TPC-Journal-V3-Issue3

165 The Professional Counselor \Volume 3, Issue 3 Table 1 Integration of MI in Counseling Course Week Summary of Course Content 1 Introduction to course; recording lab tutorial 2 Wellness model; ethical and multicultural considerations 3 Overview of microskills (attending behavior, observation skills, encouragers, questions, paraphrases, etc.) 4 Introduction to MI, spirit and principles; practice skills (OARS) 5 Reflections ; stages of change 6 Gathering information at intake in the MI style ; goal setting; mental status exam; suicide assessment 7 Practice sessions in small groups 8 Self-disclosure; immediacy; ambivalence and change talk 9 Managing resistance; developing discrepancy /confrontation 10 Exploring and resolving ambivalence ; opening counseling sessions; setting the agenda; giving information using elicit-provide-elicit 11 Writing clinical notes; developing a change plan 12 Incorporating theory-based interventions ; treatment planning 13 Evaluating client progress; supporting client change/maintenance ; termination 14 Practice sessions in small groups; course wrap-up 15 Individual evaluation meetings Note. Italicized text notes content learned in the context of MI. Students were required to complete four video-recorded demonstrations (one 15-minute session, three 45- to 50-minute sessions) of the counseling skills learned in class—with increasing complexity—using role-play with a classmate. Grading rubrics, which were developed by senior faculty and used in this course in previous years and therefore not MI-specific, were used to grade the skill demonstrations. In addition to recorded demonstrations, various written assignments were required throughout the semester, such as reflection papers, a self-evaluation, a completed intake form, a transcribed segment of a recorded mock session, and progress notes. Course Process In regard to the process of the course, skill development and practice were emphasized. For each skill presented, a video or interactive demonstration was shown, after which students practiced the skills in dyads or small groups using role-plays. Feedback was provided to the “counselor” from classmates and the instructor and/or a teaching assistant (TA). Three doctoral-level TAs (only one of whom had formal MI training) circulated with the primary instructor (first author) while the students practiced skills in small groups. In the third class meeting, students learned how to give appropriate, constructive feedback to their peers prior to engaging in the first role-play (Ivey, Ivey & Zalaquett, 2010).