One of the greatest challenges for mental health and other professionals in school settings is to get students, families, and staff willing to partake of and engaged in their services. This is the first book on applying motivational interviewing (MI)-a powerful, evidence-based technique for facilitating behaviour change-throughout the school environment to help psychologists, counsellors and other school-based professionals to improve the effectiveness of their practice. Based on encouraging research on the value of MI in K-12 settings, this practical book explains the basic elements of MI theory and demonstrates, step-by-step, how the four-stage process of engaging, focusing, evoking, and planning can be used with the families of students who need psychological or counselling services, teachers who need consultation and support to improve classroom management, and the students themselves. The book discusses barriers to readiness to change and describes how to foster engagement and compliance with school services to increase the likelihood that positive change will occur. It also describes how MI can be used to increase the effectiveness of inter-professional teams in school settings, along with ways in which MI can be integrated into and build support for already established programs. Richly illustrated with examples of using MI as a strategy for promoting everyday conversations about change--the nucleus of MI practice--the book also includes case studies and sample handouts for mental health professionals, students, family members, and teachers.

Author Biography

Keith C. Herman, PhD, is Associate Professor in counselling psychology at the University of Missouri, USA and Co-Director of the Missouri Prevention Center, USA. He is a member of the Motivational Interviewing Network of Trainers (MINT). He presents nationally and has published over 70 peer-reviewed articles and chapters. Wendy M. Reinke, PhD, is Assistant Professor in school psychology at the University of Missouri, USA and Co-Director of the Missouri Prevention Center, USA. She developed the Classroom Check-up, an assessment-based teacher consultation model. Her research focuses on the prevention of disruptive behaviour problems in children and increasing school-based implementation of evidence-based practices. Andy Frey, PhD, is Associate Professor at the Kent School of Social Work at the University of Louisville, USA. He is the author of over 30 book chapters and peer-reviewed journal articles and serves on the editorial board of Children and Schools. His primary interest areas include positive behaviour support, social and emotional competence in preschoolers, early intervention, and the provision of school social work services. Stephanie Shepard, PhD. is Assistant Professor with Brown University's School of Medicine, USA. Dr. Shepard has authored over 30 book chapters and articles in peer-reviewed publications and has trained a cadre of school professionals across the nation to use these methods to promote parent and staff involvement and motivation.