Teaching Motivational Interviewing to Undergraduates: Evaluation of Three Approaches

Authors

Michael B. Madson, University of Southern MississippiFollow
Julie A. Schumacher, University of Mississippi Medical CenterFollow
Jeremy J. Noble, University of Southern MississippiFollow
Melissa A. Bonnell, University of Southern MississippiFollow

Document Type

Article

Publication Date

2013

Department

Psychology

Abstract

Many undergraduate psychology students assume positions as mental health paraprofessionals during or after college. The present study was a quasi-experimental evaluation of the effectiveness of teaching motivational interviewing (MI), a counseling approach that applies to many paraprofessional occupations. Results from 83 undergraduates indicated that both intensive and extended MI courses resulted in greater increases in MI knowledge, confidence, and skill than a brief MI lecture but did not differ from one another. Post-course reflective listening, summarizing sills, and ability to develop discrepancy for these two groups neared or exceeded beginning proficiency thresholds. Findings of this study suggest that even without outside practicum experience, students can achieve meaningful improvements in MI skill through undergraduate courses, which may enhance their performance as paraprofessionals.

Publication Title

Teaching of Psychology

Volume

40

Issue

3

First Page

242

Last Page

245

Recommended Citation

Madson, M. B., Schumacher, J. A., Noble, J. J., Bonnell, M. A. (2013). Teaching Motivational Interviewing to Undergraduates: Evaluation of Three Approaches. Teaching of Psychology, 40(3), 242-245.
Available at: https://aquila.usm.edu/fac_pubs/7778