Readiness for Change and Motivational Enhancement with Young People and their Families

Registration deadline 5/23/24

Trainer:

Mitchell Barron, LICSW LADC
Trained as a clinical social worker and addiction treatment provider, Mitch Barron is a Principal with Centerpoint Consultation, Training, Technical Assistance (CTTA), with a focus on systems and practice improvement and advisory roles within child protection services and the judiciary. Mitch is also a Director with Principles to Practice, L3C, which includes supervision, leadership coaching, and clinical practice. Mitch is Co-Lead with the Vermont Treatment Enhancement Program (VTEP), having previously been a Principal with the federally-funded Youth Treatment Enhancement Program. For 26 years, Mitch served as the Director of Centerpoint ATS, Vermont’s largest provider of integrated treatment for adolescents and families. In this role, he was responsible for insuring the highest-quality services and support to meet the mental health, substance abuse, and special education needs of Vermont teens, young adults, and their families. Mitch has served as National Treatment Faculty with Reclaiming Futures, a public health and juvenile justice reform organization based at Portland State University, Oregon. Mitch has provided tenured leadership with the Vermont Alcohol and Drug Abuse Council and the Vermont Association of Addiction Treatment Providers and has fulfilled Board leadership roles with regional youth development, health promotion, and substance abuse prevention coalitions. Through his career, Mitch has been a practicing clinician, clinical supervisor, program director, educator, and administrator. He teaches, trains, and consults regionally and nationally on a variety of topics related to adolescent and family mental health, addiction, resiliency, and well-being.

Description:

Seminal work in stages-of-change modeling has set the foundation and helped treatment and support services to move from one-size-fits all blame/shame programming to stage-wise care matched to these ‘stages of readiness.’ Next generation innovations and further development in our fields have begun to move beyond the ‘linear, cyclical, and categorical’ understandings of change, exploring and embracing the complexities of dynamic, compensatory, and complementary factors that promote – and that hinder– growth and change.

This training reviews the foundational stages-of-change/levels-of-care frameworks, and then introduces integrative and compensatory-complementary models of change (ICMC) that support timely and
responsive adjustments in services and support. Noting similarities and identifying contrasts between categorical and integrative models, this training highlights innovations that promote client centered/client-in-context care while also being effectively applied within categorical, compliance, and
other traditional structured treatment models (In both scenarios, significant outcomes-improvement has been noted).

This training offers practical, in-situ motivational enhancement strategies that are demonstrated effective within individual, group, and family service modalities. Participants will have ample opportunity for application and rehearsal of models and skills, with case vignettes, case presentations/review, and consultation.

(Note: This training builds from Discovery: Motivational Assessment and Engagement with Adolescents, though this prior training is not a pre-requisite. Readiness for Change and Motivational Enhancement
with Adolescents and their Families welcomes those who have not participated in the Discovery: training, and will allow time for review of these initial concepts as indicated).

Agenda:

9:00 – Gather, Welcome, Introductions, Orientation and Grounding Activity: Why this? Why now
Readiness and the processes of change
Honoring the dignity of each client’s experience
The teen in context and family focus – who is our client?
Clinician self-reflection and self-awareness
9:45 – Histories and traditions in stages-of-change and stagewise treatment matching;
Non-linear conceptualizations: ground level perspectives
Integration and complexities in change modeling – ICMC
11:00 – Motivation, Skill, and Capacity – Complementary and Compensatory Considerations
Accommodations and real-time responsiveness for client-centering care
Nimble response: flexibility or rigidity in treatment?
12:00 – Lunch
1:00 – Regroup, Reground, and Review
The provider in context: Competence, Confidence, and Humility
1:45 – Motivational Interviewing: A brief review
Motivational enhancement and responsive interventions in dynamic situations practical Implications, case stories, rehearsal
3:00 – Bringing it all together: integration and application with dynamic practice Case presentation and consultation Practice and course correction Novel situations, special considerations
4:00 – Remaining questions, feedback, future forward
4:30 – Adjourn

• Schedule is subject to revision based on participant needs, interests, experience, and preference.
• (2) Brain breaks and stretch breaks will be incorporated within the schedule. Participants should also
  feel free to manage bio breaks and other needs.

Learning Objectives:

Through this training, participants will:
1) Review the foundational stages-of-change/stages-of-treatment, levels-of care frameworks.
2) Explore and consider dynamic and integrative models of change, including ICMC.
3) Case conceptualize with a young person and family system through foundational SoC models and next gen ICMC models, including case exploration/presentation/review.
4) Identify effective motivationally-enhanced services and supports for adolescents and families within ICMC frameworks.
5) Review their own practice – with reflection, presentation, consult – through multiple models of readiness for change, highlighting their own effective practice and strategies for enhancement (growth, change).