Motivational Interviewing Training: A Pilot Study in a Master's Level Counseling Program

Zeligman, Melissa; Dispenza, Franco; Chang, Catherine Y.; Levy, Diane; McDonald, C. Peeper; Murphy, Thomas M.

doi:10.1080/21501378.2017.1342518

Cited by 4 publications

(6 citation statements)

References 33 publications

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“…This study also has several strengths: The study included students from two different countries (USA and UK), and included students studying several different disciplines, allowing increased generalizability outside of the field of social work to other health-supportive fields that may use MI. We also note a correspondence with prior research on MI workshops that captured HRQ data, as the overall significance and effect size of the MI training on therapeutic empathy in this study mirrors that work [11][12][13]. This supports the overall validity of the study.…”

Section: Strengths and Limitationssupporting

confidence: 83%

“…MI skills development appears to be more sustainable when coaching and feedback are provided post-training [8]. Of particular interest for this study, researchers have also used the Helpful Responses Questionnaire (HRQ) [10], a measure of learner empathy, as a means of assessing the impact of MI training [11][12][13]. This work has generally found that MI training improves HRQ scores by a significant and meaningful amount.…”

Section: Motivational Interviewing (Mi)mentioning

confidence: 99%

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Pilot study of the influence of self-coding on empathy within an introductory motivational interviewing training

Simper¹,

Agley

DeSalle

et al. 2020

BMC Med Educ

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Background: Motivational interviewing (MI) is a framework for addressing behavior change that is often used by healthcare professionals. Expression of empathy during MI is associated with positive client outcomes, while absence of empathy may produce iatrogenic effects. Although training in MI is linked to increased therapeutic empathy in learners, no research has investigated individual training components' contribution to this increase. The objective of this study was to test whether a self-coding MI exercise using smartphones completed at hour 6 of an 8-h MI training was superior in engendering empathy to training as usual (watching an MI expert perform in a video clip for the same duration at the same point in the training).Methods: This was a pilot study at two sites using randomization and control groups with 1:1 allocation. Allocation was achieved via computerized assignment (site 1, United Kingdom) or facedown playing card distribution (site 2, United States). Participants were 58 students attending a university class at one of two universities, of which an 8-h segment was dedicated to a standardized MI training. Fifty-five students consented to participate and were randomized. The intervention was an MI self-coding exercise using smartphone recording and a standardized scoring sheet. Students were encouraged to reflect on areas of potential improvement based on their self-coding results. The main outcome measure was score on the Helpful Responses Questionnaire, a measure of therapeutic empathy, collected prior to and immediately following the 8-h training. Questionnaire coding was completed by 2 blinded external reviewers and assessed for interrater reliability, and students were assigned averaged empathy scores from 6 to 30. Analyses were conducted via repeated-measures ANOVA using the general linear model. Results: Fifty-five students were randomized, and 2 were subsequently excluded from analysis at site 2 due to incomplete questionnaires. The study itself was feasible, and overall therapeutic empathy increased significantly and substantially among students. However, the intervention was not superior to the control condition in this study. Conclusions: Replacing a single passive learning exercise with an active learning exercise in an MI training did not result in a substantive boost to therapeutic empathy. However, consistently with prior research, this study identified significant overall increases in empathy following introductory MI training. A much larger study examining the impact of selected exercises and approaches would likely be useful and informative.

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Section: Strengths and Limitationssupporting

confidence: 83%

Section: Motivational Interviewing (Mi)mentioning

confidence: 99%

Pilot study of the influence of self-coding on empathy within an introductory motivational interviewing training

Simper¹,

Agley

DeSalle

et al. 2020

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…MI-consistent behaviors (Miller & Rollnick, 2013) included the following: empathy (e.g., having understanding for the client’s experiences), spirit (i.e., autonomy-supportive, collaborative, and evocating ideas from the client; ACE), adherence (e.g., therapists’ use of MI techniques), open-ended questions (e.g., questions that allow more exploration and are not one directional), reflections (commonly a combination of any type of MI reflection, e.g., simple, complex), reflections-to-questions ratio (i.e., number of reflections therapist uses compared to questions; aim for 2:1), and change plan (e.g., eliciting clients’ ideas about options, steps, and motivations). To measure these behaviors, scores from independent raters (e.g., Daeppen et al, 2012), standardized clients (e.g., Haeseler et al, 2011), or in two cases, the trainees’ report (Madson et al, 2013; Zeligman et al, 2017) were used. From the studies included in the analyses, behaviors were reported in three ways: global scores, behavior counts, or a percentage for the amount of time spent engaging in a behavior.…”

Section: Methodsmentioning

confidence: 99%

“…Whereas, students often receive much of their skills training through their graduate programs’ classes or practica/internships/residencies, often with targeted training objectives in mind, such as training in evidence-based therapies (Young & Hagedorn, 2012) and enhancing students’ communication skills (Han & Cho, 2018) and confidence in facilitating client behavior change (Daeppen et al, 2012). Students may also experience greater anxiety than professionals when working with clients given their limited experience (Young & Hagedorn, 2012; Zeligman et al, 2017), and trainings tend to involve a greater amount of supervision (e.g., Daeppen et al, 2012; Madson et al, 2013). Moreover, the degree to which professionals more strongly identify with their profession could affect students’ quality of motivation and engagement during their training (i.e., identity-based motivation; Oyserman, 2007), as students may have less perceived self-efficacy.…”

Section: Motivational Interviewingmentioning

confidence: 99%

A systematic review and meta-analysis of motivational interviewing training effectiveness among students-in-training.

Maslowski

Owens

LaCaille

et al. 2022

Training and Education in Professional Psychology

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Effectively using motivational interviewing (MI) in practice can be difficult. However, there are a number of studies that examine training students across helping professions, with the goal of promoting more effective use of MI. The purpose of this systematic review and meta-analysis was to quantify the effectiveness of teaching students MI. In total, 15 randomized and nonrandomized studies met inclusion criteria and were examined in the current review of 8 dependent variables. A large and significant overall Hedges' g of 0.90 (95% CI [0.45, 1.35]) was found. When restricted to randomized controlled trials only, it decreased to moderate-in-size (g = 0.74, CI [0.41, 1.56]). Significant effects were observed with the knowledge, empathy, and change plan outcomes. Moderation analyses revealed training length was a significant moderator, with greater effects being associated with longer trainings. Limitations of the current metaanalysis included the small sample size and lack of consistency among training duration, measurement, and data collection, as well as the resulting heterogeneity. Future research appears warranted to further assess student MI training effectiveness, especially using more rigorous and standardized procedures and in determining enduring effects of the training. Public Significance StatementThis review examined the practical effectiveness of teaching motivational interviewing (MI) to students who were in training in their respective fields. Overall, students appeared to improve in their MI skills and knowledge. Student MI training might be improved through increased standardization and a greater focus on assessment over time.

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“…Relatively few SCs use MI, even though research has shown the effectiveness of MI interventions regarding students' academic, personal/social, and career health (Cross et al, 2018;Gutierrez et al, 2018;Pincus et al, 2019;Snape & Atkinson, 2016;Strait et al, 2012;Terry et al, 2013). Iarussi et al (2013) and Zeligman et al (2017) created full semester courses covering MI to teach school counseling students self-efficacy in the MI technique, but this is generally not the norm in counseling graduate programs. The gap in the literature seems to indicate a lack of MI training in graduate programs.…”

Section: Introductionmentioning

confidence: 99%

The state of motivational interviewing training in school counseling graduate programs

North

Pincus

2023

J Humanistic Counseling

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Motivational interviewing (MI) is a brief, evidence‐based counseling style that helps people make positive behavior changes. Scholars have advocated for MI's use by school counselors (SCs), and research lends evidence to MI's effectiveness in schools. However, there are little data focused on how SCs are trained to utilize MI. Researchers investigated MI training in school counseling graduate programs from the perspective of SCs and counselor educators (CEs). The article presents two qualitative studies that discussed the importance of MI training in graduate programs. Researchers identified six themes and discussed their implications for graduate programs.

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Motivational Interviewing Training: A Pilot Study in a Master's Level Counseling Program

Cited by 4 publications

References 33 publications

Pilot study of the influence of self-coding on empathy within an introductory motivational interviewing training

Pilot study of the influence of self-coding on empathy within an introductory motivational interviewing training

A systematic review and meta-analysis of motivational interviewing training effectiveness among students-in-training.

The state of motivational interviewing training in school counseling graduate programs

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