Strengths-based Practice and Motivational Interviewing

Manthey, Trevor J.; Knowles, Mariah A.; Asher, Dianne; Wahab, Shagufta

doi:10.18060/959

Cited by 33 publications

(23 citation statements)

References 59 publications

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“…This is in response to MI's growing evidence, use, and demand among employers, funders, and some state regulators (Miller, Forcehimes, & Zweben, 2011). MI fits well with social work values (Hohman, 2012;Manthey, Knowles, et al, 2011), and training in MI provides students with concrete tools for engaging clients in an empathic manner and the ability to use a researchinformed practice. Thus, MI training meets both required competencies for accredited social work programs (Council on Social Work Education, 2015).…”

mentioning

confidence: 83%

Student-Perceived Quality of Motivational Interviewing Training: A Factor-Analytic Study

Smith¹,

Hohman

Wahab

et al. 2017

Journal of the Society for Social Work and Research

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A B S T R A C T Objective: This study developed and tested a student-report measure of motivational interviewing (MI) teaching quality called the Evaluation of Motivational Interviewing Teaching (EMIT) scale. Method: Social work students (N 5 297) receiving course content on motivational interviewing completed the EMIT, and exploratory factor analysis investigated whether theory-based dimensions of teaching emerged as EMIT subscales, including: interactivity/skill building, MI content coverage, modeling MI during teaching, trainee autonomy violation, and encouraging ongoing training in MI. Results: Two subscales emerged representing MIconsistent (28 items, a 5 .92) and MI-inconsistent teaching practices (7 items, a 5 .73). Conclusions: Although more research is needed on the EMIT, this study supports the initial reliability of the instrument and can help social work educators evaluate MI teaching quality. K E Y W O R D S : motivational interviewing, teaching, evidence-based practice, factor analysis

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mentioning

confidence: 83%

Student-Perceived Quality of Motivational Interviewing Training: A Factor-Analytic Study

Smith¹,

Hohman

Wahab

et al. 2017

Journal of the Society for Social Work and Research

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“…It is underpinned by a philosophy, based upon self-efficacy, collaboration and a belief that the client's ideas about change are more meaningful and more valid than those of the therapist. This philosophy shares many similarities with participatory and strength-based approaches in social work (Manthey et al, 2011) and stands in stark contrast to what might be called a more 'typical'…”

Section: Motivational Social Workmentioning

confidence: 97%

Doing Child-Protection Social Work with Parents: What Are the Barriers in Practice?

Wilkins

Whittaker²

2017

The British Journal of Social Work

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For many social workers, participatory practice may seem an unachievable goal, particularly in the field of child protection. In this paper, we discuss a significant programme of change in one London local authority, as part of which we undertook 110 observations of practice and provided more than 80 follow-up coaching sessions for workers. Through these observations, we saw many examples of key participatory practice skills such as empathy, collaboration and involvement in decision-making. We also saw many examples of reducing autonomy and excluding parents from decision-making. Often, we found the same worker would adopt a participatory approach with one family and a non-participatory approach with another. Through coaching sessions, we explored how and why workers used different approaches and discussed the barriers to adopting a more consistently participatory approach. These discussions led us to reflect on fundamental questions relating to the purpose of child protection social work, how social workers can best help families and what the limits might be of participation in situations of high risk. We argue that truly participatory child protection social work requires not simply better training or different tools but an innovation in the value-base of Children's Services.

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“…Framing/treating difficulties from a strengths perspective can assist individuals tap into the power of positive thinking which we know from research is positively associated with wellbeing. Furthermore, a strengths perspective aims to improve self-efficacy, empowering inividuals to see themselves as able to control, manage, and direct their personal health goals (see Grant & Cadell, 2009;Manthey, Knowles, Asher, & Wahab, 2011).…”

Section: Mental Wellbeingmentioning

confidence: 99%

An Assessment of Mental Wellbeing and Health-Related Quality of Life Among Youth Living in Central Mexico

Hoffman¹,

Rueda²,

Chase³

2020

GJHS

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The current state of adolescent mental health and wellbeing in Mexico constitutes a serious public health concern. In an effort to better understand the potential impact this crisis is having on youth in Central Mexico, we designed a study to assess the connection between Mental Wellbeing and Health-related Quality of Life among a sample of children in junior high school. Descriptive statistics suggest that 22.5% of our sample was “at-risk” of poor health-related quality of life, with 19.8% at risk within the physical subscale and 24.3% at risk within the psychosocial subscale. Regression analyses showed that mental wellbeing scores significantly predicted scores on the physical subscale of the quality of life measure, but did not predict overall wellbeing or psychosocial wellbeing. If replicated, our results may have important implications for health professionals, social workers, researchers, policy makers, and other individuals living in Mexico. We encourage continued research among Mexican youth in rural, underserved areas of Central Mexico such as Michoacán in order to further support strengths-based approaches for improving both their mental wellbeing and quality of life.

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Strengths-based Practice and Motivational Interviewing

Cited by 33 publications

References 59 publications

Student-Perceived Quality of Motivational Interviewing Training: A Factor-Analytic Study

Student-Perceived Quality of Motivational Interviewing Training: A Factor-Analytic Study

Doing Child-Protection Social Work with Parents: What Are the Barriers in Practice?

An Assessment of Mental Wellbeing and Health-Related Quality of Life Among Youth Living in Central Mexico

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