33 points and points will then be deducted for missed classes, lateness, lack of
engagement/preparedness, and level of active participation in guided practice sessions.
NOTE: All class handouts and articles will be 3-hole punched and you are encouraged to
have a three-ring notebook as handouts will be used over several class sessions. Additional
copies will not be available to you; failure to have your handouts will deduct points for lack
of prep/participation.
TOPIC DUE BY JANUARY 28, 2012 AT THE BEGINNING OF CLASS
(2) MI and Your Interest Area (33%)
In this assignment you will choose an area of MI that is reflected in the MI website above
addressing the population you would most like to see/read MI-related research and other
articles.
In this 5 page paper you will include the following:
 A description of the MI-related area of practice that you chose and how this matches
you social work practice interests.
 A discussion of what you learned that was positive or not-so-positive in your review
about MI, and how this did or did not affect your early in-class experiences.
 You may include other assigned readings that also influenced your in thinking through
this interest area; a minimum of 5 references should be reflected in your paper. These
should reflect at least 2 randomized clinical trials with relevance to your topic.
LAST CLASS SESSION/WRITTEN ASSIGNMENTS DUE March 4th, 2013
(3) Final Exam (33%)
In this final exam you will be given multiple choice questions that has dialogue between the
person & therapist and you will identify from a list of choices what the MI therapist did in
response to what the client is saying.
Example#1: The Client says; “I really have been trying to stop eating so much but it is really
hard when everyone I hang out with isn’t trying to lose weight
and eats anything they want.”
And the Therapist says: “You’re finding out that being with your friends at meal or
snack times negatively affects your ability to eat in the
healthy ways you have talked about wanting to maintain.”
(a)
(b)
(c)
(d)
An Affirmation
A Simple Reflection
An Agreement with a Twist
None of the above
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Also on this final exam you will be given matching questions that ask you to match a definition
to an MI concept discussed/practiced in assigned reading and/or class sessions.
Example#2: Match the correct definition to the MI technique for dealing with resistance.
Simple Reflection –
-
Re-stating what the client has said to you to
insure you have heard the client correctly.
Amplified Reflection –
-
Adding something to increase the intensity of
what the client is saying.
Double-Sided Reflection –
-
Reflect the AMBIVALENCE that a client
is thinking/feeling in responding to what
they are saying.
Shifting Focus –
-
Moving the client away from a difficult issue
that is not necessary to discuss at this point
in time.
Reframing –
-
Make a change in the meaning of what the
client might say.
Agreement With A Twist –
-
Use a Reflection followed by a Reframe
in responding to the client.
Emphasize Personal
Choice & Control –
-
Making sure that the client knows that the
choice to change or not change a
behavior is entirely up to them.
Siding With The Negative –
-
Placing emphasis on the reasons a client
may be resistive to change a thought or
behavior.
Example #3: List five of the “Ten Things MI Is Not”
Example #4: Write short definition for each letter in the acronym “OARS”.
NOTE: Any test item that is missed by 50% of the class will be deemed a poor test item and
excluded from the grading process without point penalties for the class.
GRADING SYSTEM
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
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POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
I prefer not to give an incomplete grade and will give incompletes only in compliance with
University policy. If an assignment is late, (not handed in class on the due date), without prior
approval the grade will be reduced 10 points. The grade will continue to be reduced by 2
points for each day it continues to be late.
POLICY ON ACADEMIC DISHONESTY
Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
assignments. All written assignments should contain a signed pledge from you stating that, "I
have not given or received unauthorized aid in preparing this written work".
In keeping with the UNC Honor Code all written assignments should contain a signed pledge
from you stating that; “I have not given nor received unauthorized aid in preparing/completing
this written work”. Additionally, if reason exists to believe that academic dishonesty has
occurred, a referral will be made to the Office of the Student Attorney General for investigation
and further action as required.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
Students with disabilities which affect their participation in the course may notify the instructor
if they wish to have special accommodations in instructional format, examination format, or
other issues to be considered and addressed.
SoWo 764.01 Motivational Interviewing
Course Outline
January 13, 2014
Session 1: Course Overview and Introduction to Motivational Interviewing (MI)
- Syllabus Overview and Course Schedule
Class Handouts
- Introductions & Student’s Practice Focus
- “If I was going to buy a MI Book(s) it would be…..”
- What is the “Spirit of MI” - “The Eight Stages of Learning Motivational Interviewing”
Reading Assignments for January 27, 2014
“What is MI” Miller & Rollnick” (1995)
“Toward a Theory of Motivational Interviewing” Miller (1999)
“The Philosophy Behind Motivational Interviewing” (1995)
“Motivational Interviewing Principles” (1995)
“Encouraging Change Talk” MI Worksheet
“Ten Things that Motivational Interviewing is NOT” Miller & Rollnick (2009)
“Some MI Traps” Miller & Rollnick (1991)
(January 20, 2014 – Observance of Dr. Martin Luther King Day)
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January 27, 2014
Session 2: Opening Strategies – OARS
- “The MI Sandwich”
- Stages of Change” and MI…What is the connection?
- “Self-Change Wisdom” - “Stems”
- DVD Clips of Opening Strategies
- Practice, Practice, Practice
Class Handouts
February 03, 2014
Session 3: Eliciting Self Motivating Statements - aka (“Change Talk”)
Class Handout
- Clients: Problem Recognition, Statements of Concern, Intention to Change, Optimism
for Change
- DARN – Desire, Ability, Reasons, and Need
- DVD Clips of Eliciting Self-Motivational Statements
- Practice, Practice, Practice
February 10, 2014
Session 4: Handling Clients Discord Using Motivational Interviewing
- Eight Ways of Responding to Clients Struggling with Change
- DVD Clips of Responding to Resistance
- Practice, Practice, Practice
February 17, 2014
Session 5: Additional Tools for MI Practice
Ruled questions on Importance, Confidence, & Readiness
Review importance of Desire, Ability, Reasons, & Need
Practice, Practice, Practice
February 24, 2014
Session 6: Change Plans and Transitioning to Other Therapies
Feedback & Information Exchange – DVD Clip
Completing a Change Plan – DVD Clip
Practice, Practice, Practice
.
March 04, 2014
Session 7: Final Exam & Class Evaluations
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Additional Resources for further study in Motivational Interviewing:
Rollnick, S., Miller, W.R., & Butler, C.C. (2007). Motivational interviewing in health
care: Helping patients change behavior. New York: Guilford Press.
Arkowitz, H, Westra, H, Miller, W, & Rollnick, S (Eds.). (2008). Motivational
interviewing in the treatment of psychological problems. New York, NY: Guilford
Press.
Rosengren, David B. (2009) Building motivational interviewing skills: a practitioner work.
New York, NY: Guilford Press.
Naar-King, S, & Suarez, M.(2010) Motivational interviewing with adolescents and young
adults: New York, NY: Guilford Press.
Hohman, M. (2012) Motivational Interviewing in Social Work Practice: New York, NY:
Gilford Press
Miller, W.R., Rollnick, S. (2012). Motivational Interviewing: Helping People Change.
3rd edition. New York, NY: Guilford Press.