Linking Basic and Advanced Motivational Interviewing Training Outcomes for Juvenile Correctional Staff in California

Doran, Neal; Hohman, Melinda; Koutsenok, Igor

doi:10.1080/02791072.2011.601986

Cited by 16 publications

(18 citation statements)

References 17 publications

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“…, Doran et al . ), some study results indicate that persons with more education have better prerequisites for learning MI (Doran et al . , van Eijk‐Hustings et al .…”

Section: Discussionmentioning

confidence: 99%

“…The DNs have specialist nurse education in public health, which includes preventive medicine and health promotion (DSF 2008). Although MI is learned and used successfully by many different professions (Resnicow et al 2002, Doran et al 2011, some study results indicate (14) 15 (9) that persons with more education have better prerequisites for learning MI (Doran et al 2011, van Eijk-Hustings et al 2011. More training in MI and better conditions for using it were independently associated with use of MI.…”

Section: Discussionmentioning

confidence: 99%

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District nurses’ and registered nurses’ training in and use of motivational interviewing in primary care settings

Östlund

Wadensten

Häggström

et al. 2013

Journal of Clinical Nursing

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“…, Doran et al . ), some study results indicate that persons with more education have better prerequisites for learning MI (Doran et al . , van Eijk‐Hustings et al .…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

District nurses’ and registered nurses’ training in and use of motivational interviewing in primary care settings

Östlund

Wadensten

Häggström

et al. 2013

Journal of Clinical Nursing

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“…The MI training project was conducted between January 2008 and May 2010 at the facilities of the California Department of Corrections and Rehabilitation, Division of Juvenile Justice (CDCR/DJJ). The background to the project and outcomes for trainings conducted by MINT trainers have been described in detail elsewhere (Doran, Hohman, & Koutsenok, 2011; Hohman, Doran, & Koutsenok, 2009). The original design was based on the model previously described (Alexander et al ., 2008), and included a 3‐day basic MI training, followed 6 months later by a more advanced 2‐day training, for most DJJ employees.…”

Section: Methodsmentioning

confidence: 99%

Motivational interviewing training in juvenile corrections: A comparison of outside experts and internal trainers

Doran

Hohman

Koutsenok

2011

Legal Criminol Psychol

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Purpose. This study was designed to compare expert consultant trainers and less experienced, in-house trainers in providing basic training in motivational interviewing (MI) for juvenile corrections employees.Methods. Trainees (n = 1,552) attended a 3-day workshop administered by either a member of the Motivational Interviewing Network of Trainers (MINT) or a corrections staff member who had been trained by a MINT trainer.Results. Pre-to post-test MI knowledge and skill gains did not vary between MINT expert and internal trainers, and increased for both groups. MINT trainees were more motivated to learn MI and expected it to be more effective in their work compared with those trained by corrections staff. MINT trainers were perceived as more knowledgeable about the topic, whereas corrections staff trainers were rated as better at utilizing handouts and visual aids. The groups did not differ on other measures of trainee satisfaction.Conclusions. These data suggest that a train-the-trainers model, in which expert consultants provide initial trainings to develop a pool of staff to provide subsequent trainings, may be as effective as a model that relies exclusively on expert trainers.Correctional officers (COs) and other professionals who work in juvenile or adult prisons face chronic stressors due to the unique tasks that are a daily part of their jobs (Brough & Williams, 2007;McCraty, Atkinson, Lipsenthal, & Arguelles, 2003). Listening to the problems of the offenders they supervise, monitoring behaviour, conducting facility counts, responding to emergencies, identifying gang activity, providing counselling and motivation, and ensuring the safety of inmates and staff all demand a wide variety of skills (Demmo, 2010;Khan, 2009). Pre-service and in-service training to enhance or maintain needed skills are usually conducted by trainers who have worked in the same or similar systems and understand the demands and pressures of working in prisons. Most county and state systems offer their own training academies, usually staffed by their own * Correspondence should be addressed to Neal Doran, PhD, UCSD, Department of Psychiatry, 3350 La Jolla Village Drive, San Diego, CA 92161, USA (e-mail: nmdoran@ucsd.edu employees (Khan, 2009). Outside experts with specific knowledge have been utilized for training and have been well-received (Parker, 2009) but trainees can be sceptical of outsiders' understanding of the prison environment (Crawley, 2004). To date, no studies have compared in-house trainers with outside expert trainers in correctional settings, particularly with the same training topic. The unique opportunity to do so presented itself when a large juvenile correctional system utilized outside expert trainers in motivational interviewing (MI) who then trained trainers who worked within the system.MI is an evidence-based counselling or communication style typically used in behaviour change interventions; it focuses on empathic, collaborative discussion of reasons for and ambivalence about behaviour change (Miller & Roll...

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“…were assessed not with simulated clients directly after the MI training but several months later in real-life settings. In fact, several authors have observed the erosion over time of MI skills after MI training, especially when delivered in real practice (e.g., Doran, Hohman, & Koutsenok, 2011;Schwalbe, Oh, & Zweben, 2014). The time lapse between MI training and the recordings in the sample could thus contribute to explaining the fact that MI basic proficiency was reached on only one indicator.…”

Section: Effects Of MI Training On Counselors' Behaviorsmentioning

confidence: 99%

The motivational maintenance in support for the performances of educational and vocational guidance

Rochat¹

2018

osp

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2017 L'entretien motivationnel en appui aux prestations d'orientation scolaire et professionnelle Rochat Shékina Rochat Shékina, 2017, L'entretien motivationnel en appui aux prestations d'orientation scolaire et professionnelle Originally published at : Thesis, University of Lausanne Posted at the University of Lausanne Open Archive http://serval.unil.ch Document URN : urn:nbn:ch:serval-BIB_0C1F8A4F02063 Droits d'auteur L'Université de Lausanne attire expressément l'attention des utilisateurs sur le fait que tous les documents publiés dans l'Archive SERVAL sont protégés par le droit d'auteur, conformément à la loi fédérale sur le droit d'auteur et les droits voisins (LDA). A ce titre, il est indispensable d'obtenir le consentement préalable de l'auteur et/ou de l'éditeur avant toute utilisation d'une oeuvre ou d'une partie d'une oeuvre ne relevant pas d'une utilisation à des fins personnelles au sens de la LDA (art. 19, al. 1 lettre a). A défaut, tout contrevenant s'expose aux sanctions prévues par cette loi. Nous déclinons toute responsabilité en la matière. Copyright The University of Lausanne expressly draws the attention of users to the fact that all documents published in the SERVAL Archive are protected by copyright in accordance with federal law on copyright and similar rights (LDA). Accordingly it is indispensable to obtain prior consent from the author and/or publisher before any use of a work or part of a work for purposes other than personal use within the meaning of LDA (art. 19, para. 1 letter a). Failure to do so will expose offenders to the sanctions laid down by this law. We accept no liability in this respect. L'objectif de cette thèse est alors d'étudier dans quelle mesure et avec quelle efficacité il est possible d'avoir recours à cette méthode en appui aux prestations d'orientation scolaire et professionnelle. À cette fin, trois angles d'approche ont été favorisés. D'une part, au travers d'une réflexion théorique, la pertinence du recours à l'entretien motivationnel pour accroitre la motivation des consultant•e•s et les accompagner dans un processus de modération des aspirations est étudié. D'autre part, l'effet d'une formation à l'entretien motivationnel sur les comportements de psychologues conseiller•ère•s en orientation et sur le discours de leurs consultant•e•s est évalué de manière empirique, au moyen d'un dispositif quasi-expérimental. Enfin, l'efficacité clinique de cette approche pour produire un changement réel dans la vie des individus est investiguée au moyen d'une étude de cas. Le produit de ces réflexions est présenté sous la forme de cinq articles. Une introduction générale inscrit ces articles dans le cadre théorique de la living system theory of vocational behavior and development (Vondracek, Ford & Porfeli, 2015) et une discussion finale souligne les apports et limites de l'adoption d'une approche intégrative en orientation.

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Linking Basic and Advanced Motivational Interviewing Training Outcomes for Juvenile Correctional Staff in California

Cited by 16 publications

References 17 publications

District nurses’ and registered nurses’ training in and use of motivational interviewing in primary care settings

District nurses’ and registered nurses’ training in and use of motivational interviewing in primary care settings

Motivational interviewing training in juvenile corrections: A comparison of outside experts and internal trainers

The motivational maintenance in support for the performances of educational and vocational guidance

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