Melinda Hohman - Motivational Interviewing in Social Work Practice

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3 Motivational Interviewing and the Engagement
and Assessment Process
with Hilda Loughran and Sally Mathiesen

4 Supporting Self-Efficacy, or What If They Dont Think
They Can Do It?
with Stphanie Wahab and Katie Slack

5 Expressing Empathy: Communicating Understanding
Even When Its Hard

6 Developing Discrepancy: Using Motivational Interviewing
in a Group Setting to Increase Ambivalence

7 Rolling with Resistance: Motivational Interviewing
with Adolescents, or You Cant Make Me
with Elizabeth Barnett and Audrey M. Shillington

8 Building Collaboration: Motivational Interviewing
in Community Organization Work
with Mike Eichler

9 Integrating Motivational Interviewing
into Social Work Practice
with Rhoda Emlyn-Jones, Bill James, and Cristine Urquhart

10 Final Thoughts: Lessons Learned from Training
and Teaching Motivational Interviewing

Elizabeth Barnett, MSW, is a doctoral student in the Department of Preventive Medicine at the University of Southern California. She is an active member of the Motivational Interviewing Network of Trainers and a researcher of motivational interviewing. Her interests include adolescent substance use and juvenile justice.

Mike Eichler, MSW, is a faculty member in the School of Social Work at San Diego State University. He also directs the Consensus Organizing Center, which trains students to help low-income communities by building relationships based on mutual self-interest.

Rhoda Emlyn-Jones, MA, DipSW.CQSW, OBE, is service manager for Social Services in South Wales, United Kingdom. She has developed and managed a range of social services for people who experience homelessness and for people who have drug- and alcohol-related difficulties, and has developed innovative services designed to address all families needs in a single intervention. In 2007 Ms. Emlyn-Jones was named Welsh Woman of the Year for services to the disadvantaged and vulnerable.

Bill James, LCSW, is a protective services supervisor for the County of San Diego and has worked in child welfare since 1993. His focus has been on foster youth with mental health challenges and their families. He started working to integrate motivational interviewing into child welfare practice in 2006.

Hilda Loughran, PhD, is Lecturer in the College of Human Sciences School of Applied Social Science at University College Dublin. Her areas of interest include social work education, counseling and research, and alcohol and drug policy. Dr. Loughrans most recent research projects include work in the areas of alcohol use, crisis pregnancy, community drug issues, and brief interventions.

Sally Mathiesen, PhD, LCSW, is Associate Professor of Social Work and a Fulbright Scholar at San Diego State University. Her research agenda is focused on mental health over the lifespan, including co-occurring disorders (COD). Her recent research includes exploring acceptability of an evidence-based model for COD in international settings and evidence-based practice in international social work education.

Audrey M. Shillington, PhD, MSW, is Professor of Social Work and Associate Director of the Center for Alcohol and Drug Studies at San Diego State University. She has written over 50 peer-reviewed publications and has been a principal investigator or co-investigator on funded research focusing on alcohol and drug prevention with adolescents and young adults.

Katie Slack, MSW, is a member of the Motivational Interviewing Network of Trainers. She specializes in the use of motivational interviewing with domestic violence, child welfare, and health coaching. Ms. Slack is the owner of MI Training Today, a motivational interviewing training company with training locations in San Diego, California, and Nashville, Tennessee.

Cristine Urquhart, MSW, RSW, is a member of the international Motivational Interviewing Network of Trainers and founder of Change Talk Associates. She works with governmental organizations and health services across Canada to integrate motivational interviewing into current practice and improve health outcomes.

Stphanie Wahab, PhD, MSW, is Associate Professor in the School of Social Work at Portland State University. Her teaching and research interests are informed by anti-oppressive practice and include gender-based violence, commercial sex work, motivational interviewing, and participatory and qualitative methods of inquiry.

The pagination of this electronic edition does not match the edition from which it was created. To locate a specific passage, please use the search feature of your e-book reader.

Page numbers followed by f indicate figure; n indicate note; and t indicate table.

Ability change talk, 5354 See also Change talk

Abusive relationships, privileging leaving of, 55

Accurate empathy, 16, 19

versus agreement, 19

See also Empathy

Achievements, as source of self-efficacy, 50, 52

ACT (assertive community treatment), 38, 38n

Addiction services, integrating MI into, example of, 139146

Adolescents, 99113

alcohol use problems in, 114115.

See also Community organization

work, building collaboration in

MI and, 105106

example and dialogue, 106

Advice giving

permission for, 22

social work values and, 2, 3

Affirmations, 20

defined, 51

EARS approach and, 8687

indications for, 51

in self-efficacy theory, 2627

in support of self-efficacy, 5051

Agencies, integrating MI into, 136137

Agreement with a twist strategy, 104

Alcohol use problems

in adolescents, 106, 114115. See also Community organization work, building collaboration in

combined MI/CBT in treatment of, 12

with mental illness, example and dialogue, 3546

Alcoholism treatment. See Substance use treatment

Ambivalence

absence of, strategies for, 8892

exploring, 27

increasing, 83. See also Developing discrepancy

listening for, 84

resolving, 21

Assertive community treatment (ACT), 38, 38n

Assessment process

quality of information in, 3031

See also Engagement and assessment process

Assessment sandwich, 3435, 47

Attending skills, 67

Autonomy

loss of, reactions to, 99

stakeholder, in consensus organizing, 117

support of, 4, 5, 50, 53, 61, 72, 80

B

Behavior change

MI and, 6

target for, 30, 112