Promoting Student Growth in Supervision and Remediation Using Motivational Interviewing

It is common for students to experience resistance or ambivalence when a supervisor or faculty advisor requests they change their behaviors or perspectives to be a more effective counselor. Motivational interviewing (MI) is used to cultivate motivation for positive change within the context of a helping relationship, and is applied to counselor supervision. Implementing this approach can help improve the effectiveness of supervision and remediation, including students achieving desired outcomes, even if students are initially ambivalent or appear disengaged. In this roundtable, we will describe MI applied to clinical supervision and student remediation. Attendees will be encouraged to apply the material presented in interactive activities, and case examples will illustrate specific applications of MI in supervision and remediation

Outcomes of Motivational Interviewing Training with Probation and Parole Officers: Findings and Lessons Learned

Motivational Interviewing (MI) is an evidence-based approach that provides probation and parole officers with specific skills to enhance their clients\u27 motivations to change problematic behaviors. This study investigated the outcomes of MI training with probation and parole officers whose state agency required them to complete MI training. Results show that officers\u27 MI skills, self-efficacy, and knowledge increased following training, with some exceptions. Recommendations from implementation science literature are provided for improving MI trainings

Outcomes of Incorporating Motivational Interviewing into Basic Counselor Skills Training

Counselor skill training involves learning to execute techniques and principles that facilitate client change. Incorporating motivational interviewing can provide a framework that emphasizes humanism in addition to preparing students to assist clients who are ambivalent about change or “resistant.” In this study, we investigated the degree of MI competency achieved by students when MI was integrated into a counseling skills course. We then examined how MI competency was maintained over time. Findings showed that students achieved competency in executing the MI spirit, and this was largely maintained following subsequent coursework and clinical experiences. Implications include the value of incorporating MI training in a counseling skills course and the need for additional training in MI to maintain gains in competency

Counselor Training in Two Evidence-Based Practices: Motivational Interviewing and Cognitive Behavior Therapy

This study served as a preliminary investigation of training counseling students in two evidence-based practices: motivational interviewing and cognitive behavior therapy. Students’ skill demonstrations were assessed for competency at three data points during students’ graduate training program. Results showed modest success in students learning to competently practice both evidence-based approaches

Outcomes of Incorporating Motivational Interviewing into Basic Counselor Skills Training

Counselor skill training involves learning to execute techniques and principles that facilitate client change. Incorporating motivational interviewing can provide a framework that emphasizes humanism in addition to preparing students to assist clients who are ambivalent about change or “resistant.” In this study, we investigated the degree of MI competency achieved by students when MI was integrated into a counseling skills course. We then examined how MI competency was maintained over time. Findings showed that students achieved competency in executing the MI spirit, and this was largely maintained following subsequent coursework and clinical experiences. Implications include the value of incorporating MI training in a counseling skills course and the need for additional training in MI to maintain gains in competency

Motivations to Pursue the Doctoral Degree in Counselor Education and Supervision

Pursuing a doctoral degree in Counselor Education and Supervision (CES) requires a significant commitment. Although there is research on motivations to pursue a doctorate in general, there has not been a specific examination of motivations among those who have pursued a doctorate in CES, which warrants investigation given the diversity of training and potential career paths offered by the degree. In this Q methodology study, 35 students, counselor educators, and practitioners sorted statements pertaining to their motivation for doctoral studies in CES. The sorted statements were correlated and factor analyzed, resulted in four distinct motivations. The motivations are described and implications for CES are discussed

Women Counselor Educators: Strategies for Success in Academia

In order to achieve gender equity in the academy, it is necessary to understand how traditional gender roles impact university practices and policies. In this session, the impact of gender norms on women counselor educators’ teaching, research, and service responsibilities will be explored. Results from recent studies on this topic will be provided. Strategies for successfully navigating the academic culture will be discussed. Ethical responsibilities related to the recruitment and retention of a diverse faculty will be considered. Advocacy activities designed to promote equity in academia will be recommended

Motivational Interviewing in Substance Use Counseling

This webinar was a 2-hour webinar developed for the BRACE Program, funded by HRSA, at Auburn University

Motivational Interviewing Skill Development Workshop

A one-day training workshop for the University of Alabama at Birmingham including 25 counselors, medical staff, and judicial affairs professionals

Empowerment to Change and Well-Being

Seminar for 10 Women Inmates at the Montgomery Women’s Center