Physical activity (PA) is important for physical and mental health; however, college students face several barriers to maintaining PA, including diet culture and body dissatisfaction, which can lead to dysfunctional relationships with PA. Peer-led health coaching through a weight-inclusive lens is a potential solution to help college students adopt intrinsic motivation for PA. The purpose of this study was to examine outcomes associated with participation in a peer-led weight-inclusive PA coaching program. Specifically, the authors hypothesized that participants’ intrinsic motivation for PA and body appreciation would increase while PA motivation for weight and appearance management would decrease. Peer PA coaches trained in exercise psychology, motivational interviewing (MI), and weight inclusivity led 30-minute virtual sessions once a week for four consecutive weeks. Peer PA coaches’ use of MI was audio recorded and coded for intervention fidelity. Eighteen participants completed the Functions of Exercise Scale (FES) and Body Appreciation Scale-2 (BAS-2) at pre- and post-intervention, and 26 participants completed an optional feedback survey about their experiences in the program at post-intervention. Independent MI coding showed that peer PA coaches met most levels of MI competency, ensuring MI intervention fidelity. There were no significant differences in the FES or the BAS-2 from pre- to post-intervention. However, through the optional feedback survey, participants reported that their thoughts and patterns about PA had improved after the program. While participants enjoyed this weight-inclusive PA coaching intervention, longer coaching sessions for a longer period may be required to change PA motivation and body appreciation.

Weight-inclusive health coaching provides a viable alternative to traditional weight-centric models of care and may assist clients in implementing sustainable health behaviours. The purpose of this project was to assess the impact of a six-session university campus health coaching programme (UCAN) on eating competence and body appreciation in university students. The UCAN intervention included twenty-eight participants (88.9% female, 89.3% white) who completed six individual weekly motivational interviewing sessions. Pre- and post-surveys included demographic questions, the Body Appreciation Scale-2 (BAS-2), and the Satter Eating Competence Inventory (ecSI 2.0). Paired samples t-tests were conducted to determine changes in body appreciation and eating competence from pre- to post-intervention. There was a statistically significant increase in body appreciation (Mpre = 3.46, Mpost = 3.72, p = .01) and in eating competence (Mpre = 29.62, Mpost = 33.38, p = .003) from pre- to post-intervention. Results from the study indicate that participation in a six-week weight-inclusive health coaching programme was associated with improvements in body appreciation and eating competence one week after the final session. Future research would benefit from replicating this study with a more diverse population.

Coaching is recognized as an implementation strategy to support teachers' use of effective instructional practices, and motivational interviewing (MI) has been recognized as a promising implementation technique to support this strategy. In this article, we present the results of a feasibility study to evaluate the fidelity, satisfaction, and impact of an MI skills training for instructional support personnel (ISP). Thirty-one ISP were randomized to Coaching with MI skills (C-MI) or Coaching with Business-as-Usual Skills (C-BAU) conditions. ISP in both conditions received training in a four-step coaching model designed to impact instructional practices with teachers. Trainees in the C-MI condition also received skill-based training in MI. Following training, Trainees in both conditions implemented the coaching model with up to two teachers. Training fidelity and satisfaction with the training were high in both conditions. At posttest, trainees in the C-MI condition reported significantly higher levels of coaching self-efficacy and demonstrated MI competency (i.e. skill in a simulated practice setting) compared to trainees in the C-BAU condition. Additionally, trainees in the C-MI condition met established thresholds of MI proficiency (i.e. skill while implementing the CBP procedures with teachers) at statistically higher rates than trainees in the C-BAU condition. The findings suggest that this training approach results in high demonstrated MI competence and self-efficacy. The implications of these findings and future research are discussed.

Researchers have studied the efficacy of motivational interviewing over the past 30 years. While it is recognized as a highly effective approach overall, variability in outcomes studies is largely attributed to the extent to which it is implemented with fidelity. MI applications in school have become increasingly popular in the past 10 years, yet no reviews have included a comprehensive description of the prevalence and type of school-based MI applications or positioned MI training and fidelity monitoring in the broader framework of implementation science. The present scoping review documents the prevalence and type of MI applications, training strategies and techniques, and fidelity monitoring systems reported in school-based MI research. We identified 62 studies from 8 countries via a multi-step search and review process conducted iteratively between February 2020 and April 2023. For inclusion, articles needed to (a) be peer-reviewed, (b) school-based, (c) describe the use of MI as a primary intervention strategy, and (d) employ a rigorous research design. The results indicated most articles were published since 2012 and the most frequent target behavior was social–emotional, behavioral, or related difficulties. Less than one-third of the articles in the review contained information on the trainer’s qualifications. Although MI was an active ingredient in all the studies and 71

The demand for preventive and easily implemented interventions to address the needs of children with significant behavioral challenges in general education settings is well-documented. First Step to Success is an evidenced-based program to address challenging behavior in preschool and elementary-school settings with a 20-year history of successful implementation (Walker et al., 1997; Walker et al., 2014b). A revision of the intervention, called First Step Next (Walker et al., 2015), was designed to (1) standardize the program components across preschool and elementary settings; (2) make the program more user friendly for implementers, including parents; and (3) increase the program’s efficacy by adding new components and updating existing ones. The current study used a mixed-method approach to compare process data collected from a previous efficacy trial of the original preschool version of First Step (Feil et al., 2014) to the revised version (First Step Next; Feil et al., 2020). Overall procedural fidelity ratings were high for both program variations. Further, alliance and satisfaction ratings, as per parent- and teacher-report, were acceptable, although there were some divergent findings between parent and teacher perspectives at the item level. This study provides support for the feasibility of successfully implementing First Step Next with young children and their families in preschool settings.

High school students in accelerated curricula tend to report higher level of perceived stress compared to general education students, but often receive limited school support (Conger et al., 2021 ). This study explored student experiences of a targeted intervention using Motivational Interviewing (Motivation, Assessment, and Planning; MAP) compared to an Action Planning (AP) intervention through a randomized, within-subject design. Twenty ninth grade students enrolled in one advanced placement class who exhibited emotional and/or academic risks mid-year were assigned to initially receive either MAP or AP, and the other intervention second. Data collection occurred immediately after and approximately one month following each meeting. Wilcoxon Signed-Rank test showed statistically significant increase in student-reported importance to change ( S = 35.5, N = 20, p = 0.04) after MAP compared to AP, but with questionable clinical significance of small differences. Although there is a significant statistical difference in interventionist-reported therapeutic alliance ( S = 95, N = 20, p < 0.001) favoring MAP, students reported similar increase in therapeutic alliance ( S = −18.5, N = 20, p = 0.03) after both conditions. Students also reported similar increase in confidence to change ( S = 1, N = 20, p = 0.99) and progress toward goals ( S = −18, N = 20, p = 0.04) after experiencing both interventions. Findings from this study suggest that both MAP and AP have the potential to improve students’ perceived importance and confidence to change, therapeutic alliance, and goal attainment. Qualitative analyses of written and verbal data provided support for high acceptability of both MAP and AP. The current study sheds light on the impact and acceptability of two targeted interventions appropriate for high school students in advanced placement classes.

Disruptive behavior disorders in childhood are increasingly pervasive and associated with numerous, negative long-term outcomes. The current study examined whether adding a brief, home-visitation intervention to an existing, multi-component (child and teacher) intervention, would improve social-emotional and behavioral outcomes for young children with challenging behavior in home and school settings who required intensive support. A total of 379 teacher-parent-student triads were screened for elevated levels of behavioral risk in school and home settings and then randomly assigned to school only intervention (i.e., teacher and student components), home only intervention (i.e., parent), both combined, or business-as-usual control conditions. We examined baseline and posttest outcomes across prosocial behavior, problem behavior, and academic domains. The results demonstrated substantial support for the teacher and child-focused condition and combined conditions, and modest support for the parent-focused condition. The study advances the literature by increasing the knowledge base related to these interventions implemented alone and in combination.

The purpose of this chapter is to provide an overview of the development history, critical features, implementation, and evidence base of the First Step early intervention and its 2015 revision, First Step Next. The original First Step program was designed for young children who struggle in school and display challenging behavior patterns (Walker et al., 1997). First Step is a short-term, selected intervention designed to prevent the development and elaboration of challenging behavior within general education pre-K through K-2 grade settings. Detailed information on First Step can be accessed through the Oregon Research Institute's First Step website: firststeptosuccess.org

Disruptive behavior problems frequently emerge in the preschool years and are associated with numerous, long-term negative outcomes, including comorbid disorders. First Step is a psychosocial early intervention with substantial empirical evidence supporting its efficacy among young children. The present study reports on a validation study of the revised and updated First Step early intervention, called First Step Next, conducted within four preschool settings. One hundred sixty students at risk for school failure, and their teachers, were randomized to intervention and control conditions. Results indicated coach and teacher adherence to implementing the core components of the program was excellent. Teachers and parents had high satisfaction ratings. For the three First Step Next prosocial domains, Hedges'geffect sizes (ESs) ranged from 0.34 to 0.91. For the problem behavior domain, children who received the First Step Next intervention had significant reductions in teacher- and parent-reported problem behavior as compared to children randomized to the control condition. For the problem behavior domain, Hedges'gESs ranged from 0.33 to 0.63, again favoring the intervention condition. All of the domains were statistically significant. This study builds on the evidence base supporting the First Step intervention in preschool settings.

The paper describes the applicability and acceptability of a selective intervention-Motivation, Assessment, and Planning (MAP)-for high school students that was developed based on the principles of motivational interviewing (MI) and tailored to the unique needs and strengths of students taking accelerated coursework, specifically Advanced Placement (AP) and International Baccalaureate (IB) classes. In addition to detailing the intervention in terms of MI spirit, processes, and relational and technical skills, we report applicability and acceptability data from a second iteration of MAP implementation in eight AP/IB programs in a Southeastern state during spring 2018. We analyzed quantitative and qualitative acceptability data from 121 high school freshmen (97 from AP and 24 from IB courses), as well as the seven MAP coaches who were trained using the Motivational Interview Training and Assessment System (Frey et al. 2017). To gain perspectives from the intended end users of the refined MAP, 12 school counselors and school psychologists who were not trained in MAP evaluated the intervention and provided qualitative and quantitative data on applicability and acceptability. All three stakeholder groups (students, coaches, and school mental health staff) rated and described the intervention as highly acceptable and appropriate for addressing the social-emotional needs of adolescents in AP/IB classes.

Reviews of the motivational interviewing (MI) training literature demonstrate MI is a nuanced skill set that takes carefully planned didactic training, application of skills in context-specific practice settings, and ongoing support to promote reflective practice and sustained proficiency. Despite the robust knowledge base related to training and how MI works to achieve favorable outcomes, these two literature bases are not well integrated. In an effort to inform and guide future research, we propose the mechanisms of motivational interviewing (MMI) conceptual framework, which expands upon previous work. Specifically, the framework adds training as an ongoing process consistent with Bennett-Levy’s (Behav Cogn Psychother 34:57–78, 2006) model of skill development and acquisition to the existing two-path framework that helps us to understand how MI works to achieve its desired effects (Magill et al., J Consult Clin Psychol 82:973–983, 2014). Herein, we describe measures used to evaluate the mechanisms within the four MMI framework links: initial training to competency, competency to proficiency, proficiency to talk about change, and talk about change to behavior change. Next, we synthesize the literature associated with each of the mechanisms of the MMI. We conclude by discussing implications for practice and research. This framework offers a more complete path structure to understand the mechanisms of change associated with MI that could improve our understanding of inconsistent effect sizes observed across prior trials evaluating MI effectiveness.

High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International Baccalaureate (IB) curricula. MAP is grounded in motivational interviewing and designed to evoke behavior change following one to two individual meetings with a coach. This study used a multimethod, multisource approach to evaluate the applicability and acceptability of MAP as a Tier 2 support for 9th-grade students completing AP/IB coursework. Quantitative and qualitative acceptability data from 49 AP/IB students, 7 coaches, and 3 potential end-users of MAP were examined. Results indicate MAP was perceived as an acceptable intervention for addressing the social–emotional needs of high-achieving students taking AP/IB classes. Findings and directions for further research of MAP are discussed.

Educational researchers and school-based practitioners are increasingly infusing motivational interviewing (MI) into new and existing intervention protocols to provide support to students, parents, teachers, and school administrators. To date, however, the majority of the research in this area has focused on feasibility of implementation rather than fidelity of implementation. In this manuscript, we will present MI fidelity data from 245 audio-recorded conversations with 113 unique caregivers and 20 coaches, who implemented a school-based, positive parenting intervention. The aggregate fidelity scores across coaches, parents, and sessions provide evidence the training and support procedures were effective in assisting school-based personnel to implement MI with reasonable levels of fidelity in practice settings. Further, results suggest that MI fidelity varied between sessions and coaches and that within-coach variation (e.g., session-level variation in the quality of MI delivered) greatly exceeded between-coach variation. Implications for practice and future research are discussed.

This article examines the participation, engagement, alliance, and social validity of homeBase—a parent management intervention developed specifically to address parent engagement of elementary-level students. The intervention infuses motivational interviewing (MI) into its implementation procedures and trains behavioral coaches to use this approach as their primary interactive vehicle with parents. Process data from participants (N = 120) assigned to one of the two homeBase intervention conditions were examined to better understand the following dimensions: parental participation and engagement, coach–parent alliance, and the satisfaction of the homeBase intervention. Results indicate that parental participation was challenging in that 21 percent of the parents seemed unable to engage at all in the intervention. However, those who did participate were highly engaged and developed effective relationships with their coach. Parents perceived the homeBase intervention to be socially valid. There were also several interesting correlations among these measures that might potentially guide further research and practice. The authors recommend that school social work preparation programs and school districts consider including MI in curriculum and professional development efforts as a strategy for parental engagement.

Academic coaching is growing as a form of retention support, but questions surrounding what coaching should be continue to limit its potential. We argue that a resolution lies in increasing alignment between coaching practice, retention theory, and motivation, and that peer-led coaching guided by motivational interviewing offers a potentially unique blend of theory and practicality. Using phenomenological analysis procedures, we explore the experiences of a cohort of peer coaches to track changes in their perceived role and the skills they found most important to their success. Findings suggest peer coaches utilizing a framework guided by motivational interviewing came to view themselves as facilitators of change who nurtured intrinsic motivation by relying on their ability to form meaningful relationships with the students they served.

This article describes an ongoing effort to train MSW students to practice motivational interviewing (MI) competently in the context of a university-community field education partnership model. Students in field placement are trained using the Motivational Interviewing Training and Assessment System and participate in a field seminar to hone MI proficiency. Mixed-methods preliminary evaluation data were collected to understand the impact of the training. Results suggest the Motivational Interviewing Training and Assessment System is promising for preparing social work students to use this evidence-supported practice competently. Implications from this practical example are discussed in relation to integrating an evidence-based practice such as MI into the social work curriculum.

Miller and Rollnick (2012, p. 29) define motivational interviewing (MI) as “a collaborative, goal-oriented style of communication with particular attention to the language of change . . . designed to strengthen personal motivation for and commitment to a specific goal by eliciting and exploring the person’s own reasons for change within an atmosphere of acceptance and compassion.” MI is based on empirical evidence that documents the basic principle that the way people talk about change can be related to the way they act. Simply stated: The more someone talks about or argues for change, the more likely it is that he or she will change. Conversely, the more one verbalizes reasons against change, the less likely it is that he or she will change. MI helps accelerate the change process “by literally talking oneself into change” (Miller & Rollnick, 2012, p. 168).