scholarly journals Group motivational interviewing for adolescents: Change talk and alcohol and marijuana outcomes.

2015 ◽  
Vol 83 (1) ◽  
pp. 68-80 ◽  
Author(s):  
Elizabeth J. D'Amico ◽  
Jon M. Houck ◽  
Sarah B. Hunter ◽  
Jeremy N. V. Miles ◽  
Karen Chan Osilla ◽  
...  
2015 ◽  
Vol 51 ◽  
pp. 75-81 ◽  
Author(s):  
Ryan C. Shorey ◽  
Steve Martino ◽  
Kayla E. Lamb ◽  
Steven D. LaRowe ◽  
Elizabeth J. Santa Ana

2014 ◽  
Vol 11 (3) ◽  
Author(s):  
Harri Sarpavaara

The objective of this study is to provide insights into substance users’ beliefs about the causes of substance use, in order to expand the current understanding of the significance of the client’s change-related talk during motivational interviewing (MI) sessions. In particular, it focuses on what kind of causes the substance-using clients attribute their substance use to in change talk during MI. The analyses are based on videotaped and transcribed data consisting of 98 MI sessions in the Finnish Probation Service. By applying Peirce’s semiotic theory of signs, this study investigates clients’ change talk utterances about causal attributions of substance use as an indexical sign. The results show that the clients attributed various causes to substance use, and that five main causes can be discerned: cultural factors, significant others, personal properties, working life, and lifestyle. The study displays that both sociocultural and psychological causes play an important role in substance users’ change talk. Thus, it is suggested that contextual factors should not be overlooked in MI and other substance use treatment.


2021 ◽  
Vol 223 ◽  
pp. 108716
Author(s):  
Elizabeth J. Santa Ana ◽  
Steven D. LaRowe ◽  
Mulugeta Gebregziabher ◽  
Antonio A. Morgan-Lopez ◽  
Kayla Lamb ◽  
...  

Author(s):  
Jin Cheng ◽  
Claire Becker ◽  
Antoine Douaihy

Training in motivational interviewing (MI) has increasingly become more innovative. In this chapter, the authors review the necessary components and key requirements to learning MI. The chapter discusses the fundamental importance of feedback and coaching in the learning and practice processes. Complementary to the feedback, modeling from mentors is incredibly helpful in learning MI. The chapter emphasizes the approach of practicing MI mindfully, which requires focus and attunement toward rough areas and improvement. MI advances a skill set that draws on a certain conversational mindset and “heartset.” The authors review the stages in learning MI, which include adopting the spirit of motivational interviewing; using open-ended questions, affirmations, reflections and summarizations (OARS); encouraging “change talk”; allowing and accepting “sustain talk”; developing a change plan; consolidating commitment; and integrating MI with other modalities.


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