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People sitting at the Memorial Union Terrace next to Lake Mendota

Preconference sessions

  • Describe Motivational Interviewing and its purpose, benefits and limitations
  • Recognize differences between engagement helps and harms
  • Prepare to apply the spirit of Motivational Interviewing to patient interactions
  • Observe and practice fundamental skills: listening, open-ended questions, affirmations, reflective listening and summarization
  • Define and recognize change talk, sustain talk and discordance

Preconference 2: Motivational Interviewing Enabled Leadership

Instructors: Colleen Marshall, MA, LMFT; Melody Cole, MS, RDN, CDE; Jenny Rodefeld, MSW, LCSW

Learner level: Intermediate to advanced
Continuing Education hours: 6

We discuss the three main elements of effective leadership: psychological safety, power paradox and compassion. The session also explores how the effective use of MI in leadership enables these elements. You will have the opportunity to share your own experiences with effective and ineffective leadership and discuss how each of these elements contributes to healthy organizations, teams and employees. Attendees will see a demonstration of the use of MI in leadership and will review the main components of MI that contribute to guiding individuals and organizations toward change.

Learning objectives:

  • Discuss how psychological safety, power paradox and compassion contribute to successful leadership
  • Identify three ways power influences leadership and employee relationships
  • Describe the elements of MI that help guide individuals toward change
  • Examine how the four processes of MI aid in guiding organizations and teams toward change

Preconference 3: Flexing Your Motivational Interviewing (MI) Muscle with Other Interventions

Instructor: Michelle Drapkin, PhD

Learner level: Intermediate to Advanced
Continuing Education hours: 6

We have at our disposal an array of evidence-based practices (EBPs) for a variety of disorders (e.g., depression, PTSD, OCD). However, there is a significant proportion of clients who have difficulties engaging in those EBPs. A Motivational Interviewing approach may help resolve ambivalence related to EBP engagement. MI is defined as “a collaborative conversation style for strengthening a person’s own motivation and commitment to change” (Miller & Rollnick, 2012). Integrating and overlaying this MI style onto an EBP can help overcome engagement challenges (e.g., homework completion) and continue to move individuals in the direction of change. There is also value in using MI as a prelude to an EBP to shore up motivation and facilitate engagement in the EBP. The purpose of this workshop will be to describe the value of leveraging MI for other EBPs, including CBT. In addition, we will discuss applications of MI in other disorders commonly comorbid with substance use disorders.

Learning objectives:

  • Identify treatment components associated with Motivational Interviewing
  • Describe how MI might benefit clients with other comorbid disorders
  • Review current and past investigations of incorporating MI into other EBPs

Preconference 4: Becoming Your Own MI Teacher! Using Progressive, Self-Guided Listening & SMART Goal-Setting to Advance your MI Skills

Instructor: Susan EckMaahs

Learner level: Intermediate to advanced
Continuing Education hours: 6

This fun, interactive session will help you better understand the importance of hearing and understanding your personal MI strengths and challenge areas, and conquer what is called ‘deceptive simplicity’ (believing we are more advanced in MI than we really are), a phenomenon that happens to all of us!

You will learn tools and methods to improve your skills effectively and quickly by listening to your own MI work in a strengths-based, self-compassionate and objective way. This process will help you celebrate successes and set specific, individualized, practical goals for improvement now and as you continue to progress.

Required: You must bring along a smartphone with a recording app already installed (and tested) OR a small digital recording device. You must also bring headphones or a headset that will plug into the phone or recording device for listening back silently.

Learning objectives:

  • Understand the data behind how people learn MI and why individualized awareness of strengths and challenge areas are vital for becoming competent
  • Learn ‘why’ competency in MI is important if we are to affect outcomes in those we serve
  • Identify, in general samples of MI, typical roadblocks that come up when folks are learning MI and what it sounds like to have overcome those roadblocks
  • In an environment of humor, self-compassion and strengths-based insight, look at your own work to identify personal strengths and individual areas for self-growth
  • Take away tools, knowledge and skills for individual self-assessment and goal-setting to greatly increase the efficiency, rate and effectiveness of learning MI to competency

Preconference approved Continuing Education Hours for social workers, counselors, therapists, psychologists and others

By participating in a preconference session you will earn:

Instructional hours: 6

American Psychological Association — Continuing Education hours: 6

Wisconsin Department of Safety and Professional Services — Substance Abuse Counselors Continuing Education hours: 6

Wisconsin Department of Safety and Professional Services — Marriage and Family Therapists Continuing Education hours: 6

Wisconsin Department of Safety and Professional Services -— Social Workers Continuing Education hours: 6

Wisconsin Department of Safety and Professional Services — Licensed Professional Counselors Continuing Education hours: 6

Explanation of Continuing Education hours.