Saturday, April 16, 2022
Sunday, March 20, 2022
Syllabus Design - Emotions in Learning
EDAC 635 Group 2 Spring 2022
Dr. Bo Chang
3/20/22
Syllabus Design: Emotions in Learning
Introduction to Motivational Interviewing
|
Group Members |
Roles |
Commented On |
|
Andi Cox |
Co-creator |
Group 3 and Group 4 |
|
David Barry |
Contributor/Editor |
Group 1 and Group 4 |
|
Ashten Lail |
Co-creator |
Group 1 and Group 3 |
|
Lyston Louks |
Contributor/Editor |
Group 1 and Group 3 |
Introduction
Motivational Interviewing (MI) is an evidence-based counseling strategy for promoting behavior change using MI conversations targeting behaviors such as smoking, alcohol and other drug use, physical activity, obesity, risky sexual behavior, and injury and violence. Course includes MI integration into multiple professions and is a 7 hour in-person training. Introduction to Motivational Interviewing (MI) is being offered by Ball State University as a one-day, seven-hour, professional development opportunity for graduate students, counselors, social workers, healthcare providers and any other individual who works in a direct provider to client setting. This course is free to all who sign up with a cap of thirty registrations. The instructors will utilize a variety of activities to create an interactive but manageable learning session. Activities will include self-assessment, individual and small group work as well as group observation. This will allow learners to gradually work through new information with the intention to use MI in their everyday practice. All participants will get a certificate of completion to use for CME’s, CEU’s or other certification needs.
Rationale
Emotions directly impact learning, and this happens specifically through the experiences of learners’ emotional arousal, anxiety and stress. (Mackeracher, 2004). Stress and anxiety are necessary factors within the process of learning and an optimal state of both is needed for optimal performance. On the opposite idea, if there is too little or too much stress and/or anxiety then learning can be impeded. In order to ensure that participants in our course remain at an optimal level of emotional arousal, we have created a gradual learning and engagement process. Participants are given ample chance to engage with their peers and facilitators, information is introduced slowly with tasks-oriented activities instead of achievement based.
Education is typically regarded in a logical manner; it is important for facilitators to take into account how emotions affect learners’ ability to gain and retain new knowledge. They can do this by assessing emotional intelligence and using concepts of Social Emotional Learning (SEL) in their syllabi. According to Mackeracher (2004), there are five components of emotional intelligence that are supported by the work of Goleman (1995), Salovey and Mayer (1989-1990); these components are, knowing one’s emotions, managing one’s emotions, motivating oneself, recognizing emotions in others and handling relationships. Social and emotional learning emphasizes how learners can manage their emotions in a healthy and positive way (Elmi, 2020). In our course we will give participants activities to assess their own emotional intelligence, check-in with their own emotions, and build relationships by teaching and assessing their peers throughout the course.
The syllabus below has been developed to prevent information or emotional overload for the participants, so that they can have the opportunity to retain and practically use MI in their everyday practice. The course offers an understanding of emotions in our daily lives and in the learning process, creating a safe space for learning and keeping learners’ emotional states at an optimal level for learning.
Introduction to Motivational Interviewing
Ball State University
Teachers College, Room 1008
Saturday April 16th, 9:00 am - 4:00 pm
|
Instructors: |
E-mail: |
|
Andi Miller (she/her/hers) |
almiller8@bsu.edu |
|
Ashten Lail (she/her/hers) |
amlail@bsu.edu |
|
David Barry (he/him/his) |
dkbarry@bsu.edu |
|
Lyston Louks (she/her/hers) |
ljlouks@bsu.edu |
Course Information
Introduction
Motivational Interviewing is used to help professionals who work in a direct to client setting, empower their clients to see the need for behavior change and to take action in that change. This course is an introduction to the basic concepts and tools of MI with a structural emphasis on emotional intelligence. The lessons and activities have been structured so that information is approachable while also equipping participants with practical experience in MI.
Course Objectives:
1. Define motivational interviewing and discuss its purpose with target audience
2. Explore ambivalence as a barrier to behavior change
3. Examine and practice the spirit of MI
4. Practice the core skills of MI
5. Demonstrate how to use the four processes of MI and MI specific tools
Communication Plan
Registration for the course will be closed on Saturday April 2nd. Instructors will finalize a roster and send out training materials a week prior on Saturday April 9th. All attendees are asked to take the Pre-test and Emotional Quotient Inquiry prior to the course.
Schedule:
➢ Introduction:
○ Instructor: Ashten Lail
○ Description: This course will begin with an opportunity for socialization and getting to know instructors and other participants. As participants arrive, light snacks and beverages will be provided; approximately 10 minutes will be allowed for participants to have a snack, use the restroom, and find seating. Participants are requested to bring their completed pre-test on MI and their completed Emotional Intelligence Quiz (EIQ); these will count towards completion of the course. Participants will then be requested to participate in a Scavenger Hunt Icebreaker. Cards with descriptions will be distributed to each participant, and they will move throughout the room seeking individuals who fit the description. This will take approximately 15 minutes.
○ Objective: Building rapport between course participants, and gauging existing levels of knowledge regarding MI.
○ Activities and tools:
■ MI Pre-Test
■ Scavenger Hunt Icebreaker
○ Timing: 30 minutes
➢ Lesson 1: Define and Explore MI
○ Instructor: And Miller
○ Description: Understanding the basic definition and use of MI is important to understand first. The instructor will show a short video that offers an overview of what MI is and why it is widely used by practitioners. Next participants will be asked to fill out the provided guided questionnaire by searching the internet. The questions will address the definition of MI, main concepts, how to become certified etc. Once time has lapsed, all tables will be asked to share their findings and thoughts on MI. to wrap the session the instructor will address the questionnaire through a PowerPoint and engage in a larger group discussion.
○ Objective: Define motivational interviewing and discuss its purpose with target audience:
○ Activities and tools:
■ MI questionnaire
○ Timing: 1 hour
➢ Lesson 2: Ambivalence
○ Instructor: Lyston Louks
○ Description: Within motivational interviewing, participants may feel conflicted regarding the changes they are making in their lives. This internal conflict is known as ambivalence. Within motivational interviewing, people may not want to change, and fear new things. This lesson aims to explore ways we can work around ambivalence and continue to encourage positive changes. Participants will be presented with short vignettes that describe a motivational interview with ambivalence and will decide what they would do to assist the person with their ambivalence.
○ Objective: Explore ambivalence as a barrier to behavior change and discuss ways to assist with moving past it.
○ Activities and tools:
■ Presenting short stories so that learners can practice assessing
■ Ambivalence and Motivational Interviewing Worksheet
○ Timing: 1 hour
➢ Lesson 3: Spirit of MI
○ Instructor: David Barry
○ Description: The spirit of MI can be broken down into four parts: Compassion, Acceptance, Partnership, and Evocation, or C.A.P.E (MINT, 2022). Students will learn about the main components of the spirit of MI and the importance of these concepts through a speed dating version of roleplay where each student takes on an active role to fully embrace the concepts of MI and promote it through practicing the components of CAPE. Students will be split up and sit across from each other, some instructors, the others, students. Then for four minutes, students will explain their scenarios and challenges, while the instructor listens and tries to demonstrate their understanding of CAPE which follows the Spirit of MI. The concepts for the spirit of MI take into consideration the emotions of the learner, making the learner the focus of the instructor. Additionally, the components of CAPE align with emotions and learning, taking into account and adjusting for, the contributions of the student and their emotions, allowing for the instructor to assist in reducing stress and helping the student reach their potential. The speed dating component helps with this as well as the interactions are one on one based versus group, providing minimal stress, and allowing for free expression in a safe environment. Feedback will be provided as well.
○ Objective: Examine and practice the spirit of MI
○ Activities and tools:
○ Timing: 1 hour
➢ LUNCH BREAK: 1 Hour
➢ Lesson 4: Core skills of MI
○ Instructor: Ashten Lail
○ Description: The instructor will present a short video that provides an overview of the four core MI Skills: Open-ended questions, Affirmations, Reflection, and Summarizing (OARS). The instructor will utilize a PowerPoint presentation that provides examples of how these skills are used in various contexts, and how these skills build upon one another. Participants will have an opportunity to share how they have knowingly or unknowingly used these skills in their lives. Participants will then be divided into groups of two, where they will be given two guided scenarios for role-play; each participant will engage once as a ‘practitioner’ and a ‘client.’ The ‘practitioner' will utilize the four skills of MI as they counsel the ‘client' through the provided scenario; upon completion, the ‘client’ will provide feedback regarding the efficacy in motivating for change. The instructor will observe and provide guidance as necessary.
○ Objectives: Practice core skills of MI.
○ Activities and tools:
■ MI Skills: OARS PowerPoint
■ Prompt style role-play with assessment
○ Timing: 1 hour
➢ Lesson 5: The Four Processes of MI
○ Instructor: Andi Miller
○ Description: The final lesson will utilize all knowledge from the first four lessons to demonstrate the four processes of MI. This is the culmination of all learning and being put into a practical experience with peers. The instructor will show a short video on the four processes of MI as well as a short video of the process being used by a practitioner. The participants will then have a chance to discuss what the practitioner did to utilize the four processes and what they could have done better. The group will then be split into groups of four, and each person will take turns being the client, practitioner and observer. This will allow for participants to put all their knowledge to use in a practical setting while also getting feedback from their peers
○ Objective: Demonstrate how to use the four processes of MI and MI specific tools.
○ Activities and tools:
■ Video on the four processes of MI
■ Practical use of the four processes
■ Hand out on the four processes of MI
■ Guided prompts for group work
■ Observation guides
○ Timing: 1 hour
➢ Wrap up: 30 minutes
○ Instructor: Lyston Louks
○ Participants will take the pre-test again as a post-test, to gauge their knowledge, which should take around 10 minutes.
○ Remaining time will be utilized to share final reflections as well as any last questions for the instructors. These 20 minutes will be less structured, and the use of time will be decided based on participant questions and reflections.
Reflection
Highlights
Some of the key highlights of this project has been the tremendous teamwork shown by the group. No matter what needed to be done, everyone was flexible, understanding, and professional. Everyone was able to make the schedule chats as necessary, and tasks were assigned and taken up almost immediately. The open communication and willingness to help out with whatever needed to be done was wonderful to see and made the experience very enjoyable. Great leadership and teamwork all the way around, and it was because of this that the project was completed.
Process
When the groups were decided and assigned, a conference via ZOOM was created and everyone showed up ready to tackle this project head on. We quickly collected our thoughts and ideas regarding our topic and because one or more of us had experience with Motivational Interviewing, it was very easy to find the resources and information necessary to complete our assigned tasks and portions of the syllabus. The project came together quite easily after that, and everyone contributed towards the end goal. From the co-creators to the editors and contributors, the process was smooth and was a result of outstanding communication via text and zoom conferences and our ability to work together as a team and take on whatever was asked of us and needed.
Table 1. Summary of Syllabus Design
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|
Aims you wish to achieve in your design |
Main theoretical ideas |
Main activities in your syllabus |
Main methods/tools/strategies in your syllabus |
|
1 |
Engage students |
Become self-aware of one’s own emotions |
Emotional intelligence self-assessment and Pre and post-test of MI knowledge |
Allows students to gauge their emotional intelligence in a low-stress atmosphere. Begins engagement in a fun way, setting the tone for the rest of the session. |
|
2 |
Create safe environments |
Manage one’s own emotions |
Feedback from peers in multiple activities |
Gives novice learners a chance to test out knowledge in a low-stress environment. |
|
3 |
Reduce Demands |
Increase self-motivation |
Task-oriented activities, ample time to complete tasks, increased demand as knowledge is increased |
Removes competition or competence-based learning, while introducing knowledge at a steady pace to keep stress levels at an optimum zone. |
|
4 |
Communication, |
Recognizing emotions in others and handling relationships |
Group work, train the trainer, observation, and feedback from peers |
Gives the opportunity to see how others perceive MI messaging, building rapport with MI concepts and building empathy with clients and peers. |
References
Elmi, C. (2020). Integrating social emotional learning strategies in higher education. EuropeanJournal of Investigation in Health, Psychology and Education, 10, 848-858. https://doi.org/10.3390/ejihpe10030061
Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.
MacKeracher, D. (2004). Making sense of adult learning. University of Toronto Press.
Salovey, P., & Mayer, J.D. (1989-1990). Emotional Intelligence. Imagination, Cognition, and
Personality, 9(3), 185-211.Understanding motivational interviewing. Understanding Motivational Interviewing |
Motivational Interviewing Network of Trainers (MINT). (2022). Retrieved March 19, 2022, from https://motivationalinterviewing.org/understanding-motivational-interviewing
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Final Showcase: Emotions in Learning
Group Members Roles Commented On Andi Cox Contributor/Editor David Barry Co-creator Group 1 Ashten Lail Contributor/Editor Lyston Louks...
