Relevant bibliographies by topics / Motivational interviewing

Academic literature on the topic 'Motivational interviewing'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Motivational interviewing"

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Demmel, Ralf. "Motivational Interviewing: Ein Literaturüberblick." SUCHT 47, no. 3 (January 2001): 171–88. http://dx.doi.org/10.1024/suc.2001.47.3.171.

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Der dysfunktionale Konsum psychotroper Substanzen geht in der Regel mit einem Zwiespalt zwischen Abstinenzvorsatz bzw. der Absicht, den Konsum zu reduzieren, einerseits und dem Wunsch oder Zwang, den Konsum fortzusetzen, andererseits einher. Das von Miller und Rollnick (1991) beschriebene Motivational Interviewing (MI) ist ein zugleich klientenzentrierter und direktiver Behandlungsstil, der dieser Ambivalenz Rechnung tragen und somit Veränderungsbereitschaft erhöhen soll. Miller und Rollnick (1991) nennen fünf Prinzipien motivationaler Gesprächsführung: <OL><LI>Empathie, <LI>Widersprüche aufzeigen, <LI>Wortgefechte vermeiden, <LI>Nachgiebig auf Widerstand reagieren und <LI>Selbstwirksamkeit fördern.</OL> Diese Prinzipien stimmen mit den Annahmen (sozial-) psychologischer Modelle der Einstellungs- und Verhaltensänderung überein. Seit Ende der achtziger Jahre wurden vorwiegend in den angelsächsischen Ländern verschiedene motivationale Interventionen zur Sekundärprävention und Behandlung von Substanzabhängigkeit und -missbrauch entwickelt, die den von Miller und Rollnick (1991) formulierten Behandlungsprinzipien entsprechen (der Drinker’s Checkup, Motivational Enhancement Therapy, das Harm-Reduction-Programm BASICS, Brief Motivational Interviewing, Brief Negotiation sowie eine Reihe weiterer motivationaler Kurzinterventionen). Vor dem Hintergrund der bislang vorliegenden Literatur erscheint insbesondere die Durchführung standardisierter motivationaler Interventionen zur Reduktion dysfunktionalen Alkoholkonsums bzw. der negativen Konsequenzen eines fortgesetzten Alkoholmissbrauchs gerechtfertigt. Voraussetzungen einer Optimierung des Behandlungserfolgs sind neben der Identifikation zentraler Wirkmechanismen u.a. eine fortlaufende Prozess-Evaluation der Implementierung motivationaler Interventionen sowie eine evidenzbasierte Ausbildung.
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Noonan, W. C., and T. B. Moyers. "Motivational interviewing." Journal of Substance Misuse 2, no. 1 (January 1997): 8–16. http://dx.doi.org/10.3109/14659899709084610.

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Richardson, Luann. "Motivational Interviewing." Journal of Christian Nursing 29, no. 1 (2012): 18–24. http://dx.doi.org/10.1097/cnj.0b013e318238e510.

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&NA;. "Motivational Interviewing." Journal of Christian Nursing 29, no. 1 (2012): 25–26. http://dx.doi.org/10.1097/cnj.0b013e3182423f43.

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Suarez, Mariann. "Motivational Interviewing." Journal of Developmental & Behavioral Pediatrics 27, no. 5 (October 2006): 417. http://dx.doi.org/10.1097/00004703-200610000-00009.

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Hettema, Jennifer, Julie Steele, and William R. Miller. "Motivational Interviewing." Annual Review of Clinical Psychology 1, no. 1 (April 2005): 91–111. http://dx.doi.org/10.1146/annurev.clinpsy.1.102803.143833.

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COMPTON, PEGGY, GENEVIEVE MONAHAN, and HEATHER SIMMONS-CODY. "Motivational Interviewing." Nurse Practitioner 24, no. 11 (November 1999): 27???49. http://dx.doi.org/10.1097/00006205-199911000-00005.

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Sypniewski, Rebekah. "Motivational Interviewing." NASN School Nurse 31, no. 1 (April 2015): 40–44. http://dx.doi.org/10.1177/1942602x15576777.

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Reading, Richard. "Motivational interviewing." Child: Care, Health and Development 36, no. 5 (August 4, 2010): 750. http://dx.doi.org/10.1111/j.1365-2214.2010.01145_5.x.

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Arena, Joanne. "Motivational Interviewing." ICAN: Infant, Child, & Adolescent Nutrition 3, no. 1 (January 28, 2011): 25–30. http://dx.doi.org/10.1177/1941406410396081.

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Dissertations / Theses on the topic "Motivational interviewing"

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Ginley, Meredith K. "Motivational Interviewing." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8883.

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Stinson, Jill D. "Motivational Interviewing With Offenders." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7982.

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Cafmeyer, Helene, and Maria Carlsson. "Motivational Interviewing (MI) : en litteraturstudie." Thesis, Röda Korsets Högskola, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-46.

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Bakgrund: Rökning skapar både ett fysiskt och ett psykologiskt beroende vilket gör vanan svår att bryta. En del av sjuksköterskans ansvarsområde är att arbeta hälsofrämjande och att använda sig av kunskapsbaserade metoder. En av dessa är Motivational Interviewing (MI) som är en patientcentrerad samtalsmetod som kan användas inom omvårdnad i syfte att hjälpa patienter till hälsofrämjande livsstilsförändringar. Inga tydliga riktlinjer finns dock för metodens effektivitet vid rökavvänjning. Syfte: Att undersöka forskningsresultat som stödjer eller avfärdar MI som rökavvänjningsmetod. Design: En litteraturöversikt användes i denna uppsats. Resultat: Resultatet sammanställdes utifrån den vetenskapliga litteraturen. Stöd framkom gällande rökstopp, minskat bruk av cigaretter, motivation, minskat röksug samt kostnadseffektivitet vid återfallsprevention. Avfärdande resultat framkom gällande rökstopp och kostnadseffektivitet vid rökstopp. Slutsats: Resultaten indikerar att metoden kan användas framgångsrikt om den anpassas efter de förutsättningar som ges gällande exempelvis patientens rökvanor och aktuella motivation. Mer forskning behövs dock.
Background: Smoking creates a physiological and psychological dependence which makes the habit difficult to break. Nurses are responsible, as part of their professional duty, to work with lifestyle prevention using evidence-based methods. One of them is Motivational Interviewing, MI, a patient-centered technique, which aims to help patients with health-promoting lifestyle changes. There are no clear guidelines regarding this method's efficiency on smoking cessation. Aim: To study the research findings that support or reject MI on smoking cessation. Design: A literature review was used to perform this study. Results: The results were extracted from the scientific literature. Support were found in relation to smoking cessation, reduced smoking, motivation, reduced temptation to smoke and cost-effectiveness on relapse prevention. However, rejection emerged regarding smoking cessation and cost-effectiveness on smoking cessation. Conclusion: The results indicate that the method can be successfully used if adjusted for the conditions given, for example the patient´s smoking history and current motivation. Further research is needed.
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Lindhe, Söderlund Lena. "Motivational Interviewing in Theory and Practice." Doctoral thesis, Linköpings universitet, Socialmedicin och folkhälsovetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60330.

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An estimated 50% of mortality from the 10 leading causes of death is due to behaviour. Individuals can make important contributions to their own health by adopting health-related behaviours and avoiding others. Motivational interviewing (MI) has emerged as a counselling approach for behavioural change that builds on a patient empowerment perspective by supporting autonomy and self-efficacy. The overall aim of this thesis is to contribute to improved understanding of the different factors that impact on general health care professionals’ learning and practice of MI. Specific aims are; study I was to identify barriers, facilitators and modifiers to use MI with pharmacy clients in community pharmacies; study II was to identify barriers and facilitators to use MI with overweight and obese children in child welfare and school health services; study III was to evaluate the attitudes towards MI and clinical use of MI with children´s weight issues one year after child health care nurses’ participation in MI training; study IV was to systematically review studies that have evaluated the contents and outcomes of MI training for general health care professionals. Participants in study I were 15 community pharmacy pharmacists in Östergötland, Sweden. Participants in study II were five child welfare centre nurses from the county council and six municipally-employed school health service nurses, all from Östergötland, Sweden. Data for both studies were obtained through focus group interviews. Study III, participants were 76 nurses from child health care centres in Östergötland, Sweden. 1-year after MI training they answered a survey. Study IV, the material was 10 empirical studies that have evaluated different aspects of MI training. MI training for general health care providers is generally of short duration and tends to focus on specific topics such as diabetes, smoking, and alcohol. The training seems to contain more training on phase I elements, such as clients’ inner motivation, than on phase II, which involves strengthening clients’ commitment to change. MI is seen as practical and useful in work with lifestyle and health promotion issues, especially with issues that may be perceived as sensitive, such as alcohol and obesity. General health care providers have positive attitudes to MI and view MI as being compatible with their values and norms about how they want to work. Clients’ resistance reactions are difficult to handle in the first stages of learning MI, and may lead to frustration. Strategies to avoid resistance are including in the final stages of learning MI. Learning and clinical use of MI for general health care providers is influenced by interactions with their environment (colleagues, staff and organization). Unlearning of old knowledge can be a problem for general health care providers in the learning and clinical use of MI.
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Stinson, Jill D. "Motivational Interviewing With Court-Ordered Populations." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8002.

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Book Summary: This book reviews how new and promising evidence-based interventions are being used with those involved in the criminal justice system. While there has been an increased emphasis on evidence-based practice within forensic treatment, there remains a disjoint between what we know works and adapting these interventions to those involved in the criminal justice system. This book seeks to bridge that gap by providing an overview of what we know works and how that information has been translated into offender treatment. In addition, it highlights avenues where additional research is needed.
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Lindhe, Söderlund Lena. "Challenges of learning and practicing motivational interviewing." Licentiate thesis, Linköping University, Linköping University, Division of Preventive and Social Medicine and Public Health Science, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-17351.

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Background: The past three decades have seen a growth in health promotion research and practice, stimulated by the epidemiologic transition of the leading causes of death from infectious to chronic diseases. An estimated 50% of mortality from the 10 leading causes of death is due to behaviour, which suggests individuals can make important contributions to their own health by adopting some health-related behaviours and avoiding others. Motivational interviewing (MI) has emerged as a brief counselling approach for behavioural modification that builds on a patient empowerment perspective by supporting self-esteem and self-efficacy. MI has become increasingly popular in a variety of health care settings as well as non-health care settings.

Aims: The overall aim of this thesis is to contribute to improved understanding of the different factors that impact on the learning and practice of MI. The aim of study I was to identify barriers and facilitators to use MI with overweight and obese children in child welfare and school health services. The aim of study II was to identify barriers, facilitators and modifiers to use MI with pharmacy clients in community pharmacies.

Methods: Participants in study I were five child welfare centre nurses from the county council and six municipally-employed school health service nurses, all from Östergötland, Sweden. Participants in study II were 15 community pharmacy pharmacists in Östergötland Sweden. Data for both studies were obtained through focus group interviews with the participants, using interview guides containing open-ended questions related to the aims of the studies. Study II also included five individual interviews. Interview data were interpreted from a phenomenological perspective.

Results: In study I, important barriers were nurses’ lack of recognition that overweight and obesity among children constitutes a health problem, problem ambivalence among nurses who felt that children’s weight might be a problem although there was no immediate motivation to do anything, and parents who the nurses believed were unmotivated to deal with their children’s weight problem. Facilitators included nurses’ recognition of the advantages of MI, parents who were cooperative and aware of the health problem, and working with obese children rather than those who were overweight. In study II, pharmacists who had previously participated in education that included elements similar to MI felt this facilitated their use of MI. The opportunity to decide on appropriate clients and/or healthrelated behaviours for counselling was also an important facilitator. The pharmacists believed the physical environment of the pharmacies was favourable for MI use, but they experienced time limitations when there were many clients on the premises. They also experienced many difficulties associated with the practical application of MI, including initiating and concluding client conversations.

Conclusions: Learning and practicing MI effectively is difficult for many practitioners as it requires a new way of thinking and acting. Practitioners’ use of MI is not effective unless there is recognition that there is an important health-related problem to be solved. Practitioners feel more confident using MI with clients who have health-compromising behaviours and/or risks in which the practitioners feel they have expertise. Possessing considerable MI counselling skills does not compensate for insufficient knowledge about a targeted health-related behaviour and/or risk. Feedback from clients plays an important role for the quality and quantity of practitioners’ MI use.

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Dodd, Julia. "Theories of Behavior Change and Motivational Interviewing." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7346.

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Dodd, Julia. "Theories of Behavior Change and Motivational Interviewing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7349.

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Stinson, Jill D. "Motivational Interviewing for Offender Rehabilitation and Engagement." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7911.

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Stinson, Jill D. "Motivational Interviewing: Promoting Client Collaboration and Change." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7980.

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Books on the topic "Motivational interviewing"

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Judy, Lewis, Carlson Jon, Governors State University, Allyn and Bacon, and PsychotherapistResources com, eds. Motivational interviewing. [S.l.]: Allyn & Bacon, 2007.

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R, Miller William. Motivational interviewing. Albuquerque: University of New Mexico, 1998.

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Manuel, Jennifer K., Denise Ernst, Alexandre Vaz, and Tony Rousmaniere. Deliberate practice in motivational interviewing. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000297-000.

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1952-, Rollnick Stephen, ed. Motivational interviewing: Helping people change. 3rd ed. New York, NY: Guilford Press, 2013.

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Westra, Henny A. Motivational interviewing in the treatment of anxiety. New York, NY: Guilford Press, 2012.

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Su-gyŏng, Sin. Tonggi myŏndam sŭpkwan mandŭlgi: Making motivational interviewing habit. Kyŏnggi-do P'aju-si: Kyoyuk Kwahaksa, 2019.

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Miller, William R. Motivational interviewing: Professional training videotape series. Albuquerque, New Mexico: University of New Mexico, 1998.

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B, Sobell Mark, Carlson Jon, Governors State University. Division of Digital Learning and Media Design, and American Psychological Association, eds. Assessing alcohol problems using motivational interviewing. Washington, D.C: American Psychological Association, 2008.

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Naar-King, Sylvie. Motivational interviewing with adolescents and young adults. New York: Guilford Press, 2010.

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Naar-King, Sylvie. Motivational interviewing with adolescents and young adults. New York: Guilford Press, 2011.

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Book chapters on the topic "Motivational interviewing"

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Demmel, Ralf. "»Motivational Interviewing«." In Verhaltenstherapiemanual, 233–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-16197-1_44.

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Sim, Moira, Eric Khong, and Gary Hulse. "Motivational Interviewing." In The Handbook of Behavioral Medicine, 406–28. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118453940.ch19.

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Corsica, Joyce A., and Lauren E. Bradley. "Motivational Interviewing." In Encyclopedia of Clinical Neuropsychology, 2276–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_416.

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Demmel, Ralf. "Motivational Interviewing." In Psychologie in der medizinischen Rehabilitation, 125–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-61170-8_10.

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Khanfer, Riyad, John Ryan, Howard Aizenstein, Seema Mutti, David Busse, Ilona S. Yim, J. Rick Turner, et al. "Motivational Interviewing." In Encyclopedia of Behavioral Medicine, 1263–64. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_656.

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Allan, George. "Motivational Interviewing." In Working with Substance Users, 121–31. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-27805-0_8.

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Corsica, Joyce A., and Lauren E. Bradley. "Motivational Interviewing." In Encyclopedia of Clinical Neuropsychology, 1–3. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-56782-2_416-3.

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Wagner, Leigh, Diana Noland, and Jeanne A. Drisko. "Motivational Interviewing." In Integrative and Functional Medical Nutrition Therapy, 1051–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-30730-1_58.

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Binder, James. "Motivational Interviewing." In Primary Care Interviewing, 219–31. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7224-7_18.

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Demmel, R. "Motivational Interviewing." In Verhaltenstherapiemanual, 193–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-55210-6_40.

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Conference papers on the topic "Motivational interviewing"

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Pérez-Rosas, Verónica, Rada Mihalcea, Kenneth Resnicow, Satinder Singh, and Lawrence An. "Building a Motivational Interviewing Dataset." In Proceedings of the Third Workshop on Computational Lingusitics and Clinical Psychology. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-0305.

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Lorini, Emiliano, Nicolas Sabouret, Brian Ravenet, Jorge Fernandez, and Céline Clavel. "Cognitive Planning in Motivational Interviewing." In 14th International Conference on Agents and Artificial Intelligence. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0010895400003116.

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Hudson-Matthew, Tricia. "TRAINING EDUCATIONAL STAFF IN MOTIVATIONAL INTERVIEWING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1916.

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Tavabi, Leili, Trang Tran, Kalin Stefanov, Brian Borsari, Joshua Woolley, Stefan Scherer, and Mohammad Soleymani. "Analysis of Behavior Classification in Motivational Interviewing." In Proceedings of the Seventh Workshop on Computational Linguistics and Clinical Psychology: Improving Access. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.clpsych-1.13.

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Pérez-Rosas, Verónica, Rada Mihalcea, Kenneth Resnicow, Satinder Singh, Lawrence Ann, Kathy J. Goggin, and Delwyn Catley. "Predicting Counselor Behaviors in Motivational Interviewing Encounters." In Proceedings of the 15th Conference of the European Chapter of the Association for Computational Linguistics: Volume 1, Long Papers. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/e17-1106.

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Min, Do, Veronica Perez-Rosas, Ken Resnicow, and Rada Mihalcea. "VERVE: Template-based ReflectiVE Rewriting for MotiVational IntErviewing." In Findings of the Association for Computational Linguistics: EMNLP 2023. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.findings-emnlp.690.

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Wu, Zixiu, Rim Helaoui, Vivek Kumar, Diego Reforgiato Recupero, and Daniele Riboni. "Towards Detecting Need for Empathetic Response in Motivational Interviewing." In ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3395035.3425228.

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Tavabi, Leili, Kalin Stefanov, Larry Zhang, Brian Borsari, Joshua D. Woolley, Stefan Scherer, and Mohammad Soleymani. "Multimodal Automatic Coding of Client Behavior in Motivational Interviewing." In ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3382507.3418853.

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Welivita, Anuradha, and Pearl Pu. "Boosting Distress Support Dialogue Responses with Motivational Interviewing Strategy." In Findings of the Association for Computational Linguistics: ACL 2023. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.findings-acl.334.

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Dirhan, Dara, and Alessandra Sarcona. "Students' self-perceptions of mindfulness after learning mindfulness techniques in a professional skills course." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12603.

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In this paper we describe the effect of incorporating two mindfulness techniques (keeping a diary and motivational interviewing) in a professional skills course, and the impact these had on students’ self-perceptions of mindfulness. Over the course of a fourteen-week semester, students were asked to keep a diary at four different time points and were also taught motivational interviewing skills, which they had to apply to a four-part counseling project. Using a pre-post study design and the validated tool, the Mindful Attention Awareness Scale (MAAS), we meausred students’ perceptions of mindfulness pre-course and post-course. Results from the study indicated that students’ perceptions of mindfulness significantly increased from pre-course to post-course. Further, most students agreed that both the diary assignments and practicing motivational interviewing increased mindfulness from pre-course to post-course. Additionally, a majority of students reported that practicing motivational interviewing enhanced their counseling skills on the four-part counseling project, and that the four diary assignments improved their writing skills. This study underscores the importance of incorporating mindfulness techniques into a professional skills course to increase students’ mindfulness, which can further benefit the student by increasing students’ professional skills to become more competent counselors and writers.
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Reports on the topic "Motivational interviewing"

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Moyers, Theresa. Motivational Interviewing in the Prevention of Alcohol Abuse. Fort Belvoir, VA: Defense Technical Information Center, August 2002. http://dx.doi.org/10.21236/ada412883.

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Moyers, Theresa. Motivational Interviewing in the Prevention of Alcohol Abuse. Fort Belvoir, VA: Defense Technical Information Center, August 2003. http://dx.doi.org/10.21236/ada422059.

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Hartlieb, Kathryn Brogan, Kent Stuber, Chris Malaya, and Amy Ferguson. Motivational Interviewing in Chiropractic: a Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2024. http://dx.doi.org/10.37766/inplasy2024.1.0048.

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Asvat, Yasmin. Motivational Interviewing to Increase Physical Activity in Breast Cancer Survivors. Fort Belvoir, VA: Defense Technical Information Center, May 2011. http://dx.doi.org/10.21236/ada550382.

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Fisher, Alana, Smriti Nepal, Logan Harvey, Natalie Peach, Christina Marel, Frances Kay-Lambkin, Maree Teesson, Nicola Newton, and Katherine Mills. Drug and alcohol psychosocial interventions. The Sax Institute, July 2020. http://dx.doi.org/10.57022/sczj5829.

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This Evidence Check reviewed effective psychosocial interventions for the management of people with alcohol and other drug issues. The review also aimed to identify the most effective psychosocial interventions for special population groups. A range of psychosocial interventions were examined, including behavioural, motivational, psychodynamic, counselling, mindfulness-based and self-help approaches. A number of psychosocial interventions are supported by the literature, especially for alcohol and tobacco use. The review found evidence to support the effectiveness of Motivational Interviewing with and without Cognitive Behavioural Therapy for particular groups, including pregnant women, people with co-occurring mental health and alcohol and other drug issues, and people in the criminal justice system. The reviewers identified a number of gaps in the evidence base including the need for supports after treatment, research into substances other than alcohol and tobacco, and a need for a greater understanding of technology-based interventions.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Motivational interviewing may encourage healthy eating in people with type 2 diabetes. National Institute for Health Research, March 2016. http://dx.doi.org/10.3310/signal-000211.

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Nutrition Science for Health and Longevity: What Every Clinician Needs to Know. Gaples Institute, 2021. http://dx.doi.org/10.51150/gaples1.

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This online nutrition course for clinicians, approved for 4 hours of continuing medical education, is designed to provide a solid foundation of clinically relevant nutrition knowledge, and outlines practical strategies to incorporate nutritional counseling into a busy clinical practice. Course elements include: 1) Clickable links to more than 100 key references; 2) Sections on clinician self-care, fad diets, screening for patients with food insecurity, and motivational interviewing; 3) Over 20 immersive clinical scenarios; 4) Downloadable summaries of each section with key takeaways.
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