SS2829: Introduction to Motivational Interviewing

Credit Weighting: 5
No. of Students: Min 17, Max 35.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Period(s): Semester 1.
Teaching Methods: 4 x 3hr(s) Lectures; 1 x 6hr(s) Workshops; 2 x 1hr(s) Tutorials; 4hr(s) Other (on-line discussion on Blackboard); Other (set reading material for discussion at tutorials; set course work)
Module Co-ordinator: Dr Ciara Staunton, Centre for Adult Continuing Education.
Lecturer(s): Staff, Centre for Adult Continuing Education, HSE South Addiction Services staff.
Module Objective: This module aims to engage students with the theory of Motivational Interviewing and to help students to make the connection between the theory and practice of Motivational Interviewing. There is an emphasis on helping and supporting those impacted by substance misuse to identify, explore and resolve ambivalence and elicit change talk.
Module Content: A space will be created for students to expand their current understanding, knowledge and skills around the use of MI to address substance misuse and addiction. Students will be helped to see health behaviour change as a dynamic process. They will be guided as they develop their sense of role legitimacy and role adequacy in terms of supporting those with problems as a result of alcohol and drug misuse. Students will be asked to self-evaluate, reflect on and potentially develop their own helping style and professional identity, to de-pathologise resistance, identify, explore and resolve ambivalence about change.
Learning Outcome: On successful completion of this module, students should be able to:
  • Describe the foundational processes of Motivational Interviewing: 1) Engaging 2) Focusing 3) Evoking 4) Planning and their application in practice;
  • Use the 'Spirit' and skills of Motivational Interviewing to explore health related behaviour change, avoid the 'righting reflex' and to elicit change talk;
  • Articulate the dynamics of change conversations that are used to identify, explore and resolve ambivalence;
  • Discuss critically and apply MI strategies depending on where the service user is situated in relation to change;
  • De-pathologise resistance, see it as a normal part of the change process and understand it as a relational process that is responsive to the style of the helper'
  • Critically analyse the evidence-base for MI, the trans-theoretical model of change and the interface and influence it has on health behaviour change as a process.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 1,500 word MI role play write-up with a rubric that demonstrates basic MI knowledge and emergent proficiency, 80 marks; Engagement in online activities as prescribed by the course tutor, 20 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of course/project work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the module coordinator).

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