Integrating Motivational Interviewing Into Social Work Education: A Practical Example

Simulation in Social Work Education: A Scoping Review

“…Three of these studies (6%) had a practice focus on substance use (e.g., Baez, 2005), and two explicitly used MI combined with a Screening, Brief Intervention, and Referral to Treatment protocol which is premised on the transtheoretical model of change (Osborne et al, 2016; Sacco et al, 2017). The other two articles used MI for high school dropout prevention (Iachini, Lee, DiNovo, Lutz, & Frey, 2018) and child welfare (Pecukonis et al, 2016), respectively.…”

“…Of the 29 studies that examined using simulation for social work teaching, 6 studies (12%) focused on teaching generalist competencies and 23 (44%) on specialized competencies. Specialized competencies included mental health assessment (Badger & MacNeil, 2002), advanced care planning in health care (Bond et al, 2017), intimate partner violence (Forgey, Badger, Gilbert, & Hansen, 2013), child abuse (Wilcox, Miller-Cribbs, Kientz, Carlson, & DeShea, 2017), conflict resolution (Schreiber & Minarik, 2018), MI (Greeno et al, 2016; Iachini et al, 2018; Pecukonis et al, 2016), substance use (e.g., Baez, 2005; Osborne et al, 2016), social work practice with families (Mooradian, 2007, 2008), alcohol withdrawal (Gates & Brown, 2017), interprofessional core competencies in health care (Costello et al, 2017; Kuehn et al, 2017; Murphy & Nimmagadda, 2015), bad news delivery in health care (Pastor, Cunningham, White, & Kolomer, 2016), spiritual care in a pediatric setting (Robinson et al, 2016), and interprofessional communication of death (Galbraith et al, 2014; Youngblood et al, 2012). One study (2%) examined interprofessional core competencies, as well as competencies that were discipline specific in nursing and social work (Manning et al, 2016).…”

Partnering With Parents: Reviewing the Evidence for Motivational Interviewing in Child Welfare

“…The prioritization of teaching an evidencebased practice by a coordinated number of programs could lead to novel approaches to train CW students. Some graduate-level social work programs are already training students for MI practice (Barth et al, 2017;Iachini, Lee, DiNovo, Lutz, & Frey, 2018;Pecukonis et al, 2016) (Corcoran, 2016;Hohman, 2012). In addition, there are videos specific to training MI in CW developed by the University of Minnesota and University of California, Davis (Hall & Hohman, 2012).…”

“…The prioritization of teaching an evidence-based practice by a coordinated number of programs could lead to novel approaches to train CW students. Some graduate-level social work programs are already training students for MI practice (Barth et al, 2017; Iachini, Lee, DiNovo, Lutz, & Frey, 2018; Pecukonis et al, 2016), which may reduce the cost of training those entering the CW workforce. Two successful models of MI training within social work education include Pecukonis and colleagues’ (2016) training of CW students in MI using live simulation of standardized clients under the supervision of an MI supervisor as well as Iachini and colleagues’ (2018) seamless integration of MI training into field education and community practice opportunities.…”

Supports for Youth in Accelerated High School Curricula: An Initial Study of Applicability and Acceptability of a Motivational Interviewing Intervention

“…The MAP intervention is fashioned in line with other promising school-based applications of MI (Snape & Atkinson, 2016, 2017; Strait et al, 2012; Terry et al, 2013) including those utilized with high school students at-risk for dropping out of school (Iachini et al, 2016; Iachini, Lee, DiNovo, Lutz, & Frey, 2018). Based on published literature, MI—though grounded in strong theory—has not been used as a selective intervention with adolescents taking accelerated coursework.…”