The aim of this article is to explore the opportunities and challenges of integrating motivational interviewing (MI) training into teaching English for prison staff and inmates. To this end, the following tasks are addressed: to evaluate the effectiveness of MI-based training in developing practical communication skills, the potential for combining language training with professional development, the role of supervision and feedback in skill formation, and the impact of structured training programmes on staff competence; to investigate possible barriers in the prison context, including organisational constraints, staff turnover, scepticism and cultural characteristics.

Methodology. To achieve the aim and objectives, qualitative and quantitative analysis methods, case studies, content analysis (review of MI training programmes, workshop materials and fidelity assessment tools to evaluate educational content, usability and effectiveness), and comparative analysis were used to achieve the objectives and address the challenges.

Scientific novelty. It employs a multidimensional approach to integrating MI training into the English language learning process in penitentiary institutions. The study combines language training with the development of professional MI skills, providing new insights into effective staff training strategies. The article expands knowledge about the application of MI in specialised educational contexts and creates a basis for further research and practical implementation of such programmes.

Research results. The implementation of MI training in combination with English language learning is considered, and the importance of supervision, structured feedback and fidelity assessment for skill development is emphasised. Practical approaches have been identified, including workshops, the train-the-trainer model, and blended learning, which simultaneously improve language competence and professional MI skills. Barriers (organisational constraints, staff turnover, cultural factors) are also described, and strategies for overcoming them are proposed.

Practical implications. Integrating MI training with English language learning creates opportunities for dual skill development: improving language competence and practical MI skills. Supervision, structured feedback and fidelity assessment are key to ensuring sustainable competence development. Trainers and teachers play a crucial role in motivating learners, offering guidance and resolving complex situations that extend beyond standard training materials. Successful implementation requires organisational support, resource allocation and ongoing professional development.

Value (originality). The article presents a comprehensive approach to dual learning of MI and English, identifies effective teaching strategies, and analyses potential barriers in a prison context. The study emphasises the importance of supervision, feedback, and structured assessment for developing sustainable MI competencies while improving learners’ language skills.

Key words: motivational interviewing (MI), English language training, training of prison staff, supervision, feedback, outcome, train-the-trainer, skills development, dual learning.

References

1. Amrhein, P. C., Miller, W. R., Yahne, C. E., Palmer, M. and Fulcher, L. (2003), “Client commitment language during motivational interviewing predicts drug use outcomes”, Journal of Consulting and Clinical Psychology, Vol. 71, pp. 862–878.
2. Bogue, B. and Nandi, A. (2012), Motivational Interviewing in Corrections: A Comprehensive Guide to Implementing MI in Corrections, DC, U.S. Department of Justice, National Institute of Corrections, Washington, 84 p.
3. Doran, N., Hohman, M. and Koutsenok, I. (2013), “Motivational interviewing training in juvenile corrections: A comparison of outside experts and internal trainers”, Legal and Criminological Psychology, Vol. 18, pp. 262–273, DOI: https://doi.org/10.1111/lcrp.12021 (accessed: 07.12.2025).
4. Fagan, D. (2018), “Inside probation officer contacts: A summary of an analysis of recorded probation contact sessions”, Practice: The New Zealand Corrections Journal, Vol. 6, No. 2, pp. 66–69.
5. Foldal, V. S., Solbjør, M., Standal, M. I., et al. (2021), “Barriers and facilitators for implementing motivational interviewing as a return to work intervention in a Norwegian social insurance setting: A mixed methods process evaluation”, Journal of Occupational Rehabilitation, Vol. 31, pp. 785–795, DOI: https://doi.org/10.1007/s10926-021-09964-9 (accessed: 07.12.2025).
6. Forsberg, L., Ernst, D., Farbring, C. A. (2011), “Learning motivational interviewing in a real-life setting: A randomised controlled trial in the Swedish Prison Service”, Criminal Behaviour and Mental Health, Vol. 21, No. 3, pp. 177–188, DOI: https://doi.org/10.1002/cbm. 792 (accessed: 07.12.2025).
7. Forsberg, L. G., Ernst, D., Sundqvist, K. and Farbring, C. A. (2011), “Motivational interviewing delivered by existing prison staff: A randomized controlled study of effectiveness on substance use after release”, Substance Use & Misuse, Vol. 46, No. 12, pp. 1477–1485, DOI: https://doi.org/10.3109/10826084.2011.591880 (accessed: 07.12.2025).
8. Hatch, M. R., Carandang, K., Moullin, J. C., Ehrhart, M. G. and Aarons, G. A. (2021), “Barriers to implementing motivational interviewing in addiction treatment: A nominal group technique process evaluation”, Implementation Research and Practice, Vol. 2. DOI: https://doi.org/10.1177/26334895211018400 (accessed: 07.12.2025).
9. Hurlocker, M. C., Madson, M. B. and Schumacher, J. A. (2020), “Motivational interviewing quality assurance: A systematic review of assessment tools across research contexts”, Clinical Psychology Review, Vol. 82, p. 101909, DOI: https://doi.org/10.1016/j.cpr.2020.101909 (accessed: 04.12.2025).
10. Lim, D., Schoo, A., Lawn, S. and Litt, J. (2019), “Embedding and sustaining motivational interviewing in clinical environments: A concurrent iterative mixed methods study”, BMC Medical Education, Vol. 19, No. 1, p. 164, DOI: https://doi.org/10.1186/s12909-019-1606-y (accessed: 02.12.2025).
11. Løchting, I., Hagen, R., Monsen, C. K., Grotle, M., Storheim, K., Aanesen, F., et al. (2021), “Fidelity of a motivational interviewing intervention for improving return to work for people with musculoskeletal disorders”, International Journal of Environmental Research and Public Health, Vol. 18, No. 19, p. 10324, DOI: https://doi.org/10.3390/ijerph18 1910324 (accessed: 04.12.2025).
12. Madson, M. B., Villarosa-Hurlocker, M. C., Schumacher, J. A., Williams, D. C. and Gauthier, J. M. (2019), “Motivational interviewing training of substance use treatment professionals: A systematic review”, Substance Abuse, Vol. 40, No. 1, pp. 43–51, DOI: https://doi.org/10.1080 /08897077.2018.1475319 (accessed: 07.11.2025).
13. Martín-Coca, A. and Martín Herrero, J. A. (2025), “Training program on motivational interviewing for prison professionals”, Revista Española de Sanidad Penitenciaria, Vol. 27, No. 2, pp. 69–76, DOI: https://doi.org/10.18176/resp.00108 (accessed: 07.10.2025).
14. Martino, S., Ball, S. A., Nich, C., Canning-Ball, M., Rounsaville, B. J. and Carroll, K. M. (2011), “Teaching community program clinicians motivational interviewing using expert and train-the-trainer strategies”, Addiction, Vol. 106, No. 2, pp. 428–441, DOI: https://doi.org/10.1111/j. 1360-0443.2010.03135.x (accessed: 02.12.2025).
15. Miller, W. R. and Rollnick, S. (2013), “Applications of motivational interviewing”, In: Motivational Interviewing: Helping People Change, 3rd ed, Guilford Press, New York, 482 p.
16. Moyers, T. B., Manuel, J. K., Wilson, P. G., Hendrickson, S. M. L., Talcott, W. and Durand, P. (2008), “A randomized trial investigating training in motivational interviewing for behavioral health providers”, Behavioural and Cognitive Psychotherapy, Vol. 36, No. 2, pp. 149–162, DOI: https://doi.org/10.1017/S1352465807004055 (accessed: 07.12.2025).
17. Moyers, T. B., Rowell, L. N., Manuel, J. K., Ernst, D. and Houck, J. M. (2016), “The Motivational Interviewing Treatment Integrity Code (MITI 4): Rationale, preliminary reliability and validity”, Journal of Substance Abuse Treatment, Vol. 65, pp. 36–42, DOI: https://doi.org/10. 1016/j.jsat.2016.01.001 (accessed: 07.12.2025).
18. Norman, Å., et al. (2020), “The feasibility and potential of training correctional officers in flexible styles of communication to reduce burnout: A multiple baseline trial in real-life settings”, Scandinavian Journal of Work and Organizational Psychology, Vol. 5, No. 1, pp. 1–9, DOI: https://doi.org/10.16993/sjwop.102 (accessed: 07.12.2025).
19. Norris, M., Eva, G., Fortune, J., et al. (2019), “Educating undergraduate occupational therapy and physiotherapy students in motivational interviewing: The student perspective”, BMC Medical Education, Vol. 19, p. 117, DOI: https://doi.org/10.1186/s12909-019-1560-8 (accessed: 03.11.2025).
20. Owens, M. D., Rowell, L. N. and Moyers, T. (2017), “Psychometric properties of the Motivational Interviewing Treatment Integrity coding system 4.2 with jail inmates”, Addictive Behaviors, Vol. 73, pp. 48–52, DOI: https://doi.org/10.1016/j.addbeh.2017.04.015 (accessed: 03.12.2025).
21. Pollak, K.I., Nagy, P., Bigger, J., Bilheimer, A., Lyna, P., Gao, X., et al. (2016), “Effect of teaching motivational interviewing via communication coaching on clinician and patient satisfaction in primary care and pediatric obesity-focused offices”, Patient Education and Counseling, Vol. 99, No. 2, pp. 300–303, DOI: https://doi.org/10.1016/j. pec.2015.08.013 (accessed: 07.12.2025).
22. Schwalbe, C. S., Oh, H. Y. and Zweben, A. (2014), “Sustaining motivational interviewing: A meta-analysis of training studies”, Addiction, Vol. 109, No. 8, pp. 1287–1294, DOI: https://doi.org/10.1111/ add.12558 (accessed: 07.12.2025).
23. Spohr, S. A., Taxman, F. S., Rodriguez, M. and Walters, S. T. (2016), “Motivational interviewing fidelity in a community corrections setting: Treatment initiation and subsequent drug use”, Journal of Substance Abuse Treatment, Vol. 65, pp. 20–25, DOI: https://doi.org/10 .1016/j.jsat.2015.07.012 (accessed: 01.12.2025).
24. Starks, T. J., Doyle, K. M., Stewart, J. L., Bosco, S. C. and Ingersoll, K. S. (2022), “Development of Motivational Interviewing Treatment Integrity (MITI) Fidelity Codes Assessing Motivational Interviewing with Couples”, AIDS and Behavior, Vol. 26, No. 1, pp. 13–20, DOI: https://doi.org/10.1007/s10461-021-03288-8 (accessed: 07.12.2025).
25. Tomlin, Ch., Cummins, Ju., England, J., Mullen, S., Fletcher, A. and Hurt, E. (2025), “Compassionate care for those dying in prison – delivery of comprehensive education and training”, BMJ Supportive & Palliative Care, Vol. 15, рр. A70-A71.