I. Overview of Motivational Interviewing
1. Conversations about Change
2. What Is MI?
3. The Spirit and Style of MI
4. A Conversation Map: Four Processes
5. Core Skills
6. Evoking: The Heart of MI
7. Planning Changes
8. The MI Approach to Giving Information and Advice
II. In Practice
9. Behavior, Behavior, Behavior
10. Learning
11. Personal Growth
12. Working with Families
III. Focused Applications
13. Bullying
14. At-Risk Students: MI Integrated with Other Approaches
15. Dropout Prevention and Reengagement
16. Transition to Life after School
IV. Broader Horizons
17. Improving Your Knowledge and Skills
18. Integrating MI in Schools
References
Index
Stephen Rollnick, PhD, is Honorary Distinguished Professor in
the School of Medicine at Cardiff University, Wales, United
Kingdom. He is cofounder of motivational interviewing, with a
career in clinical psychology and academia that focused on how to
improve conversations about change, and helped to create the
Motivational Interviewing Network of Trainers
(https://motivationalinterviewing.org). He has worked in diverse
fields, with special interests in mental health and long-term
health conditions such as diabetes, heart disease, and HIV/AIDS.
Dr. Rollnick has published widely in scientific journals and has
written many books on helping people to change behavior. He is
coauthor (with William R. Miller) of four editions of the classic
work Motivational Interviewing. He has traveled worldwide to train
practitioners in many settings and cultures, and he now works as a
trainer and consultant in health care and sports. His website is
www.stephenrollnick.com.
Sebastian G. Kaplan, PhD, is a clinical psychologist and Associate
Professor in the Department of Psychiatry and Behavioral Medicine,
Child and Adolescent Psychiatry Section, at the Wake Forest
University School of Medicine. A former special education teacher,
Dr. Kaplan currently focuses his clinical work on helping
adolescents and their families overcome a variety of challenges to
their growth and development. He has written and presented on the
application of MI for pediatricians, mental health providers, and
school personnel, and is a member of the Motivational Interviewing
Network of Trainers.
Richard Rutschman, EdD, is Senior Program Manager and Professional
Development Facilitator at the Center for College Access and
Success (formerly the Chicago Teachers’ Center) at Northeastern
Illinois University. His professional experience in Chicago schools
has included being a high school science and Spanish teacher and
the principal of an alternative high school. Throughout his career,
he has worked to support school improvement efforts focusing on
student retention, engagement, leadership development, and
preparation for postsecondary education. Dr. Rutschman is a
recipient of the Michael Stratton Practitioner Award from the
International Association for Experiential Education, for his work
using adventure initiatives in Chicago schools, and is a member of
the Motivational Interviewing Network of Trainers.
"MI is grounded in a core belief that people can arrive at
solutions to their problems or challenges if someone asks them the
right questions. This book gives educators the keys to help
students grapple with complex issues and decisions. MI can help you
have a much more positive influence than simply telling a student
what to do or how to do it."--Chad H. Adams, MA, Principal, Roger
C. Sullivan High School, Chicago Public Schools
"Good relationships in school are important, and this book offers a
way forward--down-to-earth guidelines for improving interactions
with students. After reading the book, I have been inspired to
practice the skills every day."--Andy Williams, Deputy Head,
Monmouth Comprehensive School, Wales, United Kingdom
"The authors have provided teachers with a rich resource for
initiating a new and productive conversation style with students.
The book is filled with clear instructions and detailed examples to
guide teachers in changing their communication habits to become
more student focused, autonomy affirming, and motivational. It is
easy to read and perfectly aligned with the latest developments in
MI. This book would be a useful supplement to teacher behavior
management coursework as a tool for integrating motivational
conversations into effective classroom management practices and
routines."--Keith C. Herman, PhD, Department of Educational,
School, and Counseling Psychology, University of Missouri
"Every teacher is concerned about promoting positive motivation in
students. This book shows exactly how to do so, not with the use of
any special program but with everyday conversational interactions.
MI begins with engagement, moves to focusing, evokes children's
goals and aspirations, and guides them in planning for
accomplishment. Students are not explicitly asked to change, but
change they do, and this book is filled with tips, scripts,
examples, and practical wisdom toward building teachers' expertise
in this essential skill area."--Maurice J. Elias, PhD, Director,
Rutgers Social–Emotional and Character Development Lab, Rutgers,
The State University of New Jersey
"With growing international interest in school-based MI, this
publication from leading authors in the field is important and
timely. Educators will appreciate the accessible style,
illustrative examples, practice activities, and usable resources.
The authors summarize existing research and show how teachers and
other professionals can use MI in such areas as bullying and
postschool transition. This book represents a major contribution to
a fast-developing area of practice."--Cathy Atkinson, DEdPsy,
Curriculum Director, Doctorate in Educational and Child Psychology
Program, University of Manchester, United Kingdom
"This book is for any teacher or other school professional who has
ever felt 'stuck' and unsure of how to best help a student or
family maximize their school journey. MI has proven to be an
effective evidence-based practice for having productive
conversations about change, but many educators are unfamiliar with
it. The book provides specific skills and strategies you can use to
help students plan for change and to give advice in a collaborative
yet goal-oriented manner. It will revolutionize how you approach
your interactions with students and families."--Mariann Suarez,
PhD, ABPP, Department of Psychiatry and Behavioral Neurosciences,
University of South Florida Health, Morsani College of Medicine
"As the role of MI is becoming more significant in schools, this is
an ideal book to help teachers learn about the topic. Rollnick,
Kaplan, and Rutschman provide an excellent introduction to MI and a
guide to using it in schools today."--T. Chris Riley-Tillman, PhD,
Department of Educational, School, and Counseling Psychology,
University of Missouri–Columbia
"As educators, we often fall into the trap of thinking that we can
magically change students' behavior through consequences, cajoling,
or coercion. MI flips that notion to the idea of assisting students
to tap into their own motivation through supportive and reflective
conversations. This book presents research, theory, strategies, and
tools that enable us to think differently about why students behave
in ways we would like to change, and how to help them grow and
learn. I plan to buy this book for many of my colleagues and
friends."--Laurie Frank, director, GOAL Consulting; author of
Journey Toward the Caring Classroom -The book provides the
practitioner (school counselor/social worker, teacher, or
administrator) a path toward the skills and disposition needed to
guide clients in creating their own path to success....[It] is
presented in an easy-to-read format….The language is accessible to
almost any reader who has regular student contact….This reviewer
found the book most useful for personal development, specifically
improvement of engagement and relationship building in direct
practice….The book offers several solid interventions in the MI
spirit that respond to contemporary educational concerns including
behavior, learning in the classroom context, bullying, and dropout
prevention….As I have lately said to colleagues, I highly recommend
Motivational Interviewing in Schools. Just don't take my copy; I
can't part with it.--School Social Work Journal, 4/2/2018ƒƒThis is
a gem of a book. Having reviewed many of the books on MI, this one
with Rollnick taking one of the lead author positions, is one of
the best encountered. It is straightforward, highly informative,
easy to read, and clear in its presentation of ideas and
strategies….It can be highly suggested as an easy, yet
comprehensive and thorough read for graduate students wishing
greater familiarity with this highly important strategy.--Child and
Family Behavior Therapy, 3/1/2017ƒƒMotivational Interviewing in
Schools is a useful resource.--PsycCRITIQUES, 1/1/2017
"MI is grounded in a core belief that people can arrive at
solutions to their problems or challenges if someone asks them the
right questions. This book gives educators the keys to help
students grapple with complex issues and decisions. MI can help you
have a much more positive influence than simply telling a student
what to do or how to do it."--Chad H. Adams, MA, Principal, Roger
C. Sullivan High School, Chicago Public Schools
"Good relationships in school are important, and this book offers a
way forward--down-to-earth guidelines for improving interactions
with students. After reading the book, I have been inspired to
practice the skills every day."--Andy Williams, Deputy Head,
Monmouth Comprehensive School, Wales, United Kingdom
"The authors have provided teachers with a rich resource for
initiating a new and productive conversation style with students.
The book is filled with clear instructions and detailed examples to
guide teachers in changing their communication habits to become
more student focused, autonomy affirming, and motivational. It is
easy to read and perfectly aligned with the latest developments in
MI. This book would be a useful supplement to teacher behavior
management coursework as a tool for integrating motivational
conversations into effective classroom management practices and
routines."--Keith C. Herman, PhD, Department of Educational,
School, and Counseling Psychology, University of Missouri
"Every teacher is concerned about promoting positive motivation in
students. This book shows exactly how to do so, not with the use of
any special program but with everyday conversational interactions.
MI begins with engagement, moves to focusing, evokes children's
goals and aspirations, and guides them in planning for
accomplishment. Students are not explicitly asked to change, but
change they do, and this book is filled with tips, scripts,
examples, and practical wisdom toward building teachers' expertise
in this essential skill area."--Maurice J. Elias, PhD, Director,
Rutgers Social–Emotional and Character Development Lab, Rutgers,
The State University of New Jersey
"With growing international interest in school-based MI, this
publication from leading authors in the field is important and
timely. Educators will appreciate the accessible style,
illustrative examples, practice activities, and usable resources.
The authors summarize existing research and show how teachers and
other professionals can use MI in such areas as bullying and
postschool transition. This book represents a major contribution to
a fast-developing area of practice."--Cathy Atkinson, DEdPsy,
Curriculum Director, Doctorate in Educational and Child Psychology
Program, University of Manchester, United Kingdom
"This book is for any teacher or other school professional who has
ever felt 'stuck' and unsure of how to best help a student or
family maximize their school journey. MI has proven to be an
effective evidence-based practice for having productive
conversations about change, but many educators are unfamiliar with
it. The book provides specific skills and strategies you can use to
help students plan for change and to give advice in a collaborative
yet goal-oriented manner. It will revolutionize how you approach
your interactions with students and families."--Mariann Suarez,
PhD, ABPP, Department of Psychiatry and Behavioral Neurosciences,
University of South Florida Health, Morsani College of Medicine
"As the role of MI is becoming more significant in schools, this is
an ideal book to help teachers learn about the topic. Rollnick,
Kaplan, and Rutschman provide an excellent introduction to MI and a
guide to using it in schools today."--T. Chris Riley-Tillman, PhD,
Department of Educational, School, and Counseling Psychology,
University of Missouri–Columbia
"As educators, we often fall into the trap of thinking that we can
magically change students' behavior through consequences, cajoling,
or coercion. MI flips that notion to the idea of assisting students
to tap into their own motivation through supportive and reflective
conversations. This book presents research, theory, strategies, and
tools that enable us to think differently about why students behave
in ways we would like to change, and how to help them grow and
learn. I plan to buy this book for many of my colleagues and
friends."--Laurie Frank, director, GOAL Consulting; author of
Journey Toward the Caring Classroom -The book provides the
practitioner (school counselor/social worker, teacher, or
administrator) a path toward the skills and disposition needed to
guide clients in creating their own path to success....[It] is
presented in an easy-to-read format….The language is accessible
to almost any reader who has regular student contact….This
reviewer found the book most useful for personal development,
specifically improvement of engagement and relationship building in
direct practice….The book offers several solid interventions in
the MI spirit that respond to contemporary educational concerns
including behavior, learning in the classroom context, bullying,
and dropout prevention….As I have lately said to colleagues, I
highly recommend Motivational Interviewing in Schools. Just don't
take my copy; I can't part with it.--School Social Work Journal,
4/2/2018Æ’Æ’This is a gem of a book. Having reviewed many of the
books on MI, this one with Rollnick taking one of the lead author
positions, is one of the best encountered. It is straightforward,
highly informative, easy to read, and clear in its presentation of
ideas and strategies….It can be highly suggested as an easy, yet
comprehensive and thorough read for graduate students wishing
greater familiarity with this highly important strategy.--Child and
Family Behavior Therapy, 3/1/2017Æ’Æ’Motivational Interviewing in
Schools is a useful resource.--PsycCRITIQUES, 1/1/2017
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