Delivery Method:  Group Training

Service Description:

MI Trainings are offered in the following areas:

-Basic/Advanced MI skills
-Basic/Advanced MI skills Coding
-Basic MI skills Coaching
-MI T4T (Training for Trainers)

Motivational interviewing (MI) is a psychological counseling approach that works on facilitating the emergence of, and engaging motivation from within the client in order to change behavior.   MI is goal-oriented and client-centered.  It is both an art and a science that demands a masterful balance from the trainer to successfully facilitate the MI skill development by the trainee. JSAT MI training programs simultaneously build participant MI knowledge and skill proficiency in MI to provide a foundation for deep, protracted assimilation of an MI style.

JSAT’s trainers are professional MI practitioners who are specialized in the field of corrections, MH, and AOD.  MI training by JSAT is performed within an evidence-based practice implementation framework where participants scaffold-up skills and understanding in a natural person-centered progression. JSAT strives to infuse trainees with an ongoing drive toward continuous MI skill improvement.  To that end, pre-post measures are in place that establish milestones (proficiency, competency, mastery in a manner that is integral to the MI learning process.

Considerations:

  • For over 20 years, JSAT has trained thousands of professionals in the art and science of Motivational Interviewing (MI).
  • JSAT offers MI training, and a number of related services such as coding & critique of MI sessions, coaching, and so forth, which are 100% consistent with one another.
  • JSAT’s Bradford Bogue is a nationally recognized expert in the field of MI, has authored and co-authored a number publications on MI in corrections, including the book “Motivational Interviewing in Corrections: A Comprehensive Guide to Implementing MI in Corrections” (2012).
  • JSAT’s authoritative expertise in MI is endorsed on the National Institute of Corrections website (www.nicic.org).
  • Each training program conducted by JSAT is custom tailored to the specific requirements of the client organization.

 Why JSAT ?

Organizations that choose to support the development of Motivational Interviewing skills amongst their staff thru JSAT derive substantial advantages in terms of the beneficial impacts on their client population, their organizational culture and their individual staff.  In particular, these organizations benefit from:

  • JSAT emphasizes that MI is person-centered at heart, and therefore can be tailored to the complex interactions between clients’ mental health, criminogenic factors and their behavioral problems.
  • The MI approach does not initially require that clients admit they have a problem. Client ambivalence to change is considered natural and it is embraced as part of the path to change. Once a client has sufficiently resolved his or her ambivalence for a particular change target they are more apt to succeed in their efforts to successfully change behavior(s). JSAT MI training underscores MI short-term goals as part of a long-term relationship. Because the motivational approach is not based on the pursuit of set, prescribed goals, there is always something to do in sessions, even when it appears that an impasse has been reached.
  • JSAT underscores the importance of incremental change through MI (e.g., a client’s accepting that there is a downside to using street drugs to alleviate mood problems) as well as categorical change (e.g., quitting street drugs altogether).
  • JSAT stresses that the relationship building dimension of MI is a human foundation that helps fulfill the continuity in long-term treatments. Indeed length of treatment is shown by many studies to be the most important variable in predicting outcome.
  • JSAT trainers encourage a centered and reflective state of mind in practitioners when it comes to dealing with adaptive change in their clients. Thoughtful collaboration and consideration is valued over abrupt or heroic efforts to support (or control) clients. MI goals and strategies are flexible and will alter with time. This aids the development of a lasting client–therapist relationship. MI is thus suited to a variety of long-term settings such as day programs, outpatient units and supportive continuing care.

 Technical Description:

JSAT’s MI training centers around the idea that the examination and resolution of ambivalence is a core objective of MI, and the trainee is directed towards pursuing this notion.  JSAT adheres to the following advisement taken from the international Motivational Interviewing website (Motivational Interviewing.org):

With 16-24 hours of training contact time, it is possible to provide participants with an understanding of the spirit and method of MI, and to offer some practical experience in trying out this approach. A reasonable goal for this level of training is not MI proficiency, but rather to “learn how to learn” MI from ongoing practice.

  • Expect a mix of didactic presentation, demonstration, and practice exercises.
  • A limited number of participants per trainer allows some opportunity for observation and feedback. Limitations will vary depending on the precise goals and nature of the training, but we recommend no more than 40 participants per trainer.
  • Research and experience caution that attendees may leave a one-time introductory workshop overconfident in their mastery of MI.
  • Optimally, this length of training should be provided in blocks of 4 hours or so, with opportunity in between for participants to practice MI and come back with experience and problems (for example, 4/4/4 sessions of 4 hours each spread over 4 months).
  • Many organizations choose to contract for full day concurrent workshops. While practical for attendees, this learning option reduces the applicability and retention of MI practice compared to dividing sessions with personal practice in between. Research indicates a reduction in MI skill level within 4 months (Miller & Mount, 2001).
  • Adding opportunities for personal performance feedback (e.g., from practice audiotapes) and/or individual coaching can significantly increase the effectiveness of training in helping participants to improve their clinical proficiency.

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