Motivational Interviewing Training

Motivational Interviewing (MI) is a client-centered method for enhancing intrinsic motivation to change by exploring and resolving ambivalence (Miller & Rollnick, 2002). MI assumes that ambivalence, or feeling two ways about something, is a common human experience, especially in relation to addictive behaviors. For example, although often cognizant of the risks and harms associated with heavy alcohol use, various factors may lead the individual to continue drinking (e.g., relief from negative feelings, social acceptance/enhancement). Unlike more directive approaches, MI meets the person where they are at, allowing them to determine the content, direction and goals of the encounter. As such, MI is an invaluable tool for counselors, educators, and administrators to facilitate service engagement and behavior change. This training will provide a foundation in MI and incorporates substantial practice of MI skills using small-group exercises and paired practice.

This training is designed so that participants will obtain advanced practice utilizing their MI skills in a variety of activities including written cases, small group exercises, and one-on-one practices.

Brief Alcohol Screening and Intervention for College Students (BASICS) Training

The Brief Alcohol Screening and Intervention for College Students (BASICS) program it strongly rooted in Motivational Interviewing (MI). BASICS utilizes an MI-style to facilitate conversation guided by personalized feedback regarding students’ personal alcohol use, college drinking norms, positive alcohol expectancies, experienced alcohol-related consequences, and personal costs of drinking (e.g., financial and caloric intake). Discussion of the personalized feedback is used to find the unique “hook” that will catalyze contemplation of behavioral change for an individual student, and MI-style is used to support and move that contemplation of change toward actual changes in behavior. Discussion of personalized feedback during a BASICS session occurs in tandem with teaching specific cognitive-behavioral skills (e.g., ways to limit alcohol consumption) and providing psychoeducation directly relevant to skill use (e.g., defining a standard drink, discussing the biphasic effects of alcohol and the point of diminishing returns). Successful implementation of BASICS is predicated on facilitators’ ability to flexibility integrate and draw upon this information, such that a facilitator can weave information into the conversation when and only if it is relevant and welcomed (or requested) by the student. Thus, although the feedback grounds the discussion, it does not dictate its flow or final content. The skilled BASICS facilitator meets each student where they are at in their change process and guides them in a discussion that is tailored to their unique circumstances. Thus, a key element of training is substantial, supervised practice with immediate feedback.

Only for learners who are involved in delivery of BASICS on their campus:

Note: You can register for the Motivational Interviewing training alone, but in order to register for BASICS, you must also register for Motivational Interviewing.