The second edition of this seminal reference is still the only book available that provides detailed, step-by-step guidance for using Motivational Interviewing (MI) to facilitate positive change in schools by working with parents, teachers, and students. Featuring readily accessible, proven strategies for promoting academic enabling behaviors, this text describes the defining principles, processes, and skills of MI. The new edition illuminates research-based strategies for building teacher, student, and parent engagement in school-based services, and identifies best-practice MI consultation skills, and tailors these interventions to the specific needs of teachers, students, and parents. Additionally, the book identifies methods for combining MI with other school-based intervention models as well as defining procedures for integrating MI within a school or across a school district. New to the second edition is the innovative coaching framework HomeBase, important literature updates on the science and practice of MI in schools, and expanded information on new applications of MI with students. The second edition also includes new strategies for motivating MI participants, MI applications with school problem-solving teams, and a major update to the sections on Learning MI and Monitoring Implementation Quality. Purchase of the print edition includes access to Ebook format.
New to the Second Edition:
Includes new HomeBase intervention program designed as a collaboration between parents and teachers to support children
Delivers a new MI coaching framework
Significantly updates sections on Learning MI and Monitoring Implementation Quality
Reflects latest science regarding proper implementation of MI
Expands coverage of MI applications with school problem-solving teams
Includes strategies for learning and improving MI skills
Provides new dialogues/scripts from successful parent, teacher, and student interactions
Highlights specific interventions for gifted youth, applications for student self-monitoring and for support in alternative settings
Demonstrates how to apply motivational interviewing to K-12 to help school professionals improve effectiveness
Delivers expert tips for working with challenging families, students, and teachers
Covers implementation and dissemination strategies for learning MI and monitoring fidelity
Includes abundant opportunities for practice
Includes examples of MI that promote everyday conversations about change
Provides dozens of handouts to use with students, teachers, and parents
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Keith C. Herman, PhD, is a professor in school and counseling psychology at the University of Missouri and codirects the Missouri Prevention Science Institute. He is a member of the Motivational Interviewing Network of Trainers (MINT). Prior to his faculty appointment he worked as a school psychologist in an Oregon school district. He presents nationally and has published over 120 peer-reviewed articles and chapters. He serves on the editorial boards of School Psychology Review and is coauthor of three other books: Academic and Behavior Supports for At-Risk Students: Tier 2 Intervention (2012), Stress Management for Teachers: A Proactive Guide (2014), and Motivational Interviewing for Effective Classroom Management: The Classroom Check-Up (2011). Much of his research and applied work focuses on using motivational interviewing (MI) with teachers and families to promote effective environments for youth.
Wendy M. Reinke, PhD, is a professor in school psychology at the University of Missouri and codirector of the Missouri Prevention Science Institute. She has worked in a variety of school consultation settings, including as a school psychologist in an elementary school and as a behavior consultant in the Baltimore City School District. She developed the Classroom Check-Up, an assessment-based classwide teacher consultation model. Her research focuses on the prevention of disruptive behavior problems in children and increasing school-based implementation of evidence-based practices. She presents nationally, has published over 100 peer-reviewed articles, and has coauthored seven books including, Academic and Behavior Supports for At-Risk Students: Tier 2 Intervention (2012), Stress Management for Teachers: A Proactive Guide (2014), and Motivational Interviewing for Effective Classroom Management: The Classroom Check-Up (2011). She is the director of the National Center for Rural School Mental Health and has been the lead or co-lead investigator on over $40 million of grant-funded projects, all focused on improving youth outcomes at home and school.
Andy J. Frey, PhD, earned his MSW from the University of Michigan in 1994 and his PhD from the University of Denver in 2000. He is currently an a professor at the Kent School of Social Work at the University of Louisville. Before joining the faculty at the University of Louisville, he was a school social worker and behavioral consultant in Douglas County Schools, Colorado. He is the author of over 00 book chapters and peer-reviewed journal articles. His primary interest areas include school mental health services, applications of motivational interviewing in school settings and early intervention.
Part I: Overview of Motivational Interviewing
1. Motivational Interviewing: An Introduction
2. Getting Your Foot in the Door: The Context of Motivation
3. Motivational Interviewing Principles and Strategies
Part II: Specific Applications of Motivational Interviewing in Schools
4. Motivational Interviewing With Parents
5. Motivational Interviewing With Teachers
6. Motivational Interviewing With Students
7. An Example of a Structured Motivational Intervention for Families, Students, and Schools
8. Motivational Interviewing With School-Based Problem-Solving Teams
Part III: Implementation and Dissemination
9. Motivational Interviewing as an Implementation Strategy for Evidence-Based Practices
10. Learning and Teaching Motivational Interviewing
11. The Future of Motivational Interviewing in Schools
Praise for the first edition:"The authors of this book have made a very important contribution in producing a book that literally provides a roadmap for how to realize MI's potential in school and family contexts. They are the acknowledged leaders of MI in schools and deserve much credit for adapting this approach so well for effective use by educators...I recommend it unconditionally as an invaluable resource for today's related services professional." -Hill Walker, PhD, University of Oregon
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