Teaching Motivational Interviewing to Child Welfare Social Work Students Using Live Supervision and Standardized Clients: A Randomized Controlled Trial

Abstract

Objective: Motivational interviewing (MI) has demonstrated effectiveness with varied populations; however, methods of training students in MI vary. The present study tests the efficacy of a brief experiential training approach used to teach MI to child welfare social work students. We hypothesized that students exposed to the experimental training would demonstrate more MI adherent behaviors, experience less decay in skills at follow-up, and report higher levels of self-efficacy and positive attitude toward using MI. Method: Using a randomized controlled trial design, 54 students were assigned to either live supervision (LS) training with standardized clients (SC) or teaching-as-usual (TAU) online self-study. Students were assessed at 4 time points through self-reports and SC interviews. Audiotapes of interviews were coded using the Motivational Interviewing Treatment Integrity coding system to determine MI skills, adherent behaviors, and proficiency level. Results: No significant demographic differences were found between groups. The LS group demonstrated overall positive change across time and consistent improvement trends on MI skills. Although no statistical difference existed between groups on baseline proficiency levels, at the 5-month follow-up, a higher percentage of the LS group had maintained or improved compared with the TAU group, suggesting overall, less decay over time. No differences were found between groups or over time on self-efficacy or empathy, whereas self-reported attitudes towards MI improved in both groups over time. Conclusions: Results indicate LS is effective in teaching early stages of MI skills and is a promising training approach for social work students. Implications for social work education and future research recommendations are discussed.