About the course:

Motivation for change is a significant component that affects the processes of rehabilitation, integration, and recovery. However, many times when meeting with service recipients, the person has difficulty choosing, achieving, or maintaining a significant goal for change. Motivation has many components. Familiarity with these components may help the person understand their personal motives for and against change, and may even help them understand what is holding them back. Models for motivating change provide personal research processes for the person and the change facilitator that can focus their need, desire, ability, and knowledge toward change. This research process also helps in recruiting and building internal motivation for change.  

The course will teach two tools: motivational interviewing and the tool for assessing and developing readiness for rehabilitation. Tools that constitute significant preparation for building a personal plan in situations of impasse and/or ambivalence in the context of building a personal plan. These models will enrich the employee's rehabilitation perception and provide practical tools that support the process.

The motivational interview

Motivational interviewing is a leading and evidence-based tool for driving behavioral change in a variety of areas. Motivational interviewing assists in exploring and resolving ambivalence toward change from an accepting and respectful stance, helps to free oneself from outbursts and mobilize internal resources toward change. The tool uses strategies to increase motivation and strengthen commitment to change, while addressing work with resistance and strengthening a person's confidence in their ability to change. It is an applied tool that combines techniques for building motivation toward change.

Readiness Assessment and Development Model

A rehabilitation readiness assessment is a structured and systematic process that is conducted individually. Its purpose is to help a person obtain an up-to-date picture of their motivation and knowledge towards building a personal plan and understanding the factors that hinder and promote change.

The assessment process examines the internal and external motivation for change. The process is done in partnership when the person is in a process of self-exploration and reflection and the professional enables, supports, encourages, and directs for authentic self-reflection. The rehabilitation professional is in a position of active listening that allows him and the person to embark on the process together from an informed starting point and greater control over the process.

The model was developed at the Center for Psychiatric Rehabilitation at Boston University and brought to Israel under the auspices of YSPRA, the Ministry of Health, and the University of Haifa.

Course objectives

Familiarity with models that help a person gain a deeper understanding of the factors that hinder and promote change. Acquisition of knowledge, tools, and skills in the work of a rehabilitation counselor using these models.

Course structure

7 consecutive teaching sessions that will include the motivational interviewing model and the rehabilitation readiness assessment and development model, and 4 training and enrichment sessions.

Participants

The course is intended for 30 professionals and supported employment coordinators from various rehabilitation frameworks.

 Nominations of rehabilitation counselors or other professional support workers will be considered by submitting resumes and personal interviews.

Course requirements

• Attendance is required at 90% of meetings.
• Practice the tools during the course and in the following year
• Submitting exercises for applying the tools
• Participation in a training workshop and presentation of dilemmas

Admission conditions

• A professional with a minimum of one year of experience in mental health rehabilitation. A rehabilitation instructor or professional support worker interested in participating in the course may apply by attaching a resume and is subject to a personal interview.
• If a student does not complete his course obligations, he will not be able to participate in another course at the rehabilitation school until he completes his obligations as above.