Introduction to Motiwational Interviewing 2500-PL-PS-FS-12
This course has not yet been described...
|
Term 2024Z:
During the classes, the theoretical foundations of Motivational Dialogue will be discussed, such as the Rogerian Triad, Transtheoretical Model of Change (Prochaska, DiClemente, 1983), Self-Determination Theory (Deci & Ryana, 2002), Cognitive Dissonance Theory (Festinger, 1962), Psychological Reactance Theory (Brehm, 1993). As part of the course, through practical exercises, the key phases in the change process and the appropriate communication tools will be presented to help at each stage. An important aspect of the classes is also learning about the specifics of the communication style which is Motivational Interviewing by becoming familiar with the Spirit of Motivational Interviewing, which includes elements such as cooperation, acceptance, inducing change and compassion understood as caring for the client. During the course there will be conversations in pairs, groups, discussions and exercises in the forum. The course is an introduction to the knowledge of Motivational Interviewing, in order to become a certified Practitioner of this method or a Motivational Therapist, it is necessary to participate in a comprehensive postgraduate study. |
Prerequisites (description)
Course coordinators
Learning outcomes
KNOWLEDGE:
1. The student knows the theoretical foundations of Motivational Interviewing.
2. The student knows the Transtheoretical Model of Behavior Change and is able to indicate its practical implications.
3. The student knows the theoretical assumptions of Motivational Interviewing and understands their application in the context of conducting a conversation about change.
SKILLS:
1. The student is able to conduct a conversation about change in the Spirit of Motivational Interviewing.
2. The student is able to use Motivational Interviewing techniques such as open questions, appreciation, reflections, summaries, giving information.
3. The student is able to recognize the elements of the language of change and the associated phase of the change process.
SOCIAL COMPETENCE:
1. The student is ready to actively listen to the interlocutor and build a relationship based on cooperation.
2. The student is aware of the role of the other person's individual values in the process of change.
3. The student is ready to see the strengths of the person in the process of change.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: