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Nature of course request C02930 :

New course

400/500 course

First term offered : Fall 2014
Course Prefix&Number	Descriptive Title	Credits/Hours
CJ ?	Motivational Interviewing: Helping People Change	4 -

Abbreviation for Class Schedule(20 spaces) MI

Catalog Description: This course in Motivational Interviewing (MI) will coach students in the theory, research, practice, spirit and skills of MI. MI is as an evidence-based approach to helping people change. William Miller, Ph.D. and Stephen Rollnick Ph.D. created MI in 1982 and have been developing it ever since through ongoing practice and research. In the last 30 years MI has transformed the substance abuse field and is now having a profound impact on many other fields such as counseling, education, health care and criminal justice. There are over 200 randomized clinical trials of MI and more than 25,000 articles citing MI. MI is a person-centered counseling style for addressing the common problem of ambivalence about change that pays particular attention to the language of change used by a person seeking to make a change. It is designed to strengthen an individual's motivation for and movement toward a specific goal, by engaging, focusing evoking and planning around the person's own reasons, desires and need for change within an atmosphere of acceptance partnership, evocation and compassion. Most practitioners who learn MI find also find that the spirit and skills of MI are tremendously helpful in their personal life and in working with their colleagues in the work place. This course will place equal emphasis on understanding MI and learning how to do MI. Classes will consist of a community of practice around skill-based MI clinics. In each clinic the instructor will demonstrate the methods of MI and then have students practice them as a community of practitioners seeking continuous learning and improvement in their MI proficiency. The instructor will test and inform students on their baseline MI skills at the beginning of the course using internationally accepted norms and standards for proficiency. Through training, normative feedback and coaching the instructor will then help the students to increase, and document any gains, in their proficiency in MI. Students will finish the course with a personalized road map for the ongoing future development of their MI skills. There are no prerequisites for the course.

Course Goal and Objectives: Course Goal: To Improve the Level of Motivational Interviewing Understanding and Skill Among Class Participants as Measured Against International Standards of MI Proficiency Course Objectives: ¿ To create a community of practice among class participants. ¿ To establish baseline measure of MI proficiency for class participants. ¿ To increase the theoretical and practical understanding of MI among class participants. ¿ To conduct skill-based clinics with practice, coaching and feedback for class participants. ¿ To measure gains in MI proficiency among class participants. ¿ To provide class participant with a road map for ongoing development and mastery in MI.

Justification for adding the course (e.g. alignment with other institutions, program revision, etc.): Criminal Justice at WOU needs to add this Motivational Interviewing (MI) course to stay current with demands for professional training within the Criminal Justice System. Almost every probation and parole officer, and every correctional counselor, officer and educator in the country is now, or soon will be, expected to know something about Motivational Interviewing (MI), and be able to demonstrate that they have at least an entry level of practice and skill in MI (US Department of Justice, 2013). Most, if not all, of the County Community Correctional agencies in Oregon have trained their officers in MI. The Oregon Department of Corrections has trained many of its correctional officers and counseling staff in MI. Correctional Agencies around the US are also training their staff in MI and are actively working to bring their staff to international standards of competency in MI (Bogue et al, 2013; Madson et al, 2013) The criminal justice division currently receives requests from the field for students with MI training,. Reports from the field indicate the field is excited that WOU has already offered one class (a temporary class offered and tested by Tom O'Connor in the Spring 2013 semester). MI is a growth area for equipping professionals in a variety of fields ¿ criminal justice, health care, psychology, education - and WOU needs to position itself to meet this growing educational need. WOU also urgently needs to further explore the kind of theoretical and skill-based approach to education that this MI class will take. The class will involve the direct assessment and coaching of student skills according to normative proficiency measures that are internationally accepted in the field. With this MI course, WOU has an opportunity to further its development of competency-based learning. MI is accepted as an evidence-based practice for the Substance Abuse and Mental Health field (see Substance Abuse and Mental Health Services Administration - SAMSHA) and as a standalone intervention for improving treatment compliance, retention and enactment (Lundahl, 2010). Current research findings are promising that MI will also be adopted as an evidence-based practice in corrections, once sufficient quality research has been done (McMurran, In Press). The twenty students who took the temporary MI course in the Spring 2013 semester were very enthusiastic about their experience in the course, and to a person indicated they would highly recommend the course to other students. Tom O¿Connor introduces provides a brief introduction to MI in his Criminology and Probation and Parole courses, and many of the students in these courses are requesting a full course in MI. To my knowledge, no other University in Oregon currently offers an undergraduate or graduate level courses in MI. References: Bogue, B, Pampel, F & Pasini-Hill, D, 2013. Progress Toward Motivational Interviewing Proficiency In Corrections: Results Of A Colorado Staff Development Program, Justice Research And Policy, Vol. 15, No. 1 Lundahl, B., Kunz, C., Brownell, C., Tollefson, D., and Burke, B., 2010. A Meta-Analysis of Motivational Interviewing: Twenty-Five Years of Empirical Studies. Research on Social Work Practice 2010 20: 137 originally published online 11 January 2010 Madson, M., Loignon, A., Lane, C., 2009. Training in motivational interviewing: A systematic review. Journal of Substance Abuse Treatment 36, 101¿109 McMurran, M., In Press. Motivational Interviewing with Offenders: A Systematic Review, Legal and Criminological Psychology US Department of Justice, National Institute of Corrections, Bogue, B., & Nandi, A., 2013, Motivational Interviewing In Corrections, A Comprehensive Guide To Implementing MI In Corrections

Faculty and facilities needed: Thomas O'Connor, Ph.D., who is an assistant professor of Criminal Justice will teach the course. The only facility needed is a classroom with audio visual capabilities and enough room to break into small learning groups.

Brief Course outline: The required text for the course will be Motivational Interviewing: Helping People Change by William Miller and Stephen Rollnick, Third Edition, Guilford Press 2013. Week I II will focus on setting up the unique learning conditions ¿ a community of practice - for this class and introducing people to a basic understanding of the spirit and skills of MI. Week I and II will also be used to establish a baseline of MI skill level for each student. Weeks III to VIII will cover the major components of MI in detail (following the chapters of the text book) and will also consist of a skill clinic during which students watch MI demonstrations (live by the instructor and taped by Miller and Rollnick) and then practice these skills and receive feedback and coaching on the skills. Week IX and X will be set aside for final testing of MI proficiency levels that will be compared to the baseline levels for each student and to national standards of proficiency. During Weeks IX and X we will also develop a personalized roadmap for each member of the class for their ongoing development toward MI proficiency and mastery. Week I & II - Creating a Community of Practice & Safe Container for Learning MI ¿ Introduction, Course Expectations, Learning Objectives and Style ¿ Setting up pair-partners and small group communities of practice ¿ Introduction to the Spirit and Skills of MI ¿ What is Motivational Interviewing? ¿ Establishing a Baseline of MI skill level for each participant. Week III - Engaging: The Relational Foundation ¿ Engagement and Disengagement ¿ Listening: Understanding the Person¿s Dilemma ¿ Core Interviewing Skills: OARS ¿ Exploring Values and Goals ¿ Skills Clinic Week IV - Focusing: The Strategic Direction ¿ Why Focus? ¿ Finding the Horizon ¿ When Goals Differ ¿ Exchanging Information ¿ Skills Clinic Week V ¿ Evoking: Preparation for Change ¿ 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 Week VI - Planning: The Bridge to Change ¿ From Evoking to Planning ¿ Developing a Change Plan ¿ Strengthening Commitment ¿ Supporting Change Week VII - Motivational Interviewing in Everyday Practice ¿ Experiencing Motivational Interviewing ¿ Leaning Motivational Interviewing ¿ Applying Motivational Interviewing ¿ Integrating Motivational Interviewing Week VIII - Evaluating Motivational Interviewing ¿ Research Evidence and the Evolution of Motivational Interviewing ¿ Evaluating Motivational Conversations Week IX & X - Testing of Student MI Proficiency Levels ¿ Testing of MI Spirit and Skill Levels for Each Person ¿ Comparison of Baseline to End of Term Levels ¿ Next Steps & a Road Map for Your Professional and MI Development ¿ The Motivational Interviewing Network of Trainers

Approval Queue C02930

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