If, in your daily work and private life, you are responsible for facilitating behavior change to support the success of an organization or those around you, then you know the
If, in your daily work and private life, you are responsible for facilitating behavior change to support the success of an organization or those around you, then you know the many hats you wear in this work; leader, confidant, director, friend. One evidence-based practice, Motivational Interviewing, might just be your toque blanche (chef’s hat)! Both a clinical practice and conversational style, MI is founded on the belief that how one interacts with another affects that individual’s motivations for change.
Join us as we introduce (Session 1) and practice (Session 2) the fundamental skills and spirit of MI in a light-hearted and engaging atmosphere!
Motivational Interviewing is defined by Miller and Rollnick (2012) as “a collaborative, goal-oriented style of communication with particular attention to the language of change” and go on to say that “…it is designed to strengthen personal motivation for and commitment to a specific goal by eliciting and exploring the person’s own reasons for change within an atmosphere of acceptance and compassion” (p. 29). MI is based on empirical evidence that documents a basic principle: how people talk about change can be related to how they act. Simply stated: The more someone talks about or argues for change, the more likely it is he or she will change. Conversely, the more one verbalizes reasons against change, the less likely he or she is to change.
Join us, 9 AM San Francisco / 12PM New York / 17:00 London / 18:00 Berlin
Connect with Jon via his North Arizona University profile page.
Jon began teaching in northern Colorado in 1987 and is a long time Early Childhood Special Educator and public-school administrator for early childhood programs, including child find services, and Even Start family literacy programs. Jon and the family moved to Louisville Kentucky in 2000 where he held appointments with the National Center for Family Literacy, Bellarmine University and the University of Louisville – where Jon received his PhD. Jon earned promotion and tenure during his six-year appointment with the University of Cincinnati, just prior to his appointment with Northern Arizona University as Associate Professor. Jon’s research and teaching focuses on issues relating to family impact on very young children’s emergent literacy development; factors pertaining to children’s social, emotional, and behavioral adjustment to schooling; and applications of Motivational Interviewing (MI) in educational contexts. Jon’s current research is funded by the Institute of Education Sciences and includes the development of interventions utilizing MI in various contexts. His work in the area of MI includes the development of competency and proficiency measures and training platforms for educational personnel that are contextualized to educational settings.
(Thursday) 12:00 pm - 1:00 pm New York Time