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School-based motivational interviewing with students, teachers, and parents: new developments and future direction

Motivational interviewing (MI) is a brief evidence-based counseling style used to reduce adult and adolescent risky behavior. Recently, school-based mental health experts have adapted MI for use in the school context to promote positive student outcomes (e.g., academics, behavior, and mental health). Currently, there are two forms of school-based MI (SBMI): student-focused SBMI (direct use with students) and consultative SBMI (use with teachers or parents). This special issue presents research on both forms. First, Sheftel, Lindstrom, and McWhirter [(2014). Motivational enhancement career intervention for youth with disabilities. Advances in School Mental Health Promotion, 7(4), 208–224, this issue] present a pilot study of student-focused SBMI to increase high school students' vocational skills self-efficacy, self-determination, and vocational outcomes. Second, Lee, Frey, Herman, and Reinke [(2014). Motivational interviewing as a framework to guide school-based coaching. Advances in School Mental Health Promotion, 7(4), 225–239, this issue] provide a conceptual review and framework for using consultative SBMI to increase teachers' treatment integrity. Then, Small, Lee, Frey, Seeley, and Walker [(2014). The development of instruments to measure motivational interviewing skill acquisition for school-based personnel. Advances in School Mental Health Promotion, 7(4), 240–254, this issue] share pilot data on two assessments designed to measure SBMI training outcomes. Finally, Simon and Ward [(2014). An evaluation of training for lay providers in the use of motivational interviewing to promote academic achievement among urban youth. Advances in School Mental Health Promotion, 7(4), 255–270, this issue] present a study on an SBMI training program for paraprofessionals.