Continuing Education in Motivational Interviewing for Addiction Counselors: Reducing the Research‐to‐Practice Gap

Abstract

The authors evaluated the effectiveness of continuing education training in motivational interviewing (MI) for addiction counselors. Participants reported a significant increase in counseling self‐efficacy, and 87.5% reported increasing MI use in their practice. Only 3.8%, however, participated in posttraining consultation.

Implementation and Outcomes of a Comprehensive Tobacco Free Workplace Program in Opioid Treatment Centers

“…Given provided resources were free, these were missed opportunities to embed specialized knowledge within the center that could serve as an ongoing resource to colleagues and clients. Moreover, although some centers cited prior Motivational Interviewing training as a reason to forgo attendance, studies show that expertise in its delivery is enhanced by continued training and coaching opportunities [ 51 ]. Center leadership endorsed intention to comply with these program requirements through the memorandums of understanding; however, compliance was not achieved.…”

Didactic Recommendations for Teaching About Integrated Care in Human Services Addiction Education

“…Evolution of Treatment Likewise, treatment of addictions has evolved, and evidence-based treatments including cognitive behavior therapy (David et al, 2018), motivational interviewing (Doumas et al, 2019), medication-assisted therapies (Andrilla et al, 2018;Matteo, 2019), and other harm reduction approaches are used in addition to the traditional approaches, namely abstinence-based models socially known as 12-step, on which there is much less research (Hefner et al, 2022). Further, holistic approaches have come to the forefront of addiction treatment for those who have responded to homeopathic practices (Oliveira et al, 2022), acupuncture and Eastern-based practices, (Churtch et al, 2022), animal assisted therapies (Trujillo et al, 2019), and technologybased services provided through online applications (Schaub et al, 2018) in conglomeration with evidence-based and traditional interventions.…”

Counselor Education and Supervision: 2019 Annual Review

“…In attending to skill‐oriented pedagogy, studies included reflective supervision training outcomes specific to a group of 34 community‐based supervisors (Williams et al, 2019); an interpersonal process recall–informed interview procedure to understand supervisee in‐session experiences of using intentional nondisclosure as it pertains to the supervisory relationship and process of supervision (R. M. Cook et al, 2019); photovoice as a pedagogical tool in counseling techniques instruction (Zeglin et al, 2019); the potential benefit of leaderless peer supervision groups during training to create space for students to discuss multicultural aspects of clinical work (Somerville et al, 2019); and the effectiveness of a social justice prepracticum in the development of counseling student social justice identity, finding some influence on engagement in systemic advocacy in later employment (Sanabria & DeLorenzi, 2019). Quantitative studies included a comparative analysis of a traditional classroom setting and a web/hybrid course in which students were asked to rate fears regarding research methods (Davis, 2019); student preference for working with process addictions, competence, and understanding of process addictions (Giordano et al, 2019); evaluation of student classroom engagement in flipped and nonflipped counseling courses, with noted higher engagement for flipped course structures (Merlin‐Knoblich et al, 2019); investigation of the impact of a combined approach (using didactic and experiential methods) to teaching counseling ethics on learners' ethical judgments and confidence levels (Sivis‐Cetinkaya, 2019); and the effectiveness of continuing education training in motivational interviewing for addiction counselors, finding a significant increase in self‐efficacy following training (Doumas et al, 2019).…”