Motivational interviewing (MI) is an evidence-informed communication approach that motivates people to engage in and maintain behavior change. MI is a guiding style of communication, that sits between following (good listening) and directing (giving information and advice) and is designed to empower people to change by drawing out their own meaning, importance and capacity for change. Wraparound practitioners will find Motivational Interviewing skills useful in engaging clients in services, especially when:
- Ambivalence is high and people are stuck in mixed feelings about change
- Confidence is low and people doubt their abilities to change
- Desire is low and people are uncertain about whether they want to make a change
- Importance is low and the benefits of change and disadvantages of the current situation are unclear
After attending this training, participants will be able to:
- Understand the core components of motivational interviewing
- Use skills for evoking motivation to change that increases connection to children and parents
- Avoid argumentation and bypass
- Understand the role of ambivalence that keeps people “stuck” in behavior patterns and how to influence this dynamic toward change
- Refine reflections (and watch them have a bigger impact)
- Generate affirmations and complex reflections in response to parent/child statements
- Constructively respond to parent and child statements where there is little motivation to change
This series will include multimedia presentations, advanced learning materials, role playing, video demonstrations, small group activities, group coaching and numerous opportunities for participants to practice and receive supportive coaching and feedback.
“MI is a collaborative, goal-oriented style of communication with particular attention to the language of change. It is designed to strengthen personal motivation for and commitment to a specific goal by eliciting and exploring the person’s own reasons for change within an atmosphere of acceptance and compassion.” (Miller & Rollnick, 2013, p. 29)