Motivational Interviewing with Adolescents and Young Adults
This new edition provides vital tools for helping young people open up about their struggles, explore alternatives, and make healthier choices. The authors show how to have productive conversations about behavior change with adolescents and young adults in any clinical context.
There are chapters on MI in groups and involving caregivers in treatment. The book also contains user-friendly worksheets, self-reflection exercises, and skill-building activities.
Building rapport with teenagers is notoriously difficult, often because adults struggle to understand their perspective and priorities. As someone who regularly teaches courses on counseling adolescents, I have found the ideas in this book absolutely critical in becoming a more effective therapist. I highly recommend this improved second edition, which should be required reading… - Jeremy Jewell, PhD, Dept. of Psychology. Southern Illinois University, Edwardsville
Level 2 & 3
Suggested Performance Indicators: 1.1.4, 2.2.4, 3.2.2, 4.1.1, 4.1.2, 4.2.6, 4.2.7, 6.1.2, 6.1.9, 6.2.5, 8.1.1, 8.1.2, 8.1.4, 8.2.2, 8.3.1, 8.3.7, 10.1.1, 10.2.4, 10.2.11, 10.4.2, 10.4.4
CPE Type: 740 Online/Web-based Course
Upon successful completion, the users will be able to:
- Explain what motivational interviewing (MI) is and identify the four key elements.
- Discuss adolescent and emerging adult development that influence a person’s acceptance of new ideas and habits.
- Describe the spirit of MI.
- Summarize how emphasizing autonomy to a young person is one of the most important skills in MI.
- Describe how to recognize and respond to counter-change talk and discord—give two examples.
- Explain how to recognize, reinforce, and elicit change talk.
- Identify and describe each of the processes of MI.
Why we chose this book
Motivational Interviewing is accepted in counseling as a successful strategy for counseling. Its concepts can be more effective in facilitating change than mandating it to clients and patients. For practitioners who use these concepts with older patients, it may be a familiar transition in thinking to work with teens and young adults.
About the author
Sylvie Naar, PhD, is Distinguished Endowed Professor in the Department of Behavioral Sciences and Social Medicine at Florida State University (FSU) College of Medicine. She is a trained pediatric health psychologist and has conducted health disparity research with minority youth since the 1990’s.
Mariann Suarez, PhD, ABPP, is Associate Professor in the Department of Medical Education at the University of South Florida Health, Morsani College of Medicine. She is a community clinical and pediatric psychologist, with specialization in child abuse and neglect.