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Certificate of Intensive Training in Motivational Interviewing

Evidence-Based Program to Build MI Knowledge and Skills

Our Certificate of Intensive Training in Motivational Interviewing is a semester-long course that is founded on the principles detailed in Miller & Rollnick, Motivational Interviewing, 3rd ed. The evidence tells us that clinicians only begin to successfully use MI when they have had opportunities to engage in the deliberate practice of Motivational Interviewing. 

Who should take this course

This course is designed for individuals in healthcare fields who wish to become active practitioners of MI. There are no prerequisites.

What are the elements of the course

Video, readings, active practice and analysis and reflection on your growing skills--this is the way to become a capable MI practitioner.

  • 10 pre-recorded, online, Lessons
  • Five live online, interactive group Learning Labs
  • Two Practice Sessions with an Acting Patient
  •  Feedback on MI skills in each recorded session using the MITI 4 coding system
  • Two individual coaching sessions with a professional experienced MI coach

Our online course provides a solid academic understanding with Lessons designed by Course Director, Daniel Mullin, PsyD, MPH and a faculty of MI experts, all of whom are members of the Motivational Interviewing Network of Trainers (MINT). We engage students beyond the academic understanding of active skills practice with live, online Learning Labs during which you will be able to practice with other students from around the country who are taking the course.  Finally, at the beginning and end of each course, we give students the opportunity to gauge their skill-building progress via recorded interactions with Acting Patients. These recordings are professionally coded using the universally accepted, MITI and then you can speak with an experienced MI coach to review the coding and hear suggestions about the expertise you were able to demonstrate.

Listen to a sample of an Acting Patient Encounter below. 

Tuition and Payment
  • $1400 per individual--please note that we do not allow multiple individuals to view the course with a single registration.  Each individual must register separately
  • payment can be made with credit card, check or institutional POs
  • group rates and UMass discounts available, please contact a learning specialist
  • Refund Policy: Click here for details
Technology Requirements
  • An internet-connected device: laptop, desktop computer, tablet, smartphone 
  • For the "Learning Labs," a microphone and speakers on your internet-connected device will be necessary. 
  • For the Acting Patient encounters and Coaching sessions, you will need a phone; please note that we cannot be responsible for any phone charges. 
International Students

We welcome students from all over the world.  Please note that while you can access the pre-recorded course Lessons at any time, the live Learning Labs are scheduled for mid-day Eastern Time Zone in the US.  To join these required webinars, you will need a phone capable of receiving/making calls to the US.  Please check your phone service, we cannot be responsible for phone charges/overages/internet usage.

Continuing Education credits available

Click here  for details

Pre-Recorded Video Curriculum and Learning Objectives

Video Lesson 1: Health Care Behavior Change and MI

  1. Describe the urgency of addressing health behavior in the delivery of patient care
  2. Articulate the relationship between the Stages of Change and MI
  3. Describe the limitations of paternalistic advice-giving approaches to facilitating health behavior change

Video Lesson 2: Defining MI

  1. Define Motivational Interviewing
  2. List the elements of MI that differentiate it from other approached to behavior change
  3. List three behaviors that are incompatible with MI

Video Lesson 3: Spirit of MI

  1. List the elements of the Spirit of Motivational Interviewing
  2. Describe the guiding style and the role of collaboration in MI
  3. Describe the role of a nonjudgmental approach and acceptance in behavior change
  4. Contrast evoking and education and describe the role of each in behavior change

Video Lesson 4: OARS

  1. Differentiate between open-ended questions, affirmations, reflections, and summaries
  2. Describe the differences between open-ended and closed-ended questions
  3. List three ways summaries can be used in the practice of Motivational Interviewing
  4. Define affirmations and their value in behavior change
  5. Define reflections in MI

Video Lesson 5: Complex Reflections and Empathy

  1. Describe the differences between complex and simple reflections
  2. Articulate the relationship between complex reflections and empathy
  3. Demonstrate simple and complex reflections

Video Lesson 6: Change Talk and Sustain Talk

  1. Describe ambivalence and its relationship to patient behavior change
  2. Articulate the essential qualities of change talk
  3. Differentiate change talk from sustain talk
  4. Identify change talk in patients' utterances

Video Lesson 7: Responding to Sustain Talk and Discord

  1. Differentiate sustain talk from discord
  2. Describe three approaches to responding to sustain talk
  3. List three strategies for responding to discord

Video Lesson 8: The 4 Processes

  1. Describe the four processes of Motivational Interviewing
  2. Describe the relationship between the four processes and OARS skills
  3. Describe how change talk and sustain talk may differ in each process
  4. Describe how evoking relates to each of the four processes
  5. Apply the four processes to work with patients with chronic diseases

Video Lesson 9: Change Planning

  1. List three indicators that patients are prepared to develop a change plan
  2. Articulate the role of the Spirit of MI and OARS in change planning
  3. Describe the essential elements of high-quality change plans

Video Lesson 10: Motivational Interviewing: Theory and Evidence

  1. Briefly describe the history of MI
  2. Describe current theories of why MI works
  3. Summarize the evidence for MI in facilitating behavior change
  4. Describe the evidence for empathy in healthcare encounters
  5. Describe the evidence for change talk and behavior change